Abstract:

There is a tendency that students’ motivation to learn science and mathematics starts to decline moving from elementary to secondary school (Hussien, 2011; Potvin & Hasni, 2014). The problem is complicated because the interpretation of motivation is unclear and learning motivation is influenced by several factors. Thus the objective of current study is to find out the level of motivation of 6th grade students and factors influencing intrinsic motivation towards learning science and mathematics at school.

Motivation is seen as powerful tool affecting students' learning and behaviour. Deci and Ryan (2000) have developed self-determination theory (SDT) being one of the most accepted theories on motivational development and forms the theoretical bases for the current study. They propose that when learning is satisfying and meaningful, perceived to be of value by the learner and when there is confidence and purpose, then the motivation is not only intrinsic, but has the potential to enhance learning. Unfortunately, teachers feel they are forced to teach whatever the curriculum demands so as to enable students to pass required examinations. Teachers feel they have less freedom to teach the subject in ways to stimulate and develop motivation.

In order to explore the issue of lack motivation, the following research questions are posed:
1) How motivational do grade 6 students perceive learning in science and mathematics at school, taking into consideration gender differences?
2) What factors and at what extent influence grade 6 students’ intrinsic motivation to study science and mathematics?

The data are derived as a part of large-scale study focusing on students’ motivation towards learning science and mathematics, evaluated using a modified and validated Intrinsic Motivation Inventory Instrument (Deci & Ryan, 2015) with five subscales – interest/enjoyment, self-efficacy, perceived autonomy, effort/importance and value/usefulness, presented in a 5-point Likert scale (1-not agree … 5-agree). The sample for the current study comprises a total of 2673 students from 6th grade (average age 12.6) as first level of lower secondary school. Descriptive statistics, non-parametric test (Kruskal-Wallis) and confirmatory factor analysis are used.

Results show that most grade 6 students perceive learning in both science and mathematics to be intrinsically motivating and valuable addition to being competent, while showing less effort and autonomy. Statistically significant gender differences are found in all subscales except for perceived autonomy. The results of the research are discussed to improve motivation in lower secondary level.

References:
[1] Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268.
[2] Deci, E. L. & Ryan, R. M. (2015). SDT: Questionnaires: Intrinsic Motivation Inventory (IMI). Retrieved January, 2016 from: http://www.selfdeterminationtheory.org/intrinsic-motivation-inventory/
[3] Hussien, J. H. (2011). The Self-Determination Theory and Mathematics Motivation: Grade Levels and Gender Differences among United Arab Emirates Students. Journal of Educational and Psychological Studies, 5(1), 15-31.
[4]Potvin, P. & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 level: a systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85-129.

Keywords:

Motivation, self-determination, science, mathematics.