Effectiveness of Quiz Whizzer-Integrated Coping Strategies on High School Students’ Learning Motivation: A Quasi-Experimental Study

Abstract

Student engagement in academic tasks depends on motivation to learn; however, many high school students demonstrate moderate motivation levels. This study examined the effectiveness of a classical guidance program integrating the QuizWhizzer platform with coping-strategy techniques to enhance learning motivation. A quasi-experimental pretest-posttest non-equivalent control group design was used. Sixty eleventh-grade students from a public high school in Malang City were assigned through purposive sampling to an experimental group (Class XI-9, n = 30) and a control group (Class XI-1, n = 30). These intact classes were comparable in academic tracks, and baseline motivation levels. Motivation was measured using a scale adapted from Uno's (2011) framework (α = .915). The experimental group received QuizWhizzer-based activities paired with coping-strategy exercises, while the control group received standard guidance. Paired-samples t-tests revealed significant gains in both groups. To control for baseline pretest differences between intact classes, a one-way ANCOVA was conducted, confirming a statistically significant posttest difference favoring the integrated intervention, F(1, 57) = 72.154, p < .001, R^2 = .813, with a large effect size (d = 3.95). Findings indicate that classical guidance integrating QuizWhizzer and coping strategies effectively strengthens learning motivation even after adjusting for initial baseline variations