Impact of a Digital Growth Mindset on Enhancing the Motivation and Performance of Chemistry Students: A Non-Cognitive Approach

Abstract

The current study investigates the effects of a digital growth mindset on the motivation and success of chemistry students. The approach involves the use of technological tools that encourage students to face challenges and keep trying even when things become difficult. Students can achieve milestones by following this fruitful methodology. This study utilized a mixed-method design of an ordered–explanatory type, as identified in one of the categories of mixed-method approaches. The quantitative aspects of the research project were conducted using a matching-only pre-test–post-test control-group design. This was conducted because the study was carried out on secondary school students in Lahore, Pakistan, and the population included students up to the tenth grade. Only the experimental group participated in digital growth mindset activities. The control group was taught using traditional methods. The qualitative aspect of the study involved conducting focus group discussions with students in the experimental group. The results showed a significant improvement in motivation and chemistry achievement among the students in the experimental group, as evidenced by the higher mean scores from the pre-tests and the post-tests compared to the control group. The present research findings reveal that digital growth mindset interventions, when appropriately incorporated into chemistry curricula, possess the capacity to not only improve student engagement and subsequent performance but also to provide educators with valuable insights into instructional practices that are worth implementing in the digital era.

Keywords

• growth mindset
• fixed mindset
• digital growth mindset
• student motivation
• chemistry achievement