An Investigation the Gender Difference into the Status of Intrinsic Motivation towards Science Learning Among Intermediate Science Students

Mubeen, Sarwat

doi:10.9790/0837-1068185

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…Female students showed a greater intrinsic motivation, which is in agreement with other recent findings (Hakan and Münire, 2014;Lee and Kim, 2014;Meece and Holt, 1993;Negovan et al, 2015). Intrinsically motivated learners achieve better results on knowledge tests and have a highly positive learning selfconcept (Sarwat Mubeen and Arif, 2013). Observations made during the identification revealed that students participated equally within pairs.…”

Section: Resultssupporting

confidence: 91%

Classroom versus Outdoor Biology Education Using a Woody Species Identification Digital Dichotomous Key

Laganis

Prosen²,

Torkar

2017

Natural Sciences Education

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The effectiveness of outdoor education in comparison to classroom (indoor) education and the acceptance of biology apps by students is still largely unknown. To bridge this gap, a quasi-experiment was performed with secondary school students within each of the schools. Students used a digital dichotomous key to identify woody species. One school performed outdoor identification and the other indoor identification. The students completed a pre-test and post-test on botanical knowledge, and they completed questionnaires about their attitudes toward the key and their attitudes toward biology and learning. The identification of plants with the app proved to be successful in promoting learning regardless of the learning scenario. The comparable results of the indoor and outdoor tasks indicate that the app itself is effective for learning about plants. There were no significant gender-related differences in knowledge results and opinions about the usefulness of biological keys. The key was very well accepted by students and it has proven to be an effective, interesting, and convenient learning tool for identifying organisms that allows experiential learning and learning about biology during the identification process. Published in Nat. Sci. Educ. 46 (2017) doi:10.4195/nse2016.11.0032 Received 19 Nov. 2016 Accepted 12 Jan. 2017 Copyright © 2017 by the American Society of Agronomy 5585 Guilford Road, Madison, WI 53711 USA All rights reserved core ideas • The digital identification key proved to be successful in promoting learning, regardless of the learning scenario.• Students who gained better results on the tests also had a better opinion about the app and its usefulness for learning about organisms.• No major gender-related differences were found in attitudes toward the use of this app and in knowledge.

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Section: Resultssupporting

confidence: 91%

Classroom versus Outdoor Biology Education Using a Woody Species Identification Digital Dichotomous Key

Laganis

Prosen²,

Torkar

2017

Natural Sciences Education

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“…Attitude contributed a lot to perception of mathematics. Attitude in life allows us to make sense of ourselves, make sense of relationships, and make sense of the world around us (Mubeen, Saeed, & Arif, 2013). The data displays the summary of the mean perception on curiosity, motivation, and attitudes.…”

Section: Resultsmentioning

confidence: 99%

Curiosity, Motivation, Attitude, Gender, and Mathematics Performance

Jaen,

Baccay

2016

TNL

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This study sought to determine the curiosity, motivation, and attitudes of fourth year students of a government-owned secondary school in Bulacan in relation to their performance in Mathematics. It utilized the descriptive-correlation method of research. It was revealed by the randomly selected 321 Grade 10 respondents that in terms of curiosity, they felt that they have the ability to seek out opportunities to challenge themselves and grow as a person resulting in higher motivation and higher effect on mathematical performance. Motivation directly affected the respondents' perception about performance while attitude contributed a lot to performance in mathematics. Furthermore, the male students differed from their female counterparts in their mathematical performance. Female students were more curious, motivated, and have positive attitude towards mathematics than the males. However, there was no significant difference between the means of the male and females in all the variables. The study also showed that motivation is a significant predictor of mathematics performance.

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“…Academic motivation regarding doing tasks, effort and persistence in academic tasks and understanding all subjects that is elected. Motivation has positive impact on learning by supporting, encouraging, and providing direction on learning activities (Mubeen et al 2013). Although motivation is a confusing topic in organizational science, but organizational researchers present motivation as a basis for the development of effective theory (Steers et al 2004).…”

Section: Academic Motivation and Academic Performancementioning

confidence: 99%

Why Do I Study? The Mediating Effect of Motivation and Self-Regulation on Student Performance

Ariani

2016

Business, Management and Education

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The present study is designed to improve understanding of personal and situational effects on academic performance. This study examines relationship between flexible assessment system and academic performance mediated by self-regulation and academic motivation. This study also investigates moderated gender as a variable on the relationship models. A sample of 326 students of economics and business program were participated in the current study. The results indicate that academic motivational construct is a strong predictor of students’ self-regulation in learning and academic performance. Self-regulation mediates relationship between students’ academic motivation and students’ academic performance. Academic motivation and self-regulation also mediate the relationship between flexible assessment system and self regulation. The results also indicate that flexible assessment system does not have a direct relation with performance. These results are discussed with regard to the relevance of flexible assessment system, academic motivation, and self-regulation in increasing academic performance.

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An Investigation the Gender Difference into the Status of Intrinsic Motivation towards Science Learning Among Intermediate Science Students

Cited by 3 publications

References 12 publications

Classroom versus Outdoor Biology Education Using a Woody Species Identification Digital Dichotomous Key

Classroom versus Outdoor Biology Education Using a Woody Species Identification Digital Dichotomous Key

Curiosity, Motivation, Attitude, Gender, and Mathematics Performance

Why Do I Study? The Mediating Effect of Motivation and Self-Regulation on Student Performance

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