Learning Motivation Factors of Grade 8 Students and its Implications in Science Teaching

Nicanor C. Santos

Abstract


The purpose of this study is to assess students’ achievement motivation towards science learning. Six scales were developed: Self-efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. A total of 70 grade 8 students of La Consolacion University Philippines, a mixture of boys and girls with various grades and achievements coming from high performing and low-performing classes were selected to answer the questionnaire. Based from the results, it shows that high-performing students tends to believe on their own ability to achieve science learning which increases their satisfaction when they see positive results. In addition, high performing students value science learning and becomes more interesting for them if they can use and apply what they have learned inside the classroom on their daily living. Furthermore, the outcome also proves that achievement and motivation of the grade 8 students in science learning is highly affected by their learning environment such as the curriculum, teaching strategies and the interaction inside the classroom.  


Keywords


Motivation; science education; teaching methods.

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References


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op.cit.

op.cit.

Tuan, H., Chin, C., & Shieh, S. “The development of a questionnaire to measure students’ motivation towards science learning.” International Journal of Science Education, vo. 27, issue no. 6, 2005.

Iztok, D., and Glazar, S. “Teachers’ influence on students’ motivation for learning science with understanding”. Progress in education, vol. 19, pp. 77-103, 2011.

Potvin , P. and Hasni, A., “Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research”. Studies in Science Education, 2014.

Bryan, R., Glynn, S. & Kittleson, J. “Motivation, achievement and advanced placement intent of high school students learning science”. Science Education, pp. 1050-1065, 2011.


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