Academic Motivation, Attitude and Achievement in Science Education in Southern Oromia, Ethiopia

Abstract

Non-cognitive factors play significant roles in academic achievement of science education. The purpose of the study entitled as academic motivation, attitude and science education achievement was to examine relationship between students’ academic motivation, attitude and achievement on science education and investigate predictive power of motivation on science achievement. The study used correlational research design. The motivated strategy for learning questionnaire (MSLQ) and attitude scales were used to gather data from participants (78 males, 22 females). Achievement data collected on biology, physics, and chemistry. Analysis of the data has indicated that academic motivation and attitude correlate significantly with each other but not with science achievement except with task value (TVA) (r = 0.24, r² = 5.76%, p <.05, df = n1 +n2 -2= 98). Regression analysis illustrates that 9% of science achievement accounted for by task value (TVA). Overall, there are low to moderate relationship between motivation and science achievement. It recommends giving high task value to science education, developing science self-efficacy, and not to develop amotivation. The study has offered the implication that science education policy and strategy designers, teachers and parents should encourage natural science students.