Analysis of Students’ Motivation Formation to Study Physics in Modern Conditions

The purpose of the study. In the context of blended learning with a predominant distance learning format in the period of 2020-2022, the reorganization of the educational process, carried out through the use of distance learning technologies and the Blackboard e-learning platform, made it necessary to evaluate the effectiveness of such forced restructuring and make the necessary adjustments in teaching physics to first- and second-year undergraduate students. The research objectives: to find out students’ attitude to the use of various forms of active learning in studying physics, to assess the degree of their academic motivation, to conduct a comparative analysis of the effectiveness of the educational process restructuring in a forced predominantly distance-learning environment from the perspectives of professors and students.

Materials and methods. Within the conditions of predominant dis tance learning, in order to improve the educational process organized with distance learning technologies and to make the necessary adjustments, a survey was conducted among students upon completion of the physics course. The sample of respondents was carried out among bachelors studying in engineering and technical areas and studying the course “physics” in the first year of the Institute of Physics and Technology of Petrozavodsk State University. The survey itself and survey data analysis were conducted using the functional features of the e-learning platform Blackboard Learn. The survey questions were aimed at identifying students’ attitude to various aspects of the learning process and evaluating the effectiveness of the methods used by the authors to increase students’ academic motivation. The questions offered for self-analysis referred to the organization of the learning process (including distance learning format), academic motivation; personal competence and communication skills of students and professors; reflection. As part of the survey, students were also asked to formulate their opinions on the results of studying the course of physics and to give recommendations for improving teaching.

Results. The research findings indicated that it worked out well to organize systematic students’ activities in all proposed educational areas, to ensure fairly balanced out-of-class students’ work, to motivate undergraduates to study physics and to minimize the number of students not making satisfactory progress in studying physics. Students highly appreciated the efficiency of electronic educational resources. Both professors and students noted the efficiency of modular rating system of learning. The use of modular rating system of learning gave the opportunity to implement a student-centered approach to teaching, which combined motivation, the possibility to choose an individual learning path, and reflection. The survey data showed that in order to strengthen motivation, it is reasonable to involve students in research activities in one form or other starting from the first year of university studies.  When performing the survey, the role of personal and professional qualities of a lecturer of physics was analyzed.

Conclusion. The research findings indicated that within a predominantly distance-learning environment, it worked out well to organize systematic students’ activities in all proposed educational areas, to ensure fairly balanced self-directed students’ work, and to motivate undergraduates to study physics. The integrated use of modular rating system of learning and electronic educational resources was highly appreciated by students and made it possible to implement a student-centered approach to teaching. The survey data analysis provided feedback between the subjects of the innovative educational process, thus allowing us to evaluate its organization considering the opinions of both students and professors.  The results obtained suggest that the work on the organization of education delivery should be continued within the motivation and activity concept of active learning, taking into account the introduction of distance learning into the educational environment of all Bachelor programmes.

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