Effects of biology project studies on gifted and talented students’ motivation toward learning biology

Abstract

The aim of the study was to determine the effects of biology project studies on gifted and talented students’ motivation toward learning biology. In the study, one group pretest–posttest design is conducted. Study group consisted of 46 gifted and talented students participating in biology projects at two science and art centers (SACs) located at Marmara region in Turkey in the fall term of 2012–2013 academic year. The study group was selected through purposive sampling method. Biology projects were carried out by the students under the guidance of biology teachers in SACs. Qualitative and quantitative research methods were employed. Data were collected through Motivation towards Learning Biology Questionnaire as pre- and posttests and through semi-structured interview form after the biology projects were completed. While quantitative data were analyzed using descriptive statistics and paired sample t tests with SPSS 20, qualitative data were analyzed using content analysis method with ATLAS.ti 6.2 qualitative data analysis software. According to the study results, biology projects had a statistically significant negative effect on the students’ motivation toward learning biology.

Keywords

Gifted and talented students science and art centers project studies motivation toward learning biology motivation scale toward learning biology interview

Introduction

Science is really important for the development of countries and societies. In order for scientific studies to be successful, there is an essential need for well-educated scientists who are equipped with sufficient and required knowledge, skills, and motivation (Şeker et al., 2002; Yılmaz, 2005). Gifted and talented pupils are one of the important potential groups who will supply our country’s need for future scientists. Therefore, research will be done in the field of gifted and talented students, and differentiated trainings for these students are really important for every country and society (Akarsu, 2004; Baykoç et al., 2004).

Gifted and talented students have high motivation for starting and carrying over an assignment as well as their boundless learning desire, creativity and interest toward courses (Ataman, 2009; Çağlar, 2004; Stuart and Beste, 2011; Trna, 2014).

Motivation means the intensity of an individual’s features such as his or her desire, curiosity, indulgence and interest toward achieving an aim (Odabaş, 2011; Sak, 2012; Schunk, 2009). Motivation has a great impact on gifted and talented students’ realizing themselves and achieving their personal goals as well as on their general success (Phillips and Lindsay, 2006). It is also known that an important majority of students who are not successful have low motivation for their interest areas. The reasons why students have low motivation consist of factors such as insufficient interest toward their field, their consultant teachers and communication disorder with their friends and family and also the high expectations of students’ family and environment (Sak, 2012; Siegle, 2005).

Students fulfill assignments eagerly and ardently when these assignments are valuable for them. They develop new solutions and enjoy doing them (Sak, 2012; Schunk, 2009). Interesting, exciting, entertaining, and attracting subjects and fields increase the motivation of students (Bruning et al., 2014; Jurisevic Glazar and Pucko, 2008; Ormrod, 2013; Sak, 2012). It is stated that motivation of gifted and talented students improve when they experience subjects and fields that are appropriate to their level. Nevertheless, threats that students are exposed to, certain deadlines of projects and overcontrolling statements decrease motivation of students (Ormrod, 2013).

Project studies are important enriching strategies for gifted and talented students’ differentiated trainings and meeting their needs (Calvert, 2010; Tortop, 2014). It is emphasized that students have high motivation for project studies and enjoy projects that enable them to be independent (Delcourt, 1993; Johnsen, 2008; Johnsen and Goree, 2009). Projects are entertaining, exciting, interesting, and educative occupations for them (Baykoç et al., 2012; Özarslan and Çetin, 2012; Powers, 2008; Sayın Yücel, 2012).

Project studies are widely used to differentiate training of gifted and talented students. However, mistakes often occur and some problems are experienced (Johnsen and Goree, 2005). ÜZYE (2013) and Ülger (2011) state that project studies that gifted and talented students carried out at science and art centers (SACs) could not achieve their goals, causing many problems. The problems that students experienced are number of teachers in projects, their lack of quality (Gökdere and Küçük, 2003; Özarslan, 2015; Özer Keskin et al., 2013; Sezginsoy, 2007). SAC is unable to provide effective learning environments and meet students’ expectations and disappointments in projects (Özarslan, 2015; Özer Keskin et al., 2013). In addition, the issues such as accessibility to laboratory, materials, information and communication technologies, inadequate library, and financial resources are SAC problems (Karakuş, 2010; Kurnaz, 2014; Levent, 2014; Özer Keskin et al., 2013; Sarı and Öğülmüş, 2014; Sezginsoy, 2007; Şenol, 2011; Ülger 2011; Yıldız, 2010).

Project studies provide independent learning, scientific point of view, independent study skills and profound learning (Altun, 2008; Gültekin, 2009; Içelli et al., 2007; Johnsen and Goree, 2009; Klein et al., 2009; Powers, 2008). When students complete their projects, they feel proud of themselves and are motivated to perform better projects in the future (Bondee et al., 2011; Jung et al., 2018; Powers, 2008; Sayın Yücel, 2012). Project studies support students to enjoy science courses and improve their curiosity and interest toward learning sciences and their desire and efforts to be successful (Çepni, 2005; İçelli et al., 2007; Korkmaz and Kaptan 2001). Also, project studies help low-motivated students to get motivated and understand the value of learning (Boondee et al., 2011; Gültekin, 2009).

Project studies are important strategies for differentiating the training needs of gifted and talented students and for their improvement. As stated in the literature, when it is considered that students some have problems with carrying out projects at SACs, the subject effect of biology projects on gifted and talented students’ motivation gains more importance since the effect of projects performed in biology on students’ motivation toward learning biology will manipulate positively or negatively students’ studies in the field of biology and their career improvement.

In this study, it was aimed to indicate the effect of projects on gifted and talented students’ motivation toward learning biology. The following research questions guided the study:

Is there a statistically significant difference between pretest and posttest results about gifted and talented students’ motivation toward learning biology?

What are the gifted and talented students’ views about the students’ motivation toward learning biology?

What are the problems faced by gifted and talented students while performing biology projects?

Method

In this study, qualitative and quantitative research methods were employed. One group pretest–posttest design was conducted (Büyüköztürk et al., 2011).

Study group

The study was conducted at two SACs at Marmara region in Turkey during the fall term in the year 2012 and 2013. Study group consisted of 46 gifted and talented biology students between the ages of 11 and 18 who continued Biology Field Improving Gifted Students (BIG) and Biology Field Project Product Program (BPP).

The study group completely involved students who attended biology projects individually or in groups. The study group was chosen with purposive sampling method (Yıldırım and Şimşek, 2008). Table 1 presents demographic features of the study participants.

Table 1.

Demographic features of participants.

SAC	BIG (f)	BPP (f)	Total (f)
BURSA	7	5	12
BURSA	12	7	19
İSTANBUL	–	3	3
İSTANBUL	7	5	12
Total	26	20	46

SAC: science and art center; BIG: biology field improving gifted students; BPP: biology field project product program.

Furthermore, semi-structured interviews were carried out with 15 gifted and talented students during the project study. For attending the interview, students were selected based on the willingness and easily accessible sampling method (Yıldırım and Şimşek, 2008).

Treatment

One group pretest–posttest design was conducted in the study and is displayed in Table 2.

Table 2.

One group pretest–posttest design.

Group	Pre-test	Treatment	Posttest
Group	MQLB	Biology projects	MQLB and semi-structured interviews

MLBQ: Motivation towards Learning Biology Questionnaire.

Students volunteered to work on projects and chose biology field based on their own interests and pleasures. Advisers evaluated the students’ interest and found that the students were capable of to carrying out projects with regard to their preferences and motivations. The projects of gifted and talented students at SAC started in October. Initially, students started their projects in the frame of project topics that they determined under the guidance of their advisers. Project topics determined in accordance with students’ own preferences and interests are presented in Table 3.

Table 3.

Topics of biology project studies and the number of the students attending the projects.

SAC	Topics of biology project studies	f^a
Bursa	SAC biology museum project	35
	Everywhere is genre project	28
	Fish skeleton project	5
	The classification of insects and their presentation projects	4
	Preparing a poster about bills of birds	2
	The effect of cigarette on epithermal cells	2
	The name of smart watering: Potassium chloride salt	1
	Biological struggle with flies, guards of Roquette	1
İstanbul	Neuron and neuron models	8
	The usage of amygdalin in daily life	1
	Antimicrobial perfume	1
	Researching antifungal effect of hazelnut	1

SAC: Science and Art center.

^aIf a student attended more than one project, this student was added to the number of all projects that he or she attended.

The first author of this study was involved as a nonparticipant observer. As an observer, the researcher attended the projects on definite days. The researcher was introduced to the students as a guest researcher who explained the aim of the study to the students.

Data collection tools

In this study, both qualitative and quantitative research methods were used to collect data (Büyüköztürk et al., 2011). Motivation towards Learning Biology Questionnaire (MLBQ) was implemented as pre- and posttests to determine the effects of biology projects on gifted and talented students’ motivation toward learning biology. Pretest was administered to all students before the students started working on projects but at the beginning of fall term of 2012–2013. Students completed their projects under the guidance of their advisers in accordance with project topics that they chose voluntarily and willingly. After they presenting their projects in various competitions and exhibitions in their institutions, posttest was administered to all students. Finally, semi-structured interviews were conducted with 15 students.

MLBQ

MLBQ was developed by Lim Tuan, Chin and Shieh (2005) to determine the students’ motivation toward learning biology. The questionnaire was adapted to Turkish by Başer (2007). It consisted of 32 items in a 5-point Likert-type scale. It involved 6 subdimensions: self-efficacy, active learning strategies, giving value to learning biology, performance aims, success goals, and the effect of learning atmosphere. Cronbach α reliability coefficient of six subdimensions’ scale varied between α= 0.71 and 0.85 (Başer, 2007). In this study, Cronbach α reliability coefficient of MQLB pretest and posttest points was calculated as α =. 80 and α = . 85. The students were given 10 minutes to complete the scale.

Semi-structured interview form

In semi-structured interview form, the students’ opinions about the effect of projects on their motivations toward learning biology and the problems that they faced while carrying out the projects were questioned. As a preparation process of the interview form, the body of literature is initially investigated. In accordance with the study goals, interview questions were written. Content validity of the interview form was done according to experts’ opinions (two academicians in the field of gifted and talented students, one biology educator, one academician in educational sciences, and two SAC science advisers). Semi-structured interviews were performed after biology projects were presented in project competitions and SACs. For each student, the interview lasted approximately 5 minutes. Interviews were recorded with a device after the students’ permissions were taken. It was intended to create reliable and sincere atmosphere during interview periods. Later, all interview data were transcribed.

Interview form consists of two open-ended questions:

How did biology projects affect your motivations toward learning biology?

Probe: How did biology projects affect your emotions and opinions related to biology?

Did you encounter any problem during the project studies? If yes, could you please explain?

Data analyses

The aim of this study was to determine the statistically significant difference between pretest and posttest results about gifted and talented students’ motivation toward learning biology. Due to the fact that the study group involved below 50 students (N = 46), Shapiro-Wilk test was conducted and data showed a normal distribution (Büyüköztürk et al., 2011). Since the data had a normal distribution, paired samples t-test and descriptive statistical analysis methods were used (Büyüköztürk et al., 2011; Ural and Kılıç, 2006). In quantitative analysis, SPSS 20 program was utilized.

Data obtained from semi-structured interview form were analyzed with content analysis method. The aim was to reach concepts and relations that were able to explain the collected data. The data resembling each other were gathered in the frame of certain themes and it was prepared in a manner that readers could understand (Yıldırım and Şimşek, 2008). In the study, semi-structured interviews were transcribed and obtained data are firstly transferred to digital environment. All data were coded with the help of ATLAS.ti 6.2 quantitative data analysis program and theme and subthemes were constructed. In the study, the views of academicians in biology teaching, educational sciences, and teaching gifted and talented students were applied for validity. Besides to provide reliability, quantitative data were coded separately by the researchers and a master’s degree student experienced in content analysis, coders revised the points that caused difference of opinions, discussed them, and tried to arrive at an agreement. Furthermore, in the “findings” section, some students’ explanations were given with students’ numbers (S2) as quoted by Yıldırım and Şimşek (2008).

Findings

Findings related to the first subproblem

Subproblem 1

Is there a statistically significant difference between pretest and posttest results about gifted and talented students’ motivation toward learning biology?

In order to examine whether there was a statistically significant difference between pretest and posttest mean scores of the students’ motivation toward learning biology, a paired samples t test was applied and the findings presented in Table 4.

Table 4.

Comparison of the mean pre- and posttest scores of the students’ motivation levels toward learning biology using paired samples t test.

Measurement	N	$\bar{X}$	SD	t	p
Pretest	46	4.02	.34	2.11	0.041*
Posttest	46	3.89	.38	2.11	0.041*

*p < .05

According to Table 4, there was a statistically significant difference between the mean pretest scores ( $\bar{X} = 4.02$ ) and the mean posttest scores ( $\bar{X} = 3.89$ ) related to the students’ motivation level toward learning biology, t(45) = 2.11, p < .05. So, it could be said that students’ motivation toward learning biology decreased after completion of biology projects.

As seen in Table 5, there was no statistically significant difference between the mean pre- and posttest scores about the subdimensions of self-efficacy (t = 938; p > 0.5) active learning strategies (t = 1.704; p > 0.05), and success goals (t = .622; p > 0.05) of the students’ motivation with paired samples t test. On the other hand, there was a statistically significant difference according to comparison of the mean pretest and posttest scores about subdimensions of valuing learning biology (t = 2.623; p < 0.05), performance aims (t = −12.025; p < 0.05), and effect of learning environments (t = 7.152; p < 0.05) with paired samples t test. As a result, it could also be stated that while biology projects negatively affected the subdimension of valuing learning biology and the effect of learning environment, biology project studies positively affected only the subdimension of performance aims.

Table 5.

Comparison of the mean pre- and posttest scores belonging to subdimensions of the students’ motivation toward learning biology using paired samples t test.

Subdimensions of students motivation toward learning Biology	Measurement	N	$\bar{X}$	SD	t	p
Self-efficacy	Pretest	46	4.43	0.44	0.938	0.353
Self-efficacy	Posttest	46	4.35	0.52	0.938	0.353
Active learning strategies	Pretest	46	4.50	0.42	1.704	0.095
Active learning strategies	Posttest	46	4.38	0.48	1.704	0.095
Valuing learning biology	Pretest	46	4.65	0.40	2.623	0.012*
Valuing learning biology	Posttest	46	4.41	0.57	2.623	0.012*
Performance aims	Pretest	46	2.09	0.93	−12.025	0.000*
Performance aims	Posttest	46	3.95	0.58	−12.025	0.000*
Success goals	Pretest	46	3.50	0.99	0.622	0.537
Success goals	Posttest	46	3.42	0.82	0.622	0.537
Effect of learning environment	Pretest	46	4.24	0.76	7.152	0.000*
Effect of learning environment	Posttest	46	3.15	0.49	7.152	0.000*

*p < .05.

Findings related to second subproblem

Subproblem 2

What are the gifted and talented students’ views about their motivations toward learning biology?

Interview findings indicating the students’ views about the effects of biology projects to the students’ motivation toward learning biology were categorized under themes and subthemes. They are presented in Table 6.

Table 6.

Distribution of themes and subthemes related to the effects of biology projects on students’ motivation toward learning biology.

Theme	Subtheme	f
Positive effect	Students like biology more.	6
	Students understand that biology is a more entertaining course.	4
	Students’ point of views toward biology, living, and environment changed positively.	4
	The interest of students in biology and biology topics increased.	3
	Students learn new and detailed information.	3
	Students discover new topics and create ideas.	1
	Students become more researchers in biology.	1
	Students’ job preferences for the future change.	1
No effect	Students’ opinions and emotions about biology did not have change.	5

According to Table 6, the students’ views about the effects of biology projects on students’ motivation toward learning biology were categorized into two themes: positive effect and no effect.

Under the theme of positive effect, they mostly put forward “students like biology more” (6), “students understand that biology is a more entertaining course” (4), “students’ point of views toward biology, livings and environment change positively” (4). However, under the theme of no effect, they mainly indicate “students’ opinions about biology did not change” (5). Sample thoughts related to the findings are listed below:

I learnt different aspect of biology, so well not only plants and animals. (S8)

My interest towards biology has increased and now I love biology more. (S10)

My outlook for event has been altered after projects; for example, while I was regarding a pine cone as just a normal pine cone. Once upon a time, now I prefer to examine it. (S5)

As I continue the project, my enthusiasm for biology is always getting increased! (S3)

I will continue carrying out projects, creating new ideas is so useful. (S1)

I have no change of my opinions and feelings about biology. Well, so I still love biology. (S15)

The findings related to third subproblem

Subproblem 3

What are the problems gifted and talented students faced during biology projects?

The interview findings of the students’ thoughts about the problems faced while carrying out projects were categorized as themes and subthemes, as given in Table 7.

Table 7.

Distribution of themes and subthemes related to the students’ views about the problems that they faced in biology projects.

Theme	Subtheme	f
Project process	Students experience problems while presenting projects in the competition	6
	Students face problems while carrying out projects (determining incorrect method, drawing, equipment usage, wrong practice, etc.)	4
	Students are not able to complete project studies/feeling impatient	4
	Students find evaluating project data and reporting boring and difficult	3
	Students are not able to fulfill what they think and transfer it into practice	2
	Students are not able to reach sufficient information source about the project because of problems such as foreign language, literature review, etc.	2
	Students are not able to find original project topics/they notice that the topic studied is not an authentic one	1
	Students have cooperation problems with their peers	1
The opportunities of SAC	SAC lacks of sufficient material, place and financial sources for project studies.	4
The opportunities of SAC	SAC with a large number of students.	1
School and environment	Students have dense curriculum in their schools and general exams	2
	Their friends or families ridicule about project studies	2
	Students’ school masters, teachers, and friends in their school do not understand them.	1

According to Table 7, the students’ thoughts about the problems that they faced while carrying out biology projects were categorized as three themes: project process, SAC opportunities, and school and environment.

Under the project process theme, it was mainly encountered that “Students experience problems while presenting projects in the competitions.” (6), “Students have problems while carrying out projects (determining incorrect methods, drawing, equipment usage, wrong practices, etc.)” (4), and “Students are not able to complete the project studies/feeling impatient” (4). Under the opportunities of SAC theme, “SAC lacks of sufficient material, place and financial sources for project studies” (4). Under the school and environment theme, “Students have dense curriculum in their schools and general exams” (2) and “Students’ friends or families ridicule about project studies” (2).

Some examples of the related findings:

In ‘fish project’, we had a problem with finding equipment since we lacked of that material, we experienced trouble. (S2)

Our problem was that jacket device was seeping. We had trouble while trying to solve it. (S10)

While reporting, it is a need to be scientific and it is hard. Indeed, writing a report is boring and difficult. (S11)

Because of the fact that I do not have time for doing my homework, my teacher gets angry with me. We need to get ready for the exams. (S4)

When my mother says to me: You go to SAC every week and are you cleaning the fish?” It makes me feel that we deal with nonsense things and also I feel bad. (S10)

We have problems with authenticity and originality of the topics. We have difficulty in deciding whether this project topic has been studied before or not. We have trouble while trying to find original topic. (S11)

Discussion and conclusion

In this study, it was aimed to determine the effects of biology projects on the gifted and talented students’ motivation toward learning biology. There was a statistically significant difference between pre- and posttest mean scores of the students’ motivation toward learning biology. Since the results were based on pretest, biology projects negatively affected the students’ motivation toward learning biology. Nevertheless, after completing the projects, many students indicated that they did not change their opinions about the effects of biology projects on their motivations. The result of the study that SAC did not meet the students’ expectations, the students had disappointments, and low motivation in their projects showed similarity to the findings of the studies by Özer Keskin et al. (2013). However, according to some research, project studies were entertaining and joyful activities for gifted and talented students and they showed increased motivations for the future studies (Baykoç et al., 2012, Boondee et al., 2011; Jung et al., 2018; Özarslan and Çetin, 2012; Powers, 2008; Sayın Yücel, 2012). There are also some findings which indicated project studies supported the students to like science and improve their enthusiasm, interest, and attitudes toward learning science as well as helping them understand the value and importance of learning (Boondee et al., 2011; Çepni, 2005; Gültekin, 2009; İçelli et al., 2007; Korkmaz and Kaptan, 2001).

In this study, the students generally liked biology more and understand studying biology as entertaining. Their viewpoints toward biology, nature, and livings changed positively, increasing their interest and enthusiasm. Nonetheless, the students’ motivation toward biology learning decreased significantly after biology project studies were completed and the effect of biology projects on gifted and talented students’ motivation toward learning biology were not sufficient enough for all students.

The students indicated that they faced some problems while carrying out biology project studies, that is, from the beginning of the projects to their presentations (planning, determining method, writing a report, presentation), lack of SAC opportunities, density of students’ formal education because of exams and school programs, and also their families and environments had negative points of view about the projects. The result of this study overlapped with the literature that the number and the quality of the advisers were not sufficient (Gökdere and Küçük, 2003; Özarslan, 2015; Özer Keskin et al., 2013; Sezginsoy, 2007), SAC had deficiencies such as laboratory materials, information technologies, library and financial sources (Karakuş, 2010; Kurnaz, 2014; Levent, 2014; Özer Keskin et al., 2013; Sarı and Öğülmüş, 2014; Sezginsoy, 2007; Şenol, 2011), the students are not able to have spare time for SAC, and they are tired (Özarslan, 2015).

Some reasons related to the negative effect of biology projects on the students’ motivation toward learning biology could be pointed out. At first it might be the reason that biology projects did not meet the expectations and needs of the gifted and talented students. It is known that gifted and talented students have expectation about having fun in the activities, learning how to do a project, putting forward an output, transferring what they learned in practice. They expect to learn new things in the field in which they are interested and they desire the topics not to be too difficult (Ormrad, 2013; Özarslan and Çetin, 2015; Sak, 2012). Therefore, fulfilling projects as student-centered and taking into consideration the expectations of the students while planning projects play an important role in making the students feel motivated. Enjoyable , interesting and original biology topics which students are interested in should be preferred . This study enhances the motivation of the students toward learning biology (Ormrad, 2013; Sak, 2012).

Another reason related to negative effect of project studies on the students’ motivation was the problems encountered while carrying out the projects. For instance, the students were not so interested in any subjects that they had some problems experienced in planning, reporting and presenting the projects. Besides, SAC might not give sufficient opportunities. For insatance, students were so busy, advisers were not able to provide required interest, communication and support, and students' families and environment had negative outlooks for the projects effect the motivation of students adversely (Gökdere and Küçük, 2003; Karakuş, 2010; Kurnaz, 2014; Levent, 2014; Özarslan, 2015; Özarslan and Çetin, 2015; Özer Keskin et al., 2013; Sak, 2012; Sezginsoy, 2007; Siegle, 2005). Consequently, it is necessary to be more careful while planning projects and to get experts’ advices. The qualification of students’ and advisers’ project skills should be enhanced. Students’ families and environment ought to support them. SAC should also be supported to provide efficient and sufficient opportunities. With these implementations, the motivation of students can be increased (Ormrad, 2013; Özarslan, 2015; Özarslan and Çetin, 2015; Schunk, 2009; Schunk and Zimmerman, 1994).

Another conclusion in the study was that biology project studies had a positive effect on the students’ motivation statistically in the meaningful subdimension of performance goals. It indicated that the projects positively affected the students’ performance goals. It could be pointed that the students improved their knowledge and skills as what to do while carrying out projects and they used their own knowledge, skills, and talents for carrying out and presenting projects. They had an opportunity to exhibit these skills to their friends, advisers and family (Ormrod, 2013; Schunk, 2009). Besides, it can be concluded that gifted and talented students were satisfied and their performance goals effected and enhanced their motivations toward learning biology positively because of the fact that students like attracting others, they needed to be accepted socially, andthey develop self-confidence (Ataman, 2018; Çağlar, 2004; Ersoy and Avcı, 2004; Metin, 1999).

However, project studies had a statistically meaningful negative effect on valuing biology learning among the subdimensions of the students’ motivation toward learning biology. This result could stem from the fact that the students’ thoughts and feelings were negatively affected in terms of comprehending the value of learning biology, performing scientific activities using biology in daily life. Therefore, students’ motivation might be decreased. It is known that the students tend to learn things that are meaningful and valuable for them, and they show more effort and desire in order to gain experience and knowledge (Ormrod, 2013; Sak, 2012).

In addition, project studies statistically negatively affected the subdimension of motivation toward learning biology “the effect of learning environment.” This conclusion could stem from teaching methods used by advisers, activities, and their interactions with each other. For instance, factors such as disagreements among students in group projects, many students attending the project studies, insufficient number of advisers, lack of sufficient individual interaction among students, and sufficient support for them as well as students’ incapability for fulfilling their responsibilities fully could affect the students’ motivation negative (Bourner et al., 2001;Ersoy, 2006; Ocak and Uluyol, 2010; Ormrod, 2013; Yaşar 2008).

In order to gradually increase students’ motivation to do biology projects , it is necessary to enhance the feelings, opinions, and beliefs of the students about the importance and benefits of biology learning for them as well as the society, its suitability for real life, and the contribution of projects to future studies and career development. Project topics should be exciting, challenging, and interesting topics. It should be selected in accordance with the interests of the children. it should be selected in accordance with the interests of the children. . Besides, the number of students attending the project should be decreased; the number and quality of advisers need to be increased in order to fulfill a project. The interaction between adviser, student, and family should be improved. The disagreements that students face in group activities and communication problems ought to be prevented. It could be useful to direct students who were not able to adopt group studies/do not prefer working in groups to study individually. SAC should take necessary precautions for advisers and directors to be more careful while planning project studies as well as informing families about projects to avoid re-experiencing the problems encountered in the process. Therefore, the effect of projects on students’ motivation could be further enhanced.

Researchers could also search for the effects of projects on the student’s attitude toward biology, their cognitive process skills, metacognitive skills, creativity, and critical thinking. Another study similar to this one could be accomplished with a larger group or in another field such as physics or chemistry, except biology.

Footnotes

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

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