Author: Sankar E & Professor Dr. A. Edward William Benjamin
DOI Link: https://doi.org/10.70798/Bijmrd/03010009
Abstract: This study utilized an experimental design to examine the influence of self-learning modules on academic motivation in chemistry. A total of 40 higher secondary students in the XI grade were randomly selected and divided into two groups: a control group and an experimental group, each consisting of 20 students. Before the intervention, a short version of the academic motivation scale was administered to both the experimental and the control groups. The self-learning modules were introduced exclusively to the experimental group over 12 consecutive weeks. Following the intervention, the academic motivation scale was administered again. Analysis of the pre-test and post-test results indicated a significant improvement in the academic motivation of the students who participated in the self-learning modules. The study recommends conducting a longitudinal study to further assess the effectiveness of the self-learning modules and suggests implementing constant feedback to enhance their efficacy.
Keywords: Modules, XI Standard Students, Quasi-Experiment, and Achievement in Chemistry.
Page No: 78-84