Abstract
This aim of this research was to examine the levels of motivation among high school social science students towards learning geography. The study group consisted of 397 students from different classes at Aksaray Ahmet Cevdet Pasa High School in the College of Social Science. The research was carried out with a scanning model, with data obtained using the Scale for Motivation Towards Learning Geography. In the analysis of the data, the t-test and the one-way analysis of variance (ANOVA) were used. As a result of the research, the levels of motivation among social science students towards learning geography were found to be moderate. From the analysis of the aforementioned scale’s subfactors, those related to the interest of students and information acquisition were found to be ‘undecided’, while the subfactors related to self-confidence and performance were found to be ‘in agreement’. It was determined that the level of motivation towards learning geography reported in the findings, with regard to the gender variable, showed a significant difference among male students. In addition, it was indicated that the motivation levels of male students were higher for the subfactors of interest and self-confidence than those of female students. In terms of the subfactors of information acquisition and performance, no significant changes were found in the motivation levels among both male and female students. Analyses based on class level demonstrated that the average scores of the students differ in this context, but that this difference was found to be statistically significant for 11th grade students for the subfactor of self-confidence.
Highlights
Education, which is a multidimensional process, continues throughout life
It can be said that the motivation among students towards learning geography is moderate when considering that the lowest score from the scale is 22 and the highest score is 110
As a result of the analysis, according to the scale’s subfactors of the scale, it can be seen that the average scores of the students are approximately as follows: F1: ̄ =17.23, F2: ̄ =17.18, F3: ̄ =20.33 and F4: ̄ =15.72 According to Table 2, which shows the scores and the scale’s subscales, the factors of information acquisition and interest are stated as ‘indecisive’, while the factors of confidence and performance are confirmed by ‘I agree’ responses from the high school social science students
Summary
Education, which is a multidimensional process, continues throughout life. While guiding and directing our learning activities in educational institutions are expressed as teaching, permanent behavior change is expressed as learning, which represents the last stage of teaching (Demirel, 2009). It can be said that students do not have similar attitudes to every subject they are taught in the learning environment. One of the most important reasons behind the emergence of this difference among students is motivation. The concept of motivation or the act of motivation can be defined in terms of a person’s direction towards certain behaviors and what prompts a person to continue these behaviors (Akbaba, 2006). Put another way, motivation is the power that provides guidance and energy in order to achieve a specific goal. Motivation represents an extremely important function in the emergence of behavior and learning (Yüksel, 2011)
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