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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.
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]
Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Ability beliefs and intrinsic motivation: Predictors in computational-thinking and inquiry-based pedagogies for critical skills.
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  Data: <searchLink fieldCode="AR" term="%22Ugwunwoti%2C+Emeka+Promise%22">Ugwunwoti, Emeka Promise</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Edeh%2C+Nathaniel+Ifeanyi%22">Edeh, Nathaniel Ifeanyi</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> nathaineilifeanyiedeh@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Nweze%2C+Bernardine+Ngozi%22">Nweze, Bernardine Ngozi</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Anamezie%2C+Rose+Chigoziri%22">Anamezie, Rose Chigoziri</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Egbo%2C+Joy+Johnbest%22">Egbo, Joy Johnbest</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chukwu%2C+Peter+Ndubuisi%22">Chukwu, Peter Ndubuisi</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Eya%2C+Gloria+M%2E%22">Eya, Gloria M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Okoli%2C+Sussan+N%2E%22">Okoli, Sussan N.</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Onyia%2C+Basil+Chukwuma%22">Onyia, Basil Chukwuma</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Oluka%2C+Sussan+Ngozi%22">Oluka, Sussan Ngozi</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nsude%2C+Anthony+Okorie%22">Nsude, Anthony Okorie</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ozoagu%2C+Chibuike+Gerald%22">Ozoagu, Chibuike Gerald</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Aka%2C+Chinelo+Patricia%22">Aka, Chinelo Patricia</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nwobodo%2C+Patience%22">Nwobodo, Patience</searchLink><relatesTo>7</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Omeje%2C+Cynthia+Onyinye%22">Omeje, Cynthia Onyinye</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ebuoh%2C+Mercillina+Mmachinyere%22">Ebuoh, Mercillina Mmachinyere</searchLink><relatesTo>8</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Animba%2C+Ijeoma+Evelyn%22">Animba, Ijeoma Evelyn</searchLink><relatesTo>8</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Innovations+in+Education+%26+Teaching+International%22">Innovations in Education & Teaching International</searchLink>. Feb2026, Vol. 63 Issue 1, p113-129. 17p.
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  Data: 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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  Data: <i>Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/14703297.2024.2442604
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