International Journal of Research in Teacher Education
ISSN (Print): 1308-951X -

Original article    |    Open Access
International Journal of Research in Teacher Education 2019, Vol. 10(1) 66-78

Motivational Orientations and Performance in Science: A Study on University Students in Bangladesh

S. M. Ferdous Azam, Khondaker Sazzadul Karim & Jacquline Tham

pp. 66 - 78

Publish Date: March 15, 2019  |   Number of Views: 826  |  Number of Download: 1530

PDF Download

Abstract

This study investigated the university students’ motivation and performance in integrated science. A sample of 1316 students from public and private universities in Bangladesh participated in the study. Of the sample, 619 were male students and 697 were female students and their average age was 21.4 years. The motivation instrument used was the science motivation questionnaire that is consisted of 30 items. Results show that this group of students displayed a high level of intrinsic motivation, personal relevance, self-determination, extrinsic motivation and self-efficacy and a moderate level of test anxiety in learning science. The results also demonstrate significant differences in motivational orientations towards science concerning gender. Furthermore, correlation analyses show that there were significant positive associations between students’ motivational orientations and science achievement.

Keywords: Achievement, Combined science, Motivation, University students

How to Cite this Article?

APA 7th edition
Azam, S.M.F., Karim, K.S., & Tham, J. (2019). Motivational Orientations and Performance in Science: A Study on University Students in Bangladesh. International Journal of Research in Teacher Education, 10(1), 66-78.

Harvard
Azam, S., Karim, K. and Tham, J. (2019). Motivational Orientations and Performance in Science: A Study on University Students in Bangladesh. International Journal of Research in Teacher Education, 10(1), pp. 66-78.

Chicago 16th edition
Azam, S. M. Ferdous, Khondaker Sazzadul Karim and Jacquline Tham (2019). "Motivational Orientations and Performance in Science: A Study on University Students in Bangladesh". International Journal of Research in Teacher Education 10 (1):66-78.

References
  1. Adnan, K. A. N., & AKBAS, A. (2006).Affective factors that influence chemistry achievement (attitude and self-efficacy) and the power of these factors to predict chemistry achievement-I.Journal of Turkish Science Education, 3(1), 30. [Google Scholar]
  2. Atta, M. A., & Jamil, A. (2012). Gender-based comparative study on the performance of subject specialists regarding teaching effectiveness. Gomal University Journal of Research, 28(2), 126-139. [Google Scholar]
  3. Baldwin, J., Ebert-May, D., & Burns, D. (1999).The development of a college biology self-efficacy instrument for non-majors. Science Education, 83, 397 – 408. [Google Scholar]
  4. Bandura, A. (1997). Self-efficacy: The exercise of control. Macmillon. [Google Scholar]
  5. Barmby, P., Kind, P. M., & Jones, K. (2008).Examining changing attitudes in university science. International journal of science education, 30(8), 1075-1093. [Google Scholar]
  6. Boggiano, A. K., Flink, C., Shields, A., Seelbach, A., & Barrett, M. (1993). Use of techniques promoting students’ self-determination: Effects on students’ analytic problem-solving skills. Motivation and Emotion, 17(4), 319–336. [Google Scholar]
  7. Boiché, J., Sarrazin, P. G., Grouzet, F. M., Pelletier, L. G., &Chanal, J. P. (2008). Students' motivational profiles and achievement outcomes in physical education: A self-determination perspective. Journal of Educational Psychology, 100(3), 688. [Google Scholar]
  8. Britner, S. L. (2008). Motivation in high school science students: A comparison of gender differences in life, physical, and earth science classes. Journal of Research in Science Teaching, 45(8), 955-970. [Google Scholar]
  9. Cassady, J. C., & Johnson, R. E. (2002).Cognitive test anxiety and academic performance.Contemporary Educational Psychology, 27, 270-295. doi:10.1006/ceps.2001.1094 [Google Scholar] [Crossref] 
  10. Cavallo, A. M., Rozman, M., Blickenstaff, J., & Walker, N. (2003).Learning, reasoning, motivation, and epistemological beliefs.Journal of College Science Teaching, 33(3), 18. [Google Scholar]
  11. Cavas, P. (2011). Factors Affecting the Motivation of Turkish Primary Students for Science Learning.Science Education International, 22(1), 31-42. [Google Scholar]
  12. Chapell, M. S., Blanding, Z. B, Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & Mccann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97, 268-274. doi:10.1037/0022-0663.97.2.268 [Google Scholar] [Crossref] 
  13. Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and US adolescents: Common effects on well-being and academic motivation. Journal of cross-cultural psychology, 32(5), 618-635. [Google Scholar]
  14. Cowden, P. (2010). Communication and conflict: Anxiety and learning. Research in Higher Education Journal, 9, 1. [Google Scholar]
  15. Davis, F. D. (1993). User acceptance of information technology: system characteristics, user perceptions, and behavioral impacts. International journal of man-machine studies, 38(3), 475-487. [Google Scholar]
  16. Del Greco, L., Walop, W., & Eastridge, L. (1987). Questionnaire development: 3. Translation. CMAJ: Canadian Medical Association Journal,136(8), 817. [Google Scholar]
  17. Eccles, J. S., & Wigfield, A. (2002).Motivational beliefs, values, and goals.Annual review of psychology, 53(1), 109-132. [Google Scholar]
  18. Gillies, J., & Jester-Quijada, J. (2008).Opportunity to learn.A high impact strategy for improving educational outcomes in developing countries.United States Agency for International Development (USAID).Retrieved February 2010.  [Google Scholar]
  19. Glynn, S. M., & Koballa, T. R. J. (2006).The contextual teaching and learning instructional approach. In R. E. Yager (Ed.), Exemplary science: Best practices in professional development. Arlington, V. A.: NSTA Press. [Google Scholar]
  20. Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2009). Science motivation questionnaire: Construct validation with non-science majors. Journal of Research in Science Teaching, 46(2), 127-146. [Google Scholar]
  21. Galton, M. (2009).Moving to secondary school: Initial encounters and their effects. Perspectives on Education, 2(2009), 5-21. [Google Scholar]
  22. Gottfried, A. E., Marcoulides, G. A., Gottfried, A. W., & Oliver, P. H. (2009). A latent curve model of parental motivational practices and developmental decline in math and science academic intrinsic motivation. Journal of Educational Psychology, 101(3), 729. [Google Scholar]
  23. Güçlüer, E., & Kesercioğlu, T. (2012). The effect of using activities improving scientific literacy on students’achievement in science and technology lesson. International Online Journal of Primary Education (IOJPE) ISSN: 1300-915X,1(1). [Google Scholar]
  24. Holbrook, J., Rannikmäe, M., Yager, R., & De Vreese, P. (2003, March). Increasing the relevance of science education. In NARST 2003 Annual International Conference.Conference Paper. [Google Scholar]
  25. Kiemer, K., Gröschner, A., Pehmer, A. K., & Seidel, T. (2015). Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science. Learning and instruction, 35, 94-103. [Google Scholar]
  26. Kusurkar, R. A., Ten Cate, T. J., Vos, C. M. P., Westers, P., & Croiset, G. (2013). How motivation affects academic performance: a structural equation modelling analysis. Advances in Health Sciences Education, 18(1), 57-69. [Google Scholar]
  27. Lavigne, G. L., Vallerand, R. J., & Miquelon, P. (2007). A motivational model of persistence in education: A self-determination theory approach. European Journalof Psychology of Education, XXII, 351-369. [Google Scholar]
  28. Lin, Y. G., McKeachie, W. J., & Kim, Y. C. (2002). College student intrinsic and/or extrinsic motivation and learning. Learning and individual differences, 13 (3), 251-258. [Google Scholar]
  29. Martin, M. O., Mullis, I. V., Foy, P., & Stanco, G. M. (2012). TIMSS 2011 International Results in Science. International Association for the Evaluation of Educational Achievement.Herengracht 487, Amsterdam, 1017 BT, The Netherlands. [Google Scholar]
  30. Nyamba, S. Y., & Mwajombe, K. K. (2012). Students’ Preferences on Science Subjects: Does this Affect their Performance? A Case of Udzungwa Secondary School, Kilolo, Iringa, Tanzania. International Journal of Science and Technology, 2(8), 556-560. [Google Scholar]
  31. Obrentz, S. B. (2012). Predictors of science success: The impact of motivation and learning strategies on college chemistry performance. [Google Scholar]
  32. Olatoye, R. A., &Afuwape, M. O. (2003). Test anxiety as a determinant of examination misdemeanor among some Nigerian Secondary School Students. Ibadan Journal of Educational Studies, 3(182), 32-39. [Google Scholar]
  33. Oosterhof, A. (1999). Developing and using classroom assessments. Prentice-Hall Order Processing Center, PO Box 11071, Des Moines, IA 50336-1071. [Google Scholar]
  34. Osborne, J., & Collins, S. (2001). Pupils' views of the role and value of the science curriculum: a focus-group study. International journal of science education, 23(5), 441-467. [Google Scholar]
  35. Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections (Vol. 13). London: The Nuffield Foundation. [Google Scholar]
  36. Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. Perception, 11, 239-266. [Google Scholar]
  37. Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of educational Psychology, 95(4), 667. [Google Scholar]
  38. Pittman, T. S., & Boggiano, A. K. (1992). Psychological perspectives on motivation and achievement. Achievement and motivation: A social-developmental perspective, 1-6. [Google Scholar]
  39. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.American psychologist, 55(1), 68. [Google Scholar]
  40. Schunk, D. H. (2001).Self-regulation through goal setting.ERIC Clearinghouse on Counseling and Student Service, University of North Carolina at Greensboro. [Google Scholar]
  41. Soenens, B., & Vansteenkiste, M. (2005). Antecedents and outcomes of self-determination in 3 life domains: The role of parents’ and teachers’ autonomy support. Journal of Youth and Adolescence, 34(6), 589–604. [Google Scholar]
  42. Spielberger, C. D., & Sharma, S. (1976). Cross-cultural measurement of anxiety. Cross-cultural anxiety, 1, 13-25. [Google Scholar]
  43. Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents' academic achievement. Child development, 76(2), 483-501. [Google Scholar]
  44. Vedder-Weiss, D., & Fortus, D. (2011). Adolescents' declining motivation to learn science: Inevitable or not?. Journal of Research in Science Teaching,48(2), 199-216. [Google Scholar]
  45. Walker, C. O., Greene, B. A., & Mansell, R. A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and individual differences, 16(1), 1-12. [Google Scholar]
  46. Xie, K. U. I., Debacker, T. K., & Ferguson, C. (2006).Extending the traditional classroom through online discussion: The role of student motivation. Journal of Educational Computing Research, 34(1), 67-89.  [Google Scholar]
  47. Yu, S. L. (1999). Women’s motivation and strategy use in college science classes. Journal of Staff, Program, & Organization Development, 16, 93-101. [Google Scholar]
  48. Zeyer, A., Çetin-Dindar, A., Md Zain, A. N., Juriševič, M., Devetak, I., & Odermatt, F. (2013). Systemizing: A cross-cultural constant for motivation to learn science. Journal of Research in Science Teaching, 50(9), 1047-1067. [Google Scholar]
  49. Zeyer, A. Systemizing And Motivation To Learn Science In Different Science Subjects. Strand 2 Learning science: Cognitive, effective, and social aspects, 52, [Google Scholar]
  50. Zusho, A., Pintrich, P. A, & Coppola, B. (2003). Skill and will: The role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25, 1081-1094. [Google Scholar]
  51. Zusman, M., Knox, D., & Lieberman, M. (2005). Gender differences in reactions to college course requirements or" why females are better students." College Student Journal, 39(4), 621. [Google Scholar]
Meta
Vol. 10 (1)
Download
Metric
History
Related

Volume 10 Issue 1

March 2019

All Manuscript

International Journal of Research in Teacher Education

Copyright © 2025 International Journal of Research in Teacher Education.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.