Scrum methodology in context-based secondary chemistry classes: effects on students’ achievement and on students’ perceptions of affective and metacognitive dimensions of their learning

Abstract

Teaching with Scrum methodology includes ceremonies, roles and artefacts supporting students in planning, monitoring and directing their learning process. It scaffolds students’ learning in complex and sometimes overwhelming context-based learning environments. Effects of the implementation on both students’ learning outcomes and self-reported perceptions of six affective and metacognitive outcomes were investigated. Six teachers implemented Scrum methodology in a context-based secondary chemistry module on Green Chemistry. Their classes formed the experimental group. Based on how students experienced the quality of the implementation, teachers of the experimental group were subdivided into ..