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. Camayang^1, , Eleanor G. Garingan¹, Ma. Kristine Grace T. Velasco¹, Jordan C. Ursua¹ and Jr. Romiro G. Bautista¹

¹College of Teacher Education, Quirino State University, Philippines

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

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Glynn, S. M. & Koballa, T. R., Jr. (2006). Motivation to learn college science. In J.J. Mintzes & W.H. Leonard (Eds), Handbook of college science teaching (pp. 25 - 32). Arlington, V.A: National Sciences Teachers Association Press.
[2]	Libao, N.J.P., Sagun, J.J.B., Tamangan, E.A., Pattalitan, A.P., Dupa, M.E.D., & Bautista, R.G. (2016). Science learning motivation as correlate of students’ academic performances. Journal of Technology and Science Education, 6(3), 209-218.
[3]	Tuana, H.L., Chin, C.C., & Shieh, S.H. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27(6), 639654.
[4]	Steward, C., Bachman, C., & Johnson, R. (2010). Students’ characteristics and motivation orientations for online and traditional degree programs. Journal of Online Learning and Teaching, 6(2), 367-379.
[5]	Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2007). Nonscience majors learning science: A theoretical model of motivation. Journal of Research in Science Teaching, 44, 1088-1107.
[6]	Bautista, R.G. (2012). The convergence of mastery learning approach and self-regulated learning strategy in teaching biology. Journal of Education and Practice, 3(10), 25-32.
[7]	Pelletier, L., Seguin-Levesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers’ motivation and teaching behaviors. Journal of Educational Psychology, 94, 186-196.
[8]	Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. New Jersey: Prentice Hall.
[9]	Pattalitan, A.P. (2016). The implications of learning theories to assessment and instructional scaffolding techniques. American Journal of Educational Research, 4(9), 695-700.
[10]	Lawless, K.A. & Pellegrino, J.W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614.
[11]	Spittle, M., Petering, F., Kremer, P., & Spittle, S. (2011) Stereotypes and self-perceptions of physical education pre-service teachers. Australian Journal of Teacher Education, 37(1), Article 2.
[12]	Ryan, R.M. & Deci, E.L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
[13]	Chow, S.J. & Yong, B.C.S. (2013). Secondary school students’ motivation and achievement in combined science. US-China Education Review, 3(4), 213-228.
[14]	Margolis, H. & McCabe, P.P. (2006). Improving self-efficacy and motivation: What to do, what to say. Intervention in School Clinic, 41(4), 218-227.
[15]	Jegede, S.A. (2007). Students’ anxiety towards the learning of chemistry in some Nigerian secondary schools. Educational Research and Review, 2(7), 193-197.
[16]	Beal, C.R. & Stevens, R.H. (2011). Improving students’ problem solving in a web-based chemistry simulation through embedded metacognitive messages. Technology, Instrumentation, Cognition and Learning, 8(3), 255-271.
[17]	Schreiner, C. & Sjøberg, S. (2004). Sowing the seeds of ROSE. Background, Rationale, Questionnaire Development and Data Collection for ROSE (The Relevance of Science Education) - a comparative study of students' views of science and science education (pdf) (Acta Didactica 4/2004). Oslo: Dept. of Teacher Education and School Development, University of Oslo.
[18]	Kallgren & Wood (1986). Access to Attitude-Relevant Information in Memory as a Determinant of Attitude-Behavior Consistency. Journal of Experimental Social Psychology, 22, 328-338.