Effect of Cognitive Conflict Strategy and Motivation on Conceptual Change in Algebra

Abstract

This paper aims to determine the effects of cognitive conflict instructional strategy and motivation on conceptual change in algebra among Tenth Graders in UAE. To collect data, the author adapted a Motivation to Engage in Conceptual Change Questionnaire (MECCQ) to measure level of student’s motivation to engage in conceptual change. Pre and post of Conceptual Change in Algebra Test were analyzed. Four classes of Tenth Graders from two schools (two classes for experimental group (n=60) and the other two classes for control group (n=57)) were choose randomly from 20 classes of 543 Grade Ten male students. Two-way ANOVA test was used to answer questions of this study. The results showed that there is significant main effect of cognitive conflict strategy and motivation on conceptual change in algebra among Tenth Graders in the United Arab Emirates. However, there is no significant interaction effect of instructional strategy and motivation on conceptual change in algebra.