EFFECTS OF HIGH SCHOOL–LED CAMP ON ELEMENTARY STUDENTS’ SCIENCE LEARNING MOTIVATION: A PRETEST–POSTTEST STUDY
DOI:
https://doi.org/10.20319/icssh.2026.549561Keywords:
Science Learning Motivation, Academic Camp, Peer-Led Learning, Cross-Age Mentoring, Quasi-Experimental DesignAbstract
This study aimed to investigate the effects of a high school–led academic camp on elementary students’ science learning motivation and their inspiration to pursue further education in science. A one-group pretest–posttest quasi-experimental design was employed. The participants consisted of 53 volunteer elementary students (26 boys and 27 girls), aged 7–8 years. Data were collected using a self-report questionnaire based on a 5-point Likert scale (1 = strongly disagree to 5 = strongly agree), measuring five dimensions: intrinsic motivation, extrinsic motivation, science self-efficacy, interaction in science learning, and attitude toward science. The research procedure included seven sessions: administration of a pre-activity survey (pre-test), participation in ice-breaking recreational activities, engagement in integrated science-based learning stations designed in a game-based format, participation in ice-breaking recreational activities, summary of activity, administration of a post-activity survey (post-test), and statistical data analysis. All learning activities were facilitated by high school students from a science-focused school. The findings indicated that post-test mean scores were significantly higher than pre-test scores (p < 0.05). The results suggest that participation in a high school–led academic camp is associated with increased science learning motivation and positive attitudes toward science. As a pilot study, these findings provide preliminary evidence supporting the potential of high school–led academic camps as an approach to fostering science learning motivation among young learners.
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