Ortaokul Öğrencilerinin Fen Bilimleri Dersi Sınıf Etkinlikleri Algısı ile Fen Öğrenmeye Yönelik Motivasyonları Arasındaki İlişkinin İncelenmesi

Abstract

This study aims to determine the relationship between the secondary school students' perceptions about the science course classroom activities and their motivation towards science learning. Correlative research design was used in the study. The study group was identified with the convenience sample method. The study was conducted with 409 secondary school students in two schools in 2 different provinces of Marmara region during the spring term of 2018-2019 academic year. The 6 th , 7 th and 8 th grade secondary school students participated in the study. The data was obtained using Science Course Classroom Activities Scale and the Motivation Scale for Science Learning. The data was analyzed with descriptive statistics, independent groups t-test, one-way variance (ANOVA) and correlation

Examining the Role of Motivation, Attitude, and Self-Efficacy Beliefs in Shaping Secondary School Students’ Academic Achievement in Science Course

“…At the same time, Demir et al [1] concluded in their study that the motivation of 7th grade students towards learning science was at a moderate level. Özarslan and Saraç [34] found that the mean motivation score for collaborative work was at the highest level, while the mean motivation score for performance and the mean motivation score for communication were at the lowest level.…”

“…In the study, when the motivation levels of secondary school students towards the science course were examined, it was concluded that the general motivation levels of the students were at a high level. Müezzin and Özata [33] and Özarslan and Saraç [34] found that the general motivation for learning science was at a moderate level. At the same time, Demir et al [1] concluded in their study that the motivation of 7th grade students towards learning science was at a moderate level.…”

“…In the study, it was concluded that the motivation levels of female students differed in terms of gender, and that the motivation levels of female students were higher than the motivation levels of male students. Karakaya et al [38], Sevinç et al [39], Özarslan and Saraç [34], Simpson and Oliver [40], and Demir et al [1] found that the motivation of female students in the science course was higher than male students. Azizo glu and Çetin [41] and Bahtiyar and Can [42] concluded that gender had no effect on students' motivation.…”