Teacher Attitudes and Student Motivation in Science Learning

Chapter 1
INTRODUCTION
Rationale
Science education is the primary foundation for global modernization,
advancement of technologies and emergence of innovative inventions. Thus, for
the pursuit of strengthening science education it is imperative to hunt down
factors that will trigger its degradation. Because there is no doubt that student’s
interest for science subject is slowly deteriorating, researchers have tried to
understand the specific causes of the emerging problem.
According to Bernardo (2008), Filipino students’ poor achievement levels
in science have been documented for several years now. The poor performance
in science subject in educational system is a threat to our country’s development
and economy. Hence, science is defined as applied knowledge and it is a subject
that has an impact on our everyday activities. It plays an essential role to both
individuals and to the nation as a whole in order to survive and to meet the
global economic requirements. Thereupon, the fact that science education is at
its downfall it mainly calls for an investigation into factors that cause the poor
performances of students in order to make efforts to improve and boost science
education in secondary schools.
It cannot be denied that there are many factors that are responsible for
the falling standard of Science education. Among such factors are the issues of
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teaching styles and teacher’s attitude. This quantitative study points out
teacher’s attitude in terms of perceived relevance, gender stereotypes, perceived
difficulty, enjoyment, anxiety, self-efficacy and context dependency has a
significant relation in students motivation in Science learning.
Offorma (1994) emphasized that teachers attitude are the
instructional behaviors exhibited by the teacher towards goal attainment. These
characteristics are the combination of peculiar qualities, traits, mental or moral
strength. Furthermore, teacher’s attitude mainly affects student’s motivation in
learning and understanding Science in terms of Active Learning Strategies,
Science Learning Value, Performance Goal, Achievement Goal and Learning
Environment Stimulation.
The proponents of this study believe teacher’s attitude have salient roles
in terms of captivating student’s motivation in science education. Furthermore,
this research is conducted in order to curb the poor attitude of students in
science subject specifically in Senior High School.
Purpose of the Study
This study will found out the relevance of teaching attitudes to students
motivation towards science learning with the following objectives:
1. To determine the level of teacher attitude in terms of:
1.1 Perceived Relevance
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1.2 Gender Stereotype
1.3 Perceived Difficulty
1.4 Enjoyment
1.5 Anxiety
1.6 Self-efficacy
1.7 Context Dependency
2. To determine the level of student’s motivation towards science learning in
terms of:
2.1 Self-efficacy
2.2 Active Learning Strategies
2.3 Science Learning Value
2.4 Performance Goal
2.5 Achievement Goal
2.6 Learning Environment Stimulation
3. To determine the relationship between teacher’s attitude and student’s
motivation in science learning
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Hypothesis
The following null hypothesis will be tested at α= 0.05 level of significance.
H๐. There is no significant relationship between teachers attitude and students
motivation towards science learning.
Review of Related Literature
With the poor achievement level of students in science subjects
documented on International Assessment on Science Education, previous
researches have tried to understand some of the factors affecting science
education system. Further studies have shown a declining attitude of students in
science from junior high school to senior high school (Harme et.al, 1979).
Thereupon, the effect of the teacher who teaches the lessons to their students is
a fact that cannot be overlooked (Ozden et. al, 2011).
Teaching Attitudes
Teacher attitudes as defined by Offorma (1994) are the instructional
behaviors exhibited by the teacher towards the goal attainment of the students.
This teacher behavior comprises the combination of peculiar qualities, traits,
mental and moral strength as well. Consequently, he implied that the teacher
attitude and behavior are related to the improved achievement by students in
cognitive, affective and psychomotor outcomes in education.
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In a study concerning the efficacy of teacher’s attitude on shaping the
views of students about a subject, Ataunal (2003) found out that either positive
or negative attitude of mentors in communicating and handling the class directs
how students find their respective subjects. He further explained that
perceptions of this following students as to how they find their classes relates to
their outcome performances and grades.
A research coherent to this, is the study of Eryilmaz et.al (2011) that
outlines an explanation showing that various attitudes of teachers have an effect
on both the interest of students in the class as well as their academic
performances. Additionally, the research discussed that positive attitudes of
mentors have positive effects on student’s personalities, while negative attitudes
have negative impact to them. Thus, the presented relationship is directly
proportional.
Gecer (2002) also made the point that upon providing the students the
information about a specific topic, teacher’s behavior and attitudes on
discussions has a critical influence on the student’s insights and development. He
underscored that teachers displaying positive attitudes such as asking questions,
understanding thoughts, showing interest and appreciation lift up student’s
motivation level and eagerness to learn more about the subject.
Concentrating on certain behaviors of teachers like giving feedbacks for
students work, complimenting, wanting to listen to students and being
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interested, Frymier (1993) emphasized that positive teacher behavior increases
the chances of student being motivated with an improved learning experience
which likely leads to building interest and motivation on the subject itself.
Similarly, according to Basaran (1994), students of such a teacher who
tries to understand their emotions such as interest, fear and worry about the
subject or topic, supports students social activities, appreciates and compliments
them for activities the teacher finds of the value will make the students feel that
their teacher is working for their good, thus, creating positive attitudes and
feedbacks from students towards their teacher and the whole subject at large.
Additionally, Van Aalderen-Smeets et al. (2012) claimed that attitudes
toward teaching science consists of the three dimensions of cognitive, affective
and perceived control. These three dimensions have seven factors; perceived
relevance, perceived difficulty and gender beliefs are under the dimension of
cognitive while enjoyment and anxiety are under the affective dimension while
self-efficacy and context dependency are under the dimension of perceived
control.
Self-efficacy
Teacher’s self-efficacy has been defined as the extent to which a teacher I
confident enough to his or her own ability to promote student’s learning
(Bandura,1994). Subsequently, Podell and Soodak (1993) claimed that the
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effectiveness of teacher self-efficacy is the extent to which a teacher believes
that he or she can influence the student’s outcome, in educational context.
Ramey-Gassert, Shroyer and Straver (1996) highlights that science
teaching self- efficacy refers to the belief that one has the ability to teach science
effectively and the belief that one’s student can learn science. Teachers with low
perceived science teaching self-efficacy doubt their ability to teach science and
have a poor attitude toward science. Therefore, they avoid difficult tasks or
science instruction altogether, whereas those with strong science teaching self-
efficacy se difficult tasks as challenges to overcome instead of avoiding.
There are some evidence proving that self-efficacy of the teachers has
something to do with the motivation and performance of their students. Chacon
(2005) asserted that teacher’s self-efficacy may influence a student achievement
in several ways. Teachers with high self-efficacy are more likely than those with
low self-efficacy to implement didactic innovations in the classroom, to use
classroom management approaches and adequate teaching methods and
encourage student’s autonomy in order to keep them motivated and focused on
their tasks.
Ashton and Webb (1986) recognized that highly efficacious teacher tends
to be more organized, display greater skills of instruction, questioning, explaining
and providing feedback to students having difficulties and maintaining students
on task. Low efficacy teachers, on the other hand, display a more custodial than
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humanistic approach to classroom management, spend significantly more time in
group work as opposed to whole group instruction feel angered and threatened
by misbehavior and experience difficulty in maintaining students on task.
Additionally, Smylie (1989) found out in his study that teachers with high
self-efficacy are much more likely to provide opportunities for student to
communicate inside the classroom. This leads to students being motivated due
to the variety of appropriate methods that their teacher is using to meet the
needs of the learners.
Parallel to this claim, Ross (1992) investigated the relationship between
student achievement and teacher’s self- efficacy and found out that student’s
achievement was higher in classroom of teachers who had more contact with
their coaches and in classroom of teachers with greater confidence in the
effectiveness of education.
The findings of Tournaki and Podell (2005) in their study also indicates
that teachers with high self-efficacy made less negative predictions about
students and seemed to adjust their predictions when student characteristic
change, thus more chances of greater motivation to students on learning their
subjects.
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Perceived Relevance
According to Keller (2013) the relationship between perceived value
(relevance) and attitude have a long tradition in the expectancy value theory.
The perception of the teachers and his/her beliefs on how important and
relevant science in educational system can affect the performance of the teacher
and doubtlessly it has also an effect towards students’ motivation in learning
science.
Moreover, Hulleman and Harackiewicz (2009) conducted two experimental
studies concerning the relationship between teacher’s perceived relevance and
student’s motivation as well. The students who were in a higher relevance of the
materials in studying exhibited higher academic interest after intervention. They
also performed better than the students in the control group without high
relevance materials. The results of their study suggest that student’s motivation
level in learning is affected by the perceived relevance of their teacher.
Anxiety
Kemper (1978) distinguished between two sets of emotions, called
positive and negative emotions. Furthermore, Kemper defined emotion as an
evaluative answer in the short term, positive or negative in essence. Teachers
have different positive emotions such as care, love and affection for their
students; or happiness, satisfaction and pleasure in teaching. On the other hand
are the negative emotions like anger, frustration, anxiety and helplessness. He
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found out in his study that teacher’s anxiety in teaching links to students’
motivation in learning science education.
Accordingly, Stomff (2014) deplored in his study that the anxiety level on
the teacher upon teaching his lesson affects the students direct on the way. He
disclosed that as the anxiety level of the teacher increases, the school results of
the students also decreases. He further concluded that anxiety therefore has a
significant effect on students motivation level and school performances.
Gender Stereotype
Stereotypical beliefs about gender and conforming attitudes and behaviors
likely begin very early in childhood through the intergenerational transmission of
preferences and beliefs. (Bisin and Verdier, 2000).
Concerning the effect of gender stereotype beliefs in educational system,
Lavy (2008) emphasized that a teacher with strongly traditional gender role
beliefs may think that acquiring academic skills is not as important for girls since
they will be unlikely to put them into practice later in life. Such a teacher may
reflect these beliefs in actual classroom practices through differences in giving
feedbacks on performances, answering/dismissing questions and even grading
examinations on his male and female students. With this situation, the student’s
motivation upon participating in the class discussion may decline and be
compromised due to the existing gender beliefs of their teacher.
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An evidence suggested by Fortin (2005) highlights the effect of the
stereotypical gender beliefs of teachers to the student’s classroom performance
and achievement. It implored that a teacher who has imbalance vision about the
capacities of different genders, tends to create a threat in the motivation level of
students in leaning. In such manner, students whose teacher sees genders
equally likes more to participate in classroom discussion.
Perceived Difficulty
Another factor in cognitive dimension is the perceived difficulty, Brit
(2005) emphasized that task difficulty has been shown to directly influence
motivation, expectancies of success and stress/anxiety and physiological factors,
which all directly influence performance.
Enjoyment
A happy feeling throughout gaining knowledge and learning is a vital basis
to engage in the educational context(Schiefele,1991). Enjoyment in teaching
experiences guide student to more commitment in the implementation of
learning activities (Biddle and Smith, 1991).
David et al (2003) found out that lack of enjoyment in education leads to
failure in learnings. Thus, Kunter et al (2008) emphasized the importance to
investigate the relationship between teachers enjoyment and students learning
due to its vital effect on the quality of both teaching and learning.
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When the teacher possesses enthusiasm and enjoyment upon teaching his
lesson, it likely reflects how their students see their subjects including their
perceptions about their teacher. When a teacher enjoys his classroom discussion,
and has a higher sensitivity and is concern enough on his treatment upon giving
lessons, his students perhaps develop a strong sense of academic motivation
(Stipek et.al, 1998).
A study conducted by Frenzel et al (2009) aimed to examine the
relationship between teachers level of enjoyment towards student attitude inside
the classroom. The result showed a positive relationship between teachers
enjoyment in teaching and students learning. Hence it can be inferred that
students are positively affected by enthusiastic teacher.
Context Dependency
Numerous theorists and researchers working in the field of education have
emphasized the effects of context on teaching and learning (Bourfieu and
Passeron, 1990).
Research also indicates that an emphasis on analysis helps to develop the
capacities required to interpret curriculum requirements and to gauge constantly
the learning needs and progress of Individual students (Darling-Hammond,
2006). More specifically, deep understanding of context areas is required for
teachers to be able to assess student needs
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Nordlof and Hallstom (2017) in their study implied that educational
research on attitudes shows that both teaching and students learning bare
affected by the attitudes of teachers. Four subthemes of context dependency
were found namely collegial support, syllabus, resources and status. The results
showed that according to the teachers in their srudy, contextual factor can both
limit and boost the teacher but overall, there are negative attitudes because of
lack of support and resources which impedes in teaching.
The perceived influence of context dependency has previously been
investigated by Lumpe et al (2000) showing fairly positive context beliefs and
also that this has been advantage to easy learning access to students.
Students Motivation in Science Learning
There is a wide array of research regarding student’s motivation towards
Science Learning. Erb (1996) found out that student’s lack of motivation was
caused by student’s lack of responsibility, student’s low self-esteem and student’s
family dysfunction. Meanwhile, based on the findings of Tuan, Chin and Shieh
(2005), self-efficacy, students learning goals, performance goal, learning
strategies, perception of science learning value and learning environment
stimulation were among the most important domains in student’s science
learning motivation.
Pintrich and Schunk (2003) defines student motivation as a process for
goal-directed activity that is instigated and sustained.
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Using data gathered from interviews of the undergraduate students who
switch from a science major to a non-science major, Tobias (1990) implied that
mostly students who shifted to non-science majors points out to perceptions that
they have ‘dissipating interest’ on the subject anymore. Furthermore, aside from
the students find the subject as difficult, a contributing factor on the level of
interest and motivation of students on science classes is the aspect of teaching
styles of the mentors as confessed by the respondents.
Self-efficacy
Bandura (1986) distinguished confidence as a term describing the beliefs
people hold about their potential to achieve an outcome which is compatible with
self-efficacy and expectances for success associated with their knowledge
accumulated in the lesson. Self-efficacy denotes that it is the student’s
determination or belief to do things they cannot and want to have experience it.
He further demonstrates that here are such evidences that the level of student’s
self-efficacy of their knowledge constrains performance.
Ideally then, Reif and Allen(1992) stressed out that individuals self-
efficacy defined by their corresponding confidence in their knowledge can
significantly affects the way he treats the subject and performs in the class.
Accordingly, he said that confidence is evident when students feel that their
knowledge is appropriate and not confident when knowledge is less sound.
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Markell et al (1983) likewise found out that actively participating students
has a higher self-efficacy on the subject while non-participative are not confident
on their knowledge in the topic.
When a student has higher self-efficacy or confidence in his knowledge
learned from his teacher on the subject, he/she tends to engage in activities
more readily, work harder and continue trying longer (Sehunk and Miller, 2002).
It should come as no surprise that students tend to learn and achieve more as a
result of higher self-efficacy.
Active Learning Strategies
Active learning strategies signify that students get knowledge by studying
and understanding things they do not know (Tuan et. al, 2005).
Science Learning Value
Science learning value refers to whether or not students can perceive the
value of science learning they engage (Tuan et.al, 2005).
Cognitive resources or how you see a thing affects how an individual notices
certain things, finds some things as specially relevant, asks questions for poses
peoblems, framed hypothesis, designs experiments and interpret results
(Harding, 1991). Succinctl by the domain of his or her resources or values.
Performance goal
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The performance goal is about students being concerned with their level
of intelligence (Tuan et. al, 2005). Student’s interest in science have most
strongly associated their studying and career aspiration and goals (Boe and
Henriksen, 2015).
Performance goals involve attempts to conceal the appearances of
incompetence or to avoid performing worse than others (Hullan et al, 2010) and
have typically been found to predict poorer outcomes in achievement settings.
More specifically, studies have consistently found individuals who report
higher levels of performance-avoidance goals to experience greater anxiety.
Related to performance-avoidance goals are performance-avoidance goals
that are less motivated by fear of failure and driven more by a desire to
demonstrate superior competence or outperform others (Hulleman et al, 2010).
Whereas performance-avoidance goals are consistently maladaptive, the effects
of performance-approach goals are more mixed with findings showing the goal
orientation to predict both negative outcome (Danieles et al, 2009) and positive
outcomes in academic settings (Diseth and Kobbeltredt, 2010).
Achievement Goal
Achievement goal is when students are tasked-involved. Thus, primary
goal is learning and mastery of the task for its own sake (Tuan et. al, 2005).
More specifically, achievement goals have been defined as a future-focused
cognitive representation that guides behavior to a competence related end state
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that the individual is committed to either approach or avoid (Hulleman et al,
2010).
Achievement goals have been consistently found to predict greater
enjoyment and less boredom among students and even lowers their level if
anxiety (Danieles et al, 2009). Considerably, Steinmayr and Spinath (2012) have
found out that having achievement goals has positive relationship with
performance.
Although the relationship between mastery-approach goals and
performance in work domain is typically stronger than in athletic it educational
settings respectively, Yperen et al (2014) expressed that the overall magnitude
of this relationships is typically weak in achievement domains
Learning Environment Stimulation
Learning environment stimulation are the teaching strategies, class
activities, student-teacher and student-student interactions (Tuan et. al, 2005).
While researching the effects teachers have on students learning, Good
et.al. (1976) found that teachers who showed an interest in their students by
indicating they were listening to them and understand student’s need completely
and accurately, had students who obtained greater achievement level and
motivation to learn.
Gardner (1985) expressed that students are motivated to learn and
achieve when they perceive their teachers care about them. Teachers who care
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where described as demonstrating democratic interaction style, developing
expectation for student behavior in light of individual differences, modeling a
“caring” attitude toward their own work and providing constructive feedback.
Urdan and Schoenfelder (2006) argue that it is important to embrace the
social cognitive view of student motivation and to understand that altering
controllable factors in the classroom environment could considerably enhance
student's motivation towards learning.
Zimmerman (2008) contends that the effect of classroom stimulators and
constraints on changes in students self-regulated learning is important and
should be studied further.
Parallel to this is the study of Seymour and Hewitt (1997) that disclosed
some perceptions of students on science classes. It showed that the motivation
of students in the class is dependent with another classroom environment actor
such as how their science teachers teach them. Example, some science teachers
dislike their students and do not have the motivation to teach effectively.
Hence, student’s interest and motivation on the subject is affected by this
ineffective teaching that includes lack of fit between the materials used in the
class, an overemphasis on memorization instead of conceptual, connection and
the use of grading practices that is irrelevant on students learning. Additionally,
student’s perceptions revealed that good teaching in science class including
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encouraging discussion, valuing the sense of discovering things together and
respecting students likely build their motivation and interest on their subject.
Since numerous studies showed that teachers and students concept on
subject is relevant, the researchers conducted the present research to study
student’s motivation level on their Science Classes, in order to explore whether
variable related to teaching attitudes affects it.
Theoretical Framework
Student’s learning experiences are affected by the way in which they are
taught. There is such agrowing evidence that the teacher’s attitude in the
classroom will positively or negatively affect student’s learning experiences.
Fulmer (2013) implies that recently increased attention has been focused
on teacher’s attitudes and beliefs toward science and teaching science as vital to
improve science teaching and ultimately student’s science achievement.
Therefore, teacher’s attitude plays an essential in motivating students to eagerly
learn science. Additionally, some researchers have pointed out that the core
educational change centers on the beliefs and attitudes that the teachers hold
and possess.
Teacher’s attitude according to Gondugdu and Silman (2007) affects the
student’s motivation, attitudes toward school and students confidence as well.
Teachers are said to be effective when their teaching can lead to students
learning (Abimbade,1999). It is therefore important that the teacher must see
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teaching as an attempt on his own part to transfer what he has learnt to his
students using the right approach and attitude. Thus, it is clear that teachers
have a crucial role in how students see their subjects and their motivations in
Science classes too. Hence, the researchers of this study opted to investigate the
relevance of teacher’s attitude in student’s motivation in learning science.
Conceptual Framework
The figure below shows the independent variable and the dependent
variable of the research. The left box contains the independent variable which
comprises the factor that is being tested in the study, the teacher’s attitude in
terms to their perceived relevance, gender stereotype, perceived difficulty,
enjoyment, anxiety, self-efficacy and context dependency. While the right box
shows the independent variable of the study-students motivation towards
science learning. It will be tested based on their self-efficacy, active learning
strategies, science learning value, performance goal, achievement goal and
learning environment goal for their science class.
INDEPENDENT VARIABLE DEPENDENT VARIABLE
Teacher Attitude Student’s motivation

towards science learning
- perceived relevance
- gender stereotype - Self-efficacy
- perceived difficulty - Active learning
- enjoyment strategies
- anxiety - Science learning
- self-efficacy value
- context dependency - Performance goal
- Achievement goal
- Learning
environment goal
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Figure 1. Conceptual Framework
Scope and Delimitation
This study sorts to figure out the teacher’s attitudes and teaching style’s
efficacy on student’s motivation on science classes among selected student
respondents in Lower Bala National High School, Bala , Magsaysay Davao del
Sur. The investigation happens along with the participants from grade seven to
grade 12 to test if there is really a significant relationship between the variables
presented.
The independent variable of the research is the teacher’s attitudes
indicated byperceived relevance, gender stereotype, perceived difficulty,
enjoyment, anxiety, self-efficacy and context dependency. While the dependent
factor has been observed in the study is the student’s motivation in Science
tested in terms of their self-efficacy, active learning strategies, science learning
value, performance goal, achievement goal and learning environment goal.
This study also considered the grade level of students upon identifying
their respective motivation level in science learning. Furthermore, teaching
experience also of the teachers were considered in the teaching attitude variable.
In this study, factors such as class size and gender that might affect the
variables and the result were not considered by the researchers. Hence, this
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study merely focused on independent variables (teacher’s attitude) efficacy on
the motivation of students in Science.
Significance of the Study
This study enables the researchers to have first-hand knowledge about
teacher’s attitude towards teaching Science and how this affects the motivation
of the learners towards Science learning. This study therefore helps in throwing
more light on how teacher’s attitude indicated through perceived relevance,
gender stereotype, perceived difficulty, enjoyment, anxiety, self-efficacy and
context dependency affect the students motivation towards science learning,
which will be tested through their self-efficacy, active learning strategies, science
learning value, performance goal, achievement goal and learning environment
stimulation on their science classes as a field in which their learning is an integral
part.
Moreover, this study is also imperative in helping educators identify
factors that can affect science education through knowing how relevant the
attitudes of the teachers to the motivation o students on Science and their
learning experience. Furthermore, this research also aims at giving teachers a
clearer view on how their attitudes affect student’s motivation on Science
subject, for them also to have the opportunity to take necessary actions and
changes with their attitudes, if proven to have significant relationship with the
student’s motivation towards science learning.
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Definition of Terms
Teacher Attitude- a behavior or manners of teachers on how they interact
with students during their classes and how they inculcate
understanding ofscience lessons.
Student Motivation – is the eagerness of students to participate in class and
learn science lessons. Hence, it is a process for goal-directed activity that
is instigated and sustained.
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Chapter 2
Methodology
Research Design
Serving outline for conducting the study in such a way that maximum
control will be exercised over factors that could interfere with the validity of the
research , a correlational design will be utilized by the researchers since
performing an experiment is impossible for the study. Selecting the most
appropriate design according to Burn(2001) is very much vital considering that it
helps researchers obtain intended results that could be associated with the real
solution. The correlational design involves collecing data or searching out records
of a specified population and ascertaining the relationship among the variables
(Creswell,2008). Hence, the design tends to look at only relationship of variables
and how it links to each other. It does not state a causal relationship for
variables in this design are not manipulated by the researchers unlike
researchers with experimental approach studies.
Knowing relationships among variables is of great practical value most
especially that the study explores education system , particularly in Science.
Correlational design is highly suitable in the study since the researchers want to
relate the variables in the investigation to see if they influence each other. The
design aims to identify the significant relationship (positive, negative or no
correlation) between the teaching attitude factor categorized into indicators of
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perceived relevance, gender stereotype, perceived difficulty, enjoyment, anxiety,
self-efficacy and context dependency and student’s motivation in Science
distinguished throughself-efficacy, active learning strategies, science learning
value, performance goal, achievement goal and learning environment
stimulation.
Research Locale
Proper location or setting of the study is one of the major considerations a
research must take into account in order to achieve the main objectives and core
aims of the conduct of the investigation.This serves as the live stage or platform
where actual research is performed.
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This is also the pillar of researches where data to be collected and to be
quantified highly depend. Consequently, this research therefore chose the best
emplacement to get the right and more desirable data and information. Thus,
there is no question that it is imperative to choose the appropriate setting for the
study to acquire specific and relevant sample data to be used in the study.
The proponents of this research opted Lower Bala National High School, a
public secondary institution. The said school is located at Bala, Magsaysay,
Davao del Sur which comprises of approximately 900 students and founded by
Mr. Prudencio Silagan Sr. and opened up last August 22, 2000.
Lower Bala National High School is an achiever especially during the
National Achievement Test (NAT). The school bagged the rank one within the
division of Davao del Sur for three consecutive years.
Research Respondents
Comprising the entire group of persons whom the research results can be
generalized, the target respondents of the study are the secondary students of
Lower Bala National High School both from Junior High School and Senior High
School. Since the population is just too large that it is impossible to include every
individual, the researchers just selected participants based on Slovin’s formula.
Since the total population of students in Lo.Bala NHS ranges to 805
enrollees for the school year 2018-2019, the estimated number of respondents
for the study identified through the Slovins formula was about 266 overall
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participants. For it to be equally divided among the six grade levels, each level
has around 45 participants which were randomly picked by the researchers
during the data gathering procedure. The chosen respondents answered the
questionnaire through the answer sheets provided by the researchers.
All the science teachers teaching in the school are also selected as
respondents to identify which kind of style and attitude they are exercising upon
teaching in the class.
Research Instruments
Taking into account our conceptual framework and research objectives,
the researcher utilized a questionnaire incorporating numerous studies. Data
therefore will be collected using survey questionnaires.
Questions to determine the level of teaching attitude of science teachers
were adapted fromDimensions of Attitudes toward Science Scale (Wendt and
Rockinson-Szapkiw, 2017) or the DATS Scale. DATS scale requires respondents
to answer questionnaire in response to the items concerning to their attitude in
teaching. The said questionnaire will review the development and evolution of
the Dimension of Attitude toward Science Instrument among educators. Thus,
this research had used such for it fits the demand of the study to determine the
teacher attitude. This study were augmented with questions adapted from the
mentioned existing instrument. The chosen respondents will rate each
agreement with 1 indicating “very poor” and 5 indicating “very good”. The
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respondents will be asked to rate their agreement with each of the seven factors
; perceived relevance, gender stereotypes, perceived difficulty, enjoyment,
anxiety , self-efficacy, and context dependency.
For identifying also the level of student’s motivation towards science
learning denoted with theirself-efficacy, active learning strategies, science
learning value, performance goal, achievement goal and learning environment
stimulation, the researchers adapt a questionnaire for determining such. The
questions were based and adopted from Students’ Motivation Towards Science
Learning Survey (Lathrop, 2011). It was presented through a tabular form that
can be answered in the scales of Strongly Disagree, Disagree, neutral, Agree and
Strongly Agree.
Subsequently, inorder to validate the data gathered through the research
questionnaires , evaluation for the factors included in the research will be based
on the table below showing ranges of means. The five orderable gradations of
the utilized questionnaire with their respective means and description were as
follows:
Range of Means Descriptive Equivalent Description
4.50 – 5.00 Very High If the measure described

in item was manifested at
all times.
3.50 – 4.49 High If the measure described

in item was manifested in
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the majority of the cases.
2.50 – 3.49 Moderate If the measure described

many but not the
majority of the cases.
1.50 – 2.49 Low If the measure described

a few instances.
1.00 – 1.49 Very Low If the measure described

in item was not
manifested at all.
Data Gathering Procedure
Upon conducting the study, the researchers have asked first the
permission of the school head to perform the investigation. After the approval,
information drive has been administered to the respondents who will be chosen
to participate in such research via a consent letter consisting information about
the study and permission if they are willing to participate signified through their
inks. This will determine that the researcher did not forced them to do so.
Before proceeding to the survey, researcher have ensured first that all the
necessary research instruments was 100 percent ready. After this, distribution of
the prepared research instrumentsfollowed. The researchers have personally
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distributed the survey questionnaires to guarantee that all of the instruments will
be retrieved after.
Subsequently, the responses of the participants were collected. It was
then tabulated, evaluated and analyzed by the researchers.
Statistical Tools
Ahmed(2001) depicts that researchers should have awareness in using
statistical tools which help them in drawing rigorous and precise conclusions.
Thereupon, each researcher should be knowledgeable in Statistics and must use
statistical tools that are suitable for the study. Additionally, one should know
about the importance and functions of statistical tools and how to use them in a
research study.
This research is quantitative in nature. The main objective of the study is
to showcase the relationship of teacher’s attitude in terms of student’s
motivation in science subject.
Thus, research conductors decided to utilize mean, Pearson product
correlation and statistical regression analysis in extracting the data obtained.
Mean is used to determine the effect of teacher’s attitude (perceived
relevance, gender stereotypes, perceived difficulty, enjoyment, anxiety, self-
efficacy, and context dependency) on student’s motivation in science in terms
30
oftheir self-efficacy, active learning strategies, science learning value,
performance goal, achievement goal and learning environment stimulation.
Pearson r is utilized to determine the degree of relationship between
teacher’s attitude and student’s motivation towards science learning.
With all the mentioned statistical instruments above, the researchers
believe to provide results that will display the linkage of teacher’s attitude on the
motivation of students in a subject matter, specifically in Science.
Ethical Issues and Consideration
Ethics has become a cornerstone for conducting effective and meaningful
research. As such, the researchers of this study exercised care that the rights of
individual respondents are safeguarded. Besides, any participant who will wish to
obtain the research report can contact the researcher who would supply such
documents.
Consent
Permission to conduct the study was sought and granted by the Lower
Bala National High School administration through a letter from the researchers
asking for permit to pursue research. The participants of the study were fully
informed about the research wherein researchers exercised right to informed
consent that involves the procedure by which an individual may choose whether
31
or not to participate in the study. They were not forced norpressured to oblige
partaking in answering the survey questions.
Additionally, researchers also ensured that participation of the
respondents include a complete understanding of the purpose and methods to
be used in the study, the risks involved, and the demand placed upon them as a
participant. It was also guaranteed that respondents are knowledgeable enough
that he or she has the right to withdraw from the study at any time. Thus, it was
fully shown that through the signatures affixed in the consent forms, the
respondents voluntarily participated as sources of data without rights being
violated.
Confidentiality and Privacy
To attest anonymity of the respondents, confidentiality was maintained in
the study since no names of the participants was disclosed in the research
report. The signed consent form of the respondents was folded and placed in a
safe envelope separate from the completed questionnaires to assure that no
signed consent form could be linked to any specific questionnaire. In this,
obscurity of an individual and confidentiality are upheld. All the records about the
research study was locked up so no one can see them.
Validity of the Research Instrument
In this study, researchers have highly considered the validity of the
instrument wherein the degree to which the research instrument measures what
32
it supposed to be is measuring. The validity is sub-categorized into externally
valid and internally valid.
Internal Validity
Internal validity in the research is considered to the extent to which factor
influencing student’s perception on Science classes are a true reflection of reality
rather than the result of the effects of extraneous or chance variables not
necessarily related to independent factors of teaching style and attitudes.
External Validity
External validity is also considered in the research through looking into
existing instruments that are highly used by other researchers. The instruments
used were based from other studies,in such manner external validity is assured.
33
Chapter 3
RESULTS
Teacher Attitude
Out from the gathered data from the teacher respondents, it implied that
perceived relevance of teachers in science teaching is very high with a mean
reaching to 4.88 percent. Hence, this tends to describe that the perceived
relevance of teachers are manifested at all times.
Item 1 or I believe that science education is essential for secondary school
children’s general development as a citizenhas a mean of 5.00 denoting that it is
manifested at all times. Item 2 or I think that science must be included in
elementary education as early as possibleshowed a mean of 4.83 or was also
manifested at all times. Item 3 or I believe that science education in the
secondary school is essential for students to be able to make good educational
choices and career choices has a mean of 5.00 or is always manifested. Item 4
or Because science is so important in secondary bschool, I think inexperienced
teachers should receive additional training in this area has a mean of 4.83.
Table 3.1
Level of Teacher Attitude in Terms of Perceived Relevance
Indicators Mean SD Descriptive

Level
Item 1 5.00 .00 Very high
Total 4.88 .33 Very high
34
Stereotypical beliefs of respondents showed a mean of 1.37, which
indicates that it is very low and was not manifested at all.
Item 1 or I think that in secondary schools, boys are more likely than girls
to choose assignments concerned with science has a mean of 1.50, implying that
it was manifested at a few instances and is considerably low. Item 2 or I think
that I would unconsciously be more likely to choose a boy for a science
demonstration than a girl showed a low mean of 1.67. Item 3 or I believe that in
secondary schools, male teachers can do an investigation with students more
easily than female teachers has a very low mean of 1.33 or is not manifested at
all. Item 4 or I think that in secondary schools, male teachers experience more
enjoyment in teaching science than female teachershas a very low mean of 1.33
which means that the measure described in the item was not manifested at all.
Table 3.2
Level of Teacher Attitude in terms of Gender Stereotype
Indicators Mean SD Descriptive Level

Item 1* 1.50 .51 Low
Item 2* 1.67 .48 Low
Item 3* 1.33 .48 Very Low
Item 4* 1.33 .48 Very Low
Total 1.37 .48 Very Low
* (Negative Responses)
As to the perceived difficulty of teachers, the result showed that teachers
find science teaching as moderately difficult subject to teach with a 3.11 percent
mean.
35
Item 1 or I think that most secondary school teachers find science content
to be a difficult subject has mean of 3.33 which denotes that it was manifested
in many but not majority of the cases, same through with item 2 or I think that
most secondary school teachers find it difficult to teach subjects concerning
science and item 3 or I think that most secondary school teachers find the
topics that come up in science class complicated with both a considerably
moderate mean of 3.00
Table 3.3
Level of Teacher Attitude in Terms of Perceived Difficulty
Level
Item 1* 3.33 .96 Moderate
Item 2* 3.00 1.02 Moderate
Item 3* 3.00 1.02 Moderate
Total 3.11 1.00 Moderate
In terms of enjoyment level of science teachers, the result reflects that
the enthusiasm of science teachers is very high with a mean of 4.50.
Item 1 or Teaching science makes me cheerful has a high mean of 4.33
which means that it is manifested in the majority of the cases. Item 2 or I feel
happy while teaching sciencehas a very high mean of 4.67 which means that the
item was manifested at all times. Both item 3 or I feel enthusiastic when
teaching science and item 4 or I enjoy teaching sciencehas a very high mean of
4.50.
36
Table 3.4
Level of Teacher Attitude in Terms of Enjoyment
Item 1 4.33 .48 High
Item 2 4.67 .48 Very High
Total 4.50 .50 Very High
Anxiety of science teachers showed a mean of 2.04 percent that describes

anxiety level in teaching as low.
Item 1 or I feel nervous while teaching science and item 3 or Teaching
science makes me anxious has a low mean of 1.83 which means that it was only
manifested in a few instances. Item 2 or I feel tense while teaching science has
also a low mean of 2.33. While item 4 or I feel stressed when I have to teach
science has a low mean of 2.17.
Table 3.5
Level of Teacher Attitude in Terms of Anxiety
Item 1* 1.83 .38 Low
Item 2* 2.33 .76 Low
Item 3* 1.83 .38 Low
Item 4* 2.17 .91 Low
Total 2.04 .68 Low
Teacher’s self-efficacy has a high mean of 3.87. Item 1 or I have enough
science content knowledge to teach this subject well in secondary school has a
mean of 3.87. Item 1 or I have enough science content knowledge to teach this
subject well in secondary school and item 3 or I have a sufficient command of
science content to support secondary students effectively with research /inquiry
37
activities in the classroom has a high mean of 3.67 or is manifested in majority of
the cases. Item 2 or I am able to deal effectively with questions from students
about science has a high mean of 4.00. Item 4 or I think I can succeed in
helping secondary students reach a solution during assignments about science
has a high mean of 4.17.
Table 3.6
Level of Teacher Attitude in terms of Self-efficacy
Total 3.87 .60 High
The context dependency of the respondents indicates a mean 3.94. Item
1 or For me, having sufficient knowledge of specific science methods ( e.g.
inquiry-based learning , problem-based learning , etc. ) is decisive for whether or
not I will teach science in class has a high mean of 4.00 which means that it is
manifested in majority of the cases. Item 2 or For me, the availability of a ready-
to-use existing package of materials (e.g science kits) is an essential prerequisite
for being able to teach science in class has a high mean of 4.17. Item 3 or For
me, the support of my colleagues is decisive for whether or not I will teach
science in class also has a high mean of 3.67.
38
Table 3.7
Level of Teacher Attitude in terms of Context Dependency
Level
Item 1 4.00 1.02 High
Item 2 4.17 1.09 High
Item 3 3.67 1.27 High
Total 3.94 1.13 High
Taking into account the instructional behaviors exhibited by the teacher
during science discussions, the overall result revealed a highly associated
teaching attitude of science teachers. With the indicators given such as perceived
relevance, gender stereotype, perceived difficulty, enjoyment, anxiety, self-
efficacy and context dependency, the overall teacher attitude of science teachers
point towards a general mean of 4.10 percent which indicates a high attitude
level as to teaching instructions.
Table 3.8
Overall Level of Teacher Attitude
Level
Perceived Relevance 4.88 .33 Very High
Gender Stereotype* 4.63 .25 Very High
Perceived Difficulty* 2.89 .94 Moderate
Enjoyment 4.5 .50 Very high
Anxiety* 3.96 .51 High
Self-Efficacy 3.88 .60 High
Context Dependency 3.95 1.13 High
Total 4.10 .85 High
* (Values for negative responses are converted to values
for positive responses for uniform interpretation)
39
Student Motivation
The result below showed a moderate mean score of 3.39 in the level of
student motivation in terms of self-efficacy. The resulting score below depicts
that many of the students however not majority claims that they are confident in
understanding and learning Science.
Item 1 or Regardless if the educational science content is difficult or easy,
I am sure that I can understand it has a moderate mean of 3.41 that describes
the item was manifested in many but not majority of the cases. Item 2 or I am
not confident about understanding difficult science concepts has also a moderate
mean of 2.74. Item 3 or I am sure that I can do well on science tests has a
mean of 3.01. Item 4 or No matter how much effort I put on, I cannot learn
science has a lower mean of 2.28 which denotes that the item was just
manifested in a few instances. Item 5 or When science activities are too difficult,
I give up or only do the easy parts showed a moderate mean of 2.85. Item 6 or
During science activities I prefer to ask other people for the answer rather than
think for myself has a moderate mean of 2.60. Item 7 or When I find the science
content difficult, I do not try to learn it has a lower mean of 2.30 which implies
that the item was only manifested in few instances.
40
Table 4.1
Level of Student Motivation in Terms of Self-Efficacy
Item 1 3.41 .41 Moderate
Item 4* 2.28 .20 Low
Item 7* 2.30 .35 Low
Total 3.39 .42 Moderate
Garnering an average mean score of 3.71, the result exhibits a high level
of active learning strategies. In item 1 or When learning new science concepts, I
attempt to understand them completely, rather than just skimming has a
moderate mean of 3.49 which explains that the item was manifested in many but
not majority of the cases. Item 2 or When learning new science concepts, I
connect them to my previous experiences has a high mean of 3.50 which means
that the item was manifested in majority of the cases. Item 3 or When I do not
understand a science concept, I find relevant resources that will help me denotes
a high level mean of 3.89. Item 4 or When I do not understand a science
concept, I will discuss it with my teacher or with other students to clarify my
understanding has a high mean of 3.69. Item 5 or When learning science, I try
to make connections between the different concepts has a high mean of 3.57.
Item 6 or When I make mistakes, I try to find out why/where I got confused has
a high mean of 3.81. Item 7 or When I am faced with new science concepts that
I do not understand, I still try to learn them has also a high mean of 3.93. Item
41
8 or When new science concepts that I have learned conflict with my previous
understanding, I try to understand why has a higher mean of 3.84.
Table 4.2
Level of Student Motivation in terms of Active Learning Strategies
Total 3.71 .26 High
In terms of science learning value, the resulting mean score hits a high
level average of 3.86. Item 1 or I think that learning science is important
because I can use it in my daily life has a high level mean of 4.00 which means
that the item was manifested in majority of the cases. Item 2 or I think that
learning science is important because it stimulates my thinking has a high level
mean of 3.96. Item 3 or In science, I think that it is important to learn to solve
problems has a mean of 3.66 denoting a high level average. Item 4 or In
science, I think it is important to participate in learning activities which focus
around my own interest/questions and allow me to work in groups has a high
level mean of 3.86. Item 5 or It is important to have the opportunity to satisfy
my own curiosity when learning science has a high mean of 3.83.
42
Table 4.3
Level of Student Motivation in terms of Science Learning Value
Total 3.86 .20 High
In the aspect of goal performance in student motivation, the mean score
reaches up to 3.23 that implicate a moderate level of result. Item 1 or I
participate in science courses to get a good grade has a high level mean of 3.52.
Item 2 or I participate in science courses to perform better than other students
has a moderate mean of 2.78. Item 3 or I participate in science courses so that
other students think that I’m smart has a low level mean of 2.29. Item 4 or I
participate in science courses so that the teacher pays attention to me has also a
low mean of 2.49.
Table 4.4
Level of Student Motivation in terms of Performance Goal
Item 1* 3.52 .21 High
Item 3* 2.29 .17 Low
Item 4* 2.49 .17 Low
Total 3.23 .51 Moderate
In terms of Achievement Goal, the result showed a mean of 3.57,
indicating a higher level. Item 1 or During a science course, I feel most fulfilled
when I attain a good score in a test has a mean of 3.67 implying a high level
43
which means that the item was manifested in majority of the cases. Item 2 or I
feel most fulfilled when I feel confident about the content in a science course has
a moderate mean of 3.43. Item 3 or During a science course, I feel most fulfilled
when I am to solve a difficult problem has a moderate mean of 3.33. Item 4 or
During a science course, I feel most fulfilled when the teacher accepts my ideas
has a high level mean of 3.75. Item 5 or During a science course, I feel most
fulfilled when other students accept my ideas has a high level mean of 3.67.
Table 4.5
Level of Student Motivation in terms of Achievement Goal
Total 3.57 .28 High
Learning environment stimulation has a mean of 3.51. Item 1 or I am
willing to participate in this science course because the content is exciting and
relevant has a high mean of 3.67 which means that the item was manifested in
majority of the cases. Item 2 or I am willing to participate in this science course
because the teacher uses a variety of teaching methods also has a high mean of
3.69. Item 3 or I am willing to participate in his science course because the
teacher does not put a lot of pressure on me has a moderate mean of 3.11
which means that it is manifested in many but not majority of the cases. Item 4
or I am willing to participate in this science course because the teacher pays
44
attention to me has a moderate mean of 3.14. Item 5 or I am willing to
participate in this science course because it is challenging has a high level mean
of 3.75. Item 6 or I am willing to participate in this science course because the
students are involved in discussion has also a high mean of 3.74.
Table 4.6
Level of Student Motivation in terms of Learning Environment
Stimulation
Total 3.51 .33 High
Taking into account all the variables that might trigger the motivation of
students in learning Science, the overall result exhibits a high level of student
motivation. With the indicators given such as self-efficacy, active learning
strategies, science learning value, performance goal, achievement goal and
learning environment stimulation, the general student motivation of the students
point towards an average mean of 3.54 percent which is a high level of student
motivation in Science.
45
Table 4.7
Overall Level of Student Motivation
Self-Efficacy* 3.39 .42 Moderate
Active Learning Strategies 3.71 .26 High
Science Learning Value 3.86 .20 High
Performance Goal* 3.23 .51 Moderate
Achievement Goal 3.57 .28 High
Learning Environment 3.51 .33 High
Stimulation
Total 3.54 .22 High
* (Values for negative responses are converted to values for positive responses for uniform interpretation)
One important purpose of this study was to determine whether or not the
teacher attitude towards science is significantly related with students’ motivation.
Results of the computations are shown in Table 5.
As shown in the table, the overall r-value on the correlation between the
level of teacher attitude among science teachers towards science and the level of
student motivation is 0.184 with the probability value of p = 0.017. Since the p-
value is less than 0.05, there is a significant relationship between level of teacher
attitude among science teachers towards scienceand the level of student
motivation. Hence, the null hypothesis is being rejected.
When the domains of innovation strategies of teacher attitude among
science teachers and student motivation in science were correlated with those of
student motivation, the data shows that all other domains except teacher
enjoyment and student science learning value, have no significant relationship
having probability values greater than p= 0.05 level of significance. Further, the
table shows that teacher enjoyment and student science learning value have an
46
r-value of 0.442 and a p-value of 0.049 which means that there is a significant
relationship between these domains.
Table 5.
Correlation between Measures
Measures Self- Active Science Performa Achievem Learning Overall

Efficac Learning Learning nce Goal ent Goal Environmen
y Strategie Value t
s
Perceived 0.060 0.263 0.134 0.63 .029 .097 0.060
Relevance (.780) (.214) (.534) (.771) (.891) (.652) (.781)
Gender 0.225 0.343 0.213 0.260 0.188 0.266 0.225

Stereotype (.292) (.101) (.317) (.219) (.380) (.209) (.292)
Perceived -.140 -0.041 -0.116 -0.027 -0.028 -0.080 -0.140

Difficulty (.514) (.851) (.589) (.901) (.898) (.709) (.514)
Enjoyment 0.324 0.131 0.442* 0.135 0.119 0.193 0.324

(.122) (.543) (.049) (.530) (.580) (.367) (.122)
Anxiety 0.154 0.279 0.166 0.137 0.166 0.303 0.154

(.472) (.187) (.437) (.522) (.438) (.150) (.427)
Self- 0.159 0.217 0.248 0.162 0.026 0.314 .159

Efficacy (.459) (.309) (.243) (.450) (.902) (.136) (.459)
Context -.099 0.260 -0.252 0.103 0.147 0.088 -0.099

Dependenc (.647) (.220) (.235) (.632) (.494) (.684) (.647)
y
.184* 0.023 -0.048 -0.167* -0.002 -0.017 .184*
Overall (.017) (.770) (.538) (.031) (.982) (.823) (.017)
*significant at p-value = 0.05 level of significance
47
Chapter 4
Discussions
Based on the data gathered in the study among 266 student respondents
and 10 science teachers in secondary education, the outcome revealed that
teacher attitudes and student’s motivation level have significant relationship
between each other. This means that teacher attitude has something to do with
student motivation in science learning.
Level of Teacher Attitude
Taking into account the instructional behaviors exhibited by the teacher
during science discussions, the overall result revealed a highly associated
teaching attitude of science teachers which implies that the teachers perform
well in teaching science and possess good character in teaching.
As to the perceived relevance of teachers, it showed that the educators
mostly believed that science teaching is a vital concept on children’s
development, thus should be imparted in early education since it is instrumental
in shaping student’s good educational and career choices. In addition, result
tends to point out that the participants also perceived that science teachers
should receive additional training in this area specially those inexperienced, for it
may affect the performance in their class. The result somehow supports the idea
of Keller (2013) which outlines an explanation that teachers who firmly believed
that science is vital in education have better performance during discussions.
48
Stereotypical beliefs also of the respondents manifested a very low result
which depicts that teachers less believe that gender has something to do with
the capacity of students to perform in class and to their scholastic
performances. They strongly disagreed that they consider gender issues in
teaching and has imbalance treatments between different genders. This backed
the idea of Lavy (2008) which emphasized that teachers with low gender beliefs
are those who disregard gender in educating people which is a good attitude in
teaching.
The perceived difficulty of teachers showed a moderate result which
justifies that respondents do not find science too difficult neither too easy to
teach. Secondary science teachers are likely to teach science topics with middling
level of difficulty concerning different science content complications.
In terms of the enjoyment level of science teachers, it showed that they
are very much enjoyed in teaching and find it as a highly joyous job. The result
mirrors how enthusiastic and cheerful they are upon teaching science topics.
Furthermore, it displays that the respondents are not just committed in their
profession but also are passionate as to downloading science curriculum in class.
This parallels to the idea of Biddle and Smith (1991) that tells enjoyment in
teaching guides teachers to more commitment in the implementation of learning
activities. Besides, it counterparts the idea of David et al (2003) which explained
that lack of enjoyment in teaching leads to failure in education.
49
Anxiety in teaching showed a manifestation that they are less worried
upon teaching the subject. This indicates that they are more confident of their
knowledge capacity and strength that they can give the exact and accurate
science concepts. Based on the consensus of their responses, they don’t feel any
nervousness and stress in teaching science related topics.
Teacher’s self-efficacy exposed that science teachers have a high belief
that they can effectively teach science. The result highlights that science
teachers do not doubt their ability to teach and have enough science content
knowledge and can effectively deal with inquiry activities. In the extent, they
strongly believed that they can influence student’s outcome in educational
context. The result reflects that science teachers are more organized, display
greater skills of instruction, questioning, explaining and providing feedback to
students having difficulties and maintaining students on task. This inclines with
the idea of Ashton and Webb (1986) on teachers self-efficacy.
The context dependency of teh teachers indicate that they are highly
dependent on the context materials or guides given to them. Additionally, they
strongly believe that the availability of ready-to-use existing package of materials
is an essential prerequisite for being able to teach science topics.
Correlating to Offorma’s (1994) definition, the result implicates that the
behaviour of the secondary science teachers comprising the combination of
peculiar qualities, traits, mental and moral strength in teaching science is high
50
which means that teachers have a good attitude in science teaching based from
the indicators presented.
Level of Student Motivation
As to the motivation of students in learning Science, the overall result
exposedthat the motivation of students in learning scienceis high which explains
that they are motivated to learn science concepts it may be difficult or not.
In terms of the students self-efficacy, the outcome draws that students
have a moderate confidence that they can understand science topics which
means that their understanding in science is dependent on the difficulty of the
concept. They are not certain if they can do well on science tests, however tries
their best to understand the lesson and participates fully in science activities.
This somewhat relates to the statement of Reif and Allen(1992) which explained
that individuals self-efficacy defined by their corresponding confidence in their
knowledge can significantly affect the way he treats the subject and performs in the
class.
Active learning strategies of students revealed a high result which explains
that the students find ways and strategies to understand science and doubles
their effort dealing with complicated concepts. Additionally, they often discuss
hard lessons with their teacher for sort of clarifications, and seek for relevant
sources for better understanding.
51
The high science learning value of the respondents reflects that they
believe on the essentiality of science in life. Science subject for them is an
important tool that stimulates critical thinking and can be used in daily life.
The performance goal of students is related to the reasons why they
participate in class. It can be either to impress, to perform better than others, or
to make stand out in the class. In the aspect of goal performance in student’s
motivation, the result manifested that students study science and strives hard to
get good grades. They do not participate just for the sake that others will think
that he is smart and just for the teacher to pay attention to him. Hence, they
mostly participate in science discussions because they want better grades.
In terms of the achievement goal of the students, it showed that they are
fulfilled whenever they attain good scores during their Science class. In addition,
their achievement goals enable them to be enthusiastic in learning science. It
indicates that they feel satisfaction whenever their Science teacher and other
students accept their ideas and whenever they can solve difficult science
problems. This coincides to the existing literature that achievement goals have
been consistently found to predict greater enjoyment and less boredom among students
and even lowers their level of anxiety (Danieles et al, 2009).
Based on the responses on the learning environment stimulation, students
strongly believe that teaching methods affect their motivation in science learning.
Their eagerness to learn science concepts is affected on the variety of teaching
methods used by the teacher during discussion. Likewise, students are willing to
participate in science because contents are exciting, interesting and challenging

52
for them. Students also tend to participate well if the teacher does not put too
much pressure on them and everytime the students are involved in classroom
discussion.
The result on the students motivation outlines an explanation that they
are highly motivated in learning science based on the indicators conferred. They
are willing to learn science concepts even if some are difficult but stressed out
the idea that their learning and eagerness are affected by different factors.
Correlation Between Measures
After the breakdown of the data, it is revealed that there is a significant
relationship between the level of teacher attitude among science teachersand the
level of student motivation in science learning. This explains that the motivation
of students in learning science-related concepts is affected and influenced by the
attitudes of their teachers during science discussions. Hence, whenever science
teachers have a good attitude in teaching, the students are more motivated to
learn which results to better scholastic performances. In contrary, if teachers
have a poor attitude in teaching, students tend to be performing poor as well.
Therefore, it can be inferred that null hypothesis is rejectedin this study.
Correlating the domains of innovation strategies of teacher attitude among
science teachers and student motivation in science learning, the outcome
showed that all other domains or indicators except teacher enjoyment and
student science learning value, have no significant relationship. Thus, it explains
that the students science learning value or how they see the vitality of science in
53
human life and the enjoyment of the teacher upon discussing are significantly
related.
The result of this study corroborates the conclusion of Offorma (1994)
that the teacher attitude and behavior are related to the improved achievement
of students in cognitive, affective and psychomotor outcomes in education.
Moreover this also backs the idea that either positive or negative attitude
of mentors in communicating and handling the class directs how students find
the subject either interesting or not (Ataunal, 2003).
This also parallels to the study of Eryilmaz et.al (2011), Gecer (2002) and
Frymier (1993) that outline an explanation that teachers displaying positive
attitudes such as asking questions, understanding thoughts, showing interest
and appreciation lift up student’s motivation level and eagerness to learn more
about the subject.
Similarly the result also correlates to Basaran’s (1994) claim that teaching
attitude and student motivation in learning is suggestively related.
Recommendations
Based on the results attained in the study, the researchers recommend
that science teachers must be given additional trainings and seminars on the
clarifications of science concepts to reduce their perceived difficulty in teaching
complicated science topics and avoid downloading misleading science
explanations among learners.
54
It is also better if the educators would pay utmost attention as to
developing learners and imparting better understanding and clarifications on
science concepts since the result conveyed that the students self-efficacy is low.
Thus, the researchers suggest that in order to lift up the confidence of students
in participating during class and in aswering difficult science problems it is
imperative that teachers would review and clarify the lesson well and ask
questions among the students if they fully understand the lesson before ending
the class and recapitulate it the next meeting.
In addition, teachers must also seek for the best teaching method to use
because students motivation is affected on the ways on which they are taught.
Science subject has always been a lesson deemed challenging among
students. Learning opportunities is recommended to be combined in the
curriculum through intelligent domains, students can be academically more
successful, notice their own learning strategies and be more confident in their
performance.
Considering the findings of the study that teacher attitude is conclusively
related to student motivation, the Department of Education must lay emphasis
on making sure that science teachers are molded with good attitudes before they
will teach students for it influences the motivation level of students in learning
science as well as their academic performances.
55
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Appendix A
Tables
This table presents the Means Scores Scales and Description
Range of Means Descriptive Description

Equivalent
4.50 – 5.00 Very High If the measure described

in item was manifested at
all times.
3.50 – 4.49 High If the measure described

the majority of the cases.
2.50 – 3.49 Moderate If the measure described

many but not the
majority of the cases.
1.50 – 2.49 Low If the measure described

a few instances.
1.00 – 1.49 Very Low If the measure described

in item was not
manifested at all.
62
Appendix B
Survey questionnaire
Survey on the Teaching Attitudes of Science Teachers in Lower Bala

National High School
General Instruction:
This questionnaire is designed for the purpose of gathering data/information on
the teaching attitude of teachers given the various indicators.
Kindly answer honestly and justly each of the questions as this will be
analyzed critically by the researchers to find out possible correlation between
teacher’s attitude and students motivation in science learning. Rest assured that
your responses will be treated with utmost confidentiality
Please check the appropriate box that best represents your attitude in
science class.
63
Questionnaire for the Teaching Attitude of Secondary Teachers in
Science
Scale
1 = Strongly Disagree
2 = Disagree
3 = No Opinion
4 = Agree
5 = Strongly Agree
Teacher Attitude Scale

1 2 3 4 5
A. Perceived Relevance
1. I believe that science
education is essential
for secondary school
children’s general
development as a
citizen.
2. I think that science
must be included in
elementary education as
early as possible
3. I believe that science
education in the
secondary school is
essential for students to
be able to make good
educational choices and
career choices.
4. Because science
education is so
important in secondary
school, I think that
64
inexperienced teachers
should receive additional
training in this area.
B. Gender Stereotypes
1. I think that in secondary
schools, boys are more
likely than girls to
choose assignments
concerned with science.
2. I think that I would
unconsciously be more
likely to choose a boy
for a science
demonstration than a
girl.
3. I believe that in
secondary schools, male
teachers can do an
investigation with
students more easily
than female teachers.
4. I think that in secondary
schools, male teachers
experience more
enjoyment in teaching
science than female
teachers.
C. Perceived Difficulty
1. I think that most
secondary school
teachers find science
content to be a difficult
subject.
secondary school
teachers find it difficult
to teach subjects
concerning science.
secondary school
teachers find the topics
that come up in science
class complicated.
D. Enjoyment
65
1. Teaching science makes
me cheerful.
2. I feel happy while
teaching science.
3. I feel enthusiastic when
teaching science.
4. I enjoy teaching
science.
E. Anxiety
1. I feel nervous while
teaching science.
2. I feel tense while
teaching science.
3. Teaching science makes
me anxious.
4. I feel stressed when I
have to teach science.
F. Self- efficacy
1. I have enough science
content knowledge to
teach this subject well in
secondary school.
2. I am able to deal
effectively with
questions from students
about science.
3. I have a sufficient
command of science
content to support
secondary students
effectively with research
/inquiry activities in the
classroom.
4. I think I can succeed in
helping secondary
students reach a
solution during
assignments about
science.
G. Context Dependency
1. For me, having sufficient
knowledge of specific
science methods ( e.g.
inquiry-based learning ,
66
problem-based learning
, etc. ) is decisive for
whether or not I will
teach science in class.
2. For me, the availability
of a ready-to-use
existing package of
materials ( e.g science
kits) is an essential
prerequisite for being
able to teach science in
class
3. For me, the support of
my colleagues is
decisive for whether or
not I will teach science
in class.
67
Appendix B
Survey questionnaire
Survey on the Students Motivation in Science Learning
General Instruction:
This questionnaire is designed for the purpose of gathering data/information on
the student’s motivation in science learning given the various indicators.
Kindly answer honestly and justly each of the questions as this will be
analyzed critically by the researchers to find out possible correlation between
teacher’s attitude and students motivation in science learning. Rest assured that
your responses will be treated with utmost confidentiality.
Please check the appropriate box that best represents your motivation
level in science learning.
The questions were based and adapted from Students’ Motivation Towards
Science Learning Survey.
68
Questionnaire for Students’ MotivationTowards
Science Learning
Scale
1= Strongly Disagree
2= Disagree
3= No Opinion
4= Agree
5= Strongly Agree
Attitudes Scale
1 2 3 4 5
A. Self- efficacy
1. Regardless if the
educational science
content is difficult or
easy, I am sure that I
can understand it.
2. I am not confident
about understanding
difficult science
concepts.
3. I am sure that I can do
well on science tests.
4. No matter how much
effort I put on, I cannot
learn science.
5. When science activities
are too difficult, I give
up or only do the easy
parts.
6. During science activities
I prefer to ask other
people for the answer
rather than think for
myself.
69
7. When I find the science
content difficult, I do
not try to learn it.
B. Active Learning
Strategies
1. 1. When learning new
science concepts, I
attempt to understand
them completely, rather
than just skimming.
2. 2. When learning new
science concepts, I
connect them to my
previous experiences.
3. 3. When I do not
understand a science
concept, I find relevant
resources that will help
me.
4. 4. When I do not
understand a science
concept, I will discuss it
with my teacher or with
other students to clarify
my understanding.
5. 5. When learning
science, I try to make
connections between
the different concepts.
6. 6. When I make
mistakes, I try to find
out why/where I got
confused.
7. 7. When I am faced
with new science
concepts that I do not
understand, I still try to
learn them.
70
8. 8. When new science
concepts that I have
learned conflict with my
previous understanding,
I try to understand
why.
c. Science learning Value
1. 1. I think that learning

science is important
because I can use it in
my daily life.
2. 2. I think that learning
science is important
because it stimulates
my thinking.
3. 3. In science, I think
that it is important to
learn to solve problems.
4. 4. In science, I think it
is important to
participate in learning
activities which focus
around my own
interest/questions and
allow me to work in
groups.
5. 5. It is important to
have the opportunity to
satisfy my own curiosity
when learning science.
D. Performance Goal
1. 1. I participate in
science courses to get a
good grade.
science courses to
perform better than
other students.
71
science courses so that
other students think
that I’m smart.
science courses so that
the teacher pays
attention to me.
E. Achievement Goal
1. 1. During a science
course, I feel most
fulfilled when I attain a
good score in a test.
2. 2. I feel most fulfilled
when I feel confident
about the content in a
science course.
course, I feel most
fulfilled when I am to
solve a difficult
problem.
course, I feel most
fulfilled when the
teacher accepts my
ideas.
course, I feel most
fulfilled when other
students accept my
ideas.
F. Learning Environment
Stimulation
1. 1. I am willing to
participate in this
science course because
the content is exciting
and relevant.
72
participate in this
the teacher uses a
variety of teaching
methods.
participate in his
the teacher does not
put a lot of pressure on
me.
participate in this
the teacher pays
attention to me.
participate in this
it is challenging.
participate in this
the students are
involved in discussion.
73
Curriculum Vitae
Personal Data
Name:
Age: 18
Address: Purok 5, Lower Bala, Magsaysay, Davao del Sur
Date of Birth: September 29, 2000
Place of Birth: Bala, Magsaysay, Davao del Sur
Mother’s Name: Gina Calipes
74
Father’s Name: Allan Calipes
Educational Attainment
Elementary: Bala Elementary School
Junior High School Completer: Lower Bala National High School
Senior High School Completer: Lower Bala National High School
Strand: General Academic Strand (GAS)
Name: Carla Grace J. Silagan
Age: 18
Mother’s Name: Evangeline Silagan
75
Father’s Name: Prudencio Silagan Jr.
Name: Joyce B. Silagan
Age: 18
76
Mother’s Name: Felecidad Silagan
Father’s Name: Diego Silagan
Name: Dame Rose Rosalita
Age: 17
Address: Purok 1,San Isidro Magsaysay Davao del Sur
Place of Birth: Simon, San Isidro Magsaysay Davo del Sur
77
Mother’s Name: Jennelyn Rosalita
Father’s Name: Jesryl Rosalita
Elementary:San Isidro Elementary School
Junior High School Completer:San Isidro National High School
78
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Chapter 1

Science education is the primary foundation for global modernization,

advancement of technologies and emergence of innovative inventions. Thus, for

the pursuit of strengthening science education it is imperative to hunt down

interest for science subject is slowly deteriorating, researchers have tried to

understand the specific causes of the emerging problem.

According to Bernardo (2008), Filipino students’ poor achievement levels

in science subject in educational system is a threat to our country’s development

and economy. Hence, science is defined as applied knowledge and it is a subject

global economic requirements. Thereupon, the fact that science education is at

performances of students in order to make efforts to improve and boost science

education in secondary schools.

teacher’s attitude in terms of perceived relevance, gender stereotypes, perceived

difficulty, enjoyment, anxiety, self-efficacy and context dependency has a

significant relation in students motivation in Science learning.

Offorma (1994) emphasized that teachers attitude are the

instructional behaviors exhibited by the teacher towards goal attainment. These

characteristics are the combination of peculiar qualities, traits, mental or moral

strength. Furthermore, teacher’s attitude mainly affects student’s motivation in

learning and understanding Science in terms of Active Learning Strategies,

Science Learning Value, Performance Goal, Achievement Goal and Learning

in terms of captivating student’s motivation in science education. Furthermore,

this research is conducted in order to curb the poor attitude of students in

science subject specifically in Senior High School.

Purpose of the Study

motivation towards science learning with the following objectives:

1. To determine the level of teacher attitude in terms of:

1.1 Perceived Relevance

1.3 Perceived Difficulty

1.7 Context Dependency

2. To determine the level of student’s motivation towards science learning in

2.2 Active Learning Strategies

2.3 Science Learning Value

2.4 Performance Goal

2.5 Achievement Goal

2.6 Learning Environment Stimulation

3. To determine the relationship between teacher’s attitude and student’s

motivation in science learning

The following null hypothesis will be tested at α= 0.05 level of significance.

H๐. There is no significant relationship between teachers attitude and students

motivation towards science learning.

Review of Related Literature

With the poor achievement level of students in science subjects

documented on International Assessment on Science Education, previous

researches have tried to understand some of the factors affecting science

education system. Further studies have shown a declining attitude of students in

a fact that cannot be overlooked (Ozden et. al, 2011).

Teacher attitudes as defined by Offorma (1994) are the instructional

This teacher behavior comprises the combination of peculiar qualities, traits,

attitude and behavior are related to the improved achievement by students in

cognitive, affective and psychomotor outcomes in education.

or negative attitude of mentors in communicating and handling the class directs

how students find their respective subjects. He further explained that

their outcome performances and grades.

A research coherent to this, is the study of Eryilmaz et.al (2011) that

outlines an explanation showing that various attitudes of teachers have an effect

on both the interest of students in the class as well as their academic

performances. Additionally, the research discussed that positive attitudes of

mentors have positive effects on student’s personalities, while negative attitudes

have negative impact to them. Thus, the presented relationship is directly

information about a specific topic, teacher’s behavior and attitudes on

discussions has a critical influence on the student’s insights and development. He

underscored that teachers displaying positive attitudes such as asking questions,