This study aims to search students' science learning motivation in relation with some variables (such as having a separate study room at home and a personal computer) and the effect of motivational factors on students' science achievement. In the study, descriptive corelational survey model has been used to examine students' motivation in relation with some variables and to search the relationship between students' science learning motivation and their TEOG exam scores. The sample of the study consisted of 232 8th grade students attending 3 state secondary schools in Kahramanmaraş during 2013-2014 academic year. Students' motivation level has been determined by administering SMTSL. Students' average scores of the TEOG exam have been considered as their science achievement. The findings show that female students’ motivation level is higher than the male students. In addition, it has been observed that female students’ motivation is higher in sub-categories of active learning strategies, science learning value and achievement goal. There is a direct relationship between the students’ motivation and their TEOG scores. This shows that students with higher levels of motivation have higher success in TEOG.
This study aims to develop the teacher's perceptions of critical thinking in science learning in elementary schools. The samples in this study were 50 elementary school teachers in Central Java. Selection of samples employed convenience sampling. The instruments in this study used a modified Likert Scale. The validity tests used in this research were content validity and construct validity. Content validity was measured using CVR (Content Validity Ratio) and construct validity was measured using EFA (Exploratory Factor Analysis). By using SPSS, reliability estimation was obtained with the Cronbach Alpha formula 0.83 and it can be stated that the instruments for evaluating teacher perceptions of critical thinking in science learning are reliable.
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
The Effect of STEM Project Based Learning on Self-Efficacy among High-School ...Nader Ale Ebrahim
Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
This study aims to develop the teacher's perceptions of critical thinking in science learning in elementary schools. The samples in this study were 50 elementary school teachers in Central Java. Selection of samples employed convenience sampling. The instruments in this study used a modified Likert Scale. The validity tests used in this research were content validity and construct validity. Content validity was measured using CVR (Content Validity Ratio) and construct validity was measured using EFA (Exploratory Factor Analysis). By using SPSS, reliability estimation was obtained with the Cronbach Alpha formula 0.83 and it can be stated that the instruments for evaluating teacher perceptions of critical thinking in science learning are reliable.
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
The Effect of STEM Project Based Learning on Self-Efficacy among High-School ...Nader Ale Ebrahim
Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
Exploring General Science Questions of Secondary School Certificate (SSC) Exa...Md. Mehadi Rahman
Creative question is generally considered as a tool to measure students’ various levels of learning. The study focused on exploring the present situation of General Science test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of General Science test items/creative question papers of 2015 or 2016 were selected purposively as sample from all educational boards. 48 students were selected conveniently for interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources test analysis protocol and interview protocol were used as research tools. Test analysis protocol was consisted of two criteria; wording criteria and practicing criteria. Selected test items were analysed based on these two criteria and Bloom’s cognitive domain. The study revealed that major test items were developed in a way which direct students towards lower level learning. Few test items were focused to students understanding, application and higher order learning. In practice, students were engaged to only memorization and understanding through SSC examination assessment. Few test items were devoted to application level learning of students. Higher order learning was totally ignored in SSC examination questions.
This research is aimed to know students‟ concept understanding profile on heat and temperature. This research is descriptive research using a qualitative approach. Subjects of this research are 10th-grade students in Surakarta in the academic year of 2016/ 2017. They represent high, medium, and low categorized school. Subject selection is based on the average score of physics at the latest four years. This research uses the question of extended response test through essay question. Before having given to the subjects, essay questions are validated by the experts. Based on the research result and the data analysis, students‟ concept understanding on heat and temperature as follows: (1) The average percentage of students‟ concept understanding at high categorized school is 60,66%, at medium categorized school is 51,47%, and at low categorized school is 48,83%, (2) Most students have misconception on basic concept of heat and temperature such as heat capacity, thermal conductivity, and expansion concept.
This study aims at providing further insights into the factors influencing people’s decisions to pursue teaching English as a career. The study attempts to give answers to the following questions: (1) What are the career motivations of 1st and 4th grade prospective English teachers? (2) Is there a difference between 1st and 4th grade prospective English teachers’ career motivations? A total of 84 prospective English teachers (41 first grade and 43 fourth grade) participated in the study. The data were collected by means of a questionnaire designed to investigate career motivations of Turkish prospective English language teachers. For the data analysis, descriptive statistics in terms of mean and standard deviation were computed, and independent samples t-tests were conducted to find out whether the findings were statistically significantly different or not. The findings revealed that intrinsic and altruistic reasons were the most preferred ones by the student teachers. In contrast, extrinsic reasons were found to be the least influential factors behind the participants’ decisions to become a teacher. The findings also showed that there is not a statistically significant difference between the grades in terms of career motivations. According to the results, further implications were suggested in the study.
The purpose of this article is to design a consistent research-based learning model and internal relevance on biology learning at Higher Education. The study participants were 88 students of Biology Education Department IAIN Batusangkar who studied Research Method subjects in Biology study, academic year 2016/2017. The method used was educational design research with preliminary stages of research, prototyping stage, and assessment stage. The instruments used were product assessment sheets. Preliminary research findings were analysed by reducing, presenting, and drawing conclusions. The mean score of formative evaluation result and mean score of the students’ achievement were analysed by descriptive statistic. Preliminary research results showed that changes should be made toward the biology learning outcomes. The next finding was that there were 9 supporting theories used to design research-based learning models on biology learning. Formative and summative prototype evaluation results were good and had met the criteria of developing the learning model. So, it was concluded that research-based learning model on biology learning had consistency and internal relevance.
The Effect of Discovery Learning Method Application on Increasing Students’ L...iosrjce
Curriculum of 2013 has been started since July 2013 in schools appointed as the implementer. This
study is experimental study with one group pretest-posttest design. It aims at discovering whether discovery
learning model implementation could increase student’s listening score and social attitude in accordance with
curriculum of 2013 implementation. The subjects of this study are 37 students of class X IPA 5 Public High
School 2 Jember in their 2nd semester of 2014/2015 academic year. This study concluded that the
implementation of discovery learning model could increase students’ listening score and social attitude, with
significance value of 0,005 (z = -2,823, p < 0,001), with medium effect size for listening score and significance
value of 0,000 (-4,875, p < 0,001), with large effect size for social attitude.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
Test Anxiety and Academic Achievement in Thiruvannamalai Districtijtsrd
The present study planned to probe the effects of test anxiety on academic achievement of high school pupils. The respondents encompassed of 300 school pupils 158 boys and 142 girls studied in IX standard were selected by random basis from diverse high schools of Thiruvannamalai District. Prof. V. P. Sharma’s Test Anxiety Scale TAS was used to assess test anxiety and English Achievement Test EAT was used to carry out test and calculated the percentage of total marks attain by the students was measured as the academic achievement score. The outcome revealed that the result revealed that there is significant difference in Private school students have high anxiety when compared to Government School students. Nuclear family students achieve more in the academic of English when compared to Joint family students. Government school students achieve more in English when compared to Private school students. And also reveals that there is no significant difference between nuclear family and joint family in respect to their Test Anxiety. Lastly, the correlation result reveals that there exists a moderate Positive Correlation between Test Anxiety and Academic Achievement. Dr. R. Muthaiyan | J. Lingeswaran "Test Anxiety and Academic Achievement in Thiruvannamalai District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd32980.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/32980/test-anxiety-and-academic-achievement-in-thiruvannamalai-district/dr-r-muthaiyan
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
Exploring General Science Questions of Secondary School Certificate (SSC) Exa...Md. Mehadi Rahman
Creative question is generally considered as a tool to measure students’ various levels of learning. The study focused on exploring the present situation of General Science test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of General Science test items/creative question papers of 2015 or 2016 were selected purposively as sample from all educational boards. 48 students were selected conveniently for interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources test analysis protocol and interview protocol were used as research tools. Test analysis protocol was consisted of two criteria; wording criteria and practicing criteria. Selected test items were analysed based on these two criteria and Bloom’s cognitive domain. The study revealed that major test items were developed in a way which direct students towards lower level learning. Few test items were focused to students understanding, application and higher order learning. In practice, students were engaged to only memorization and understanding through SSC examination assessment. Few test items were devoted to application level learning of students. Higher order learning was totally ignored in SSC examination questions.
This research is aimed to know students‟ concept understanding profile on heat and temperature. This research is descriptive research using a qualitative approach. Subjects of this research are 10th-grade students in Surakarta in the academic year of 2016/ 2017. They represent high, medium, and low categorized school. Subject selection is based on the average score of physics at the latest four years. This research uses the question of extended response test through essay question. Before having given to the subjects, essay questions are validated by the experts. Based on the research result and the data analysis, students‟ concept understanding on heat and temperature as follows: (1) The average percentage of students‟ concept understanding at high categorized school is 60,66%, at medium categorized school is 51,47%, and at low categorized school is 48,83%, (2) Most students have misconception on basic concept of heat and temperature such as heat capacity, thermal conductivity, and expansion concept.
This study aims at providing further insights into the factors influencing people’s decisions to pursue teaching English as a career. The study attempts to give answers to the following questions: (1) What are the career motivations of 1st and 4th grade prospective English teachers? (2) Is there a difference between 1st and 4th grade prospective English teachers’ career motivations? A total of 84 prospective English teachers (41 first grade and 43 fourth grade) participated in the study. The data were collected by means of a questionnaire designed to investigate career motivations of Turkish prospective English language teachers. For the data analysis, descriptive statistics in terms of mean and standard deviation were computed, and independent samples t-tests were conducted to find out whether the findings were statistically significantly different or not. The findings revealed that intrinsic and altruistic reasons were the most preferred ones by the student teachers. In contrast, extrinsic reasons were found to be the least influential factors behind the participants’ decisions to become a teacher. The findings also showed that there is not a statistically significant difference between the grades in terms of career motivations. According to the results, further implications were suggested in the study.
The purpose of this article is to design a consistent research-based learning model and internal relevance on biology learning at Higher Education. The study participants were 88 students of Biology Education Department IAIN Batusangkar who studied Research Method subjects in Biology study, academic year 2016/2017. The method used was educational design research with preliminary stages of research, prototyping stage, and assessment stage. The instruments used were product assessment sheets. Preliminary research findings were analysed by reducing, presenting, and drawing conclusions. The mean score of formative evaluation result and mean score of the students’ achievement were analysed by descriptive statistic. Preliminary research results showed that changes should be made toward the biology learning outcomes. The next finding was that there were 9 supporting theories used to design research-based learning models on biology learning. Formative and summative prototype evaluation results were good and had met the criteria of developing the learning model. So, it was concluded that research-based learning model on biology learning had consistency and internal relevance.
The Effect of Discovery Learning Method Application on Increasing Students’ L...iosrjce
Curriculum of 2013 has been started since July 2013 in schools appointed as the implementer. This
study is experimental study with one group pretest-posttest design. It aims at discovering whether discovery
learning model implementation could increase student’s listening score and social attitude in accordance with
curriculum of 2013 implementation. The subjects of this study are 37 students of class X IPA 5 Public High
School 2 Jember in their 2nd semester of 2014/2015 academic year. This study concluded that the
implementation of discovery learning model could increase students’ listening score and social attitude, with
significance value of 0,005 (z = -2,823, p < 0,001), with medium effect size for listening score and significance
value of 0,000 (-4,875, p < 0,001), with large effect size for social attitude.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
Test Anxiety and Academic Achievement in Thiruvannamalai Districtijtsrd
The present study planned to probe the effects of test anxiety on academic achievement of high school pupils. The respondents encompassed of 300 school pupils 158 boys and 142 girls studied in IX standard were selected by random basis from diverse high schools of Thiruvannamalai District. Prof. V. P. Sharma’s Test Anxiety Scale TAS was used to assess test anxiety and English Achievement Test EAT was used to carry out test and calculated the percentage of total marks attain by the students was measured as the academic achievement score. The outcome revealed that the result revealed that there is significant difference in Private school students have high anxiety when compared to Government School students. Nuclear family students achieve more in the academic of English when compared to Joint family students. Government school students achieve more in English when compared to Private school students. And also reveals that there is no significant difference between nuclear family and joint family in respect to their Test Anxiety. Lastly, the correlation result reveals that there exists a moderate Positive Correlation between Test Anxiety and Academic Achievement. Dr. R. Muthaiyan | J. Lingeswaran "Test Anxiety and Academic Achievement in Thiruvannamalai District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd32980.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/32980/test-anxiety-and-academic-achievement-in-thiruvannamalai-district/dr-r-muthaiyan
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
The Effect of Intrinsic Learning Motivation and School Learning Environment o...inventionjournals
This study aimed to analyze the effect of intrinsic learning motivation and school learning environment on economics learning outcome partially and simultaneously. Population and sample of this study was 87 X grade students of accounting at SMK Wijaya Putra Surabaya. Data gathering techniques used were questionnaires and documentations. Analysis method used was multiple linear regressions. The result of the study showed that intrinsic learning motivation and school learning environment partially affected learning outcomes significantly positive. Intrinsic learning motivation and school learning environment simultaneously affected learning outcomes significantly positive.
Effects of Multiple Intellgences on Academic EducationQuinn Collor
This paper reviews Critical studies on the effects of Multiple Intelligences on Academic Education. Based on the critically acclaimed work of Educational Theorist Howard Gardner.
A Study on the Relationship between Affective Learning outcome and Achievemen...QUESTJOURNAL
ABSTRACT: science, as a subject is universal and has no boundaries. Teaching of science should enable the students to enrich their Affective domain. The interest, attitude and aptitude in science help students to learn and apply scientific concepts and principles in a logical and effective way. Factors such as student motivation, attitudes, perceptions and values are included in the affective domain. It is therefore not surprising that affective domain learning outcomes are often the least considered when teachers plan or conduct their lessons. Teachers can increase their effectiveness by considering the affective domain in planning courses, delivering lectures and activities, and assessing student learning. In this paper, the investigator tried to find out whether there exists any relationship between Affective Learning Outcome and Achievement in Physics of Secondary School Students for the total sample and for the subsample based on Gender. The investigator also finds out whether exist any significant differences in the Affective Learning Outcome and Achievement in Physics among Secondary School Students based on Gender. Proper statistical techniques were used for collecting standardizing and analyzing the data.
INFLUENCE OF NON-INTELLECTIVE FACTORS ON STUDENTS’ ACADEMIC PERFORMANCE IN M...RayRudolfPastrana1
This study determined the influence of non-intelligence factors on the academic performance of the students in public secondary schools in Bustos, Bulacan during the fourth quarter of School Year 2021-2022.
Self Efficacy and Motivation as Determinants of Students’ Performance.pdfAndrewUMOAbasi
This paper aimed at providing empirical evidence on the important of self efficacy as a determinant of student's academic success as informed by their performance in school subjects specially, science base subject.
This study aims to investigate whether student anxiety about the subject of mathematics has any effect on the achievement of middle-school students in Amman, Jordan. It also aims to investigate whether student gender plays a role. The study sample consists of 180 seventh grade students enrolled in Amman public schools during the 2018/2019 academic year. These are distributed into three levels of anxiety as displayed by the students: low, middle, and high. Then, math anxiety measurements are collected, the validity and reliability for which are verified. The results reveal that there are statistically-significant differences in achievement between the middle level of math anxiety and the two other extremes. It is found that middle anxiety level have a positive effect on achievement, whereas for low and high math anxiety levels, no differences in achievement are perceived. In addition, no statistically significant differences (α≤0.01) were found between males and females with regards to math anxiety; and there is no interaction between the level of math anxiety and gender in achievement.
The research has been carried out at the Islamic junior high school of East Lampung to determine the effectiveness of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model on students’ creative thinking skills on sound waves topic. The research method used was a quasi-experimental design with Non-Equivalent Control Group Design. Data on creative thinking skill were collected using essay test instrument. This research was conducted on the eighth-grade students of an Islamic senior high school in East Lampung with a sample of 60 students taken by using purposive sampling technique. Based on the Effect Size test, the effectiveness value of the CORE model on students’ creative thinking skills are 0.48 which is in the medium category. These results prove that the CORE learning model is effective in enhancing students’ creative thinking skills on sound wave material. This study also provides a storyboard on how to apply an effective CORE model to improve students’ creative thinking abilities.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
The Effects of Self-Efficacy on Motivation of Reading English Academic Text idhasaeful
The motivation of reading the academic text, especially in the English language, has been a problem for students of higher education. Whereas, reading ability is one of the important factors of students’ successful learning. This research aims to analyze the role of student’s self-efficacy in the level of motivation to read the textbooks in the English Language. This research applied quantitative approach. The population of this research is the whole students majoring in Management, Faculty of Economics, Universitas Islam Indonesia, that take Basic Academic Reading course in the first semester. The research’s primary data was collected by closed questionnaire and supported by structured interviews (by 90% response rate). Meanwhile, the sampling technique used is purposive random sampling, and data analysis method used is Pearson Product Moment’s correlative coefficient. The result of this research revealed that students’ Self-Efficacy (SE) has a significant positive influence on their Motivation in Interest Aspect (MI), Motivation in Dedication Aspect (MD), and Motivation in Self-confidence Aspect (MC).
Similar to Searching for the relationship between secondary schools students' motivation and science achievement (20)
Final project report on grocery store management system..pdfKamal Acharya
In today’s fast-changing business environment, it’s extremely important to be able to respond to client needs in the most effective and timely manner. If your customers wish to see your business online and have instant access to your products or services.
Online Grocery Store is an e-commerce website, which retails various grocery products. This project allows viewing various products available enables registered users to purchase desired products instantly using Paytm, UPI payment processor (Instant Pay) and also can place order by using Cash on Delivery (Pay Later) option. This project provides an easy access to Administrators and Managers to view orders placed using Pay Later and Instant Pay options.
In order to develop an e-commerce website, a number of Technologies must be studied and understood. These include multi-tiered architecture, server and client-side scripting techniques, implementation technologies, programming language (such as PHP, HTML, CSS, JavaScript) and MySQL relational databases. This is a project with the objective to develop a basic website where a consumer is provided with a shopping cart website and also to know about the technologies used to develop such a website.
This document will discuss each of the underlying technologies to create and implement an e- commerce website.
Saudi Arabia stands as a titan in the global energy landscape, renowned for its abundant oil and gas resources. It's the largest exporter of petroleum and holds some of the world's most significant reserves. Let's delve into the top 10 oil and gas projects shaping Saudi Arabia's energy future in 2024.
Overview of the fundamental roles in Hydropower generation and the components involved in wider Electrical Engineering.
This paper presents the design and construction of hydroelectric dams from the hydrologist’s survey of the valley before construction, all aspects and involved disciplines, fluid dynamics, structural engineering, generation and mains frequency regulation to the very transmission of power through the network in the United Kingdom.
Author: Robbie Edward Sayers
Collaborators and co editors: Charlie Sims and Connor Healey.
(C) 2024 Robbie E. Sayers
Cosmetic shop management system project report.pdfKamal Acharya
Buying new cosmetic products is difficult. It can even be scary for those who have sensitive skin and are prone to skin trouble. The information needed to alleviate this problem is on the back of each product, but it's thought to interpret those ingredient lists unless you have a background in chemistry.
Instead of buying and hoping for the best, we can use data science to help us predict which products may be good fits for us. It includes various function programs to do the above mentioned tasks.
Data file handling has been effectively used in the program.
The automated cosmetic shop management system should deal with the automation of general workflow and administration process of the shop. The main processes of the system focus on customer's request where the system is able to search the most appropriate products and deliver it to the customers. It should help the employees to quickly identify the list of cosmetic product that have reached the minimum quantity and also keep a track of expired date for each cosmetic product. It should help the employees to find the rack number in which the product is placed.It is also Faster and more efficient way.
Hierarchical Digital Twin of a Naval Power SystemKerry Sado
A hierarchical digital twin of a Naval DC power system has been developed and experimentally verified. Similar to other state-of-the-art digital twins, this technology creates a digital replica of the physical system executed in real-time or faster, which can modify hardware controls. However, its advantage stems from distributing computational efforts by utilizing a hierarchical structure composed of lower-level digital twin blocks and a higher-level system digital twin. Each digital twin block is associated with a physical subsystem of the hardware and communicates with a singular system digital twin, which creates a system-level response. By extracting information from each level of the hierarchy, power system controls of the hardware were reconfigured autonomously. This hierarchical digital twin development offers several advantages over other digital twins, particularly in the field of naval power systems. The hierarchical structure allows for greater computational efficiency and scalability while the ability to autonomously reconfigure hardware controls offers increased flexibility and responsiveness. The hierarchical decomposition and models utilized were well aligned with the physical twin, as indicated by the maximum deviations between the developed digital twin hierarchy and the hardware.
Sachpazis:Terzaghi Bearing Capacity Estimation in simple terms with Calculati...Dr.Costas Sachpazis
Terzaghi's soil bearing capacity theory, developed by Karl Terzaghi, is a fundamental principle in geotechnical engineering used to determine the bearing capacity of shallow foundations. This theory provides a method to calculate the ultimate bearing capacity of soil, which is the maximum load per unit area that the soil can support without undergoing shear failure. The Calculation HTML Code included.
block diagram and signal flow graph representation
Searching for the relationship between secondary schools students' motivation and science achievement
1. International Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714
www.ijhssi.org ||Volume 5 Issue 1 ||January. 2016 || PP.53-60
The Study Presented at the XI. National Conference of Science and Mathematics Education, 11-14 Sep. 2014, TURKEY
www.ijhssi.org 53 | P a g e
Searching for the relationship between secondary schools
students' motivation and science achievement
Orhan Ercan1
, Evrim Ural2
and Bünyamin Kamalak3
1
(Science Education Department, Kahramanmaraş Sütçü İmam University, Turkey)
2
(Science Education Department, Kahramanmaraş Sütçü İmam University, Turkey)
3
(Science Education Department, Kahramanmaraş Sütçü İmam University, Turkey)
ABSTRACT : This study aims to search students' science learning motivation in relation with some variables
(such as having a separate study room at home and a personal computer) and the effect of motivational factors
on students' science achievement. In the study, descriptive corelational survey model has been used to examine
students' motivation in relation with some variables and to search the relationship between students' science
learning motivation and their TEOG exam scores. The sample of the study consisted of 232 8th
grade students
attending 3 state secondary schools in Kahramanmaraş during 2013-2014 academic year. Students' motivation
level has been determined by administering SMTSL. Students' average scores of the TEOG exam have been
considered as their science achievement. The findings show that female students’ motivation level is higher than
the male students. In addition, it has been observed that female students’ motivation is higher in sub-categories
of active learning strategies, science learning value and achievement goal. There is a direct relationship
between the students’ motivation and their TEOG scores. This shows that students with higher levels of
motivation have higher success in TEOG.
KEYWORDS - Science achievement, motivation, secondary school students
I. Introduction
The There are many factors effect students learning in science education. These factors are not just cognitive but
also affective factors [1]. Motivation is one of these affective factors. Generally motivation can be determined as
the personal interest to participate in an activity, to learn or study a subject [2] [3] [4]. The motivation level of a
student can be determined by some academic behaviors such as doing the assignments, continuing the lectures
regularly [5].
Motivation isn't a concept with a single dimension, it has many sub-dimensions. Although the
dimensions of motivation collect under different names in various studies, there are some sub-dimensions
generally accepted in the literature. One of them is self efficacy. Individual's beliefs about the capability of
themselves to cope with particular situations can be defined as self -efficacy [6] [2] [7]. According to Pajares
(2003), students' perceptions relating to themselves holds an important place in academic success or failure [8].
Also, students' previous success or failure affects their self-efficacy. Self-Efficacy effects student's willingness
to participate in an academic task, effort spent in fulfilling the task and it also affects the level of anxiety in the
academic activities. Self-confident students have less anxiety during an academic assignment.
Niemczyk and Savanye (2001) state that, when compared with students low self-efficacy, students with
high self efficacy beliefs don't give up when faced with difficulties and even work patiently longer [7].
According to Linnenbrink and Pintrich (2002), students' self-efficacy beliefs effect their academic achievement
[2]. According to Tuan, Chin, Tsai and Chen (2005), students construct new information on their previous
learning by using their own learning strategies and these learning strategies have connections with their
motivation towards learning [9]. Science learning value is one of the motivational factors. Howey (1999)
identifies science learning value as the level of students' evaluation of an academic achievement as interesting
and important [10]. When the science learning value is greater, the participation of students in the learning task
is greater. Individual's goals towards learning tasks can be defined as performance goal and achievement goal
[9]. In the literature, the concept of intrinsic motivation can be used instead of the concept of performance goal.
Intrinsic motivation can be defined as participating in a learning activity for learning more about a subject or
just for curiosity [11] [4] [12] [3]. Students with high intrinsic motivation have higher academic achievement.
The studies [13] [14] [15] [16] display that intrinsic motivation effects academic achievement positively. The
other name of achievement goal is extrinsic motivation. Extrinsic motivation can be defined as participating in a
learning assignment to to be more successful than others, demonstrate the others his/her ability, to get a reward
[11] [17] [3] [18].When the studies relating to the motivation and its' sub-dimensions investigated, it is seen that
students perform better when they are motivated [11].
2. Searching for the relationship between secondary…
www.ijhssi.org 54 | P a g e
Studies reveal that there is a positive relationship between motivation and academic achievement [19]. For
example, Hardwick (1996) searched for the 5th, 8th and 11th graders exam performance and their motivation,
the results of the study displayed that motivation was one of the factors that affect students' performance and the
students with higher motivation had higher academic performance when compared with the others [20].
Similarly, İflazoğlu and Tümkaya (2008) searched for the relationship between 4th year pre service primary
school teachers academic achievement and motivation in drama class [21]. The results of the study displayed
that there was a positive correlation between motivation and academic achievement.
Sankaran and Bui (2001) searched for the motivation and the academic performance of university
students, and the results of the study reveal that motivation was a significant predictor of academic achievement
[17]. As seen in the given studies, motivation is a factor affecting students' academic achievement in levels of
education. Therefore, searching for the relationship between motivation and its' sub-dimensions with students'
science achievement will provide important data for determining the factors effecting learning and designing
learning environments.
II. Aim of the Study
The study aims to search students' science learning motivation in relation with some variables (such as having a
separate study room at home and a personal computer) and the effect of motivational factors on students' science
achievement.
III. Method
In the study, descriptive corelational survey model has been used to examine students' motivation in relation
with some variables and to search the relationship between students' science learning motivation and their
TEOG exam scores.
3.1. Samples
The sample of the study consisted of 232 8th
grade students attending 3 state secondary schools in
Kahramanmaraş during 2013-2014 academic year. 86 of the students attend in a school located in a closer small
town to Kahramanmaraş (School 1), 89 of the students attend in a school located in suburban parts of
Kahramanmaraş (School 2) and 57 of them attend in a school located in the city center (School 3). The schools
have been chosen by considering convenience sampling method and in these schools the students have been
chosen randomly for the study. The demographic characteristics of the students have been given as percentage
and frequency in Table 1.
Table 1. The Demographic Characteristics of the Students
Feature N %
Schools
School 1 86 37,1
School 2 89 38,4
School 3 57 24,6
Gender
Male 116 50
Female 116 50
Study room
Yes 149 64,2
No 83 35,8
Computer
Yes 105 45,3
No 127 54,7
3.2. Data Collection Tools
3.2.1. Student Motivation towards Science Learning Questionnaire (SMTSL): Students' motivation level has
been determined by administering SMTSL. The SMTSL has been developed by Tuan, Chin & Shieh (2005) [1]
to determine students' motivation and adapted by Yılmaz and Huyugüzel-Çavaş (2007) to Turkish [22]. The
questionnaire is consisted of 33 items (25 of the positive statements , 8 of them negative statements). It is a five
point likert type questionnaire and consisted of six sub-scales. The sub-scales and number of its' items are given
below:
STMSL 1: Self efficacy (7 items)
STMSL 2: Active learning strategies 7 items)
STMSL 3: Science learning value (5 items)
STMSL 4: Performance goal (3 items)
STMSL 5: Achievement goal (5 items)
STMSL 6: Learning environment stimulation (6 items).
3. Searching for the relationship between secondary…
www.ijhssi.org 55 | P a g e
The Cronbach Alpha Coefficient of the original version of the questionnaire is 0,89, the Cronbach
alpha coefficient of the Turkish version is 0,87 and for this study is is calculated as 0,92. The positive statements
in the questionnaire are coded as "completely agree=5, agree=4, undecided=3, disagree=2 and completely
disagree=1" and the negative statements are coded in reverse. In this study, there hasn't been any efforts to
increase students' science learning motivation, the current situation has taken into consideration.
3.2.2. TEOG Exam
TEOG exam has been prepared by the Ministry of Education and administered to 8th grade students. Is
aims to determine students' academic achievement in science class. The exam is implemented in the autumn and
spring semesters. The exam is consisted of 20 multiple choice items and the results are evaluated by the
Ministry of Education. Students take 5 points for each of the right answer and null point for the wrong ones. The
average of the autumn term TEOG exam and the spring term TEOG are considered as students science
achievement. The validity and reliability analysis of the TEOG exams have been calculated by Ministry of
Education.
Correlation and regression analysis have been conducted for data analysis. Prior to the regression
analysis, if there is a relationship between dependent and independent variables should be determined by
correlation analysis [23]. Therefore, in this study, Pearson correlation analysis has been conducted to determine
the relationship between students SMTSL scores and TEOG scores. Basic regression analysis has been
conducted to determine if the SMTSL scores of the students are predictive of their science achievement.
Additionally, in the study independent samples t-test, %, frequency and arithmetic mean values have been used.
p<0,05 has been considered to be significant. While evaluating arithmetic mean scores, the score range is
determined as 4/5 = 0,80 by considering Range/Group number” formula [24]. According to this scores between
1,00-1,80 in the range of completely disagree; scores between 1,81-2,60 in the range of "disagree"; scores
between 2,61-3,40 in the range of "undecided"; scores between 3,41-4,20 in the range of "agree"; scores
between 4,21-5,00 in the range of "completely agree" are determined.
IV. Findings
Students' arithmetic means of SMTSL and TEOG exam scores have been given in Table 2.
Table 2. Arithmetic means of SMTSL and TEOG exam scores
N M SS
SMTSL 1 232 3,74 0,71
SMTSL 2 232 3,86 0,80
SMTSL 3 232 3,94 0,83
SMTSL 4 232 3,20 0,90
SMTSL 5 232 3,96 0,95
SMTSL 6 232 3,59 0,83
Total SMTSL 232 3,75 0,61
TEOG 232 56,20 20,27
Table 2 displays that the mean of students' SMTSL scores (M = 3,75) are in the range of "agree". The mean
scores of the sub-scales are in the range of "agree" except of the SMTSL 4. The mean score of SMTSL 4 is in
the range of "undecided". Accordingly, it can be said that students have a high level of motivation to learn
science. The mean scores of Teog exam is 56.20. The mean scores of the SMTSL and its' sub-scales according
to gender are displayed in Table 3.
Table 3. The mean scores of SMTSL according to gender
Gender N M SS df t p
SMTSL 1
Female 116 3,82 0,72 230 1,772 0,078
Male 116 3,66 0,70
SMTSL 2
Female 116 4,00 0,73 230 2,830 0,005
Male 116 3,71 0,85
SMTSL 3
Female 116 4,06 0,77 230 2,185 0,030
Male 116 3,82 0,87
SMTSL 4
Female 116 3,22 0,87 230 0,411 0,682
Male 116 3,18 0,94
SMTSL 5
Female 116 4,15 0,84 230 3,037 0,003
4. Searching for the relationship between secondary…
www.ijhssi.org 56 | P a g e
Male 116 3,78 1,01
SMTSL 6
Female 116 3,69 0,83 230 1,796 0,074
Male 116 3,50 0,83
Total SMTSL Female 116 3,87 0,57 230 2,898 0,004
Male 116 3,64 0,63
Table 3 displays that the SMTSL scores of male and female students are statistically different
(t(230) = 2,898; p = 0,004 < 0,05). The SMTSL score of the female students are statistically higher thn the
scores of the male students. When the scores of the subscales compared, for the SMTSL 2(t(230) = 2,830; p =
0,005 < 0,05); for the SMTSL 3 t(230) = 2,185; p = 0,03 < 0,05) and for the t(230) = 3,037; p = 0,003 < 0,05),
there is a significant difference in favor of the female students. But there is no statistically meaningful difference
for the SMTSL 1 t(230) = 1,772; p = 0,078 > 0,05); for the SMTSL 4 (t(230) = 0,411; p = 0,682 > 0,05) and for
the SMTSL 6 (t(230) = 1,796; p = 0,074 > 0,05). The mean scores of the SMTSL and its' sub-scales according
to having a study room are displayed in Table 4.
Table 4. The mean scores of SMTSL according to having a study room
Study room N M SS df t p
SMTSL 1 Yes 149 3,78 0,71 230 1,127 0,261
No 83 3,67 0,72
SMTSL 2 Yes 149 3,93 0,74 230 1,751 0,081
No 83 3,73 0,9
SMTSL 3 Yes 149 3,97 0,81 230 ,660 0,510
No 83 3,89 0,87
SMTSL 4 Yes 149 3,12 0,95 230 -1,789 0,075
No 83 3,34 0,8
SMTSL 5 Yes 149 4,04 0,88 230 1,625 0,106
No 83 3,83 1,04
SMTSL 6 Yes 149 3,67 0,83 230 1,909 0,057
No 83 3,46 0,82
Total SMTSL Yes 149 3,80 0,57 230 1,513 0,132
No 83 3,67 0,68
Table 4 shows that students' total SMTSL scores and its' sub-scale scores aren't differed by having a study room
(t(230) = 1,513; p = 0,132 > 0,05). The mean scores of the SMTSL and its' sub-scales according to having a
computer are displayed in Table 5.
Table 5. The mean scores of SMTSL according to having a computer
Computer N M SS df t p
SMTSL 1 Yes 105 3,76 0,70 230 0,475 0,635
No 127 3,72 0,72
SMTSL 2 Yes 105 3,89 0,78 230 0,549 0,584
No 127 3,83 0,82
SMTSL 3 Yes 105 3,97 0,83 230 0,518 0,605
No 127 3,92 0,83
SMTSL 4 Yes 105 3,04 0,98 230 -2,504 0,013
No 127 3,33 0,82
SMTSL 5 Yes 105 4,04 0,93 230 1,098 0,273
No 127 3,90 0,96
SMTSL 6 Yes 105 3,69 0,78 230 1,650 0,100
No 127 3,51 0,87
Total SMTSL Yes 105 3,78 0,59 230 0,707 0,480
No 127 3,73 0,63
5. Searching for the relationship between secondary…
www.ijhssi.org 57 | P a g e
Table 4 shows that students' total SMTSL scores and its' sub-scale scores aren't differed by having a computer
(t(230) = 0,707; p = 0,480 > 0,05). For the sub-scales, there is no statistically meaningful difference for the
SMTSL 1 (t(230) = 0,475; p = 0,635 > 0,05); SMTSL 2 (t(230) = 0,549; p = 0,584 > 0,05); SMTSL 3 (t(230) =
0,518; p = 0,605 > 0,05); SMTSL 5 (t(230) = 1,098; p = 0,273 > 0,05) and SMTSL 6 (t(230) = 1,650; p = 0,10 >
0,05). But for the SMTSL 4, there is a significant difference in favor of the students who doesn't have a
computer. Students who doesn't have a computer have higher performance goal level than the students who have
a computer. Prior to the searching if the SMTSL scores predict TEOG scores, basic hypothesis of the regression
analysis have been tested. According to this, Table 6 displays the correlation analysis and the Figure 1 displays
the scatter plot diagram.
Table 6. The correlation between SMTSL and TEOG scores
TEOG
Pearson Correlation SMTSL 1 ,409(**)
Sig. (2-tailed) ,000
Pearson Correlation SMTSL 2 ,358(**)
Sig. (2-tailed) ,000
Pearson Correlation SMTSL 3 ,361(**)
Sig. (2-tailed) ,000
Pearson Correlation SMTSL 4 ,021
Sig. (2-tailed) ,747
Pearson Correlation SMTSL 5 ,404(**)
Sig. (2-tailed) ,000
Pearson Correlation SMTSL 6 ,272(**)
Sig. (2-tailed) ,000
Pearson Correlation Total 0,439
Sig. (2-tailed) 0,000
** Correlation is significant at the 0.01 level (2-tailed).
Table 6 displays that there is a high positive correlation between students total SMTSL scores and TEOG scores
(Pearson r = 0, 439; p = 0,000 < 0,01). When the correlations of TEOG scores with the sub-dimensions of
SMTSL, except of the SMTSL 4, there are high positive correlations between TEOG scores and all other sub-
dimensions.
Figure 1. Scatter plot Diagram
Fen Motivasyon
5,004,003,002,001,00
Teog
100,00
80,00
60,00
40,00
20,00
0,00
R Sq Linear = 0,193
6. Searching for the relationship between secondary…
www.ijhssi.org 58 | P a g e
When the Fig. 1 examined, it is seen that there is a linear correlation between students' motivation score
(SMTSL) and their science achievement score (TEOG). The plots which defines students' achievement and
motivation scores have been gathered around a linear line. The data of correlation analysis and scatter plot
diagram display that regression analysis can be conducted. Table 7 shows the regression analysis results which
is conducted to determine the effect of students' motivation level on their science achievement.
Table 7. Regression Analysis
Dep.var. Indep.var. R2 t β F p
TEOG SMTSL 0,193 7,419 0,439 55,043 0,000
The findings display that SMTSL scores predict students' science achievement statistically meaningful. SMTSL
scores explain approximately 19 % of the total variance in science achievement (p = 0,000 < 0.001).
V. Results and Discussion
Within the scope of the study, it has been researched whether there is a relationship between the
motivations of 8th grade students and having a study room and computer and between the motivations of
students and academic success in their science lessons. The findings show that female students’ motivation level
is higher than the male students. In addition, it has been observed that female students’ motivation is higher in
sub-categories of active learning strategies, science learning value and achievement goal (Table 2).
The motivation levels of students do not change in accordance with whether they have a study room or
not. While a difference in the students’ motivation levels have not been observed depending on whether they
have a computer or not, it has been observed that students who do not have a computer have higher levels of
performance goal.
There is a direct relationship between the students’ motivation and their TEOG scores. This shows that
students with higher levels of motivation have higher success in TEOG. In other words, as the motivation levels
of students increase, their academic success in science lessons also increase. Studies in literature support the
findings of this study as well. For example, Rana, Mahmood and Reid (2015) display that students' motivation
has a significant effect on their academic performance [25]. Additionally, Areepattamannil, Freeman, Klinger
(2011) examine the effect of motivation on students' science learning and their results display that motivation
effects science learning, science beliefs and achievement [26]. There are some more researches which display
that students' motivation play an important role on their academic achievement [27] [28] [5] [17] [19].
The findings have shown that with the exception of performance goal, there is a significant relationship
between TEOG and all of the sub-factors. In other words, as self efficacy, use of active learning strategies,
science learning value, achievement goal and learning environment stimulation increase, students’ academic
success in science lessons increase as well. Beliefs of self-sufficiency are beliefs an individual has about his
own skills while carrying out any kind of task. When the self-sufficiency beliefs of the individual are high, the
individual trusts himself more and acts with more courage in carrying out a task. An individual’s trusting
himself increases his success as well. When the literature studies are analyzed, it can be seen that similar results
have been achieved in various studies as well. For instance, Douglas (2006) has conducted a research on the
course grades of college students from different grade levels and motivation factors and has discovered that self-
sufficiency with academic success gave the highest correlation [29]. Klomegah (2007) in his study has shown
that there is a high correlation between the academic performances of college students and their self-sufficiency
[30].
The findings of the study show that students’ academic success in science lessons increases in
accordance with how they use active learning strategies. Students structure information themselves when they
are learning. Therefore, it is important that students use their own learning strategies which structuring their
learning.
The findings of the study show that students’ academic success in science lessons increases as the
science learning value level increases. Students’ valuing the work they do, seeing the lesson as important
increases their approach to learning and learning itself as well.
The findings of the study show that there is no significant relationship between performance goal and
academic success. Similarly, in a study in which he has analyzed the relationship between course grades of
college students and motivation factors, Douglas (2006) has not been able to find a significant relationship
between course grades of students and their extrinsic motivation [29]. Performance goal or in other words
extrinsic motivation expresses that students participate in a learning activity with the expectation to be rewarded
or with the purpose of competition. Students’ extrinsic motivation is not desired to be high; because it is difficult
to provide the continuation of extrinsic motivation. In performance goal or extrinsic motivation, the reward put
forward for the student may not be appealing or it may lose its appeal by time.
7. Searching for the relationship between secondary…
www.ijhssi.org 59 | P a g e
Although rewards are given for the desired behaviors to be gained within the class environment, their efficiency
is a subject of argument [12]. If a student is told that he will be given a desired reward if he participates in a task
or completes a task successfully, when the student comes face to face with the same situation again and no
reward is given, he may wish to carry out the task less. Being tied to a reward very strictly and very frequently
damages the realization of the desired task in the long run [12]. Therefore, it is a pleasing result that a significant
relationship has not been found between the extrinsic motivations of students and their success.
The findings of the study have shown that there is a meaningful relationship between students’
achievement goals and their academic success. Another term used for achievement goal is intrinsic motivation.
It has been observed that as students’ intrinsic motivations increase, their academic success in science classes
increase as well. Similarly, Juriševič, Glažar, Pučko and Devetak (2008) search for the intrinsic motivation of
primary school teachers for science learning and their academic achievement and their findings display that
there is a significant correlation between intrinsic motivation and academic achievement [31]. Also, Bryan, Glyn
and Kittleson (2011) examine students’ science learning motivation [32]. The findings of the study reveal that
there are significant correlations between intrinsic motivation, self efficacy and academic achievement. It is seen
in other works as well that intrinsic motivation is an important characteristic of academic success [33][13] [34].
The findings show that there is a significant relationship between learning environment stimulation and
the academic success of students in science classes. It is seen that the encouragement of learning environment
increases the success of students. Evaluation of learning environment as appealing by the students positively
affects learning. Students learn better when they are interested in and curious about a subject. Therefore, a well
designed learning environment encourages students to learn.
VI. Conclusion and Suggestions
As it can be seen in the findings of the study and in other studies in literature and in studies mentioned
above, motivation and motivation factors influence students’ success. As students’ motivation towards their
course increases, their academic success in that course increases as well. Therefore, it is important to increase
students’ motivation towards science classes. Highly motivated student are more willing to participate in the
lesson. For this reason, teachers need to arrange their teaching methods as to increase the motivations of
students. It is important to identify the skills and learning needs of students in increasing their motivations.
Therefore, if it is desired for students to value the work they do, then activities directed towards their needs
should be carried out. In order to be able to increase students’ science learning value levels, the place of the
information which they will be learning and where they can use this information should be explained to them.
When students do not understand how the information taught is related to their lives, they may not give
importance to these subjects and may experience fear when they think that many of the things taught to them are
not related to life. Students are motivated by their interests. In order to stimulate this interest, teachers should
allow students to work on projects which are related to them and which can be applied to real life situations [11]
This will motivate students towards learning and will increase their intrinsic motivation as well. In order to
develop student’s self-esteem, students need to be allowed to experience the feeling of success. Therefore,
making sure that students are present before teaching the lessons will allow education to be given in accordance
with the levels of students. When education is given in accordance with the levels of students, students will
progress in line with their accumulation and skills and thus will not experience the feeling of failing.
References
[1] H.L. Tuan, C. C. Chin, & S. H. Shieh, The development of a questionnaire to measure students' motivation towards science
learning. International Journal of Science Education, 27(6), 2005, 639-654.
[2] E. A. Linnenbrink, & P. R. Pintrich, Motivation as an enabler for academic success. School Psychology Review, 31(3), 2002,
313–327.
[3] D. L. Brunsma, V. T. Khmelkov, E. E. McConnell, & A. J. Orr, Increasing the motivation of secondary school students.
American Secondary Education, 25, 1996, 10–15.
[4] P. R. Pintrich, & D. Schunk, Motivation in education: Theory, research, and applications (2nd ed.), 2002, Upper Saddle, NJ:
Prentice-Hall, Inc.
[5] K. Singh, M. Granville, & S. Dika, Mathematics and science achievement: effects of Motivation, interest, and academic
engagement. The Journal of Educational Research, 95(6), 2002, 321–332.
[6] A. Cavaco, V. Chettiar, & I. Bate, Achievement motivation and self-efficacy perception amongst portuguese pharmacy students.
Pharmacy Education, 3 (2), 2003, 109–116.
[7] M. C. Niemczyk, & W. C. Savenye,The Relationship of Student Motivation and Self Regulated Learning Strategies to
Performance in an Undergraduate Computer Literacy Course. Annual proceedings of selected research and development papers
presented at the national convention of the association for educational communications and technology. Atlanta, Georgia,
November 8–12, 2001.
[8] F. Pajares, Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing
Quarterly, 19, 2003, 139–158.
[9] H. L. Tuan, C. Chin,C. Tsai,& S. Cheng, Investigating the effectiveness of inquiry instruction on the motivation of different
learning styles students. International Journal of Science and Mathematics Education, 3, 2005, 541–566.
8. Searching for the relationship between secondary…
www.ijhssi.org 60 | P a g e
[10] S. C. Howey, The Relationship Between Motivation and Academic Success of Community College Freshmen Orientation
Students. Doctoral Dissertation, Kansas State University, 1999.
[11] K. Cialdella, C. Herlin, & A. Hoefler, Motivating student learning to enhance academic progress. Saint Xavier University,
Report, 2002, 73 p.
[12] P. C. Dev, Intrinsic motivation and academic achievement what does their relationship imply for the classroom teacher?
Remedial and Special Education, 18, 1997, 12–19.
[13] Y. Eshel & R. Kohavi, Perceived classroom control, self-regulated learning strategies, and academic achievement. Educational
Psychology, 23(3), 2003, 249–260.
[14] A. Woolfolk, Educationalpsychology. 1998, Boston: Allyn & Bacon.
[15] Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
[16] P. R. Pintrich, & E. V. DeGroot, Motivational and self-regulated learning components of classroom academic performance.
Journal of Educational Psychology, 82(1), 1990, 33–40.
[17] S. R. Sankaran, & T. Bui, Impact of learning strategies and motivation on performance: a study in web-based ınstruction. Journal
of Instructional Psychology, 28(3), 2001, 191–198.
[18] T. Garcia & P. R. Pintrich, Critical Thinking and Its Relationship to motivation, Learning Strategies, and Classroom Experience.
Paper presented at the annual meeting of the american psychological association (Washington, August 14–18, 1992).
[19] C. C. Shih & J. Gamon, Web-based learning: Relationships among student motivation, attitude, learning styles, and achievement.
Journal of Agricultural Education, 42(4), 2001, 12–20.
[20] Hardwick, J. M. Jr. (1996). A three year study of motivation (MMI) and learning environments (ILEQ) as per TAAS Scores of
high, middle, and low performing students. Paper presented at the Annual Meeting of the American Educational Educational
Research Association (New York, NY, April 8-12, 1996). Reports-Research/Technical
[21] A. İflazoğlu & S. Tümkaya, Öğretmen adaylarının güdülenme düzeyleri ile drama dersindeki akademik başarıları arasındaki
ilişkinin incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 2008, Sayı 61.
[22] H.Yılmaz & P. Huyugüzel Çavaş, Reliability and validity study of students' motivation toward science learning (SMTSL)
questionnaire, Elementary Education Online, 6(3), 2007, 430-440.
[23] B. Sipahi, E. S. Yurtkoru, M. Çinko, Sosyal Bilimlerde SPSS’le Veri Analizi. Betaş Yayınları, 2007, Istanbul.
[24] H. Tekin, Eğitimde Ölçme ve Değerlendirme, 1996, Yargı Yayınları, Ankara.
[25] R. A. Rana, N. Mahmood, & N. Reid, Motivation and science performance: Influence on student learning in science.
Sci.Int(Lahore), 27(2), 2015, 1445-1452.
[26] S. Areepattamannil, J. G. Freeman, D. A. Klinger, Influence of motivation, self-beliefs, and instructional practices on science
achievement of adolescents in Canada, Soc Psychol Education, 14, 2011, 233–259. DOI 10.1007/s11218-010-9144-9
[27] Yen, H-C, & Tuan, H-L., & Liao, C-H. (2011). Investigating the influence of motivation on students’ conceptual learning
outcomes in web-based vs. classroom-based science teaching contexts. Res Sci Educ , 41, 211–224. DOI 10.1007/s11165-009-
9161-x
[28] A. Tella, The impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary
school students in Nigeria. Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 2007, 149-156.
[29] J. L. Douglas, Motivational factors, learning strategies and resource management as predictors of course grades. College Student
Journal, 40(2), 2006, 423–428.
[30] R. Y. Klomegah, Predictors of academic performance of university students: an application of the goal efficacy model. College
Student Journal, 41(2), 2007, 407–415.
[31] M. Juriševič, S. A. Glažar, C. R. Pučko, & I. Devetak, Intrinsic motivation of pre‐service primary school teachers for learning
chemistry in relation to their academic achievement. International Journal of Science Education, 30(1), 2008, 87-107.
[32] R. R. Bryan, S. M. Glyn, & J. M. Kittleson, Motivation, achievement, and advanced placement intent of high school students
learning science. Science Education, 95(6), 2011, 1049-1065
[33] J. C. Kaufman, M. D. Agars, & M. C. Lopez-Wagner, The role of personality and motivation in non-traditional students at a
hispanic-serving institution. Learning and Individual Differences, 18, 2008, 492–496.
[34] M. A. Church, A. J. Elliot,& S.L. Gable, Perceptions of classroom environment, achievement goals, and achievement outcomes.
Journal of Educational Psychology, 93, 2001, 43−54.