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

Year 2025, Volume: 54 Issue: 3, 1448 - 1479, 31.12.2025

Fatma Karaçoban , Betül Karaduman

https://doi.org/10.14812/cuefd.1731720

Abstract

The aim of the study is to determine the motivation levels of middle school students toward science learning and to reveal the components that affect their motivation based on students’ perspectives. In the study in which explanatory sequential design was used, Motivation Toward Science Learning Scale was used to collect quantitative data. Semi-structured interview form developed by the researchers was used to collect qualitative data. According to the findings, students' motivation towards science learning was generally high at the 5th-grade level but lower at the 7th-grade level. It was found that students with higher motivation levels employed active learning strategies more frequently. The activities and materials used in the instructional process enhanced environmental stimulation, thereby increasing student motivation. These students perceived science-related knowledge as valuable for both their future and daily lives, and they exerted greater effort to succeed. Furthermore, they developed an awareness of current information, experienced increased learning motivation during lessons, and developed a sense of self-efficacy as a result of reaching cognitive satisfaction. It was also concluded that their performance was largely driven by the desire to attractthe teacher’s attention.

Keywords

Motivation , science learning , Middle school students , Mixed method

Fen Öğrenimini Harekete Geçiren Etkenler Neler? Ortaokul Öğrencilerinin Motivasyonları Üzerine Karma Yöntem Çalışması

Abstract

Bu çalışmanın amacı, ortaokul öğrencilerinin fen öğrenmeye yönelik motivasyon düzeylerini belirlemek ve öğrencilerin görüşleri doğrultusunda bu motivasyonu etkileyen bileşenleri ortaya koymaktır. Açıklayıcı sıralı desenin kullanıldığı çalışmada nicel veriler “Fen Öğrenmeye Yönelik Motivasyon Ölçeği” ile toplanmıştır. Nitel veriler ise araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu aracılığıyla elde edilmiştir. Bulgulara göre, öğrencilerin fen öğrenmeye yönelik motivasyon düzeyleri 5. sınıf düzeyinde genel olarak yüksek, 7. sınıf düzeyinde ise düşüktür. Motivasyon düzeyi yüksek olan öğrencilerin daha fazla etkin öğrenme stratejileri kullandıkları belirlenmiştir. Öğretim sürecinde yer alan etkinlik ve materyallerin çevresel teşvik ediciliği, öğrencilerin motivasyonlarını artırmaktadır. Bu öğrenciler, fenle ilgili bilgileri gelecek ve günlük yaşam açısından değerli bulmakta; başarılı olmak için daha fazla çaba göstermektedir. Ayrıca, güncel bilgilere karşı farkındalık geliştirdikleri, ders sırasında öğrenmeye yönelik motivasyonlarının arttığı ve bilgiyle doyuma ulaştıkları için öz-yeterlik duygusu geliştirdikleri görülmüştür. Öğrenci performanslarının ise büyük ölçüde öğretmenin dikkatini çekmeye yönelik olduğu sonucuna ulaşılmıştır.

Keywords

Motivasyon , Fen öğrenme , Ortaokul öğrencileri , Karma yöntem

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