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

Autor/inn/en	Mashupye, Lilian; Schulze, Salomé
Titel	Factors Affecting Learner Motivation in Physical Science at a Public School in the Gauteng Province: The Teacher's Role
Quelle	In: Africa Education Review, 19 (2022) 2, S.83-99 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schulze, Salomé)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2023.2225747
Schlagwörter	Foreign Countries; Science Instruction; Teacher Role; Student Motivation; Secondary School Students; Secondary School Teachers; Grade 8; Grade 9; Grade 10; Grade 11; Age Differences; Gender Differences; Student Attitudes; Science Teachers; Teacher Behavior; South Africa + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerrolle; Schulische Motivation; Sekundarschüler; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Schülerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher behaviour; Lehrerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01