A thematic analysis on understanding the mastery of knowledge sharing and outcome expectations on student academic performance in science at Junior High School Level

Abstract

Learning Science, Knowledge Sharing, Outcome Expectations, and Academic Performance. Participants predominantly express a favorable stance towards learning science, which is enjoyable and challenging, though they face hurdles such as language barriers and stress. Underlining the need for supportive learning conditions, the study reveals that knowledge sharing, driven by intrinsic motivation, aids in addressing gaps and enhances academic performance. Anticipations in science education significantly influence students' motivation and academic success, as seen through the value placed on control, focus, and the functional role of science in daily life. Improved academic performance, attributed to overcoming challenges, motivation, and a positive shift in attitude, underscores the significance of collaborative learning and individualized approaches. These findings emphasize the intricate interplay among positive attitudes, knowledge sharing, expectations, and academic achievement in shaping students' experiences in science education. Teachers and educational institutions can leverage these insights to refine teaching methods and create inclusive environments that foster student success in science education while addressing obstacles like language barriers and stress.