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Appears in:
Pages: 460-465
Publication year: 2015
ISBN: 978-84-608-2657-6
ISSN: 2340-1095

Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain

LEARNING STRATEGIES AND MOTIVATION IN SCIENCE READING COMPREHENSION

T. García-Moya, N. Calet

University of Granada (SPAIN)
Reading and science learning are essential to acquire new knowledge, nevertheless international reports on reading literacy (PISA, 2009) show that the reading skills at the end of secondary education in Spain is below the average of member countries of the Organization for Economic Cooperation and Development (OECD). In this sense is it important to analyze factors that may influence reading and science learning. In recent decades several studies have shown that factors such as learning strategies and motivational variables impact on science reading comprehension. The aim of this study was to analyze which are the learning strategies and motivational variables that have more influence on science reading comprehension among students in secondary school. 116 students participated in this study (62 girls and 54 boys; Mean age = 15.65 years, SD = .59). The following standardized test were used to measure reading comprehension, cognitive strategies and motivation: Reading Comprehension Battery PROLEC-SE (Cuetos, Rodríguez, Ruano & Arribas, 2007), Questionnaire Learning Strategies and Motivation (MSLQ) (Ayala, Martinez & Yuste (2004). The evaluation took place in two group sessions, in a quiet place with high supervision, in which a set of questionnaires were delivered.

The results showed that deep approach was significant for students’ comprehension of science texts. Furthermore, Organization was revealed as the most significant learning strategy for the academic achievement, while among the motivational variables intrinsic motivation was the most important. Besides, the motivational variables that can affect reading comprehension are self-efficacy, internal attribution of success and study assessment, which also may have an influence in a higher academic achievement in science. Finally, the results support the relationship between the different learning strategies and motivational aspects. Research suggests that it is essential to teach in secondary schools not only cognitive variables but also motivational aspects for strengthening individual abilities of each student. Working motivation would improve the interest in students towards studying science, because at present it is known that there is a growing rejection of the students to learn science. All this translates into less demand for university later careers in science and technology area, which therefore will affect to the future the research capacity of our society.
@InProceedings{GARCIAMOYA2015LEA,
author = {Garc{\'{i}}a-Moya, T. and Calet, N.},
title = {LEARNING STRATEGIES AND MOTIVATION IN SCIENCE READING COMPREHENSION},
series = {8th International Conference of Education, Research and Innovation},
booktitle = {ICERI2015 Proceedings},
isbn = {978-84-608-2657-6},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2015},
year = {2015},
pages = {460-465}}
TY - CONF
AU - T. García-Moya AU - N. Calet
TI - LEARNING STRATEGIES AND MOTIVATION IN SCIENCE READING COMPREHENSION
SN - 978-84-608-2657-6/2340-1095
PY - 2015
Y1 - 18-20 November, 2015
CI - Seville, Spain
JO - 8th International Conference of Education, Research and Innovation
JA - ICERI2015 Proceedings
SP - 460
EP - 465
ER -
T. García-Moya, N. Calet (2015) LEARNING STRATEGIES AND MOTIVATION IN SCIENCE READING COMPREHENSION, ICERI2015 Proceedings, pp. 460-465.
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