American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2020, 8(3), 150-154
DOI: 10.12691/education-8-3-4
Open AccessArticle

Scientific Learning Motivations as Predictors of Pre-service Elementary Grade Teachers’ Authentic Assessment Practices in Science

Jhay Mar E. Legaspi1, Christian O. Perhiliana1, Jamina G. Camayang1, , Eleanor G. Garingan1, Ma. Kristine Grace T. Velasco1, Jordan C. Ursua1 and Jr. Romiro G. Bautista1

1College of Teacher Education, Quirino State University, Philippines

Pub. Date: March 18, 2020

Cite this paper:
Jhay Mar E. Legaspi, Christian O. Perhiliana, Jamina G. Camayang, Eleanor G. Garingan, Ma. Kristine Grace T. Velasco, Jordan C. Ursua and Jr. Romiro G. Bautista. Scientific Learning Motivations as Predictors of Pre-service Elementary Grade Teachers’ Authentic Assessment Practices in Science. American Journal of Educational Research. 2020; 8(3):150-154. doi: 10.12691/education-8-3-4

Abstract

Teachers, as life-long learners, hold personal pedagogical and andragogical motivations towards learning which manifest in their procedures and practices towards specific disciplines. This study is aimed to determine the level of scientific learning motivations and assessment practices in science of pre-service elementary grade teachers and ascertain whether the respondents’ scientific learning motivations predict their assessment practices in the subject. Scientific learning motivations in this study include intrinsic and extrinsic goal orientation, task value, control of learning beliefs, expectancy, and affective components. Employing adopted questionnaires in a Descriptive-Predictive Research design, the respondents’ scientific learning motivations and assessment practices in science were determined and evaluated. Results showed that the pre-service elementary grade teacher-respondents had good to very good motivations in science learning and assessment practices towards the subject. Among the motivational factors in science learning, only expectancy component is related to their affordances in authentic assessment in science. Furthermore, self-efficacy for learning (an expectancy component of scientific learning motivations) was specifically seen to predict the pre-service elementary grade teachers’ affordances of authentic assessment practices towards the subject.

Keywords:
assessment practices scientific learning motivations elementary science pre-service elementary grade teachers

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