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Please use this identifier to cite or link to this item: https://ptsldigital.ukm.my/jspui/handle/123456789/577472
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dc.contributor.authorSharifah Sariah Syed Hassan (IIUM)
dc.contributor.authorMohamed Rajab (IIUM)
dc.date.accessioned2023-11-06T02:44:47Z-
dc.date.available2023-11-06T02:44:47Z-
dc.date.issued2014-03
dc.identifier.issn0128-7702
dc.identifier.otherukmvital:77848
dc.identifier.urihttps://ptsldigital.ukm.my/jspui/handle/123456789/577472-
dc.descriptionThis present study seeked to investigate the teaching styles adopted by the science teachers and their student intrinsic motivation in order to be persistence in learning the subject. Using the response from student experiences, the 5Es instructional model by Bybee (1996) has been adopted for the theoretical framework in the study. The purpose of the study was to validate the 5Es model and intrinsic motivation. 452 samples from selected secondary school students in Kuala Lumpur, Malaysia have been collected to provide the responses for self constructed questionnaires in the structural equation modeling analysis. The findings provide the implications toward empirical evidence of theory, teaching practice and appropriate interventions that can be addressed for future research.
dc.language.isoen
dc.publisherUniversiti Putra Malaysia Press
dc.relation.haspartPertanika Journal of Social Sciences & Humanities
dc.relation.urihttp://www.pertanika.upm.edu.my/Pertanika%20PAPERS/JSSH%20Vol.%2022%20(1)%20Mar.%202014/21%20Page%20335-344%20(JSSH%200637-2012).pdf
dc.subjectScience teaching
dc.subjectInstructional technology
dc.subjectConstructivist learning
dc.subjectInstructional design model
dc.titleScience teaching styles and student intrinsic motivation: validating a structural model
dc.typeJournal Article
dc.format.volume22
dc.format.pages335-344
dc.format.issue1
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