dc.contributor.author | Kwarikunda, Diana | |
dc.contributor.author | Schiefele, Ulrich | |
dc.contributor.author | Ssenyonga, Joseph | |
dc.contributor.author | Muwonge, charles Magoba | |
dc.date.accessioned | 2021-04-30T06:45:33Z | |
dc.date.available | 2021-04-30T06:45:33Z | |
dc.date.issued | 2020-11-23 | |
dc.identifier.citation | Kwarikunda, D., Schiefele, U., Ssenyonga, J., & Muwonge, C. M. (2020). The Relationship between Motivation for, and Interest in, Learning Physics among Lower Secondary School Students in Uganda. African Journal of Research in Mathematics, Science and Technology Education, 24(3), 435-446. | en_US |
dc.identifier.uri | http://ir.must.ac.ug/xmlui/handle/123456789/678 | |
dc.description.abstract | Motivation and interest affect students’ learning especially in Physics, a subject learners perceive as
abstract. The present study was guided by three objectives: (a) to adapt and validate the Science
Motivation Questionnaire (SMQ-II) for the Ugandan context; (b) to examine whether there are significant
differences in motivation for learning Physics with respect to students’ gender; and (c) to establish the
extent to which students’ interest predicts their motivation to learn Physics. The sample comprised 374
randomly selected students from five schools in central Uganda who responded to anonymous
questionnaires that included scales from the SMQ-II and the Individual Interest Questionnaire. Data
were analysed using confirmatory factor analyses, t-tests and structural equation modelling in SPSS-25
and Mplus-8. The five-factor model solution of the SMQ-II fitted adequately with the present data, with
deletion of one item. The modified SMQ-II exhibited invariant factor loadings and intercepts (i.e. strong
measurement invariance) when administered to boys and girls. Furthermore, motivation for learning
Physics did not vary with gender. Students’ interest was related to motivation for learning Physics.
Lastly, although students’ interest significantly predicted all motivational constructs, we noted
considerable predictive strength of interest on students’ self-efficacy and self-determination in learning
Physics. Implications of these findings for the teaching and learning of Physics at lower secondary
school are discussed in the paper | en_US |
dc.description.sponsorship | KAAD | en_US |
dc.language.iso | en | en_US |
dc.publisher | African Journal of Research in Mathematics, Science and Technology Education | en_US |
dc.subject | Confirmatory factor analyses | en_US |
dc.subject | interest in learning physics; | en_US |
dc.subject | lower secondary school; | en_US |
dc.subject | measurement invariance | en_US |
dc.subject | science motivation questionnaire | en_US |
dc.title | The Relationship between Motivation for, and Interest in, Learning Physics among Lower Secondary School Students in Uganda | en_US |