EXPLORING FACTORS THAT AFFECT UNDERGRADUATE STUDENTS&#039; MOTIVATION TO LEARN CHEMISTRY AND PHYSICS

Katerina Salta; Dionysios Koulougliotis

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EXPLORING FACTORS THAT AFFECT UNDERGRADUATE STUDENTS' MOTIVATION TO LEARN CHEMISTRY AND PHYSICS

Title	EXPLORING FACTORS THAT AFFECT UNDERGRADUATE STUDENTS' MOTIVATION TO LEARN CHEMISTRY AND PHYSICS
Publication Type	Journal Article
Year of Publication	2022
Authors	Salta, K, Koulougliotis, D
Journal	Journal of Baltic Science Education
Volume	21
Issue	6A
Start Page	1191-1204
Pagination	Continuous
Date Published	December/2022
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	academic major, gender effect, quantitative research, science learning, students’ experiences
Abstract	The pivotal role of motivation in fostering science learning has long been recognized and it is a field of active research worldwide. This research aimed at examining the effect of three different factors (used as independent variables) on shaping the motivation of undergraduate students for chemistry and physics learning via multiple regression analysis. Motivation (dependent variable) was measured via the use of the chemistry and physics-specific versions of Science Motivation Questionnaire II (SMQ II). The participants were 281 full-time undergraduate students in three different academic departments of a Greek tertiary education institution. Students’ gender was shown to exert an effect of small size on their motivation for chemistry and physics learning, while a larger, however mostly small effect, was observed with regard to the students’ academic major. Students’ academic experience from the attendance of physics and chemistry courses was measured via an instrument which was developed specifically for this research, and it was shown to be the most influential factor affecting their respective learning motivations. In addition, strong evidence was provided that the academic experiences acquired during tertiary education have a significantly more intense effect in configuring students’ motivation to learn either chemistry or physics relative to the ones obtained in the immediate past referring to the previous educational grade (secondary education).
URL	https://oaji.net/articles/2022/987-1672585587.pdf
DOI	10.33225/jbse/22.21.1191
Refereed Designation	Refereed
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