Action Research on Impact of Project-based Learning on Intrinsic Motivation of Private College Students Learning English in China
Bibliographic record
Abstract
The study investigates the effect of project-based learning on the intrinsic motivation of private college students learning English in China. Motivation is instrumental to students’ learning process, private college students in China are less academically motivated than their counterparts in public institutions. Project-based learning is an effective instructional technique that empowers students to be the center of learning. In this action research, 21 students learning English in a private Chinese college were administered with the Intrinsic Motivation Inventory to examine the difference of their intrinsic motivation level before and after a project. The result of the study shows significant difference existing in interest, autonomy, competence and pressure students perceived before and after the project, which supports project-based learning has a positive impact on students’ intrinsic motivation for learning. Based on this result, it is highly suggested that more considerations should be given to incorporate PBL in course design to enhance intrinsic motivation of private college students in China.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".