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Science Laboratory Environment and Students Motivation as Predictors on Attitudes Towards Chemistry Lesson

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  • Juvemin P. Tadura

    (Holy Cross of Davao College, Davao City, Philippines)

Abstract

The learning chemistry plays a crucial role in shaping students’ attitudes towards science subjects, particularly chemistry. Moreover, students’ motivation levels significantly influence their engagement and performance in these lessons. This study investigates the combined impact of the Science Laboratory Environment and student motivation as predictors for students’ attitudes towards chemistry lessons. By examining factors such as the quality of the laboratory setting and students’ intrinsic drive to learn, this research aims to uncover the intricate relationship between these variables and their influence on students’ perceptions and attitudes towards chemistry This research aims to determine the combined significant influence of science laboratory environment and student motivation on students attitudes towards chemistry lesson. This study used a non-exprimental quantitative method using a descriptive, correlational, and predictive approach. Moreover, the respondents of this study were chosen through purposive sampling to 100 junior high school students from private school in Davao City and answered the adopted 3 survey questionnaires. Using Mean and Pearson r, the findings indicated the following; science laboratory environment was high while student motivation and students attitude towards chemistry lesson were high. Furthermore, combining the two predictor variables science laboratory environment and student motivation shows a significant influence on students attitudes towards chemistry lesson.

Suggested Citation

  • Juvemin P. Tadura, 2024. "Science Laboratory Environment and Students Motivation as Predictors on Attitudes Towards Chemistry Lesson," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(6), pages 1177-1223, June.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:6:p:1177-1223
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    1. Vinika Chophy, 2018. "Classroom Goal Structure and Students’ Achievement Goal: A Study of Intrinsic Motivation of Secondary School Students in Nagaland," International Journal of Psychological Studies, Canadian Center of Science and Education, vol. 10(3), pages 1-53, September.
    2. Hsi-Hsun Yang & Yi-Tzu Lin, 2022. "How Knowledge Sharing and Cohesion Become Keys to a Successful Graduation Project for Students from Design College," SAGE Open, , vol. 12(3), pages 21582440221, September.
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