The roles of motivational beliefs and learning styles on tenth grade students' biology achievement

Download
2003
Özkan, Şule
This study aimed to explore the roles of students̕ motivational beliefs (self-efficacy, intrinsic value, test anxiety) and learning styles on tenth grade students̕ biology achievement. In this study Turkish version of the Motivated Strategies for Learning Questionnaire, Learning Style Inventory, and Biology Achievement Test were used as measuring instruments. Motivated Strategies for Learning Questionnaire was adapted into Turkish and pilot tested with 238 tenth grade students from two representative schools. The main study was conducted in 11 randomly selected schools throughout the Çankaya and Yenimahalle districts of Ankara with a total of 980 tenth grade students in fall 2002-2003 semester. The data obtained from the administration of the measuring instruments were analyzed by using analyses of covariance (ANCOVA) and bivariate correlations. Results of the statistical analyses indicated that students̕ learning styles had a significant effect on their biology achievement when students̕ motivational beliefs were controlled. The most common learning style type was found to be assimilating for the subjects of this study. Moreover, the biology achievement test mean scores of assimilators were found to be higher than that of convergers, divergers, and accommodators. Bivariate correlations revealed low positive correlations between each of the three components of motivational belief and students̕ biology achievement.

Suggestions

The Contribution of Motivational Beliefs to Students' Metacognitive Strategy Use
Kahraman, Nurcan; Sungur, Semra (2011-04-01)
This study aimed at investigating how well elementary students' self-efficacy and achievement goals (mastery approach, mastery avoidance, performance approach, and performance avoidance goals) predict their metacognitive strategy use in science. For the specified purpose, Achievement Goal Questionnaire and Motivated Strategies for Learning Questionnaire were administered to 115 elementary school students. Results showed that the elementary students who feel self-efficacious in science and study for the reas...
The effect of grade level on elementary school students' motivational beliefs in science
Güngören, Savaş; Sungur, Semra (2009-01-01)
The aim of this study was twofold: first, to investigate the effect of grade level on students’ motivational beliefs (self-efficacy, intrinsic value, mastery goals and performance goals) in science, and second to examine the relationships between students’ motivational beliefs and their science grades. The Turkish version of the Approaches to Learning Instrument (mastery goals and performance goals) and the Motivated Strategies for Learning Questionnaire (self-efficacy and intrinsic value) were used as data...
The role of perceived classroom goal structures, self-efficacy, and the student engagement in seventh grade students' science achievement
Hıdıroğlu, Fatma Melike; Sungur, Semra; Department of Elementary Science and Mathematics Education (2014)
The aim of this study was to explore how students’ perceptions of classroom goal structures in terms of motivating tasks, autonomy support, and mastery evaluation; their engagement (i.e. behavioral, emotional, cognitive and agentic engagement), and self-efficacy in science are related to their science achievement. For this purpose, a path model was proposed and tested. In the model, it was hypothesized that perceptions of classroom goal structures are related to all aspect of student engagement and self-eff...
The role of motivation and cognitive engagement in science achievement
Bircan, Hasan; Sungur, Semra (2016-12-01)
The purpose of this study was to investigate the contribution of the motivational beliefs (self-efficacy and task-value) and cognitive engagement to seventh grade students’ science achievement. For the specified purpose, crosssectional correlational research design was used. The data were gathered from the seventh grade students of public middle schools by means of three data collection instruments namely, Background Characteristics Survey (BCS), Motivation and Cognitive Engagement Scale (MCES) and Sci...
Effects of Conceptual Change Text Based Instruction on Ecology Attitudes toward Biology and Environment
Çetin, Gülcan; Ertepınar, Hamide; Geban, Ömer (2015-02-01)
The purpose of this study is to investigate the effects of the conceptual change text based instruction on ninth grade students’ understanding of ecological concepts, and attitudes toward biology and environment. Participants were 82 ninth grade students in a public high school in the Northwestern Turkey. A treatment was employed over a five-week period with quasi-experimental design. While two classes were called control group, two classes were called experimental group. Each teacher had one control group ...
Citation Formats
Ş. Özkan, “The roles of motivational beliefs and learning styles on tenth grade students’ biology achievement,” M.S. - Master of Science, Middle East Technical University, 2003.