Research Article
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An Investigation into Factors of Turkish Secondary School Students’ Learning Engagement in Science Courses

Year 2024, Volume: 9 Issue: 1, 16 - 29, 30.06.2024

Abstract

This study examines secondary school students' learning engagement in science course concerning gender, grades, parents' educational level, tutor support, experimentation and study frequency. The research method was a cross-sectional survey. The research was conducted among 820 secondary school students from seven public schools in the southern region of Turkey during the 2019-2020 academic year. The data collection tool was the Turkish version of the Students' Adaptive Learning Engagement in Science (SALES) Scale. Independent samples t-test, one-way ANOVA, and two-way ANOVA were used for data analysis. Consequently, female students were found to be more engaged in science courses than male, students who conducted experiments were more engaged than those who did not, and those who studied more frequently were significantly more engaged in science courses. Furthermore, a noteworthy discrepancy was identified in the Learning Goal Orientation scale among the grade levels. However, it has been determined that whether students receive tutor support or their parents' education levels have no statistical effect on their engagement in science courses.

Ethical Statement

The data were collected in the 2019-2020 academic year. Since ethics committee permission was optional for academic studies when the data were collected, ethics committee approval was not obtained.

References

  • Ames, C. A. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.
  • Bedford, S. (2017). Growth mindset and motivation: a study into secondary school science learning. Research Papers in Education, 32(4), 424-443. doi:10.1080/02671522.2017.1318809
  • Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational psychology review, 18, 199-210. doi:10.1007/s10648-006-9013-4
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.
  • Cook, D. A., &Artino Jr, A. R. (2016). Motivation to learn: an overview of contemporary theories. Medical Education, 50(10), 997-1014. 997–1014. doi:10.1111/medu.13074
  • Corno, L. (1986). The metacognitive control components of self-regulated learning. Contemporary Educational Psychology, 11(4), 333-346. doi:10.1016/0361-476X(86)90029-9
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th Ed.). Pearson Education.
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
  • Eccles, J. S., &Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215-225.
  • Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549-563.
  • Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
  • Gilbert, J. K. (2006). On the nature of “context” in chemical education. International journal of science education, 28(9), 957-976.
  • Hanrahan, M. (2002, July). Learning science: Revisiting humanist scales of intellectual engagement. Paper presented at the annual meeting of the Australasian Science Education Research Association, Townsville, Queensland.
  • Kaplan, A., Lichtinger, E., & Gorodetsky, M. (2009). Achievement goal orientations and selfregulation in writing: An integrative perspective. Journal of Educational Psychology, 101, 51–69.
  • İrven, Ö., & Şenler, B. (2017). Ilkokul 4. Sınıföğrencilerinin fen bilimleri dersine yönelik motivasyonel inançları ve öz-düzenleme becerileri [Motivational beliefs and self-regulation skills of 4th grade students in science]. Trakya Üniversitesi Sosyal Bilimler Dergisi, 19(2), 367-379.
  • Lai, E. R. (2011). Motivation: A literature review. Person Research’s Report. Pearson.
  • Meece, J. L., Glienke, B. B. & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44, 351–373. doi:10.1016/j.jsp.2006.04.004
  • MoNE (Ministry of National Education) (2004). Secondary education institutions class passing and examination regulations. Journal of Notifications. December 2004/2567.
  • Neber, H., He, J., Liu, B. X., & Schofield, N. (2008). Chinese high-school students in physics classroom as active, self-regulated learners: Cognitive, motivational and environmental aspects. International Journal of Science and Mathematics Education, 6, 769-788.
  • Neuville, S., Frenay, M., & Bourgeois, E. (2007). Task value, self-efficacy and goal orientations: Impact on self-regulated learning, choice and performance among university students. Psychologica Belgica, 47(1), 95-117. doi:10.5334/pb-47-1-95
  • Ongowo, R. O., &Hungi, S. K. (2014). Motivational beliefs and self-regulation in biology learning: Influence of ethnicity, gender and grade level in Kenya. Creative Education, 5, 218-227. doi:10.4236/ce.2014.54031
  • Örücü, F. N. (2019). Fen bilgisi eğitimi öğretmen adaylarının fen bilgisine yönelik motivasyonlarının, öz-düzenlemelerinin, tutumlarının ve teknolojiye yönelik tutumlarının bazı demografik değişkenler açısından incelenmesi [A Study of Certain Demographic Variables in terms of the Motivation Towards Sciences', Self-regulations', Attitudes' and Attitudes Towards Sciences' of Science Education Teacher Candidates][Unpublished Master Thesis]. Necmettin Erbakan University.
  • Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116-125. doi:10.1207/s15430421tip4102_8
  • Pajares, F., & Valiante, G. (2001). Gender differences in writing motivation and achievement of secondary school students: A function of gender orientation? Contemporary Educational Psychology, 26, 366–381. doi:10.1006/ceps.2000.1069
  • Pasha-Zaidi, N., Afari, E., Sevi, B., Urganci, B., & Durham, J. (2019). Responsibility of learning: A cross-cultural examination of the relationship of grit, motivational belief and self-regulation among college students in the US, UAE and Turkey. Learning Environments Research, 22(1), 83-100. doi:10.1007/s10984-018-9268-y
  • Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470. doi:10.1016/S0883-0355(99)00015-4
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. doi:10.1037/0022-0663.82.1.33
  • Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
  • Schunk, D. H, Meece, J. L, & Pintrich, P. R. (2014). Motivation in education: Theory, research, and applications (4th eds). Pearson.
  • Sığın, A., & Sarıçam, H. (2022). A sociological study on the masculinity of the quantitative graduation fıeld in Turkey. İnönü University International Journal of Social Sciences, (INIJOSS), 11(1), 18-36. doi:10.54282/inijoss.1062689
  • Stocklmayer, S. M., Rennie, L. J., & Gilbert, J. K. (2010). The roles of the formal and informal sectors in the provision of effective science education. Studies in Science Education, 46(1), 1–44. doi:10.1080/03057260903562284
  • Speering, W., & Rennie, L. (1996). Students' perceptions about science: The impact of transition from primary to secondary school. Research in Science Education, 26, 283–298. doi:10.1007/BF02356940
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Pearson.
  • Tang, M., & Neber, H. (2008). Motivation and self‐regulated science learning in high‐achieving students: differences related to nation, gender, and grade‐level. High Ability Studies, 19(2), 103-116. doi:10.1080/13598130802503959
  • Tytler, R. (2007). Australian education review. Re-imagining Science Education, Engaging students in science for Australia’s future. ACER Press.
  • Velayutham, S., & Aldridge, J. M. (2013). Influence of psychosocial classroom environment on students’ perceptions of engagement in science learning: A structural equation modeling approach. Research in Science Education, 43(2), 507-527. doi:10.1007/s11165-011-9273-y
  • Velayutham, S., Aldridge, J., & Fraser, B. (2011). Development and validation of an instrument to measure students’ perceptions of engagement in science learning. International Journal of Science Education, 33(15), 2159-2179. doi:10.1080/09500693.2010.541529
  • Velayutham, S., Aldridge, J. M., & Fraser, B. (2012). Gender differences in student perceptions of engagement in science learning: A multi-group structural equation modeling analysis. International Journal of Science and Mathematics Education, 10(6), 1347-1368. doi:10.1007/s10763-012-9339-y
  • Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49–78.
  • Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12(3), 265-310.
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. doi:10.1006/ceps.1999.1015
  • Wlodkowski, R. J. (1978). Motivation and teaching: A practical guide. National Education Association. Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211–238.
  • Yetişir, M. İ., & Ceylan, E. (2015). The adaptation of students’ adaptive learning engagement in science scale into Turkish. Elementary Education Online, 14(2), 657-670.
  • Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82–91. doi:10.1006/ceps.1999.1016
  • Zimmerman, B. J. (2002a). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. doi:10.1207/s15430421tip4102_2
  • Zimmerman, B. J. (2002b). Developing self-regulated learners beyond achievement to self-efficacy. American Psychological Association.
  • Zimmerman, B. J., & Cleary, T. J. (2006). Adolescents’ development of personal agency: The role of self-efficacy beliefs and self-regulatory skill. In F. Pajares, T. Urdan (Ed.), Self Efficacy Beliefs of Adolescents (pp.45-70). Information Age Publishing.
  • Zimmerman, B., & Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628. doi:10.3102/00028312023004614
  • Zimmerman, B., & Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284-290. doi:10.1037/0022-0663.80.3.284
Year 2024, Volume: 9 Issue: 1, 16 - 29, 30.06.2024

Abstract

References

  • Ames, C. A. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.
  • Bedford, S. (2017). Growth mindset and motivation: a study into secondary school science learning. Research Papers in Education, 32(4), 424-443. doi:10.1080/02671522.2017.1318809
  • Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational psychology review, 18, 199-210. doi:10.1007/s10648-006-9013-4
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.
  • Cook, D. A., &Artino Jr, A. R. (2016). Motivation to learn: an overview of contemporary theories. Medical Education, 50(10), 997-1014. 997–1014. doi:10.1111/medu.13074
  • Corno, L. (1986). The metacognitive control components of self-regulated learning. Contemporary Educational Psychology, 11(4), 333-346. doi:10.1016/0361-476X(86)90029-9
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th Ed.). Pearson Education.
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
  • Eccles, J. S., &Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215-225.
  • Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549-563.
  • Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
  • Gilbert, J. K. (2006). On the nature of “context” in chemical education. International journal of science education, 28(9), 957-976.
  • Hanrahan, M. (2002, July). Learning science: Revisiting humanist scales of intellectual engagement. Paper presented at the annual meeting of the Australasian Science Education Research Association, Townsville, Queensland.
  • Kaplan, A., Lichtinger, E., & Gorodetsky, M. (2009). Achievement goal orientations and selfregulation in writing: An integrative perspective. Journal of Educational Psychology, 101, 51–69.
  • İrven, Ö., & Şenler, B. (2017). Ilkokul 4. Sınıföğrencilerinin fen bilimleri dersine yönelik motivasyonel inançları ve öz-düzenleme becerileri [Motivational beliefs and self-regulation skills of 4th grade students in science]. Trakya Üniversitesi Sosyal Bilimler Dergisi, 19(2), 367-379.
  • Lai, E. R. (2011). Motivation: A literature review. Person Research’s Report. Pearson.
  • Meece, J. L., Glienke, B. B. & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44, 351–373. doi:10.1016/j.jsp.2006.04.004
  • MoNE (Ministry of National Education) (2004). Secondary education institutions class passing and examination regulations. Journal of Notifications. December 2004/2567.
  • Neber, H., He, J., Liu, B. X., & Schofield, N. (2008). Chinese high-school students in physics classroom as active, self-regulated learners: Cognitive, motivational and environmental aspects. International Journal of Science and Mathematics Education, 6, 769-788.
  • Neuville, S., Frenay, M., & Bourgeois, E. (2007). Task value, self-efficacy and goal orientations: Impact on self-regulated learning, choice and performance among university students. Psychologica Belgica, 47(1), 95-117. doi:10.5334/pb-47-1-95
  • Ongowo, R. O., &Hungi, S. K. (2014). Motivational beliefs and self-regulation in biology learning: Influence of ethnicity, gender and grade level in Kenya. Creative Education, 5, 218-227. doi:10.4236/ce.2014.54031
  • Örücü, F. N. (2019). Fen bilgisi eğitimi öğretmen adaylarının fen bilgisine yönelik motivasyonlarının, öz-düzenlemelerinin, tutumlarının ve teknolojiye yönelik tutumlarının bazı demografik değişkenler açısından incelenmesi [A Study of Certain Demographic Variables in terms of the Motivation Towards Sciences', Self-regulations', Attitudes' and Attitudes Towards Sciences' of Science Education Teacher Candidates][Unpublished Master Thesis]. Necmettin Erbakan University.
  • Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116-125. doi:10.1207/s15430421tip4102_8
  • Pajares, F., & Valiante, G. (2001). Gender differences in writing motivation and achievement of secondary school students: A function of gender orientation? Contemporary Educational Psychology, 26, 366–381. doi:10.1006/ceps.2000.1069
  • Pasha-Zaidi, N., Afari, E., Sevi, B., Urganci, B., & Durham, J. (2019). Responsibility of learning: A cross-cultural examination of the relationship of grit, motivational belief and self-regulation among college students in the US, UAE and Turkey. Learning Environments Research, 22(1), 83-100. doi:10.1007/s10984-018-9268-y
  • Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470. doi:10.1016/S0883-0355(99)00015-4
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. doi:10.1037/0022-0663.82.1.33
  • Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
  • Schunk, D. H, Meece, J. L, & Pintrich, P. R. (2014). Motivation in education: Theory, research, and applications (4th eds). Pearson.
  • Sığın, A., & Sarıçam, H. (2022). A sociological study on the masculinity of the quantitative graduation fıeld in Turkey. İnönü University International Journal of Social Sciences, (INIJOSS), 11(1), 18-36. doi:10.54282/inijoss.1062689
  • Stocklmayer, S. M., Rennie, L. J., & Gilbert, J. K. (2010). The roles of the formal and informal sectors in the provision of effective science education. Studies in Science Education, 46(1), 1–44. doi:10.1080/03057260903562284
  • Speering, W., & Rennie, L. (1996). Students' perceptions about science: The impact of transition from primary to secondary school. Research in Science Education, 26, 283–298. doi:10.1007/BF02356940
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Pearson.
  • Tang, M., & Neber, H. (2008). Motivation and self‐regulated science learning in high‐achieving students: differences related to nation, gender, and grade‐level. High Ability Studies, 19(2), 103-116. doi:10.1080/13598130802503959
  • Tytler, R. (2007). Australian education review. Re-imagining Science Education, Engaging students in science for Australia’s future. ACER Press.
  • Velayutham, S., & Aldridge, J. M. (2013). Influence of psychosocial classroom environment on students’ perceptions of engagement in science learning: A structural equation modeling approach. Research in Science Education, 43(2), 507-527. doi:10.1007/s11165-011-9273-y
  • Velayutham, S., Aldridge, J., & Fraser, B. (2011). Development and validation of an instrument to measure students’ perceptions of engagement in science learning. International Journal of Science Education, 33(15), 2159-2179. doi:10.1080/09500693.2010.541529
  • Velayutham, S., Aldridge, J. M., & Fraser, B. (2012). Gender differences in student perceptions of engagement in science learning: A multi-group structural equation modeling analysis. International Journal of Science and Mathematics Education, 10(6), 1347-1368. doi:10.1007/s10763-012-9339-y
  • Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49–78.
  • Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12(3), 265-310.
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. doi:10.1006/ceps.1999.1015
  • Wlodkowski, R. J. (1978). Motivation and teaching: A practical guide. National Education Association. Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211–238.
  • Yetişir, M. İ., & Ceylan, E. (2015). The adaptation of students’ adaptive learning engagement in science scale into Turkish. Elementary Education Online, 14(2), 657-670.
  • Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82–91. doi:10.1006/ceps.1999.1016
  • Zimmerman, B. J. (2002a). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. doi:10.1207/s15430421tip4102_2
  • Zimmerman, B. J. (2002b). Developing self-regulated learners beyond achievement to self-efficacy. American Psychological Association.
  • Zimmerman, B. J., & Cleary, T. J. (2006). Adolescents’ development of personal agency: The role of self-efficacy beliefs and self-regulatory skill. In F. Pajares, T. Urdan (Ed.), Self Efficacy Beliefs of Adolescents (pp.45-70). Information Age Publishing.
  • Zimmerman, B., & Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628. doi:10.3102/00028312023004614
  • Zimmerman, B., & Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284-290. doi:10.1037/0022-0663.80.3.284
There are 49 citations in total.

Details

Primary Language English
Subjects Science Education, Engineering Practice and Education (Other)
Journal Section Research Article
Authors

Hülya Dede 0000-0002-3460-3307

Early Pub Date June 12, 2024
Publication Date June 30, 2024
Submission Date January 15, 2024
Acceptance Date April 1, 2024
Published in Issue Year 2024 Volume: 9 Issue: 1

Cite

APA Dede, H. (2024). An Investigation into Factors of Turkish Secondary School Students’ Learning Engagement in Science Courses. Online Science Education Journal, 9(1), 16-29.
12285Online Science Education Journal is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.