Effects of enhancing perceived instrumentality regarding the subjects in English course on achievement, attitude towards English course and levels of boredom

This study examined the effects of enhancing perceived instrumentality of 9th grade students regarding the subjects covered in English course on their attitude towards English lessons, on levels of boredom that they feel during the classes and on their English course achievement. The design of the current research is pre-test – post-test quasi-experimental design with control group. Population of the research is composed of 93 ninth grade students at an Anatolian High School in a medium-sized city located in the Black Sea Region. The data were gathered through 'Achievement Test', 'Perceived Instrumentality Scale', 'Boredom Scale', and 'Attitudes Towards English Scale'. The data were analysed conducting Univariate Covariance Analysis (UniANCOVA) and Covariance Analysis for Repeated Measures (RM-ANCOVA). Levels of significance of differences between means of groups regarding the research variables were questioned through Tukey's HSD Test in equation form while pairwise comparisons adjusted through the Bonferroni correction were employed in inequation of variables. Results showed that there was not a statistically significant difference between the groups' pre-test means concerning their achievement, attitude, perceived instrumentality, and boredom scores and that gender, age, and teacher variables did not have a significant effect on the means. Results also showed that the increase observed in the post-test scores of the detailedly-informed experimental group was significantly higher compared to the slightly-informed experimental group and control group.