Changes in Students' Motivation to Study and Their Predictions
Verification of Similarity to Radioactive Decay of Atoms for Changes in Motivation and These Predictive Equations
DOI:
https://doi.org/10.52731/liir.v005.188Keywords:
concentration, comprehension, decay function, classroom improvementAbstract
The students' motivation to study in class is presumed to be closely related to their concentration. Previously, we have pointed out the similarity between the temporal variation of the motivation to study and the radioactive decay process. (A) In this paper, we attempted to verify the radioactive-decay approximation for the students' motivation. We also examined the validity for the predictive equation to describe the motivation. (B) For these verifications, we used data from 2022 and 2023 academic year. As a result, although there remains some degree of uncertainty in the approximation using continuous functions (including decay functions), we confirmed that the assumption of the radioactive-decay approximation is valid for the entire flow of ten sessions. It is also noted that the accuracy of the assumption of the radioactive-decay approximation is found to be higher than that of the linear approximation for only the six classes in the present study. Furthermore, we conclude that the formula for predicting radiative decay derived by the method we have found are valid to some extent. This implies that motivation level to study follows a natural law.
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