The Effect of Education Based on the Bybee Teaching Model on Motivational Strategies for Learning in Biology

Document Type : Research Article


1 Faculty of Educational Sciences and Psychology, Payam Noor University, Tehran, Iran

2 Faculty of Science, Payam Noor University, Tehran, Iran



Objective: Motivational strategies for learning are comprised of motivational beliefs and learning strategies, based on Pintrich and colleagues' (1991) self-regulated learning theory. The present study aimed to determine the effect of teaching based on the Bybee teaching model on motivational strategies for learning the biology of 11th-grade male students in Isfahan City.

Method: This research was conducted in a semi-experimental format with a Pretest-Posttest design with an unequal group. The statistical population was included all male students of the 11th experimental grade of Isfahan city in the academic year of 2021-2022. The statistical sample of the research included 30 male students in the 11th grade of the experimental field. Sampling was done in a multi-stage cluster. According to the entry and exit criteria of the research, 30 people were selected and randomly placed into two experimental and control groups with 15 people each. The data was collected using Pintrich and DeGroot's (1990) standard questionnaire for motivational strategies in learning. The experimental group underwent an 8-week training program using Bybee's teaching model, which consisted of 16 sessions lasting 70 minutes each.

Results: The analysis of research findings through descriptive statistics and covariance test showed a significant difference between the mean scores of motivational strategies for learning in the pre-test and post-test stages (p<0.05).

Conclusion: The findings of the study stated that if the students experience education based on the Bybee teaching model in biology, it could be expected that the motivational strategies for their learning in biology would be improved.


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