Comparing the Effect of New Laboratory Methods of Experimental Science Education on the Motivation and Academic Achievement of Seventh Grade Students.

Practical and laboratory training has provided a lively environment for learning, so that even poor students are more likely to learn in such an environment. And they don't have to endure the boring hours of theory class. This research is a pilot study and the purpose of this study was to compare the effect of teacher-centered and modern laboratory methods (probing, physical and hybrid) on the motivation and academic achievement of 7th grade students. The statistical population of the study consisted of seventh grade male students in yazd in the academic year 2018-2019. The sample consisted of four classes, selected by cluster random sampling and divided into three experimental and one control group. The research method was experimental and pre-test, post-test design with control group was used. Assessment tools included: a) Harter's Academic Achievement Motivation Questionnaire; b) a researcher-made empirical science academic achievement test. Descriptive statistics (mean and standard deviation) and multivariate analysis of variance (ANOVA) and Scheffe post hoc were used for data analysis. The results showed that the students trained with modern laboratory methods had higher academic achievement and motivation in experimental sciences than the teacher-centered method.