scholarly journals Development of Science Motivation Scale

2017 ◽  
Vol 3 (4) ◽  
pp. 17 ◽  
Author(s):  
Mustafa Dogru ◽  
Tuna Gencosman ◽  
Cem Oktay Guzeller ◽  
Kevser Korumaz
Keyword(s):  
Middle School ◽  
Academic Success ◽  
Middle School Students ◽  
Internal Consistency ◽  
Independent Study ◽  
Study Group ◽  
School Students ◽  
Factor Analysis Model ◽  
Cronbach Alpha ◽  
Confirmatory Factor

Motivation is the most important factor which affects the academic success of the students. Students who have higher motivation engage more to the class activities. One of the reasons for having negative perspective and low academic success of student in science is that students have low motivation for science lessons. The purpose of the study is developing a scale to show motivation of middle school students towards science lessons. Data used in research gained from two independent study groups. The first study group (N=498) is used to determine the structure of factor of the study. The second study group (N=275) is used to test consistence of model and data. Total number of students in the study group is 773. The expression of the motivation of middle school students is shown with 52 items consisting of 2 sub-dimensions which are internal motivation and external motivation. 12 of these items are negative substances for the motivational elements of the science lessons. According to data obtained from the scales, explanatory and confirmatory factor analyzes were carried out during the process of testing the structural validity of the scale. As a result of exploratory and confirmatory factor analysis, model which consists of 21 items and 1 factor is appropriate for both theoretically and statistically. Reliability of the scale is examined by Cronbach Alpha coefficient calculated based on the internal consistency of the items and testing again. The Cronbach Alpha internal consistency reliability coefficient of the scale is 0.79. Considering the results of reliability, it can be said that the scale has sufficient level of reliability. It can be thought that the scale can show the motivation of the students.

scholarly journals Middle School Students’ Perceptions of the Quality of School Life in Ankara

2016 ◽  
Vol 6 (1) ◽  
pp. 175 ◽  
Author(s):  
Figen Eres ◽  
Pinar Bilasa
Keyword(s):  
Middle School ◽  
Academic Success ◽  
Middle School Students ◽  
Life Quality ◽  
School Management ◽  
School Life ◽  
School Students ◽  
Quality Perception ◽  
Quality Of School Life

The aim of this research is to measure the perception of middle school students in Ankara regarding the quality of school life. According to the findings obtained, the students have moderate level perceptions about the quality of school life. Their perceptions about sub-dimensions vary. While the students have the highest perceptions about sub-dimension “status”, they have the lowest perceptions about “school management”. The students have moderate perceptions about sub-dimension “student” which includes mutual relations between students. Similarly, they have moderate perceptions about feelings towards the school which include items related with school image as perceived by the students. The school management, which is directly responsible for the school climate and image, has an impact on life quality perception. Analyzing school life quality of the students by their demographic features, it was found that female students and students in a class consisting of 10-20 students have higher school life quality perception. Although academic success of the students varies, their school life quality perception does not vary.

scholarly journals Validation of a questionnaire assessing students’ self-directed and collaborative learning with and without technology in Canadian middle school classrooms

2019 ◽  
Vol 45 (2) ◽  
Author(s):  
Chantal Labonté ◽  
Veronica R. Smith
Keyword(s):  
Middle School ◽  
High School Students ◽  
Middle School Students ◽  
Collaborative Learning ◽  
Model Fit ◽  
Self Report ◽  
Self Directed Learning ◽  
School Students ◽  
Confirmatory Factor ◽  
Directed Learning

In the current study, the researchers examine the validity of a questionnaire assessing students’ perceptions of their self-directed learning and collaborative learning with and without technology with a group of Canadian middle school students. Lee and colleagues (2014) developed an 18-item questionnaire for use in assessing high school students’ perceptions of their learning in Singapore. Three hundred and twenty middle school students from across Alberta, Canada completed the questionnaire. The results of a confirmatory factor analysis revealed that the questionnaire did not have sufficient model fit. The researchers used a jackknifing procedure to systematically remove four items in order to achieve a psychometrically sound questionnaire. The results suggest that the reduced questionnaire is a useful self-report instrument for assessing Canadian middle school students’ perceptions of their learning. Dans la présente étude, les chercheurs examinent la validité d’un questionnaire évaluant les perceptions qu’ont les élèves de leur apprentissage autonome et collaboratif, avec et sans technologie, au sein d’un groupe d’élèves d’écoles intermédiaires canadiennes. Lee et ses collègues (2014) ont développé un questionnaire de 18 items pour évaluer les perceptions qu’ont des élèves d’écoles secondaires quant à leur apprentissage. Trois cent vingt élèves d’écoles intermédiaires à travers l’Alberta, au Canada, ont rempli le questionnaire. Les résultats d’une analyse factorielle confirmatoire ont révélé que le questionnaire avait été insuffisamment ajusté au modèle. Les chercheurs se sont servis d’une procédure de jackknife afin de supprimer systématiquement quatre items afin d’obtenir un questionnaire solide sur le plan psychométrique. Les résultats suggèrent que le questionnaire raccourci est un instrument utile pour l’auto-évaluation des perceptions qu’ont des élèves d’écoles intermédiaires quant à leur apprentissage.

scholarly journals COGNITIVE SCIENCES FOR ACADEMIC SUCCESS OF MIDDLE SCHOOL STUDENTS

2019 ◽  
Author(s):  
Pauline Allix ◽  
◽  
Amélie Lubin ◽  
Céline Lanoë ◽  
Sandrine Rossi ◽  
...  
Keyword(s):  
Middle School ◽  
Academic Success ◽  
Middle School Students ◽  
School Students ◽  
Cognitive Sciences

scholarly journals Homework Assignment Preference Scale for Science Courses: A Validity and Reliability Study

2015 ◽  
Vol 7 (2) ◽  
pp. 193
Author(s):  
İsa Deveci ◽  
Nevzat Yiğit
Keyword(s):  
Middle School ◽  
Factor Analysis ◽  
Middle School Students ◽  
Hierarchical Cluster ◽  
Homework Assignment ◽  
Validity And Reliability ◽  
School Students ◽  
Preference Scale ◽  
Science Courses ◽  
Confirmatory Factor

<p>Homework assignments are have important role in learning process. In literature emphasizes<br />that homework assignments do not attract students’ attention and that students do homework<br />assignment just for the sake of formality. It is concretely argued that assigned homework<br />assignment should take into consideration students’ preferences, interests, and needs. In this<br />study, the “Homework Assignment Preference Scale” was developed to determine students’<br />homework assignment preferences within the scope of a science course. A pilot study was<br />conducted with 155 middle school students, and the main study was conducted with 924<br />middle school students. Exploratory factor analysis and principal components analysis were<br />conducted to ensure the construct validity of the scale. Hierarchical cluster analysis and<br />confirmatory factor analysis were performed to confirm the emergent factor structures.<br />Results showed that the scale was a valid and reliable tool.</p>

Sign in / Sign up

Export Citation Format

Share Document