Abstract:

This study investigated the creative use of influence or persuasion and its effect on the key components of student learning. Specifically, it attempted to find whether the best practices of persuasion of Cialdini and the application of Fogg’s Behavior Model (FBM) in the classroom setting can improve student attitude, motivation, and performance.

There were one hundred and nineteen participants comprising two intact classes. These were Grade 9 students in a public school in a province south of the capital of the Philippines. These classes belonged to the lowest sections in their batch. The study was implemented in their Physics subject during the last quarter of the school year. In particular, the students underwent the Influence-Embedded Physics Instruction (IEPI).

The features of EIPI included tailor-made teaching and learning materials that were translated to Filipino, the first language of the students. Also, class activities were conducted as if the students were in a series of mini-contests with simple rewards for the “winners.” Class standings were posted on the board at the end of every module. Lastly, creative slide decks were used in teaching Physics concepts.

Students’ attitude and motivation towards science were obtained through the Colorado Learning Attitudes in Science Survey (CLASS) and Science Motivation Questionaire II (SMQII), respectively. Moreover, students’ performance was measured through the pretest and posttest scores in the EIPI modules. The results were triangulated with the students’ journals, class observations, and interviews.

CLASS assessment results showed that Personal Interest was the only dimension that recorded a significant increase. On the other hand, there was a significant increase in each of the dimensions of the SMQII (Intrinsic Motivation, Self-Efficacy, Self Determination, and Grade Motivation). Similarly, the students’ performance in all EIPI modules indicated a significant increase.

Furthermore, thematic analysis of qualitative data from student journals and interview transcripts revealed that three of Cialdini’s best practices of persuasion, namely, reciprocation, liking, and scarcity had the greatest effect on the students' behavior and performance. As for the FBM, the most notable simplifier identified by the participants was the provision of their learning materials. In particular, the translated modules (in Filipino) were most appreciated because this form of reaching out is not a common practice, especially to at-risk students.

Keywords:

Influence, persuasion, high school physics, Cialdini, Fogg Behavior Model, CLASS, SMQII, attitude, motivation, performance.