{"id":102928,"date":"2018-06-13T05:55:21","date_gmt":"2018-06-13T05:55:21","guid":{"rendered":"https:\/\/essays.homeworkacetutors.com\/the-personality-and-academic-achievement\/"},"modified":"2018-06-13T05:55:21","modified_gmt":"2018-06-13T05:55:21","slug":"the-personality-and-academic-achievement","status":"publish","type":"post","link":"https:\/\/www.colapapers.com\/us\/the-personality-and-academic-achievement\/","title":{"rendered":"The Personality And Academic Achievement"},"content":{"rendered":"
\n

ABSTRACT<\/h2>\n

Chemistry achievement is one of the major interests of educators. Educational psychologists have been always concerned to identify the factors that affect students\u2019 achievement. The emphasis continued to change and shift from one aspect to the other from time to time. The purpose of this study is to determine the effect of student\u2019s personality and attitude on Chemistry achievement. Data were collected by self-prepared survey instrument. The opinions of personally approached 780 secondary school students of government, semi-government and private school sectors were surveyed through stratified random sampling. Data was analyzed by calculating mean, and by applying one way ANOVA. The results revealed that Gender, Family Type, School sectors, Parents Education, and Choice of Course have significant effect on chemistry achievement. Findings of study also revealed that out of five sub-factors of personality, the two sub-factors (Conscientiousness and Openness to Experience) effect significantly on students having 50-80% marks achievement in chemistry. From 81-90% the significant determinant of chemistry achievement is the sub-factor Achievement Motivation and above 90% marks the significant predictor of Chemistry Achievement is sub-factor Motivation. The research will benefit Educators, Curriculum developers, Teacher, Parents and students. Findings of the factors influencing academic achievement will help educators to develop fair academic curricula that can compensate for known weaknesses a student might carry in the classroom, and those that can nurture a student\u2019s strengths.<\/p>\n

Keywords: Attitude towards chemistry; Personality traits; Chemistry Achievement; Openness to experience; Conscientiousness; Motivation; Achievement Motivation.<\/p>\n

Introduction<\/h2>\n

Academic achievement represents the understanding of the student about different concepts and skills developed in different subjects. In most of the countries, parents usually desire that their children show high level of academic achievement which sets a lot of burden on children, teachers, schools and in general the whole education system. Thus the whole education system revolves round the academic achievement of students so, the schools set a lot of time for helping students to achieve high grades. Academic achievement may be influenced by different factors like intelligence, study habits, and attitudes of students, socio economic status, motivation, opportunities, and different characteristics of their personality. Academic achievement is considered as a core standard to measure students\u2019 total potential and capabilities of learning. Hence academic achievement occupies a very vital place in our education as well as in the learning process.<\/p>\n

Achievement is the major outcome of education, the level to which a student, teacher has accomplished their educational goals. According to Crow and Crow (1964) academic achievement is reflected by the extent to which a skill or knowledge has been acquired by a person from the training imparted to him. Previous studies in science education revealed that students at all levels struggle to learn chemistry, but most of them remain unsuccessful (Herron, 1975; Nakhleh, 1992; Sawrey, 1990). Knowledge of the factors that influence academic success has important implications for learning and education. Academic success is strongly influenced by individual differences in personality and attitude.<\/p>\n

Literature Review<\/h2>\n

Personality and Academic Achievement:<\/h2>\n

Personality is the basic area of study for psychologists. Hall and Lindzey (1991) state that personality may be defined in terms of characteristics or abilities, that are highly representative of an individual and is an important part of the overall impression created on others. According to Pervin, and John (2005) Personality comprises of unique set of characteristics that define an individual feelings, way of thinking, and behavior. Personality is a person set of relatively stable characteristics that account patterns of behavior, in various situations each individual in some ways is different and in some ways is unique. There is much concern about the science achievement of the students in high schools recently. Accordingly a strong emphasis is currently placed on improving the quality of science education (Morrel & Lederman, 1998).<\/p>\n

A widely used personality model, McCrae and Costa\u2019s NEO Five Factor Model, or \u201cBig Five Model\u201d (1990), comprises of Extraversion, Neuroticism, Conscientiousness, Openness to Experience and Agreeableness.<\/p>\n

Recent studies show that Big Five traits measurement is powerful enough to explain a moderate percentage of the variance in academic achievement (Blickle, 1996; Rolfhus & Ackerman, 1999). The relationship between Extraversion and academic achievement shows that Extravert students perform better in primary schools where as introverts perform well in secondary schools and university (Eysenck & Cookson, 1969). Introverts are benefited in written exams, while extraverts have an advantage in oral exams (Chamorro- Premuzic & Furnham, 2003a; Furnham & Medhurst, 1995).<\/p>\n

Table 2.1: Characteristics of Big Five Personality Traits<\/p>\n

Big five traits<\/p>\n

Characteristics<\/p>\n

Sample Items<\/p>\n

Extraversion<\/p>\n

Impulsive, Ambitious, Social,<\/p>\n

Caring, optimistic, Confident<\/p>\n

I learn more through cooperating and discussing with my classmates.<\/p>\n

Agreeableness<\/p>\n

Friendly, helping, trusting,<\/p>\n

Kind, Cooperative<\/p>\n

Kindhearted, Supportive.<\/p>\n

I realize that helping my classmates in chemistry benefits me.<\/p>\n

Conscientiousness<\/p>\n

Hardworking, Motivated,<\/p>\n

well organized, dutiful,<\/p>\n

achievement-oriented<\/p>\n

I strive to achieve excellence in everything I do.<\/p>\n

Neuroticism<\/p>\n

Nervous, Sensitive,<\/p>\n

disturbed, confuse, distract<\/p>\n

I cannot understand the imaginary concept of Chemistry.<\/p>\n

Openness to Experience<\/p>\n

Open-minded, Inventive,<\/p>\n

Curious, Imaginative, Innovative<\/p>\n

I am always willing to accept the new experiences of Chemistry.<\/p>\n

Neuroticism is the condition of fear, nervousness in stressful conditions i.e., exams (Hembree, 1988; Siepp, 1991). Neuroticism leads to poor self-concept (Wells & Matthews, 1994) and low self-estimated intelligence (Furnham, Chamorro-Premuzic, and Moutafi, under review). Chamorro-Premuzie and Furnham (2003) found that Neuroticism may impair academic achievement or has no significant associations with academic achievement (Puklek Levpu[scaron] [caron] ek & Zupan[caron] i[caron] 2009a).Openness to experience is significant predictor of academic achievement(Bratko et al., 2006; Laidra et al., 2007). Openness to experience and agreeableness are positively related to academic achievement (Lounsbury et al., 2003; Farsides & Woodfield, 2003). Researchers have shown significant associations between Conscientiousness and academic achievement in school (Noftle & Robins, 2007) because careful, organized, hardworking, and achievement-oriented students may expect to succeed in academic settings.<\/p>\n

Attitude and Academic Achievement<\/h2>\n

Osborne et al. (2003) state that attitudes are the feelings, beliefs, and values held about an object, in terms of chemistry may be enthusiasm about chemistry, perceptions of chemistry, and the contribution of chemistry to society or scientists. Thus attitude play a vital role in fostering long-lasting learning and to determine students\u2019 academic achievement. Affective characteristics are considered as an important domain of attitude so in this study we select seven affective characteristics that are motivation, interest, confidence, enjoyment, importance, anxiety and achievement motivation.<\/p>\n

Table.2.2: Characteristics of Affective Domain of Attitude<\/p>\n

Scale<\/p>\n

Description<\/p>\n

Sample Item<\/p>\n

Enjoyment<\/p>\n

Fascinating, Exciting, Fun, Interesting, Attractive, Captivating<\/p>\n

Chemistry lessons are interesting and fun to study.<\/p>\n

Anxiety<\/p>\n

Worry, Nervous, Fear, Confuse, Uncomfortable<\/p>\n

Chemistry usually makes me feel uncomfortable, nervous and confused.<\/p>\n

Importance<\/p>\n

Useful, beneficial, Advantageous, Helpful, Aware<\/p>\n

Chemistry is useful if the topics are connected with our daily life.<\/p>\n

Interest<\/p>\n

Aware, Curious, Like,<\/p>\n

I am interested to know about the new researches in chemistry.<\/p>\n

Motivation<\/p>\n

Inspiration, Reinforcement, Stimulation, Encouragement<\/p>\n

When I fail in Chemistry course, it encourages me to try much harder to do well in Chemistry.<\/p>\n

Confidence<\/p>\n

Success, Sureness, Sef-reliance<\/p>\n

I am sure I can learn and can do advance work in Chemistry<\/p>\n

Achievement Motivation<\/p>\n

Extent to which students are motivated to achieve their goals.<\/p>\n

I get good grades in Chemistry than any other subject.<\/p>\n

An examination of literature on attitude and chemistry achievement reveals conflicting results (Shibley et al., 2003; Turner and Lindsay, 2003). While some claim a low correlation between attitude and achievement, others claim the two are strongly positively correlated. Wei-nburgh\u2019s (1995) meta-analysis of the research suggests that there is only a moderate relation between attitude and achievement.<\/p>\n

Previous researches show the effect of affective characteristics of attitude on academic achievement. Skaalvik and Rankin (1995), Egitimidergisi, (2007) found that motivation is correlated with academic achievement. Academic achievement is most likely to occur when learning is self-directed and students are motivated (Ryan, Connell, & Deci, 1985). Furthermore, researchers have found that motivation leads to engagement in academic tasks, which is related to achievement (DeCharms, 1984; Dweck, 1986). Interest is an individual predisposition and a psychological state of mind, which is important for cognitive engagement, learning, and achievement (Ainley, Hidi, & Berndorff, 2002; Pintrich & Schunk, 2002). Krapp approach interest in two different point of views, Personal and situational interest. Personal interest is topic-specific, persists over time (Schiefele 1991). However, situational interest is aroused as a function of the interestingness of the event or object and it is also changeable and partially under the control of teachers (Schraw, Flowerday, & Lehman 2001). Interest is related to students\u2019 devotion, goals, and depth of learning (Hidi & Renninger, 2006). Interests increase when students feel competent, so even if students are not initially interested in a subject or activity, they may develop interests as they experience success. (Stipek, 2002). Whitfield (1979) reported chemistry and physics as the least enjoyable subject. Analysis indicates that there is significant mean difference between Grade 9 and Grade 10 students\u2019 attitudes toward chemistry as a school subject on \u201cenjoyment\u201d and \u201cimportance\u201d dimensions (Can & Boz, 2012). Achievement motivation is correlated with academic achievement (Camara, 1986). Individuals\u2019 academic achievement depends not only on their motivation to achieve but also on whether they expect to achieve and whether they fear failure. Students\u2019 work hard when they perceive a reasonable chance to succeed than when they perceive a goal to be out of reach (Atkinson, 1964).<\/p>\n

Demographics (Gender, School Sector, Parents Qualification, Choice of Course) and Academic Achievement:<\/h2>\n

Previous studies demonstrate that achievement in science is gender dependent. Male and female students\u2019 achievement in science is significantly correlated (Schibeci and Riley 1986, Weinburgh 1995). Previous research revealed that boys outperform girls in science in most countries (Pinchas 1988, Wang & Staver 1995). Gender differences in science achievement test scores have not typically been large when compared. However, recent studies on gender differences in science achievement reported a change in pattern, thus reporting either no gender differences (Ventura 1992, Calsambis 1995) or girls outperforming boys in science (Young and Fraser 1990, Soyibo 1999). Fraser-Abder (1990) investigated the effects of gender, school-type (single-sex or coeducational schools, private denominational or government schools), parental occupation, and socioeconomic status on science achievement in Trinidad. Fraser-Abder found that girls scored significantly higher than boys on the science test. Zappala (2002) argue that the type of school a child attends influences academic achievement. Schools according to Sentamu (2003) are social institutions in which groups of individuals are brought together to share educational experiences and such interactions may breed positive or negative influences on learners. Parents\u2019 education is positively related to students\u2019 academic achievement. This is supported by Dills (2006) and Owens (1999). Considine and Zappala (2002) Kwesiga (2002) reveal that School sector (public or private) is linked to academic performance of students.<\/p>\n

Parents who scaffold learning experiences and provide support to their children when needed early in children\u2019s lives may prepare their children for school entry and provide basis for them to benefit from educational activities (Pianta & Egeland, 1994; Pianta et al., 1990; Pianta et al., 1997). Parents own behavior as well as joint family activities have been shown to influence children\u2019s academic motivation and behavior ( Chen, Lee & Stevenson, 1996; De Garmo, Forgatch & Martinez, 1999; Grolnick & Slowiaczek, 1994; Heiss, 1996). Authoritative parenting, has positive effects on how students approach the demands they face in school (Bradley et al., 2000; Gutman & Eccles, 1999).<\/p>\n

Interest and attitude of learners towards the subject plays a decisive role for the success of the learner. Students choose course by their interest are believed to be highly motivated to learn than students placed in a department without their interest. High motivation is a factor which can lead students to a better achievement. Studies done by different authors disclosed that motivated students perform better academically than unmotivated ones (Bank and Finlapson, 1980; Broussard and Garrison, 2004; Sandra, 2002).<\/p>\n

Significance of the Study<\/h2>\n

Attitude towards Chemistry and personality traits vary over time and effect academic achievement of students in different ways. Previous studies show that attitudes and personality towards Chemistry achievement are cultural dependent. Culture varies between and within countries. Therefore, it is reasonable to assume large number of variations in students achievement in chemistry reported from different parts of the world. Gender role varies in different cultures; it is therefore likely that chemistry achievement is gender dependent. Chemistry achievement is one of the major interests of educators. Although being not very frequent affective characteristics are studied together with personality and achievement in chemistry education. However studies based on Affective Characteristics and Achievement or on Personality and Achievement is found separately but combine study of all these three factors is not found in chemistry education. Prior research has established that both personality traits and attitude are associated with academic achievement. However, not much is known about the joint influence of personality traits and attitude on learners\u2019 Chemistry academic achievement. In the current study, researcher sought to fill in this gap in the literature by directly examining the relationship between personality, attitude and academic achievement.<\/p>\n

Three major research questions were investigated: (1) what is the relationship between secondary school science students \u2018Big 5 personality traits and affective characteristics of attitude on their Chemistry academic achievement? (2) How demographic factors (age, gender, family type, school sector, choice of course and educational levels of parents) influence Chemistry academic achievement of secondary school science students. (3) Are the Affective Characteristics of Attitude depends on each other?<\/p>\n

Methods<\/h2>\n

Development and Validation of Instrument<\/p>\n

To investigate the aim of this study, the first step was to develop a valid and reliable questionnaire for measuring students\u2019 personality trait and attitudes toward chemistry achievement. Rather than translating an attitude and personality questionnaire among those available in literature, we constructed a new questionnaire, in order to be more relevant to the curriculum and conditions applied in the Pakistan schools. The questionnaire was prepared on the basis of Likert scale type. It was prepared by keeping in view different aspects of the problem.<\/p>\n

All participants completed a 37-statement investigator-developed questionnaire. The Questionnaire includes six demographic variables as well as two factors (Personality & Attitude). Six demographic variables are included that elicits respondents\u2019 background information.<\/p>\n

All participants were asked to rate each item using a five-point scale where a \u20185\u2019 represented \u2018strongly agree\u2019 and a \u20181\u2019 represented \u2018strongly disagree.\u2019 The ratings for all statement on each scale are summed, and a higher score indicates more obvious trait characteristics. All items were written in a \u2018structured alternative format\u2019 design to reduce the tendency to give socially desirable responses (Harter, 1982). The pilot testing was done on a sample of 50 students. The reliability of the research instrument was 0.84 and level of difficulty of questionnaire was moderate.<\/p>\n

Procedures<\/p>\n

The authors obtained authorization from school administrators to conduct the study. Through individual meeting communications were provided to the school counselors (or classroom teachers) to explain the purpose of this study and the research instrument. Students were recruited through voluntary participation. There were 780 students who participate in this study. The investigators administered the Questionnaire to consenting students either during classes. Before administering the survey, the purpose of the study and the procedures to complete the Questionnaire were explained to the students. Students\u2019 understanding of the survey was verified and questions about the survey were answered.<\/p>\n

Data Analyses<\/p>\n

Quantitative analysis was performed with the help of SPSS (Statistical Package for Social Sciences). Mean and one way ANOVA was applied on the data to investigate questionnaire<\/p>\n

in terms of personality traits and attitudes toward chemistry.<\/p>\n

Effect of Gender and Family Type on Students\u2019 Chemistry Achievement<\/h2>\n

Figure 1 illustrates a significant effect of Gender and Family Type on students Chemistry Achievement. Figure indicates that Male students have the mean value 3.66 and are high achievers in chemistry as compare to female students having mean value 3.60, while students belongs to \u201cNuclear Family\u201d have the mean value 3.65 and are high achievers in chemistry as compare to students who belongs to \u201cJoint family\u201d system having mean value 3.62.<\/p>\n

Figure 1: Mean values of \u201cClass\u201d, \u201cGender\u201d and \u201cFamily Type\u201d on the basis of secondary school students \u201cChemistry Achievement\u201d.<\/p>\n

Effect of School Sector on Students\u2019 Chemistry Achievement<\/h2>\n

Figure 2 shows a significant effect of School Sector on students Chemistry Achievement. Figure indicates that the \u201cPrivate school\u201d show highest mean value 4.14 of \u201cChemistry Achievement\u201d while the \u201cGovernment School\u201d show lowest mean value 2.78 of Chemistry Achievement and \u201cSemi-Government School\u201d show moderate mean value 3.98 of Chemistry Achievement.<\/p>\n

Figure 2 shows Mean values of \u201cSchool Sector\u201d on the basis secondary school students \u201cChemistry Achievement\u201d.<\/p>\n

Effect of Father Qualification on students\u2019 Chemistry Achievement<\/h2>\n

Figure 3 indicates that the students whose \u201cFather qualification\u201d is \u201cMasters\u201d show highest mean value 4.17 of \u201cChemistry Achievement\u201d and the students whose fathers are \u201d Uneducated\u201d show lowest mean value 2.34 of Chemistry Achievement as compare to the students whose father qualifications is \u201cMatric\u201d, \u201cIntermediate\u201d, \u201cGraduation\u201d and \u201cMasters\u201d. Figure 3 illustrates a positive significant effect of Father Qualification on secondary school students Chemistry Achievement.<\/p>\n

Figure 3 shows Mean values \u201cFather Qualification\u201d based on secondary school students \u201cChemistry Achievement\u201d.<\/p>\n

Effect of Mother Qualification on Students\u2019 Chemistry Achievement<\/h2>\n

Figure 4 indicates that the students whose mother qualification is \u201cMasters\u201d show highest mean value 4.21 of \u201cChemistry Achievement\u201d and the students whose mothers are \u201d Uneducated\u201d show lowest mean value 2.37 of Chemistry Achievement as compare to the students whose mother qualifications are \u201cMatric\u201d, \u201cIntermediate\u201d, \u201cGraduation\u201d and \u201cMasters\u201d. Figure 4 illustrates a positive significant effect of Mother Qualification on secondary school students Chemistry Achievement.<\/p>\n

Figure 4 shows Mean values of \u201cMother Qualification\u201d on the basis of Secondary School students \u201cChemistry Achievement\u201d.<\/p>\n

Effect of Choice of Course on Students\u2019 Chemistry Achievement<\/h2>\n

Figure 5 illustrates a significant effect of Choice of Course on Students Chemistry Achievement. Figure indicates that the students who choose chemistry for \u201cBetter Academic Accomplishment\u201d show highest mean value 3.93 of \u201cChemistry Achievement\u201d and the students who choose chemistry \u201cOut of Interest\u201d show lowest mean value 3.36 of \u201cChemistry Achievement\u201d.<\/p>\n

Figure 5 shows Mean values of \u201cChoice of Course\u201d based on secondary school students \u201cChemistry Achievement\u201d.<\/p>\n

Sum of Squares<\/p>\n

(df )<\/p>\n

Mean Square<\/p>\n

F-values<\/p>\n

(p-values)<\/p>\n

Post hoc<\/p>\n

(p-values)<\/p>\n

51%-60%Vs. 61%-70%<\/h2>\n

51%-60%Vs. 71%-80%<\/h2>\n

91%-100%Vs. 50% & below 50%<\/h2>\n

91%-100% Vs. 51%-60%<\/h2>\n

91%-100% Vs.61%-70%<\/h2>\n

91%-100% Vs. 71%-80%<\/h2>\n

Extraversion<\/p>\n

Between group<\/p>\n

2.445<\/p>\n

(5)<\/p>\n

0.489<\/p>\n

1.136<\/p>\n

(0.340)<\/p>\n

Within group<\/p>\n

333.101<\/p>\n

(774)<\/p>\n

0.430<\/p>\n

Agreeableness<\/p>\n

Between group<\/p>\n

5.249<\/p>\n

(5)<\/p>\n

1.050<\/p>\n

2.196<\/p>\n

(0.053)<\/p>\n

Within group<\/p>\n

369.982<\/p>\n

(774)<\/p>\n

0.478<\/p>\n

Conscientiousness<\/p>\n

Between group<\/p>\n

8.395<\/p>\n

5<\/p>\n

1.679<\/p>\n

4.180<\/p>\n

(0.001)<\/p>\n

-0.2453<\/p>\n

(0.015)<\/p>\n

-0.2992<\/p>\n

(0.001)<\/p>\n

Within group<\/p>\n

310.866<\/p>\n

(774)<\/p>\n

0.402<\/p>\n

Neuroticism<\/p>\n

Between group<\/p>\n

4.343<\/p>\n

(5)<\/p>\n

0.869<\/p>\n

1.485<\/p>\n

(0.192)<\/p>\n

Within group<\/p>\n

452.680<\/p>\n

(774)<\/p>\n

0.585<\/p>\n

Openness to Experience<\/p>\n

Between group<\/p>\n

10.273<\/p>\n

(5)<\/p>\n

2.055<\/p>\n

3.661<\/p>\n

(0.003)<\/p>\n

-0.55686<\/p>\n

(0.009)<\/p>\n

-0.34645<\/p>\n

(0.048)<\/p>\n

-0.31730<\/p>\n

(0.042)<\/p>\n

-0.38241<\/p>\n

(0.005)<\/p>\n

Within group<\/p>\n

434.327<\/p>\n

(774)<\/p>\n

0.561<\/p>\n

-0.15460<\/p>\n

(0.017)<\/p>\n

Personality<\/p>\n

Between group<\/p>\n

2.616<\/p>\n

(5)<\/p>\n

0.523<\/p>\n

3.044<\/p>\n

(0.010)<\/p>\n

Within group<\/p>\n

133.024<\/p>\n

(774)<\/p>\n

0.172<\/p>\n

Table 3: One way ANOVA and Tukey post hoc for multiple comparisons of \u201cChemistry Achievement\u201d on secondary school students\u2019 \u201cPersonality trait\u201d<\/h2>\n

Effect of Personality Traits on Students\u2019 Chemistry Achievement<\/h2>\n

Table 3 indicates that there is no significant effect of secondary school student\u2019s Personality trait \u201cExtraversion\u201d, \u201cAgreeableness\u201d, \u201cNeuroticism\u201d on \u201cChemistry Achievement\u201d.<\/p>\n

Table 3 also reveals that there is significant effect of secondary school student\u2019s Personality trait \u201cConscientiousness\u201d on \u201cChemistry Achievement\u201d. From the Tukey Post Hoc Test of Multiple Comparisons reveals that the students who got marks 61%-70% and 71%-80% show more \u201cConscientiousness\u201d that the students who got 51%-60% marks.<\/p>\n

Table 3 also specifies that there is significant effect of secondary school student\u2019s Personality trait \u201cOpenness to Experience\u201d on \u201cChemistry Achievement\u201d.Tukey Post Hoc Test of Multiple Comparisons reveals that the students who got marks 50% & below 50%, 51%-60%, 61%-70% and 71%-80% show more \u201cOpenness to Experience\u201d than the students who got 91%-100% marks.<\/p>\n

Table 3 also illustrates that there is significant effect of secondary school student\u2019s \u201cPersonality\u201d on \u201cChemistry Achievement\u201d.Tukey Post Hoc Test of Multiple Comparisons reveals that the students who got marks 71%-80% show more \u201cPersonality\u201d than the students who got marks 51%-60%.<\/p>\n

Sum of Squares<\/p>\n

(df )<\/p>\n

Mean Square<\/p>\n

F-values<\/p>\n

(p-values)<\/p>\n

Post hoc<\/p>\n

(p-values)<\/p>\n

81%-90% Vs.51%-60%<\/h2>\n

81%-90%Vs. 61%-70%<\/h2>\n

91%-100%Vs. 50% & below 50%<\/h2>\n

91%-100% Vs.61%-70%<\/h2>\n

91%-100% Vs. 71%-80%<\/h2>\n

Interest<\/p>\n

Between group<\/p>\n

3.199<\/p>\n

(5)<\/p>\n

0.640<\/p>\n

0.857 (0.510)<\/p>\n

Within group<\/p>\n

577.815 (774)<\/p>\n

0.747<\/p>\n

Motivation<\/p>\n

Between group<\/p>\n

12.250 (5)<\/p>\n

2.450<\/p>\n

3.923 (0.002)<\/p>\n

-0.61783<\/p>\n

(0.005)<\/p>\n

-0.33498<\/p>\n

(0.042)<\/p>\n

-0.36734<\/p>\n

(0.015)<\/p>\n

Within group<\/p>\n

483.388 (774)<\/p>\n

0.625<\/p>\n

Enjoyment<\/p>\n

Between group<\/p>\n

5.923<\/p>\n

(5)<\/p>\n

1.185<\/p>\n

1.197 (0.309)<\/p>\n

\u2013<\/h2>\n

Within group<\/p>\n

766.010 (774)<\/p>\n

0.990<\/p>\n

Confidence<\/p>\n

Between group<\/p>\n

4.141 (5)<\/p>\n

0.828<\/p>\n

1.790 (0.112)<\/p>\n

Within group<\/p>\n

358.069 (774)<\/p>\n

0.463<\/p>\n

Importance<\/p>\n

Between group<\/p>\n

2.379 (5)<\/p>\n

0.476<\/p>\n

0.832 (0.527)<\/p>\n

\u2013<\/h2>\n

)<\/h2>\n

Within group<\/p>\n

442.382 (774)<\/p>\n

0.572<\/p>\n

Anxiety<\/p>\n

Between group<\/p>\n

5.907 (5)<\/p>\n

1.181<\/p>\n

1.419<\/p>\n

(0.215)<\/p>\n

Within group<\/p>\n

644.330 (774)<\/p>\n

0.832<\/p>\n

Achievement Motivation<\/p>\n

Between group<\/p>\n

12.150 (5)<\/p>\n

2.430<\/p>\n

3.637<\/p>\n

(0.003)<\/p>\n

0.36081<\/p>\n

(0.015)<\/p>\n

0.28473<\/p>\n

(0.033)<\/p>\n

Within group<\/p>\n

517.194 (774)<\/p>\n

0.668<\/p>\n

Attitude<\/p>\n

Between group<\/p>\n

1.168 (5)<\/p>\n

0.234<\/p>\n

0.671<\/p>\n

(0.646)<\/p>\n

Within group<\/p>\n

269.496 (774)<\/p>\n

0.348<\/p>\n

Table 4: One way ANOVA and Tukey post hoc for multiple comparisons of \u201cChemistry Achievement\u201d on secondary school students\u2019 \u201cAffective Characteristics of Attitude\u201d<\/h2>\n

Effect of Attitude on Students\u2019 Chemistry Achievement<\/h2>\n

Table 4 also indicates that there is no significant effect of secondary school student\u2019s \u201cInterest\u201d, \u201cEnjoyment\u201d, \u201cConfidence\u201d, \u201cImportance\u201d, and \u201cAnxiety\u201d of Chemistry lessons.<\/p>\n

Table 4 indicates that there is significant effect of secondary school student\u2019s \u201cMotivation\u201d towards Chemistry on \u201cChemistry Achievement\u201d. Tukey Post Hoc Test of Multiple Comparisons it is evident that the students who got marks 91-100% show more \u201cMotivation\u201d as compare to students who got 50% & below 50%, 61%-70% and 71%-80% marks.<\/p>\n

Table 4 illustrates that there is significant effect of secondary school student\u2019s \u201cAchievement Motivation\u201d towards Chemistry on \u201cChemistry Achievement\u201d.Tukey Post Hoc Test of Multiple Comparisons revealed that there is significant effect of secondary school student\u2019s \u201cAchievement Motivation\u201d on \u201cChemistry Achievement\u201d. The students who got marks 81%-90% show more \u201cAchievement Motivation\u201d than the students who got 51%-60% and 61%-70% marks. Table indicates that there is no significant effect of secondary school student\u2019s \u201cAttitude\u201d towards Chemistry on \u201cChemistry Achievement\u201d.<\/p>\n

Inter-relationship between different sub-factors of affective attitude<\/h2>\n

Variable<\/p>\n

r- value<\/p>\n

Sig.<\/p>\n

Enjoyment and Interest<\/p>\n

0.765<\/p>\n

0.000<\/p>\n

Interest and Motivation<\/p>\n

0.694<\/p>\n

0.000<\/p>\n

Interest and Confidence<\/p>\n

0.623<\/p>\n

0.000<\/p>\n

Interest and Importance<\/p>\n

0.574<\/p>\n

0.574<\/p>\n

Interest and Anxiety<\/p>\n

0.031<\/p>\n

0.389<\/p>\n

Interest and Achievement Motivation<\/p>\n

0.666<\/p>\n

0.000<\/p>\n

Motivation and Enjoyment<\/p>\n

0.566<\/p>\n

0.000<\/p>\n

Motivation and Confidence<\/p>\n

0.824<\/p>\n

0.000<\/p>\n

Motivation and Importance<\/p>\n

0.476<\/p>\n

0.000<\/p>\n

Motivation and Anxiety<\/p>\n

0.014<\/p>\n

0.687<\/p>\n

Motivation and Achievement Motivation<\/p>\n

0.464<\/p>\n

0.000<\/p>\n

Confidence and Importance<\/p>\n

0.500<\/p>\n

0.000<\/p>\n

Confidence and Anxiety<\/p>\n

0.009<\/p>\n

0.793<\/p>\n

Confidence and Achievement Motivation<\/p>\n

0.445<\/p>\n

0.000<\/p>\n

Importance and Anxiety<\/p>\n

0.008<\/p>\n

0.834<\/p>\n

Importance and Achievement Motivation<\/p>\n

0.407<\/p>\n

0.000<\/p>\n

Anxiety and Achievement Motivation<\/p>\n

0.196<\/p>\n

0.000<\/p>\n

Table 1 shows that r-ratio (0.765) SO, there is strong positive relationship between secondary school student\u2019s \u201cInterest\u201d in chemistry and student\u2019s \u201cEnjoyment\u201d in learning chemistry lessons. r-ratio (0.694) indicates strong positive relationship between secondary school student\u2019s \u201cInterest\u201d in chemistry and student\u2019s \u201cMotivation\u201d in learning chemistry lessons. r-ratio (0.623) illustrate the strong positive relationship between secondary school student\u2019s \u201cInterest\u201d in chemistry and student\u2019s \u201cConfidence\u201d in learning chemistry lessons. r-ratio (0.574) is not significant at p\u00e2\u2030\u00a40.05 level of significance and there is no significant relationship between secondary school student\u2019s \u201cInterest\u201d in chemistry and they do not know the \u201cImportance\u201d of chemistry lessons. r-ratio (0.031) is not significant at p\u00e2\u2030\u00a40.05 level of significance so,there is no significant relationship between secondary school students \u201cInterest\u201d in chemistry and their \u201cAnxiety\u201d about chemistry lessons. r-ratio (0.666) illustrate the strong positive relationship between secondary school student\u2019s \u201cInterest\u201d in chemistry and student\u2019s \u201cAchievement Motivation\u201d about chemistry lessons.<\/p>\n

Table 1 also shows that r-ratio (0.566) shows the moderate positive relationship between secondary school student\u2019s \u201cMotivation\u201d about chemistry and student\u2019s \u201cEnjoyment\u201d of chemistry lessons. r-ratio (0.824) represents strong positive relationship between secondary school student\u2019s \u201cMotivation\u201d about chemistry and student\u2019s and \u201cConfidence\u201d about chemistry lessons. r-ratio (0.476) shows the intermediate positive relationship between secondary school student\u2019s \u201cMotivation\u201d about chemistry and \u201cImportance\u201d of chemistry lessons. r-ratio (0.014) is not significant at p\u00e2\u2030\u00a40.05 level of significance So, it is evident that there is no significant relationship between secon<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

ABSTRACT Chemistry achievement is one of the major interests of educators. Educational psychologists have been always concerned to identify the factors that affect students\u2019 achievement. The emphasis continued to change and shift from one aspect to the other from time to time. The purpose of this study is to determine the effect of student\u2019s personality […]<\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[5207,6496],"tags":[13987,13990,13989,13858,13991,13992,13988],"class_list":["post-102928","post","type-post","status-publish","format-standard","hentry","category-education","category-in-a-page-paper","tag-best-assignment-help-australia-university-students","tag-buy-assignment-online-safely","tag-help-with1500-word-assessment-brief-writing","tag-i-need-my-essay-completed-in-300-400-words-fast","tag-phd-research-proposal-writing-help","tag-royal-essays-uk-writers-for-masters","tag-same-day-essay-writing-service-in-hours"],"_links":{"self":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts\/102928","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/comments?post=102928"}],"version-history":[{"count":0,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts\/102928\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/media?parent=102928"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/categories?post=102928"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/tags?post=102928"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}