Factors Affecting Learner Motivation in Physical Science at a Public School in the Gauteng Province: The Teacher’s Role

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH

Africa Education Review Pub Date : 2022-03-04 DOI:10.1080/18146627.2023.2225747

Lilian Mashupye, S. Schulze

引用次数: 0

Abstract

Abstract South Africa lags behind in terms of competing globally in science and technology. Thus, the purpose of the study was to investigate teacher factors that influenced learners’ motivation to learn science in a secondary school. The study also aimed to determine whether significant differences in motivation regarding teacher influence existed among age groups and genders. The research was conducted in a public secondary school in Gauteng province, South Africa with 462 learners from Grade 8 to Grade 11. Using a quantitative approach, the learners completed a questionnaire that involved several motivation constructs (mastery and performance goal oriented). The study identified some problems that could impact on learner motivation and also found that some significant differences existed among different grades and genders. A number of recommendations were made regarding the teacher’s role in motivating science learning.

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豪登省一所公立学校物理科学学生学习动机的影响因素:教师的角色

摘要南非在全球科技竞争方面落后。因此，本研究的目的是调查影响中学学生学习科学动机的教师因素。该研究还旨在确定年龄组和性别之间在教师影响动机方面是否存在显著差异。这项研究是在南非豪登省的一所公立中学进行的，共有462名8年级至11年级的学生参加。使用定量方法，学习者完成了一份问卷，其中涉及几个动机结构（掌握和表现目标导向）。研究发现了一些可能影响学习动机的问题，并发现不同年级和性别之间存在一些显著差异。就教师在激励科学学习方面的作用提出了一些建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.