Do the Demographic Differences Manifest in Motivation to Learn Science and Impact on Science Performance? Evidence from Sri Lanka
Do the Demographic Differences Manifest in Motivation to Learn Science and Impact on Science Performance? Evidence from Sri Lanka
复制标题
人口统计差异是否体现在学习科学的动机及其对科学表现的影响上？
DOI：
10.1007/s10763-017-9846-y
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发表时间：
2018
影响因子：
2.2
通讯作者：
S. M. Ferdous Azam
中科院分区：
文献类型：
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作者：
Anthoni Durage Asoka Silva;A. Khatibi;S. M. Ferdous Azam
本研究考察了斯里兰卡中学生的科学成绩和学习动机是否存在性别、种族、教学媒介和学校类别的差异。连续五个学期考试成绩的平均数被用作衡量科学成绩的标准。采用《科学动机问卷》测量六个维度的动机水平。来自三类公立学校的1316名11年级学生参加了这项研究，这些学生代表僧伽罗族、泰米尔族和穆斯林族群，这些公立学校用僧伽罗语或泰米尔语提供本地语言的教学。女生在科学方面的表现显著高于男生，并且在有利于女生的动机维度上存在显著的性别差异。尽管泰米尔语的学生学习科学的动机更高，但僧伽罗语的学生在科学表现上优于泰米尔语的学生。僧伽罗族、泰米尔族和穆斯林学生在科学方面的表现也有显著差异。然而，泰米尔人和穆斯林人学习科学的动机并没有显著不同。三类学校在学习科学的动机和在科学方面的表现上都存在着非常显著的差异。本研究向必须在性别、种族、教学语言和学校类别上实现平等的教育官员、教授该科目的教师和设计学术支持计划的学校校长提供信息。
The present study examined whether gender, ethnicity, instructional medium and school category differences manifest in science performance and motivation to learn science among secondary school students in Sri Lanka. The mean of five successive term test scores was used as the measure of science performance. Level of motivation in terms of six dimensions was measured by using the Science Motivation Questionnaire. A sample of 1316 grade 11 students representing Sinhala, Tamil, and Muslim ethnic groups from the three categories of public schools, which provide instructions in the vernacular languages of Sinhala or Tamil, participated in the study. Girls showed significantly higher performance in science compared to boys, and there was a significant gender difference in the levels of motivational dimensions in favor of girls. Although Tamil medium students possessed a higher level of motivation to learn science, Sinhala medium students outperformed their Tamil medium counterparts in science performance. Significant differences in science performance between Sinhala, Tamil, and Muslim students were also observed. However, motivation towards learning science between Tamils and Muslims was not significantly different. Highly significant differences in both motivation to learn science and performance in science were found between three categories of schools. The present study provides information to education officials who have to achieve equity across gender, ethnicity, medium of instruction, and school category, teachers who deliver the subject and school principals who design academic support programs.