Abstract
This study investigated the effect of scaffolded-5E inquiry-based learning on the
achievement goal-orientation of Grade 10 Physical Sciences learners in Soweto
schools. The sequential explanatory quasi-experiment study took place in two
phases. The pre-intervention phase focused on piloting the questionnaire instrument
and collection and analysis of baseline data. This was accomplished in two pilot
stages.
First-order principal components exploratory factor analysis conducted with the pilot
study one survey data extracted two mastery goal-orientation constructs against a
single construct provided by the theoretical framework. A second order principal
components analysis revealed a single mastery goal-orientation construct with very
weak item loadings. However, two constructs were extracted for the performance
goal-orientation corresponding to performance approach and performance
avoidance. In addition, a Cronbach’s alpha test revealed weak reliability constants
for mastery goal-orientation (0.582) and performance avoidance goal-orientation
(0.650). Accordingly, the data were rejected as being unreliable and invalid.
Pilot study two consisted of the re-administration of the revised instrument. Data
collected using the revised questionnaire instrument revealed strong loadings into a
mastery goal-orientation construct, a performance approach construct and a
performance avoidance construct. In addition, Cronbach’s test for reliability revealed
strong alpha constants, namely 0.74, 0.86 and 0.83 for the mastery, performance
approach and performance avoidance goal-orientations respectively. Thus, Pilot
study two data were adopted as the baseline data.
Pearson’s test on the baseline data revealed a very weak relationship (r = 0.104,
n = 274, p ˃ 0.05) between learners’ responses to the mastery and performance
goal-orientation items. Thus, a mixed-goal-orientation state was concluded for the
learners pre-intervention. The mixed-goal-orientation finding was corroborated with
learners’ focus-group interviews....
Ph.D. (Science Education)