Application of a Designed Problem-Solving Method With Metacognitive Scaffolding in Biology Instruction to Enhance Students' Learning Motivation and Academic Achievement.

This article investigates the effects of a designed Problem-Solving Method with Metacognitive Scaffolding (PSMMS) on enhancing students' academic motivation and achievement in secondary biology education in Ethiopia. Using a design-based research (DBR) approach combined with mixed methods, the study found that implementing PSMMS significantly improved students' motivation—particularly active learning strategies, achievement goals, intrinsic motivation, self-efficacy, and self-determination—and nearly doubled their academic achievement in biology. Qualitative data from classroom observations and teacher interviews further supported the effectiveness of metacognitive strategies such as self-questioning, modeling, and self-regulated learning in fostering deeper understanding and engagement. The study suggests that integrating PSMMS into biology curricula can promote critical thinking and problem-solving skills, recommending further research with larger samples to validate and expand these findings.