This study aimed to explore the roles of students& / #8217 / motivational beliefs
(self-efficacy, intrinsic value, test anxiety) and learning styles on tenth grade students& / #8217 / biology achievement. In this study Turkish version of the Motivated Strategies for Learning Questionnaire, Learning Style Inventory, and Biology Achievement Test were used as measuring instruments.
Motivated Strategies for Learning Questionnaire was adapted into Turkish
and pilot tested with 238 tenth grade students from two representative schools.
The main study was conducted in 11 randomly selected schools throughout the Ç / ankaya and Yenimahalle districts of Ankara with a total of 980 tenth grade
students in fall 2002-2003 semester.
The data obtained from the administration of the measuring instruments were analyzed by using analyses of covariance (ANCOVA) and bivariate correlations. Results of the statistical analyses indicated that students& / #8217 / learning styles had a significant effect on their biology achievement when students& / #8217 / motivational beliefs were controlled. The most common learning style type was
found to be assimilating for the subjects of this study. Moreover, the biology
achievement test mean scores of assimilators were found to be higher than that of convergers, divergers, and accommodators. Bivariate correlations revealed low positive correlations between each of the three components of motivational belief and students& / #8217 / biology achievement.
| Identifer | oai:union.ndltd.org:METU/oai:etd.lib.metu.edu.tr:http://etd.lib.metu.edu.tr/upload/1051010/index.pdf |
| Date | 01 January 2003 |
| Creators | Ozkan, Sule |
| Contributors | Tekkaya, Ceren |
| Publisher | METU |
| Source Sets | Middle East Technical Univ. |
| Language | English |
| Detected Language | English |
| Type | M.S: Thesis |
| Format | text/pdf |
| Rights | To liberate the content for public access |
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