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

Muhammad Naeem Sarwar, Zahida Javed, Muhammad Shahid Farooq, Muhammad Faizan Nazar, Shahbaz Hassan Wasti, Intzar Hussain Butt, Ghulam Jillani Ansari, Rabia Basri, Sumaira Kulsoom and Zaka Ullah ()
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Muhammad Naeem Sarwar: Department of STEM Education, University of Education, Lahore 54770, Pakistan
Zahida Javed: Department of Education (ELPS), University of Education, Lahore 54770, Pakistan
Muhammad Shahid Farooq: Department of Advanced Studies in Education, Institute of Education and Research, University of the Punjab, Lahore 54590, Pakistan
Muhammad Faizan Nazar: Department of Chemistry, Division of Science and Technology, University of Education, Lahore 54770, Pakistan
Shahbaz Hassan Wasti: Department of Information Science, Division of Science and Technology, University of Education, Lahore 54770, Pakistan
Intzar Hussain Butt: Department of STEM Education, University of Education, Lahore 54770, Pakistan
Ghulam Jillani Ansari: Department of Information Science, Division of Science and Technology, University of Education, Lahore 54770, Pakistan
Rabia Basri: Department of Special Education, Division of Education, University of Education, Lahore 54770, Pakistan
Sumaira Kulsoom: Department of Education (ELPS), University of Education, Lahore 54770, Pakistan
Zaka Ullah: Department of Physics, Division of Science and Technology, University of Education, Lahore 54770, Pakistan

Societies, 2024, vol. 14, issue 8, 1-15

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 (search for similar items in EconPapers)
JEL-codes: A13 A14 P P0 P1 P2 P3 P4 P5 Z1 (search for similar items in EconPapers)
Date: 2024
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