Ability beliefs and intrinsic motivation: Predictors in computational-thinking and inquiry-based pedagogies for critical skills.
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| Title: | Ability beliefs and intrinsic motivation: Predictors in computational-thinking and inquiry-based pedagogies for critical skills. |
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| Authors: | Ugwunwoti, Emeka Promise1 (AUTHOR), Edeh, Nathaniel Ifeanyi2 (AUTHOR) nathaineilifeanyiedeh@gmail.com, Nweze, Bernardine Ngozi3 (AUTHOR), Anamezie, Rose Chigoziri3 (AUTHOR), Egbo, Joy Johnbest3 (AUTHOR), Chukwu, Peter Ndubuisi4 (AUTHOR), Eya, Gloria M.1 (AUTHOR), Okoli, Sussan N.5 (AUTHOR), Onyia, Basil Chukwuma4 (AUTHOR), Oluka, Sussan Ngozi6 (AUTHOR), Nsude, Anthony Okorie4 (AUTHOR), Ozoagu, Chibuike Gerald4 (AUTHOR), Aka, Chinelo Patricia4 (AUTHOR), Nwobodo, Patience7 (AUTHOR), Omeje, Cynthia Onyinye3 (AUTHOR), Ebuoh, Mercillina Mmachinyere8 (AUTHOR), Animba, Ijeoma Evelyn8 (AUTHOR) |
| Source: | Innovations in Education & Teaching International. Feb2026, Vol. 63 Issue 1, p113-129. 17p. |
| Subject Terms: | *Computational thinking, *Inquiry-based learning, *Intrinsic motivation, *Outcome-based education, *Student engagement, Self-efficacy, Professional competence |
| Abstract: | Associations among self-efficacy, intrinsic motivation, and instructional methodologies fundamentally determine the success of skill acquisition within educational frameworks. This study assessed the impact of inquiry-based and computational thinking pedagogies on the outcomes among 132 students from two universities in Enugu State. The study adopted a quasi-experimental design using five instruments to assess students' experiences. Hierarchical Multiple Regression and 5000 re-samples BC bootstrapping via the PROCESS macro were employed to test hypotheses and examine the relationship between student engagement and achievement. The study found that inquiry-based and computational thinking pedagogies improved achievement and retention, with ability, belief and intrinsic motivation as mediators. This study contributed to extant literature by integrating the mediators into computational thinking and inquiry-based learning, presenting a groundbreaking framework that enhances critical skills acquisition in Nigerian universities. The study recommended integrating these methods into Nigerian university frameworks to enhance students' academic achievement, retention, and critical skills acquisition. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Associations among self-efficacy, intrinsic motivation, and instructional methodologies fundamentally determine the success of skill acquisition within educational frameworks. This study assessed the impact of inquiry-based and computational thinking pedagogies on the outcomes among 132 students from two universities in Enugu State. The study adopted a quasi-experimental design using five instruments to assess students' experiences. Hierarchical Multiple Regression and 5000 re-samples BC bootstrapping via the PROCESS macro were employed to test hypotheses and examine the relationship between student engagement and achievement. The study found that inquiry-based and computational thinking pedagogies improved achievement and retention, with ability, belief and intrinsic motivation as mediators. This study contributed to extant literature by integrating the mediators into computational thinking and inquiry-based learning, presenting a groundbreaking framework that enhances critical skills acquisition in Nigerian universities. The study recommended integrating these methods into Nigerian university frameworks to enhance students' academic achievement, retention, and critical skills acquisition. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14703297 |
| DOI: | 10.1080/14703297.2024.2442604 |
