Research article | Open Access
International Journal of Educational Researchers 2025, Vol. 16(4) 60-71
THE IMPACT OF DESIGN-BASED LEARNING ON STUDENT ACHIEVEMENT MOTIVATION AND RETENTION IN THE 7TH GRADE SCIENCE CURRICULUM: A NEW APPROACH TO TEACHING CHEMICAL EQUATIONS
pp. 60 - 71
Publish Date: December 18, 2025 | Single/Total View: 15/14 | Single/Total Download: 16/19
Abstract
This study examines the effects of a Design-Based Learning (DBL) approach on students’ academic achievement, motivation toward science, and knowledge retention in the Pure Substances and Mixtures unit of the 7th-grade science curriculum. Conducted in the first semester of the 2024–2025 academic year, the research adopted a pre-test/post-test control group experimental design. Data were gathered through two primary instruments: the Academic Achievement Test (AAT-PSM) and the Motivation for Learning Science Scale (MSTLS). To measure long-term retention, the achievement test was administered again to both the experimental and control groups four weeks after the instructional intervention. The findings revealed that the DBL approach significantly enhanced students’ academic performance, strengthened their motivation toward science, and improved knowledge retention. The collaborative structure of DBL activities encouraged active participation, which in turn fostered intrinsic motivation. Moreover, engaging students in designing and testing their own solutions cultivated a sense of ownership over the learning process, thereby increasing enthusiasm and engagement in science classes. Notably, although the experimental group reported lower initial motivation levels compared to the control group, they ultimately achieved higher academic performance by the end of the study. These results indicate that DBL not only facilitates conceptual understanding but also sustains student interest and contributes to long-term academic growth. Overall, the study highlights the effectiveness of design-based learning as a pedagogical strategy for promoting deeper and more meaningful learning experiences in middle school science education.
Keywords: Design-Based Learning, Academic Achievement, Motivation, Permanence
APA 7th edition
Canpolat, E., & Atici, B.S. (2025). THE IMPACT OF DESIGN-BASED LEARNING ON STUDENT ACHIEVEMENT MOTIVATION AND RETENTION IN THE 7TH GRADE SCIENCE CURRICULUM: A NEW APPROACH TO TEACHING CHEMICAL EQUATIONS. International Journal of Educational Researchers, 16(4), 60-71.
Harvard
Canpolat, E. and Atici, B. (2025). THE IMPACT OF DESIGN-BASED LEARNING ON STUDENT ACHIEVEMENT MOTIVATION AND RETENTION IN THE 7TH GRADE SCIENCE CURRICULUM: A NEW APPROACH TO TEACHING CHEMICAL EQUATIONS. International Journal of Educational Researchers, 16(4), pp. 60-71.
Chicago 16th edition
Canpolat, Erdal and Betul Sekerci Atici (2025). "THE IMPACT OF DESIGN-BASED LEARNING ON STUDENT ACHIEVEMENT MOTIVATION AND RETENTION IN THE 7TH GRADE SCIENCE CURRICULUM: A NEW APPROACH TO TEACHING CHEMICAL EQUATIONS". International Journal of Educational Researchers 16 (4):60-71.
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