Student-oriented vesus teacher-centred: the effect of learning at workstations about birds and bird flight on cognitive achievement and motivation

Abstract

The study investigated cognitive and motivational effects of two educational interventions, a conventional versus a student-oriented approach. We monitored the impact on the cognitive achievement outcome and the motivation of students. Both approaches dealt with the subject of birds and bird flight; the student-oriented approach consisted of a unit based on workstations, the conventional one was taught in a more teacher-centred manner. 326 secondary school pupils of the highest stratification level participated in this study. By using a pre-, post- and retention-test design, both approaches were evaluated with the same empirical batteries (by applying a cognitive item set and the 'Intrinsic Motivation Inventory'). The conventional approach provided higher achievement scores whereas the student-oriented approach showed a higher motivational rating. Comparing the student-oriented approach with and without introduction, the group with introduction attained higher achievement scores. The results are discussed in terms of general expectations about the cognitive outcome in open learning environments and self-determination theory. Educational implications are drawn concerning the implementation of learning at workstations in school curricula.