Investigating the impact of online learning clubs on student motivation and self-efficacy in science: an experimental study

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Introduction. Russian studentsʼ natural science literacy lags behind that of their counterparts in other countries, largely due to a lack of interest in the subject area and low self-confidence. Digital technologies offer new opportunities for basic and additional education that can help address these challenges and increase student engagement in the natural sciences. However, not all digital learning formats have been thoroughly examined in terms of their impact on studentsʼ engagement and learning outcomes. This research aims to evaluate the effectiveness of additional online science clubs in enhancing motivation and self-efficacy among schoolchildren in this subject area.

Materials and Methods. To investigate the issue, we conducted an experiment involving 1 023 students in grades 7–9 from the Khangalassky ulus of the Republic of Sakha. The experimental group consisted of students randomly selected to participate in online science club on the GlobalLab platform, while the control group continued with regular studies. Using structural equation modelling and instrumental variable methods, we have analyzed data on changes in the level of motivation and self-efficacy of both groups, while also controlling for socio-demographic characteristics and overall curiosity levels of the students.

Results. The findings indicate that online clubs have the potential to increase motivation and self-efficacy in natural science subjects, but their widespread use requires further investigation. The comparison of results between the control and experimental groups revealed a slight improvement in both general and subject motivation, as well as subject self-efficacy for students in the experimental group. The instrumental variable approach proved a more significant impact of online club participation on motivation and self-efficacy but only in the specific subject in which the child was engaged. At the same time, the study revealed a rather low interest among students to participate in online science club as extracurricular activity.

Discussion and Conclusion. The findings of the study support the notion that online clubs are effective in enhancing studentsʼ motivation and self-efficacy in natural sciences. However, the research also identified certain limitations in the use of additional education outside of school. For instance, students may lack a clear understanding of their participation goals, which can affect their interest in engaging in such activities. Thus, the results of the study provide a basis for evaluating the potential of online formats in additional education and for making recommendations for their optimal use.

About the authors

Yuliya D. Kersha

HSE University

Author for correspondence.
Email: kershajulia@gmail.com
ORCID iD: 0000-0002-4481-380X

Junior Research Fellow at the Center for General and Additional Education named after Pinskiy

Russian Federation, 20 Myasnitskaya St., Moscow 101000

Aleksey S. Obukhov

HSE University

Email: aobuhov@hse.ru
ORCID iD: 0000-0001-7215-3901

Leading Expert of the Center for General and Additional Education named after Pinskiy

Russian Federation, 20 Myasnitskaya St., Moscow 101000

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