Family experiences, the motivation for science learning and science achievement of different learner groups

Salomé Schulze,Eleanor Lemmer

doi:10.15700/saje.v37n1a1276

Salomé Schulze, Eleanor Lemmer

Open Access

https://doi.org/10.15700/saje.v37n1a1276

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Abstract

Science education is particularly important for both developed and developing countries to promote technological development, global economic competition and economic growth. This study explored the relationship between family experiences, the motivation for science learning, and the science achievement of a group of Grade Nine learners in South Africa. A purposeful sample of 380 learners from three racial groups in public and independent schools completed the Student Motivation for Science Learning questionnaire combined with items investigating family experiences. The findings indicate that family experiences correlated significantly with three motivational aspects of science learning (self-efficacy, active learning and achievement goals); boys perceived family experiences significantly more positively than girls; and parental educational level as well as school values seemed to be related to science learning. Recommendations were made as to how schools can support families in enhancing family experiences that promote learners’ motivation for science learning and science achievement.

Highlights

Science education is important for both developed and developing countries to promote technological development, global economic competition and economic growth (Perera, Bomhoff & Lee, 2014)
The second section of the questionnaire determined the learners’ motivation, where 35 items clustered around four factors seen as relevant to family experiences: “I am sure that I can do well on science tests” is an example of an item which tested self-efficacy; “when learning new science concepts, I connect them to my previous experiences” measured active learning strategies; “I participate in science courses to perform better than other students” assessed performance goals; and “I feel most fulfilled when I am able to solve a difficult science problem” measured achievement goals
The results revealed that family experiences correlated significantly with three motivational aspects of science learning, namely self-efficacy (0.3), active learning (0.3), and achievement goals (0.12)

Summary

Introduction

Science education is important for both developed and developing countries to promote technological development, global economic competition and economic growth (Perera, Bomhoff & Lee, 2014). In South Africa, poor science achievement has consistently been demonstrated by the dismal performance of secondary school learners in international assessments such as the Trends in International Mathematics and Science Study (TIMSS) (Reddy, 2005; Reddy, Prinsloo, Arends, Visser, Winnaar, Feza, Rogers, Janse van Rensburg, Juan, Mthethwa, Ngema & Maja, 2012; Spaull, 2013). Science education in South Africa is a national concern to industrial leaders and the educational community (Spaull, 2013)

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