The Relationship between Motivation for, and Interest in, Learning Physics among Lower Secondary School Students in Uganda

Kwarikunda, Diana; Schiefele, Ulrich; Ssenyonga, Joseph; Muwonge, Charles Magoba

doi:10.1080/18117295.2020.1841961

Cited by 21 publications

(21 citation statements)

References 30 publications

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“…However, our study findings and some others conducted within Uganda and Kenya indicated otherwise. The absence of gender differences in subjective control in our study although contradictory with most previous research findings was consistent with the findings of Majere et al (2012); in Physics) among Kenyan students and Kwarikunda et al (2020); in Physics) and Kiwanuka et al (2017); in mathematics) among Ugandan lower secondary school students. Perhaps these findings correspond with Sikora and Pokropek (2012) that gender differences in science subjective control are less prominent in developing countries.…”

Section: Discussionsupporting

confidence: 81%

“…One particular study by Opolot-Okurut (2005) involving 254 (52% females) Ugandan 9 th grade students found that the females were less confident about their mathematics skills than the males. These findings contradicted with a later larger study by Kiwanuka et al (2017) involving Ugandan mathematics 7 th grade students (n = 4819, 55% females) and a recent study by Kwarikunda, Schiefele, Ssenyonga, and Muwonge (2020) involving Ugandan Physics 9 th grade students (n = 374, 56% females) in which no significant gender differences in subjective control were reported. This study was also consistent with Majere, Role, and Makewa's (2012) study among Kenyan physics students.…”

Section: Cognitive Appraisalscontrasting

confidence: 79%

“…Do males significantly differ from females in their self-reported perceived teacher autonomy support, cognitive appraisals and boredom in physics? Based on the findings from studies by Kiwanuka et al (2017), Kwarikunda et al (2020), Majere et al (2012) and Sikora and Pokropek (2012), we tested the hypothesis that there were no significant gender differences in the study variables. 3.…”

Section: The Present Studymentioning

confidence: 99%

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Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students

et al. 2021

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Background Boredom during learning activities has the potential of impeding attention, motivation, learning and eventually achievement. Yet, research focusing on its possible antecedents seems to have received less attention especially within the physics domain. Based on assumptions of the Control Value Theory of Achievement Emotions (CVTAE), this study aimed at examining gender differences and structural relationships between students’ reported perceived teacher autonomy support (PTAS), cognitive appraisals (self-efficacy and task value) and learning-related boredom in physics. A sample of 375 (56% females) randomly selected 9th grade students (mean age = 15.03 years; SD = 1.02) from five secondary schools in Masaka district of Uganda took part in the study. Results Data collected from students’ self-reports using standardised instruments revealed that higher levels of PTAS, self-efficacy, and task value were significantly associated with lower levels of boredom during physics learning. Females reported significantly greater task value for learning physics than the males. Self-efficacy (β = − .10, p < .05) and task value (β = − .09, p < .01) partially mediated the relationship between PTAS and boredom. PTAS showed significant direct negative contributions to boredom (β = − .34, p < .001). Conclusion These findings provide support for theory and practice about the importance of promoting autonomy among students by adjusting instructional behaviours among teachers of physics. Teacher autonomy supportive behaviours influence formation of students’ beliefs about ability, subjective value and learning-related boredom in physics. Implications and suggestions for further research are also discussed in this paper.

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Section: Discussionsupporting

confidence: 81%

Section: Cognitive Appraisalscontrasting

confidence: 79%

Section: The Present Studymentioning

confidence: 99%

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Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students

et al. 2021

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“…This study is in line with research conducted by (Jack & Lin, 2017;Kwarikunda et al, 2020;Swirski et al, 2018) on student interests. However, previous research did not link students' interest with mathematical process skills in elementary school.…”

Section: Related Researchsupporting

confidence: 91%

Engklek Game in mathematics: How difference and relationship student attitude towards science process skills?

Kamid

Rohati

Rahmalisa

et al. 2021

CJES

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This study aims to integrate the local wisdom of the traditional engklek game into problem-solving-based mathematics learning at the elementary school level. The method used in this study is a mixed-method with an explanatory design. The data analysis technique used in this study was random sampling and data collection was carried out by distributing observation sheets about student process skills, student learning interest questionnaires and conducting interviews with students and teachers at the school. Based on the results obtained by the researchers, it can be found that there is interest in learning and skills of students in grades IV A and IV B in the engklek game in mathematics subjects at State Elementary Schools. In addition, there is a relationship between students' interest in learning and students' process skills in mathematics subjects at State Elementary Schools. Key words: Mmathematics, local Wisdom, engklek games, iinterest, process skills, elementary School.

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“…Fundamentally students tend to be interested in learning about arithmetic but not as presented in class. Some topics can be measured by a number of validated methods to assess student interest (Kwarikunda et al, 2020;Swirski et al, 2018;Jack & Lin, 2017). Students who have an interest in learning mathematics will try to concentrate on learning.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Students’ Learning Interest on Students’ Process Skill in Mathematics

Syaiful

Kamid

Kurniawan

et al. 2021

JERE

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The success of education in a country automatically also shows the progress of a country. In essence, education itself is a conscious effort to develop personality and within oneself. School is a place where education is held for the purpose of national education. However, not all schools can achieve the expected goals. Like a school that has priority on certain subjects. One of them is Madrasah Tsanawiyah which dominates subjects with religion. So the importance of this study aims to determine the differences and the relationship between the interests and skills of students in learning mathematics with flat side space material. This study uses quantitative methods with associative and comparative types. The sampling technique used in this study used simple random sampling. From the results of the T test and the correlation obtained, it was found that there were differences in the process skills and interests of students with regard to the material build flat side space. This is evidenced by the value of sig (2-tailed) 0.000 < 0.05. So can be concluded that student interest affects the process skills of students at MTsN (Madrasah Tsanawiyah) and there is a significant relationship between students' interest and process skills in mathematics with flat-sided geometry. There are limitations in this study where this study only measures students' skills, interests have not been tested with other variables such as attitudes, motivation and others.

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The Relationship between Motivation for, and Interest in, Learning Physics among Lower Secondary School Students in Uganda

Cited by 21 publications

References 30 publications

Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students

Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students

Engklek Game in mathematics: How difference and relationship student attitude towards science process skills?

The Impact of Students’ Learning Interest on Students’ Process Skill in Mathematics

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