What Drives Science Learning? A Mixed-Methods Study on Secondary School Students’ Motivation

Aims: To investigates the relationship between a supportive learning environment and the learning motivation of senior high school students at Tubod National High School in Davao Del Norte, Philippines. Study Design: The study employed a quantitative, predictive correlational design, the research explores how variations in the learning environment contribute to shifts in student motivation levels. Place and Duration of the Study: Tubod National High School in Davao Del Norte, Philippines, between September up to December 2023. Methodology: The study involved senior high school students from grades eleven to twelve. Using Slovin’s formula, the researchers selected 199 among the 378 senior high school students who rated the two adopted questionnaires. Participants were selected through stratified random sampling to ensure representation across both levels. Employing statistical treatments such as mean, standard deviation, and the Pearson Correlation Coefficient, the research analyzes the nuanced interplay between the supportive learning environment and student learning motivation. Utilizing carefully selected tools, namely the Students' Motivation Toward Science Learning (SMTSL) and Supportive Learning Environment for Expertise Development (SLEED-Q) questionnaires. Results: Findings revealed a high level of supportive learning environments and student learning motivation. In terms of significant relationship, supportive learning environment and student learning motivation of senior high school students were found to have a moderately positive correlation. Conclusion: The study examined the impact of a supportive learning environment on senior high school students' learning motivation. The findings revealed that the supportive learning environment had a high overall mean score of 4.08 (SD = 0.56), indicating that senior high school students believe their classroom provides a very supportive learning environment. Meanwhile, student learning motivation also scored high with a mean of 4.04 (SD = 0.52), suggesting that students are generally motivated to learn. Moreover, the statistical analysis showed a p-value of 0.002 and a Pearson r value of 0.526, indicating a statistically significant and moderately positive correlation between a supportive learning environment and student learning motivation. Therefore, to promote high levels of student motivation, the study emphasizes the significance of providing a supportive learning environment in the classroom.

<p>This study aims to determine the level of motivation and perceptions of students on the quality of teaching lecturers who apply the cycle ADL (case study in real analysis). This research was conducted at IKIP PGRI Bali which amounted to 37 people. Data were collected by questionnaires consisting of a quality questionnaire of teaching and learning motivation. The collected data is then analyzed by using the ideal maximum score (MI) and ideal deviation (SI). Based on the calculation results can be obtained MI and SI for motivation data are respectively are 25 and 8,3. While MI and SI for teaching quality data are 37,5 and 12,5 respectively. Based on the data can be known average student's motivation level is 40,595. While the average quality of teaching lecturers obtained 63,027. Based on these results show that the perception of students on the quality of teaching lecturers is directly proportional to the level of student learning motivation. Based on the results obtained can be concluded that the level of student motivation and student perceptions of the quality of teaching lecturers are in very good category (case study on learning real analysis) with ADL cycle.</p>

The aim of the study is to analyze attitude, motivation and anxiety levels of students at a state university studying at faculty of tourism towards vocational English course. In the study, quantitative research and survey method were used. 325 students participated in the study voluntarily. Attitude Scale towards Vocational English Course, Attitude/Motivation Test Battery (AMTB) and Foreign Language Classroom Anxiety Scale (FLCAS) were used in the research to collect data. At the end of the study, the students' attitude and motivation levels towards vocational English course are at “Agree” level and their anxiety levels are at “Slightly agree” level. Attitude, motivation and anxiety levels of students did not differ in terms of age. There was a significant difference between attitude, motivation and anxiety levels in terms of department, achievement and extra time spent for the course. There was a significant difference for anxiety, while there was no significant difference for attitude and motivation levels in terms of gender. While there was no significant difference for attitude and anxiety, there was a significant difference for motivation in terms of tourism experience of the students.

Learning activities during the covid-19 pandemic have adapted by utilizing e-learning platforms, and this condition encourages the need to help students, especially by knowing their many motivations. Thus, this study aims, 1) To determine the level of student learning motivation in general and by gender 2) To determine the percentage of the ARCS aspect of each school on the level of learning motivation in general and by gender, 3) To determine the percentage of the ARCS aspect as a whole to the level of motivation to learn in general and by gender after participating in Physics learning boldly. The research sample was 275 students of class X MIPA from 8 public schools in Balikpapan. Data collection using questionnaires and interview techniques. The results showed that the general level of motivation was moderate with a percentage of 49%, while the value based on the proportion of gender for male students was 37% and the percentage for students was 63%. , 64.23% for Relevance, 68.19% for Confidence, and 71.95% for Satisfaction, while the proportion value based on gender in Attention is 67.53% for male, 67.80% for female; Male relevance 65.07%, female 63.78%; Confidence of men 69.41%, women 67.55%; and male satisfaction 72.37%, female 71.74%. Basically, this study aims to determine the level of motivation to learn physics and the aspects that affect that motivation; the higher the motivation, the greater the learning success. This study shows that high school students' motivation to learn physics based on the ARCS learning model is in the medium category. By knowing the level of learning motivation from several aspects that have been explored, we can increase students' motivation to learn to the maximum in the next lesson.

The current study attempted to map the relationship between corporal punishment and student motivation in public secondary schools of District Muzaffargarh, Punjab, Pakistan. This study hypothesized that there is no significant relationship between corporal punishment and student motivation in public secondary schools. It was also hypothesized that there is no significant difference between urban and rural secondary schools’ students as to facing the corporal punishment and their level of motivation. For this purpose, a correlational research design was adopted to conduct a quantitative survey. Two self-developed questionnaires were used to collect data from students selected via simple random sampling. The reliability of both questionnaires was acceptable according to the prescribed benchmarks. Simple linear regression and independent sample t-test were applied to analyze the collected data. The findings suggested that there is no relationship between corporal punishment and the motivation level of students. The finding of this study further suggested that students of rural secondary schools were facing more corporal punishment in contrast to the urban students, and consequently, their level of motivation was low. On the basis of the findings, it is recommended that strong measures should be taken by the concerned school to avoid corporal punishment, especially in rural schools.

The level of students’ motivation to learn mathematics has an impact on mathematics learning outcomes. This research aims to identify the level of student learning motivation in mathematics learning for vocational school students in the frontier, outermost, and disadvantaged (3T) area. The type of research used was qualitative research with descriptive methods. The subjects of this research were 16 students from the 12th grade of Formarimoi Vocational School, West Halmahera. The data collection technique used was the distribution of questionnaires and classroom observations. Data analysis was carried out by calculating the average score and percentage of students' answers based on predetermined indicators which were then interpreted into assessment categories. Based on the research results, it was found that student learning motivation had a percentage score of 77.09% which was in the good category. In more detail, the indicator of feeling happy and diligent in learning has a percentage score of 78.90% in the good category, the indicator of willingness and interest in learning has a score of 74.41% in the good category, the indicator of self-confidence and independence in learning has a percentage score amounted to 69.87%, and the achievement indicator in learning had a score of 85.16% in the very good category.

Student motivation in science learning has significantly changed during the pandemic. Consequently, it is crucial to trace how student motivation in science has evolved. This study uses a descriptive and comparative research approach to obtain a general overview of students' science learning motivation and compare the levels of student learning motivation, providing a comprehensive overview of student motivation at different educational levels. The total sample size for this study is 104 students, selected using purposive sampling techniques from two schools, junior high school (madrasa) 1 and senior high school 1 Sungai Penuh. A questionnaire on students' motivation for learning science, adapted from a previous study, was utilized to collect student motivation data. Student responses were converted into quantitative data using a Likert Scale of 1 to 5. The collected data were processed and analyzed using descriptive and Mann-Whitney U-test statistics. The results reveal a significant difference in the motivation for learning science between senior high school 1 and junior high school (madrasa) 1 students. The group of students from senior high school 1 exhibited a higher level of science learning motivation than those from junior high school (madrasa) 1. When comparing indicators, no significant differences were found in the motivation of students from junior high school (madrasa) 1 and senior high school 1 Sungai Penuh for learning goal orientation, self-efficacy, and self-regulation. The difference in motivation indicators was only significant in task value. These findings can guide classroom teachers in refocusing their teaching practices and assessing the effectiveness of intervention programs. Exploring other factors across various subjects and school levels is also recommended to gain a more comprehensive understanding of the variations in student learning experiences.

Research activity is one way to enhance the cognitive process of students. It is based on raising the level of student motivation, development of interest to the study of the learning process that promotes the formation of the biological and ecological research competence. The paper presents the results of empirical research that established increased motivation for success among students as a result of focusing on research activities in teaching biology. The purpose of the research work is to increase the level of students motivation in the fifth and sixth grades in the process of studing biology for the formation of bioecological research competence. The tasks of the research work is to identify the level of students motivation in research activities, to encourage its formation development in extracurricular hours. The success motivation research of the fifth and sixth grades students was carried in the Samara region secondary school during the extracurricular activities (club «Young researcher»). The method of diagnosing students motivation to the success of Thomas Ehlers was used in the research work, the basis of which is the motivational orientation to achieve the desired result, communicative relations to other people and the desire to the vital activity. The estimation of mastering the content of bio-ecological concepts by the students was performed by the method of A. V. Usova with the use of Student's criteria. As a result of the visit the students circle «Young Researcher» and work in it, the 6th grade students showed high level of motivation to succeed (0.69), and lower class respondents 5 (0.53) compared with the control group: Grade 6 (0 37), Class 5 - (0.23). The higher motivation to success (He = 0.37 KG students 6th grade and I'm 0.69 EG), the lower the willingness to take risks. Motivation to success and influence to hope for success: with a strong motivation to succeed hope of success was modest (indicators of the level of motivation of students grades 5 and 6 courses: KG - 0.53; EG - 0.69, respectively). High level of motivation in the learning process is needed to achieve the overall success of the activities of the student. Also, the students attending the circle «Young Researcher» increased the level of achievement of the basic concepts of ecology. The coefficients of mastering the content of concepts made of 0.61-0.83. In assessing the achievements in the development of abilities and skills of students was noted assimilation of the foundations of research activities (development of algorithms for the study), the development of critical thinking, laying the foundations of ecological culture.

This work aims at studying the anxiety and motivation levels of secondary school students towards science course depending on gender, class levels, and their parents’ level of education. In addition, it was aimed to examine the relationship between students' anxiety, motivation, and academic achievement towards science course. The study relies on a relational scannig model within the context of the general scannig model. The research sample consist of 629 students who continue their education at public secondary school in Kastamonu Province, Turkey, in the 2019-2020 academic year. Anxiety Scale for Science Course, Motivation Scale for Science Learning, Personal Information Form, and science grade for the end of the first semester were used as data collection tools in the research. The data obtained from the research were analyzed using the SPSS 22 program. As a result of this study, it is found out that the secondary school students' science anxiety levels were incredibly low but, their motivation levels towards science course were high. Also, it was observed that there was a significant relationship between students’ science anxiety, science motivation and academic achievement. As to gender, it was determined that there was no significant difference between students' anxiety towards science course, and a significant difference between motivation towards science course. In addition, it was determined that students' anxiety and motivation towards science course differ significantly depending on class levels and their parents’ level of education.

Motivation has been identified as a great factor influencing the effectiveness of the teaching and learning process. This study aimed to look at the level of science learning motivation of students in rural secondary schools. The study was administered using a questionnaire on 237 Grade 11 students of a rural secondary schools who took general science subject. The data obtained were analyzed using Statistical Package for the Social Science Version 21.0 (SPSS 21.0) software. Mean scores and t-test were used to find out the level of student motivation and gender differences towards science learning. Findings show that both groups of male and female students have a high level of motivation to learn science. The learning foal orientation scale showed the highest mean value of 3.97 while the self -efficacy scale had the lowest mean score value of 3.57. The findings also show that there are significant differences between genders for the level of science learning motivation. Besides, the finding also showed that there is a strong and positive relation between science learning motivation and science achievement.

Background and Aim: Using multimedia and interactive platforms in education has the potential to enhance students' overall learning performance and study motivation. This study explores the integration of Bilibili, a popular video-sharing platform, into the political science curriculum for secondary vocational school students in China. By comparing the performance and motivation levels of students using Bilibili with those following traditional teaching methods, the study aims to determine the effectiveness of multimedia tools in improving educational outcomes among vocational students. Specifically, this study seeks to evaluate whether Bilibili can enhance secondary vocational school students' understanding of basic political science concepts and principles, improve their application and analytical skills in the subject through a quasi-experimental design, and assess their motivation to learn political science using the Motivated Strategies for Learning Questionnaire (MSLQ). The results indicate that students in the experimental group who used Bilibili showed significant improvements in test scores and exhibited higher levels of motivation compared to the control group. Materials and Methods: A quantitative research design was used to compare the effects of using Bilibili with conventional instruction. 114 secondary vocational school students were selected via stratified random sampling, with 56 in the control group and 58 in the experimental group. Pre-test and post-test assessments measured learning outcomes and motivation levels across key political science concepts and principles. Results: The use of Bilibili significantly improved understanding of political science concepts compared to traditional methods. Post-test scores were notably higher in the experimental group, indicating the effectiveness of integrating Bilibili into the teaching process. Both mean and t-test analyses supported the superiority of Bilibili-enhanced learning in increasing student motivation and academic performance. Conclusion: Implementing Bilibili as a teaching tool positively impacts academic performance in political science students at secondary vocational schools. This approach significantly enhances learning outcomes and student motivation, offering valuable insights for educational program design in vocational education.

Introduction. Currently, there is a gap between modern transformations of the media space and traditional teaching methods in the training of journalism students at the university. This leads to a decrease in the level of motivation of students. The aim is to assess the level of motivation of students within the framework of the experiment and describe an effective strategy for increasing the motivation of journalism students in the educational process at the university.Materials and Methods. The research material is the motivation level of university journalism students. To study the level of motivation, A.D. Tytar’s methodology of assessment and correction of motivation was used.Results and Discussion. Three blocks of the motivational component were studied: pragmatic, emotional and creative. A pedagogical experiment was conducted in the 2023/2024 academic year. Two groups of students studying at Surgut State Pedagogical University in the field of 42.03.02 “Journalism” (bachelor’s degree) in the 2nd and 3rd courses were selected: a control group (2nd year, KG, 18 people) and an experimental group (3rd year, EG, 14 people). In the course of the work, active teaching methods were used in the experimental group. The emphasis is placed on creative, project-based and heuristic activities, in which the teacher acts as a facilitator, translating the teacher-student relationship into a subject-subject one. The use of active methods helped to increase the motivation of students in the experimental group, contributed to their successful socialization, and the formation of professional identity. Thus, at the control stage of the experiment in the EG, over 70 % of students rated the significance of the course at 6 points or higher, in the CG – no more than 4. In the EG, the indicators related to the assessment of their available resources for the implementation of the curriculum increased by 30 %. 80 % of EG students gave a score above 7 points on the “Independence” and “Feedback” grades. In KG, most indicators remained at the same level. 60 % of students in the control group and 90 % in the experimental group consider their education to be systematic.Conclusion. The novelty of the research lies in the organization of work to increase the educational motivation of journalism students purposefully and systematically. A single educational space was organized for EG students. At the first stage (within the framework of the training “Fundamentals of goal setting”) The contradiction between the internal and external motives of the students was revealed. The results of the experiment fix a number of problems of domestic media education in terms of forming the motivation of student journalists, and ways to solve them are outlined. The conclusion is made about the need to move away from traditional forms and methods of teaching, and the urgency of forming a unified educational space based on the project activities of the study group is noted. The theoretical conclusions and results of the experiment can form the basis of the author's pedagogical concept within the framework of modern media education.

This study aims to determine the motivation of students in learning English during the Covid-19 pandemic, with a specific focus on eighth-grade students at SMP Negeri 27 Makassar. And to explores the intrinsic and extrinsic factors that drive students’ motivation in English learning. The study utilized questionnaires and interviews as research instruments to collect data on student motivation levels. Data analysis was conducted using a 4-point Likert scale to determine the levels of intrinsic and extrinsic motivation. The findings of the study indicate that students at SMP Negeri 27 Makassar exhibited a remarkably high level of intrinsic motivation, driven by students' aspirations to enhance their understanding and proficiency in the English language. Additionally, the influence of extrinsic motivation factors showed a high level, attributed to the presence of a conducive learning environment and engaging teaching materials, which significantly contributed to student motivation. Overall, the level of student motivation in learning English during the Covid-19 pandemic at SMPN 27 Makassar, reaching 72.23, falls within the category of very high motivation. The Intrinsic factors instance perseverance in following English learning, feeling of necessity in English language learning, and the expectations and aspirations associated with English language learning play a crucial role in student intrinsic motivation. Additionally, the extrinsic factors instance a supportive learning environment, engaging teaching methods, and the availability of adequate learning facilities, significantly contribute to students' motivation.Keywords: Motivation, Motivational Factor, English Learning

This study aims at developing Secondary School Environment Motivation Scale (SSEMS) in order to analyse the motivations of the students for the environment in terms of gender, grade, socio-economic level. The data were collected from 677 secondary school students to develop the scale and 1775 secondary school students for the survey study. SSEMS was developed as16 items, on three-point likert scale and two dimensions (intrinsic and extrinsic motivation). The results of the research show that the general environmental motivation and intrinsic motivation of female students is significantly higher than the male students. There was no significant difference in the environmental motivation levels of female and male students in terms of extrinsic motivation dimension. When the relationships between the students' grade and their environmental motivations are examined, it is revealed that as their grades increase, all motivation levels (general, intrinsic and extrinsic) of students towards environment decrease. Moreover, there is not substantial correlation between the students' socio-economic levels and general environmental motivations. However, as the socio-economic levels of the students increased, their intrinsic motivation increased significantly, and their extrinsic motivations decreased significantly. The gradual change of intrinsic and extrinsic motivation as to gender, class and socio-economic level is discussed at length in the article.

Motivation is an important thing in the learning process. The existence of student motivation in learning will make the learning process more enjoyable, communication smoother, reducing student anxiety, increasing creativity and learning activities. Mc. Donald in Sardiman (2008: 73) argues that motivation is a change in energy in a person which is characterized by the appearance of feeling and preceded by a response to the existence of goals. With the high motivation to learn, students will be able to achieve optimal self development in their learning achievement which is one of the main goals in learning. Based on the results of a discrete analysis of the percentage of learning motivation after providing individual counseling services with motivational interviewing techniques has increased. The average level of broken home student learning motivation in SMP Negeri 1 Pelaihari becomes 66.11% in the high category, where 64% or 23 people with a high enough category and 36% or 13 people in the Medium category and no longer found students who are at low category. From the results of the data processing, it is known that is an increase of 10.53% where in the preservice delivery the motivation level is an average of 55.58% to 66.11%. This proves that after providing individual counseling services with motivational interviewing techniques student learning motivation can increase. Besides that based on the results of the hypothesis analysis test data obtained t count = 11.51 and t table = 1.994, so t arithmetic> t table .. This shows that there are differences in the level of student motivation before and after getting individual counseling services with techniques motivational interviewing .