Document Type : Original Article

Author

• Akbar Jadidi Mohammadabadi

Associate Professor, Department of Educational Scinces, Payam Noor University

Abstract

The present study purpose to examine the role of instructional support tools in enhancing students’ intrinsic motivation and empowerment in the teaching–learning process. The study was applied in purpose and employed a quasi-experimental design with a pretest–posttest and control group. The population consisted of first-grade secondary school students in Kerman city (N = 3,850), from which 40 students were selected using a cluster sampling method and assigned to experimental and control groups. The research instruments included the Walrond Intrinsic Motivation Questionnaire and Spreitzer Psychological Empowerment Questionnaire. Data were analyzed using ANCOVA and MANCOVA. The findings indicated that instructional support tools had a significant effect on students’ intrinsic motivation (η² = 0.259), whereas their effect on empowerment was not significant (η² = 0.076). These results suggest that while instructional support tools can enhance the appeal and engagement of learning, they are not sufficient alone to create profound changes in the cognitive–perceptual dimensions of empowerment. The study concludes that instructional support tools effectively increase students’ intrinsic motivation; however, student empowerment requires more comprehensive and multifaceted interventions. Although intrinsic motivation and empowerment are related, they follow different pathways: intrinsic motivation is enhanced through learning appeal and cognitive engagement, whereas empowerment requires authentic experiences, practical impact, and decision-making opportunities. Therefore, instructional support tools should be employed within a broader and integrative educational framework to effectively promote both students’ motivation and empowerment.

Keywords

• Instructional Aids
• Intrinsic Motivation
• Student Empowerment

Main Subjects

• نظریه برنامه درسی