Students’ Motivation toward Science Learning and Achievement in Biological Sciences in a Self-Regulated Learning Environment
Keywords:
self-regulated learning, Science achievement, student motivation, Biological Sciences, academic achievement, quasi-experimental, one group pretest-posttest designAbstract
Motivation plays a vital role in students’ learning and academic performance, particularly in Science learning achievement. It is a challenge for a teacher to keep students motivated as they go through the entire learning process. The excellent choice of teaching strategy is one of the ways that can make the students motivated to engage in the different learning activities and in turn, increase their academic performance. This quasi-experimental study used one group pretest-posttest to determine the effectiveness of the self-regulating learning method and to correlate students’ motivation towards Science learning and achievement in Biological Sciences. The participants of the study were 39 students from one intact group. Teacher-made Biological Science test and Student Motivation towards Science Learning questionnaire were used to determine students’ achievement and motivation towards Science learning, respectively. Results revealed that although there was no correlation between student’s motivation and achievement, self-regulated learning method improved students' learning in Biological Sciences and sustained students' motivation in the entire duration of the study. Findings of the study may provide teachers inputs on how to teach Biological Science effectively and other subjects by which the method can be applied.
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