Influence of maker-centred classroom on the students’ motivation towards science learning

Abstract

The aim of this study is to investigate the effect of maker-centred learning methodology on the motivation of secondary school students towards science learning using a quasi-experimental design pretest–posttest. For this purpose, a sample of 200 students in eighth grade (110 boys and 90 girls) was selected from two different schools in Madrid during 2017–2018 academic year. The experimental group selected covered the learning standards by doing a project in the makerspace, and the control group covered the same standards by traditional learning in the classroom. Data were collected through a Students’ Motivation Towards Science Learning questionnaire developed by Tuan, Chin and Shieh (2015). The results of the data analysis revealed a significative difference between groups in the post-test, finding a higher level of motivation towards science in the experimental group (maker-centred learning based), in comparison with the control group (traditional learning based). Findings in this study confirm the benefits of makerspaces in schools as learning environments that motivate students to learn science, so we strongly recommend the use of these spaces to teach science, allowing the students to find their passion and fostering a love of learning.

Keywords: Makerspaces, motivation, science learning, secondary school, Quasi-experimental design