**8. Discussion**

in this research. The findings in **Table 6** showed that there is no significant main effect of group on intrinsic motivation [F (2, 70) = 0.273, p > 0.05]. Data also showed that there is no significant main effect of time on intrinsic motivation [F (2, 70) = 2.574, p > 0.05]. The effect of the interaction between time with the group is also not significant to the intrinsic motivation

However, further analyses as shown in **Table 7** found that there is a significant main effect of the time on the general construct of intrinsic motivation [F (1, 71) = 5.054, p < 0.05]. Further descriptive analysis found that the pre-test mean score of general construct (M = 2.633, SD = 0.282) exceeds the post-test mean score of general construct (M = 2.526, SD = 0.369). This means that the level of intrinsic motivation among marginalised children generally has not

The results in **Table 7** also found that there is a significant interaction effect between time and group on general construct of intrinsic motivation [F (1, 71) = 4,423, p < 0.05]. Further analysis using a paired T-test for control group general construct of intrinsic motivation was significant (t = 2.600, df = 34, p < 0.05), while the paired T-test results for the treatment group general construct of intrinsic motivation were not significant (t = 0.127, df = 37, p > 0.05). **Table 8** shows

**Dependent variable t df p Mean difference**

**Effect Pillai's trace value F df1 df2 p Partial eta squared**

**Effect Construct Squared total df Mean squared F p Partial eta squared**

Science 0.129 1 0.129 0.911 0.343 0.013

General 0.396 1 0.396 4.423 0.039 0.059 Science 0.457 1 0.457 3.239 0.076 0.044

**Table 5.** Independent T-test post-test mean score of academic achievement according to groups.

Group 0.008 0.273 2 70 0.762 0.008 Time 0.069 2.574 2 70 0.083 0.069 Group × time 0.080 3.039 2 70 0.054 0.080

Time General 0.452 1 0.452 5.054 0.028 0.066

−0.870 71 0.387 3.699

[F (2, 70) = 3.039, p < 0.05].

68 Science Education - Research and New Technologies

the results of paired t-test.

Post-test academic achievement

**Table 6.** Multivariate test.

**Table 7.** Effect within subjects test.

Time × group

been increased, but it decreased significantly across time.

The findings in this research showed that both LOC primary science module used in treatment group and conventional module used in control group give equal or similar impact in improving the academic achievement of marginalised children. This result directly indicated that the LOC module is not very effective as compare to conventional module in improving the academic achievement of Year 2 marginalised children in Malaysia. In this research, information still effectively conveys to marginalised children although conventional module was used. This may be due to the fact that marginalised children live in surroundings full of wide variety of flora and fauna. According to Ref. [43], knowledge of plants is unique among marginalised people around the world. With the familiarity of plants among marginalised children, it does not make any significant difference between using conventional module or LOC module during T&L science in school.

Nevertheless, there is an increase in the mean score of 3.70, when LOC primary science module was used. In comparison, it can be said that LOC module has more positive impact than the conventional module although it does not show any significant difference. In the LOC module, teacher requires to bring children out from the traditional classroom for the T&L session. This situation led the children near to the environment and close to the natural flora and fauna. This provides an opportunity for children to learn science in a new environment that is conducive and comfortable for them. A conducive learning environment coupled with fun may be a contributor to the slightly higher mean score in the LOC module compare to the conventional module.

The findings also indicated that the LOC primary science module is ineffective in enhancing intrinsic motivation among marginalised children as a whole. Although there are significant main effects of the time and significant interaction effect between time and group on the general construct of intrinsic motivation, but both, respectively, showed a decrease over time. The significant decrease in the mean score on general construct of intrinsic motivation in the control group showed that conventional module has a significant negative impact on intrinsic motivation among marginalised children. For comparison purposes, it can be said that LOC primary science module is better than the conventional module, although both modules did not bring positive impact on the general construct of intrinsic motivation among marginalised children.

Although LOC primary science module did not significantly increase academic achievement and intrinsic motivation among marginalised children, it does not necessary indicate that this module is not good. Such declines can be due to several reasons. One of the reasons may likely due to the change of strategy or approach to T&L used by teachers in the treatment schools that create a negative impact on the achievement and motivation of these marginalised children. From the conventional approach that is more teacher-centred to the implementation of learner-centred activities in LOC primary science module has brought drastic change to the marginalised children. This change causes something unusual to them. As reported by Ayla [4], this drastic change causes negative impact among marginalised children in Turkey.

Another reason of ineffective LOC primary science module may relate to the existing level of marginalised children's achievement and motivation for learning as a whole. Many studies reported that these marginalised children are weak in their studies and show lower cognitive level compared to mainstream learners. Refs. [30, 31] also reported that marginalised children do not show enthusiasm and high motivation in the process of learning. The learning process among marginalised children only occurred when they are in school. They do not study at home because of parents are not interested in education, and moreover, they cannot see the importance of education for their children. This directly affects the academic achievement and intrinsic motivation of marginalised children.

These findings bring us to suggest a few proposals in order to enhance the academic achievement and intrinsic motivation among marginalised children in Malaysia. The curriculum used for this marginalised children should be revised and updated. As reported by Ayla [4], review of science curriculum that is more focused on matters relating to life will directly affect the environment in the classroom and in turn have a positive impact on children's learning in Turkey. In addition, shifting the focus from cognitive aspect to psychomotor and affective aspects of the learning process of the marginalised children in the curriculum can be considered. This is because marginalised children are poor in cognitive aspect and the attention span of these children is limited.

Besides that, integration of local culture and environment in the new curriculum may help to make the curriculum more relevant to the marginalised children. This modification or integration in accordance with the culture and environment of marginalised or indigenous communities have occurred in other countries such as Canada [44, 45] and New Zealand [46]. With this integration, marginalised children can relate what they have learned in science to their daily lives. Marginalised children can see the relevance of education and science in their daily lives and in turn can increase their intrinsic motivation towards learning science. According to Ref. [47], it is not enough to introduce learners to new and updated developments in science, but they need to see its relevance in a societal sense to have the opportunity to be actively involved in the process of learning.

Modification and improvement can be conceived to overcome the weaknesses of the LOC module in order to give more significant and positive impact. The blending of suitable strategies and pedagogies with curriculum that integrates culture and environment of the indigenous community in the new module can and should have more positive effect compared to the module used in this research. All these are in hope that the level of motivation among indigenous learners can be raised to a higher point. As stated in Refs. [48, 49], modules that use suitable strategies and pedagogies with curriculum that integrates community's culture and environment can give more positive impact in the process of T&L.
