Elementary Student Perceptions and Observed Behavior Related to Motivation in Blended Learning Science Classroom

The problem that was addressed through this study was a lack of knowledge regarding how elementary students participated in a technology-enriched blended learning (BL) programs and were observed to display autonomy, competence and relatedness towards elementary science in technology-enriched BL programs. The gap in literature in the field of science instruction addressed in this study was understanding the practices used by teachers in BL technology-infused elementary science classrooms that students perceived to support their engagement and motivation in learning science curricular content. Guided by Ryan and Deci’s social determinants of learning theory, the purpose of this instrumental case study was to explore how elementary students, participating in a technology-enriched BL program, perceived and were observed to display autonomy, competence and relatedness towards elementary science instruction. At one elementary school in the southwestern U.S., data were collected via classroom observations and participant focus groups. Data analysis involved a priori and open coding to identify codes, categories, and themes. The emergent themes were (a) few intrinsic motivation opportunities observed, (b) few learning choices, (c) teacher and peer interactions and (d) online-heavy technology overwhelming and boring. The findings may contribute to the gap in literature by informing stakeholders on the salient features of BL implementation identified by students as motivating. The findings may underscore needed professional development to strengthen the fidelity of BL implementation in science, thereby strengthening student learning and motivation in science.