MOTIVATION AS A PREDICTOR OF PUPIL’S ACHIEVEMENT IN CHEMISTRY
MOTIVATION AS A PREDICTOR OF PUPIL’S ACHIEVEMENT IN CHEMISTRY

Summary/Abstract: This work is based on the fact that the problem of the (lack of) pupil’s motivation for learning chemistry has been explored insufficiently. Thus, the aim of this study is to review the impact of different dimensions of motivation on achievement in chemistry. The sample consisted of 236 grammar school pupils attending the third grade. The results showed that there is a significant positive correlation between grades in chemistry and pupil’s motivation. The identified fact that individuals with high perceived self-efficiency in learning have higher achievements is part of a range of evidence that pupil’s motivation makes a reliable predictor of academic success. The data obtained are instructive for practitioners in education because they clearly suggest that there is a need for promoting academic motivation among pupils. Some of the ways to realize this goal are strengthening the sense of self-efficiency, facilitating the implementation of active learning strategies, connecting teaching content of chemistry with practical application of knowledge, and focusing pupils on learning rather than on the achievement.

• Details
• Contents