Motivation of Master Level Physics Students

7/28/2019 Motivation of Master Level Physics Students

1/77

1

EFFECT OF THE PHYSICS STUDENTS MOTIVATION ON THEIR

ACADEMIC ACHIEVEMENT AT MASTER LEVEL

Submitted By:

Muhammad Javaid Akhtar 09-319

Usman Shafi 09-334

Master of Science Education (2009-2011)

Submitted as requirement for partial fulfillment of Master of Science

Education

Institute of Education & Research

University of the Punjab

Lahore,Pakistan

October, 2011


2/77

2

DEDICATION

I dedicate my each and every effort to Almighty Allah, the Lord of Lords AND Holy Prophet

Hazrat Muhammad (PBUH) who introduced us to our creator and who is educator of all

mankind.

It would be obligatory on my part to state as well as express my appreciation to my father,

mother, family members, dear and near brothers and sisters whose moral support always

encouraged me.

Moreover it is dedicated to my entire respectable teacher, friends and all those who directly or

indirectly help me in the completion of the study.

Finally I dedicate and owe greatly to this humble effort especially to dearest motherwhose

prayers and inspiration prove a beam of light in each and every moment of my life. Moreover,

without her loveable, favorable, valuable and sympathetic prayers, it would not have been easy

for me to complete this work.


3/77

3

ACKNOWLEGMENT

Thanks to Almighty Allah, the Beneficent, the Merciful, all-Embracing, All knowing, who

provided me with this opportunity, courage and ability to complete this humble contribution

towards knowledge.

And all respects are Holy Prophet Muhammad (PBUH) the greatest human educator to whom

we love more than anything in the world.

It would not have been possible for me to complete this study without the able guidance,

encouragement, advice, cooperation and help of Dr . Rizwan Akram Ranachairman of the

research committee, I found him always willing to listen to the problems and provide help and

guidance, despite his multifarious professional engagements and pursuits.

I am deeply indebted to Mr. Aasim Nazirmember of the research committee for permitting me

to undertake this study and for providing his valued advice and support at all stage during the

study.

I want to express my profound thanks to worthy Ms. Afshan Mumtaz, Mr. Imran Sarwar,

Mobin-Ul-I slam (Ph.D. sholar) & Shabbir Saleemi (Ph.D. sholar)for their care, scholarly

guidance and golden piece of advices during the completion of this thesis project.

I also feel pleasure to acknowledge the help two of my sincere and dear friends Mr. Muhammad

Mustaqeem Malik , & Faisal Kaleem, especially credit goes to Mr. Muhammad Mohsin

Baig(M.Com (Hons.)) who devoted himself a lot during the completion of my thesis.

M.J.A.

U.S.([email protected]


4/77

4

CHAPTER I

INTRODUCTION

The chapter outlines the statement of the problem, objectives of study, research questions/null

hypothesis, significance of study and delimitations and limitations of current study.

Physics is the mother of all sciences. Physics bring into play the dumb and dull equations of

mathematics. This modern era of science and technology in which we are living is, in some or

other way, based on the laws of physics. So it is very essential that we have continuous throw in

of committed physicians. Master level physics students are trained to be physics scientists. So

they must comprise a high motivation.

Motivation refers to a student's eagerness, need, desire and compulsion to participate in, and be

successful in the learning process (Bomia et al., 1997). Middleton and Spanias (1999) viewed

motivation as reasons individuals have for behaving in a given situation. A more comprehensive

definition was provided by Ames (1992) who stated that motivation exists as part of ones goal

structures, ones beliefs about what is important and it determines whether or not one will engage

in a given pursuit. Skinner and Belmont (1991) explained that students who are motivated to

engage in school select tasks at the border of their competencies, initiate action when given the

opportunity, and exert intense effort and concentration in the implementation of learning tasks;

they show generally positive emotions during ongoing action, including enthusiasm, optimism,

curiosity, and interest.

As indicated by Dickinson and Butt (1989), students will find a task more enjoyable when they

have moderately high probability of success as compared tone with a lower chance of success.


5/77

5

Motivation contributes to the ability to solve problems. Based on several problem solving

models, ONeil & Schacter (1997) developed the CRESST model of problem solving that

incorporates four elements; content understanding, problem solving strategies, metacognition

and motivation. In their model, motivation comprises of three components; self efficacy, effort

and worry.

Several researches showed that high worry is associated with low cognitive performance

(Hembree, 1988, 1990; Pajares & Urdan, 1996; Seipp, 1991). On the other hand, studies such as

Wigfield and Meece (1988) showed that there is no relationship between worry and achievement.

Although worry can trigger negative effects on learning, depending on the degree of worry, it

could also contribute to positive antecedent to high achievement. It may trigger positive

outcomes, in terms that it will drive students to work harder if their worries drive as a challenge

to exhibit better performance.

Effort is synonym to motivation. An individual who shows greater effort is considered to be

motivated, whilst one who is motivated will also show greater effort. In Miller, Behrens, Greene,

and Newmans study (1993) findings with respect to self-regulation and academic achievement,

they confirmed that self-regulated learning comprised of several components, such as cognitive

strategies and effort. Bandura (1993) and Schunk (1984) posited that effort is directly influenced

by self-efficacy and directly affecting skill or performance.

Bandura (1994) defines self-efficacy as peoples beliefs about their capabilities to produce

designated levels of performance that exercise influence over events that affect their lives.

Similar to Banduras definition, Garcia et al. (1991) defined self-efficacy as self-appraisal of

ones ability to accomplish a task and ones confidence in possessing the skills needed to


6/77

6

perform that task. Several researches (Malpass, O'Neil and Hocevar, 1999; Mone, Baker &

Jefferies, 1995; Wolf & Smith, 1995) have shown that self-efficacy has a high positive

correlation with test performance outcomes.

Self efficacy is a continuous process throughout life. According to Bandura (1992), the growth of

self-efficacy does not end during youth, but continues to evolve throughout life as people acquire

new skills, experiences, and understanding. Bandura (1994) characterizes individual with a

strong sense of self-efficacy as one who (i) view challenging problems as tasks to be mastered,

(ii) develop deeper interest in the activities in which they participate, (iii) form a stronger sense

of commitment to their interests and activities, and (iv) recover quickly from setbacks and

disappointments. Bandura added that people with a weak sense of self-efficacy (i) avoids

challenging tasks, (ii) believes that difficult tasks and situations are beyond their capabilities, (iii)

focuses on personal failings and negative outcomes, and (iv) quickly loses confidence in personal

abilities. Bandura (1993) posited that "self-efficacy beliefs contribute to motivation in several

ways: They determine the goals people set for themselves, how much effort they expend, how

long they persevere in the face of difficulties, and their resilience to failures" (p. 131).

There are many studies conducted to study the effect of motivation on mathematics achievement.

But only a few studies related to physics students motivation level are conducted. According to

Anusak Hongsa-Ngiam (2006) Students interest in physics seems to be decreasing at all levels

of education in most countries. Physics is a very important branch of science that considers

physical phenomena. Physics is the oldest and most basic of the sciences is the science of

matter and energy and of the relation between them (Mulligan, 1991, p.1). Physics includes

studies of phenomena such as light, sound, mechanics and thermodynamics and develops models

of these phenomena, many of which are mathematically based. There could be many factors for


7/77

7

this cause. While the world is developing rapidly through the application of science and

technology, there is a problem of the students diminishing interest in physics, at all levels of

education (Fischer & Horstendahl, 1997). As Motivation play a more important role in

achievement of any field, if we are to maintain students interest in the subject, and to make

significant progress in the field of physics, motivational level of students of physics students

should be high enough. This study seeks to identify master level physics students motivation

and its effect onphysics achievement.

1.1 Statement of the Problem

The problem investigated in this study was to identify effect of physics students motivation on

their academic achievement at master level.

1.2Objectives of the StudyThe study seeks to determine:

i. The Self efficacy of physics student in public & private universities of Lahore at master level

ii. The Level of effort of physics student in public & private universities of Lahore at master

level

iii. The worry of physics student in public & private universities of Lahore at master level

iv. The motivation of physics student in public & private universities of Lahore at master level

v. The effect of physics students self efficacy on their cgpa in public & private universities of

Lahore at master level.

vi. The effect of physics students level of effort on their cgpa in public & private universities of



8/77

8

vii. The effect of physics students worry on their cgpa in public & private universities of Lahore

at master level.

viii. The effect ofphysics students motivation on their cgpa in public & private universities of


ix. The difference in physics students self efficacy with respect to gender in public & private

universities of Lahore at master level.

x. The difference in physics students level of effort with respect to genderin public & private


xi.

The difference in physics students worry with respect to gender in public & privateuniversities of Lahore at master level.

xii. The difference in physics students motivation with respect to gender in public & private


xiii. To provide feedback for further research related to this topic in public & private universities

of Lahore at master level.

1.3 Null Hypotheses

H01: There is no significant mean difference between male and female university physics

students CGPA at master level.


students self efficacy at master level.


students level of effort at master level.


students worry at master level.


9/77

9


students motivation at master level.

H06: There is no significant effect of self efficacy on university physics students CGPA at

master level.

H07:There is no significant effect of level of effort on university physics students CGPA at

master level.

H08: There is no significant effect of worry on university physics students CGPA at master

level.

H09:There is no significant effect of overall motivational level on university physics students

CGPA at master level.

H10: There is no significant relationship between self efficacy and level of effort of university

physics students at master level.

H11: There is no significant relationship between self efficacy and worry of university physics

students at master level.

H12: There is no significant relationship between level of effort and worry of university physics

students at master level.

1.4Significance of the StudyThe main purpose of this study is to measure the motivational level of master level physics

students. To assess the motivational level of students, self-efficacy, level of effort and worry

towards physics of students are measured. Also the effect of motivational level of students on the

achievement in physics is studied. This study will help researchers to label students with higher

self efficacy, so they work effectively and may prove helpful in future for improvement in


10/77

10

physics, to identify students with prominent level of effort, so they will be supportive and make

more effort for progress in the field of physics, to identify students with low worry towards

physics, so they could work without difficulty in advance level physics and to identify students

with high level of motivation towards physics, so they may work enthusiastically for

development in science and technology.

1.5Delimitations of the StudyDue to socio-economic factor, time and accessibility limitation, the researchers had delimited the

study to master level physics students of public and private universities of Lahore.


11/77

11

CHAPTER II

LITERATURE REVIEW

In this chapter, we will take a review of studies previously done related to our study topics. We

will try to define all important aspects of our study and mutual relationship between them.

Motivation occurs when a leaner does something to earn external rewards. Motivation is to

engage in an activity as a mean to an end. Individuals who are motivated work on tasks because

they believe that participation will result in desirable outcomes such as a reward, teacher praise,

or avoidance of punishment. Motivation of any person is influenced by many factors. In this

study only three factors effecting motivation i.e. self efficacy, level of effort any worry were

studied.

2.1Self efficacySelf-efficacy is a term used in psychology, roughly corresponding to a person's belief in their

own competence. It has been defined as the belief that one is capable of performing in a certain

manner to attain certain goals. It is believed that our personalized ideas of self-efficacy affect our

social interactions in almost every way. Understanding how to promote the development of self-

efficacy is a vitally important goal for positive psychology because it can lead to living a more

productive and happy life. Here are some theoretical approaches towards self efficacy:

2.1.1 Theoretical Approaches

2.1.1.1 Social Cognitive Theory


12/77

12

Social cognitive theory stemmed out of work in the area of social learning theoryproposed by

N.E. Millerand J.Dollard in 1941. Psychologist Albert Bandura has defined self-efficacy as one's

belief in one's ability to succeed in specific situations. One's sense of self-efficacy can play a

major role in how one approaches goals, tasks, and challenges. The concept of self-efficacy lies

at the center of Banduras social cognitive theory, which emphasizes the role ofobservational

learning and social experience in the development of personality. The main concept in social

cognitive theory is that an individuals actions and reaction in almost every situation is

influenced by the actions which that individual has observed in others. People observe others

acting within an environment whether natural or social. These observations are remembered byan individual and help shape social behaviors and cognitive processes. This theoretical approach

proposes the idea that by changing how an individual learns their behaviors in the early stages of

mental development could have a large impact on their mental processes in later stages of

development. Since Self-efficacy is developed from external experiences and self-perception and

is influential in determining the outcome of many events, it is an important aspect of social

cognitive theory. Self-efficacy represents the personal perception of external social

factors. According to Bandura's theory, people with high self-efficacy that is, those who believe

they can perform well, are more likely to view difficult tasks as something to be mastered rather

than something to be avoided.

2.1.1.2 Social Learning Theory

Albert Bandura (1977) expanded on the Rotter's idea, as well as earlier work by Miller & Dollard

(1941), and is related to social learning theories. This psychological theory describes the

acquisition of socially valuable skills that are developed exclusively or primarily in a social

group. Social learning depends on group dynamics and how individuals either succeed or fail at
http://en.wikipedia.org/wiki/Social_learning_theoryhttp://en.wikipedia.org/w/index.php?title=N.E._Miller&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=J._Dollard&action=edit&redlink=1http://en.wikipedia.org/wiki/Albert_Bandurahttp://en.wikipedia.org/wiki/Social_cognitive_theoryhttp://en.wikipedia.org/wiki/Observational_learninghttp://en.wikipedia.org/wiki/Observational_learninghttp://en.wikipedia.org/wiki/Personality_developmenthttp://psychology.wikia.com/wiki/Albert_Bandurahttp://psychology.wikia.com/wiki/Albert_Bandurahttp://en.wikipedia.org/wiki/Personality_developmenthttp://en.wikipedia.org/wiki/Observational_learninghttp://en.wikipedia.org/wiki/Observational_learninghttp://en.wikipedia.org/wiki/Social_cognitive_theoryhttp://en.wikipedia.org/wiki/Albert_Bandurahttp://en.wikipedia.org/w/index.php?title=J._Dollard&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=N.E._Miller&action=edit&redlink=1http://en.wikipedia.org/wiki/Social_learning_theory


13/77

13

dynamic interactions. Social learning promotes the development of individual emotional and

practical skills as well as the perception of oneself and the acceptance of others with their

individual competencies and limitations. It considers that people learn from one another,

including such concepts as observational learning, imitation, and modeling. Self-efficacy levels

reflect a persons understanding of what skills they can offer in a group setting.

2.1.1.3 Self-Concept Theory

The most influential and expressive voice in self-concept theory was that of Carl Rogers (1947)

who introduced an entire system of helping built around the importance of the self. Self-Concept

Theory Seeks to explain how people interpret and perceive their own existence from cues they

receive from external sources. Unlike Social learning and Social Cognitive Theory, self-concept

theory focuses on how these perceptions are organized and how they are dynamically active

throughout life. Many of the successes and failures that people experience in many areas of life

are closely related to the ways that they have learned to view themselves and their relationships

with others. It is also becoming clear that self-concept has at least three major qualities of

interest to behavioral therapist: (1) it is learned, (2) it is organized, and (3) it is dynamic. Self-

concept is learned and, from what we can tell, no one is born with a self-concept. Self-concept

organization refers to the way we apply experiences to our selves; we often develop ideas based

on multiple experiences. Self-concept dynamics refers to the idea that our perception changes at

all times and is not fixed at a certain age.

2.1.1.4 Attribution Theory

Attribution is a concept in social psychology referring to how individuals explain causes of

behavior and events. Attribution theory is an umbrella term for various theories that attempt to

explain these processes. Fritz Heider first proposed a theory of attribution The Psychology of
http://en.wikipedia.org/wiki/Social_Cognitive_Theoryhttp://en.wikipedia.org/wiki/Self-concepthttp://en.wikipedia.org/wiki/Self-concepthttp://en.wikipedia.org/wiki/Social_psychologyhttp://en.wikipedia.org/wiki/Fritz_Heiderhttp://en.wikipedia.org/wiki/Fritz_Heiderhttp://en.wikipedia.org/wiki/Social_psychologyhttp://en.wikipedia.org/wiki/Self-concepthttp://en.wikipedia.org/wiki/Self-concepthttp://en.wikipedia.org/wiki/Social_Cognitive_Theory


14/77

14

Interpersonal Relations (1958). It was further developed by others such as Harold Kelley and

Bernard Weiner. Attribution theory focuses on how people attribute the cause of an event and

how those beliefs interact with internal perception of themselves. Attribution Theory defines

three major elements of cause: Locus, Stability, and Control ability.

1. Locus- determining the location of the causeinternal (dispositional) or external (situational)

to the person Influential to feelings of self-esteem and self-efficacy If success or failure is

attributed to internal factors, success will lead to pride and increased self-efficacy, whereas

failure will diminish self-esteem and negatively affect self-efficacy

2.Stability- whether the cause is static or dynamic over time closely related to expectations

and goals in the future If students attribute their failure to stable factors such as the difficulty of

the subject, they will expect to fail in that subject in the future

3.Controllability - whether the person is actively in control of the cause Related to emotions

such as anger, pity, gratitude, or shame Conflict can arise if we feel we have not done our best;

guilt If we attribute our own abilities to success we will increase self-efficacy Failing at a task

we cannot control can lead to shame or anger.

2.1.2 Self efficacy and academic achievement

Academic self-efficacy refers to a students belief that he or she can successfully engage in and

complete course-specific academic tasks, such as accomplishing course outcomes, demonstrating

competency skills used in the course, satisfactorily completing assignments, passing the course,

and meeting the requirements to continue on in his or her major. Various empirical inquiries

have also been conducted attempting to measure academic self-efficacy. Much research shows

that self-efficacy influences academic motivation, learning, and achievement (Pajares, 1996;
http://en.wikipedia.org/wiki/Harold_Kelleyhttp://en.wikipedia.org/wiki/Bernard_Weinerhttp://en.wikipedia.org/wiki/Locushttp://en.wikipedia.org/wiki/Locushttp://en.wikipedia.org/wiki/Locushttp://en.wikipedia.org/wiki/Stabilityhttp://en.wikipedia.org/wiki/Stabilityhttp://en.wikipedia.org/wiki/Stabilityhttp://en.wikipedia.org/wiki/Gratitudehttp://en.wikipedia.org/wiki/Gratitudehttp://en.wikipedia.org/wiki/Gratitudehttp://en.wikipedia.org/wiki/Stabilityhttp://en.wikipedia.org/wiki/Locushttp://en.wikipedia.org/wiki/Bernard_Weinerhttp://en.wikipedia.org/wiki/Harold_Kelley


15/77

15

Schunk, 1995). Researchers have also reported that high ability students have stronger self-

efficacy and are more accurately calibrated, that is, that they have more accurate self-perceptions

(e.g., Zimmerman et al., 1992). Self-efficacy beliefs have been found to be sensitive to subtle

changes in students performance context, to interact with self-regulated learning processes, and

to mediate students academic achievement (Pintrich, 1999; Zimmerman, 2000). Similarly,

research has consistently shown that self-efficacy is positively associated with general academic

achievement (Caprara, Barbaranelli, Steca, & Malone, 2006; Ferla, Valcke, & Schuyten, 2008).

On the aspect of learning achievement, many confirmatory studies indicated the significant

impacts of self-efficacy on the learning achievement. For example, Lee (2002) explored the

impacts of multi-media instruction and self-efficacy on the learning achievement on the

participants of physics and chemistry for junior high school students, and found that the students

learning achievements were indeed influenced by self-efficacy. Hsu (2000) also indicated that

there exists a significantly positive correlation between college students self-efficacy on the

subject of biology and learning achievement. In Lius study (1992), appositive correlation

between self-efficacy and academic achievement was also found. Bandura (1982) emphasized

that the one with higher self-efficacy would have higher confidence level when encountering

difficulties and it was the expecting confidence that easily encourages better performance.

Because self-efficacy is the important factor of behavioral performance, task performance or

personal achievement should have direct relation-ship with self-efficacy. Self-efficacy is the

main construct in Bandura's social- cognitive which refers to students beliefs in their ability to

master new skills and tasks, often in a specific academic domain such as mathematics (Pajares

and Miller, 1994). Students' self-efficacy is often viewed as the more influential variable on

achievement. Findings from empirical research indicate that self-efficacy is one of the constructs


16/77

16

most highly related to achievement (Pajares and Miller, 1994). Higher self-efficacy correlates

with, and may even lead to, higher achievement; just as lower self-efficacy relates to lower

achievement. Students with strong senses of self-efficacy tendency involve in challenging tasks,

invest more effort and persistence, and show excellent academic performance in comparison

with students who lack such confidence (Bong, 2001). In addition, self-efficacy is especially

important when students facing tasks difficulties. Students with strong self-efficacy are less

likely to abandon than are those who are has doubts about their abilities (Alderman 2004).

2.1.3 Effect of gender difference on self efficacy

The relationship between gender and self-efficacy has been a focus of research. In general,

researchers report that boys and men tend to be more confident than girls and women in

academic areas related to mathematics, science, and technology (Pajares & Miller, 1994;

Wigfield, Eccles, & Pintrich, 1996), despite the fact that achievement differences in these areas

either are diminishing or have disappeared (Eisenberg, Martin, & Fabes, 1996). Conversely, in

areas related to language arts, male and female students exhibit similar confidence despite the

fact that the achievement of girls typically is higher. Researchers have observed that students

typically view such areas as mathematics, science, and technology as male domains (Eisenberg

et al., 1996). Study by Md.Yunus, A. S. and Wan Ali, Z. A. (2009) found female students have

higher self-efficacy

2.1.4 Physics self efficacy

A very few studies are conducted to check influence of self efficacy on the achievement of

physics students. But not a single study related to physics self-efficacy of master level students

was found. However a few studies related to check self efficacy of physics students at lower


17/77

17

levels were conducted. When students comprehend the relationships in scientific study methods

and when they observe things, do experiment and research things, it enables them to determine

an appropriate method to gain an attitude towards real life problems and to solve them

efficiently. Carrying out more laboratory activities enables students to understand the nature of

physics and to form a connection between concepts and real life (Garnett & Garnett, 1995). In

the study of (Muhammad Ali Khaksar; 2008), In study, The result indicates that the students of

mathematics- physics field have the divergent learning style, the students of empirical

sciences field have assimilate learning style, and students of human sciences field have

accommodate learning style. The students of mathematics- physics field have the highest self-efficacy compared to others. Significance was not seen between learning methods and self-

efficacy belief and female students are in a higher level compared to male students in self-

efficacy beliefs. Similarly some other studies also found significant effect of students self

efficacy on their physics achievement.

2.1.5 Self efficacy and motivationPeople with high self-efficacy in a task are more likely to make more of an effort, and persist

longer, than those with low efficacy. The stronger the self-efficacy or mastery potential, the more

active the efforts. On the other hand, low self-efficacy provides an incentive to learn more about

the subject. As a result, someone with a high self-efficacy may not prepare sufficiently for a task.

Research indicates that self-efficacy influences academic motivation (Pajares 1996; Schunk

1995). Self-efficacy directly affects the levels of motivation and actions individuals engage. By

determining what activities they are more likely to accomplish, the adult learner engages in

actions they are more likely to succeed. According to Pajares (2001a), Pajares (2001b), and

Schunk & Pajares (2001), research studies have demonstrated that self-efficacy affects the level


18/77

18

of motivation, learning, and achievement. The article When Self-Efficacy Negatively Relates

to Motivation and Performance in a Learning Context by Vancouver and Kendall, 2006,

provides an interesting view on the subject of self-efficacy and motivation.

2.2 Level of Effort

Some define effort as the "total work done to achieve a particular end". This is the simplest of

definitions of such a complex word. Effort is usually associated with motivation. If a student is

more motivated to learn or to complete an assignment, they will more likely put in more effort to

complete the task at hand. Also when it comes to effort, personal interest comes into play. If a

student finds a topic particularly relevant, the more motivated they will be to learn about it, and

hence, the amount of effort used will be increased.

2.2.1 Level of effort and academic achievement

Effort, along with ability, task difficulty, and luck, are all ways that students attribute their

successes or failures. This can be seen more clearly through the Attribution Theory. The

Attribution Theory basically gives reasons for the way students feel about their successes and

failures, based on the four "causes" listed above. For example, if a student attributes failure to a

cause such as ability or task difficulty, the student is likely to give up and to be less persistent

when confronted with similar tasks in the future. The student feels that they are not smart enough

or that the material is too hard for them. And if a student attributes failure to a cause such as

effort or luck, then the student is likely to persist even if failure is a possibility. They reason that

if they try harder, they can do it (Mayer, 2002, p. 254). High achievers tend to attribute failure to

a lack of effort and success to effort and ability (Weiner, 1990).
http://maps.google.com/maps?ll=49.25,-123.1&spn=0.1,0.1&q=49.25,-123.1%20%28Vancouver%29&t=hhttp://maps.google.com/maps?ll=49.25,-123.1&spn=0.1,0.1&q=49.25,-123.1%20%28Vancouver%29&t=h


19/77

19

2.2.2 Achievement Motivation Theory

The Achievement Motivation Theory rests on the belief that most persons want to achieve and

experience levels of aspiration. The level of aspiration concept, stresses that people tend to want

to succeed at the highest possible level while at the same time avoiding the possibility of failure.

The need for achievement is increased when persons experience success. If students experience

success their need for achievement will thus be strengthened. However, psychologists have

observed that some females in some situations may fear success if it interferes with relationships.

Contributors to Achievement Motivation Theory are John W. Atkinson and David McClelland.

Psychologists have developed the Attribution Theory to explain the factors to which students

attribute failure. Low achievers tend to attribute failure to a lack of ability, and success to luck.

High achievers, on the other hand, tend to attribute failure to a lack of effort, and success to

effort and ability. Bernard Weiner has been cited in the Journal of Educational Psychology

(1990) as one of the major contributors of cognitions which include causal attribution, self-

efficacy, and learned helplessness.

Biehler and Snowman (1993) mentioned two limitations of the Achievement and Attribution

theories: (1) aspirations, need for achievement, fear of success, and reactions to success and

failure are often difficult to observe or analyze; (2) and lack of consistency in these behaviors (p.

522).Four Causes of Success and Failure (According to the Attribution Theory by Fritz Heider,

1958):

Ability
http://en.wikipedia.org/wiki/Fritz_Heiderhttp://index.php/Abilityhttp://index.php/Abilityhttp://en.wikipedia.org/wiki/Fritz_Heider


20/77

20

When a student attributes a failure to ability they feel as though they are not smart enough, and

when they succeed they feel it is because they are smart.

Effort

When a student attributes a failure to effort they feel it was because they did not try hard enough,

and vice versa for when they succeed.

Task difficulty

When a student attributes a failure to task difficulty they feel that the task was too hard for them,

and when they have a success they feel the material was too easy.

Luck

When a student attributes luck to a failure or success they feel as though they have either good

luck or bad luck at that particular time.

So students who have effort as an attribution tend to work harder at school, as well as with

external activities. They attribute their success or failure to how much effort they put into that

particular activity. If they succeed, they feel that it is because they tried extremely hard and put

in the effort to do well. And if they do not succeed, it is because they did not try hard enough,

and lacked in effort.

2.2.3 Level of effort and motivation

Thus, students who are high in intrinsic motivation are more likely to be goal oriented and put

forth more effort in their academic work. In a study with middle schools students, Standage and
http://index.php/Task_difficultyhttp://index.php/Luckhttp://index.php/Luckhttp://index.php/Task_difficulty


21/77

21

Treasure (2002) found that a high level of task orientation fosters motivation. Pintrich and Garcia

(1991) believe that motivation and cognition affect learning, and that motivation and cognition

are related to the quality of effort put forth in classroom learning. In the college environment,

Bean and Eaton (2000) proposed that personality traits such as self-efficacy help a student persist

when faced with academic challenges, and those with an internal locus of control believe they

can persevere and work through challenging tasks and situations. Student engagement and the

quality of effort are generally considered to be good predictors of learning and personal

development (Carini, Kuh, & Klein, 2004). The thesis is fairly straightforward: the more students

put forth effort and spend time on academic tasks, the more they tend to learn. Likewise, themore students practice and receive feedback on writing, analysis, or problem solving, the better

they become (Kuh, 2005).

2.3 Worry

Worry is thoughts and images of a negative nature in which mental attempts are made to avoid

anticipated potential threats. As an emotion it is experienced as anxiety or concern about a real or

imagined issue, usually personal issues such as health or finances or broader ones such as

environmental pollution and social or technological change. Most people experience short-lived

periods of worry in their lives without incident; indeed, a moderate amount of worrying may

even have positive effects, if it prompts people to take precautions (e.g., fastening their seat belt

or buying fire insurance) or avoid riskybehaviors (e.g., angering dangerous animals, or binge

drinking). One theory of anxiety by Liebert and Morris in 1967 suggests that anxiety consists of

two components; worry and emotionality. Emotionality refers to physiological symptoms such as

sweating, increased heart beat and raisedblood pressure. Worry refers to negative self-talk that

often distracts the mind from focusing on solutions to the problem at hand. For example, when
http://en.wikipedia.org/wiki/Pessimismhttp://en.wikipedia.org/wiki/Emotionhttp://en.wikipedia.org/wiki/Anxietyhttp://en.wikipedia.org/wiki/Seat_belthttp://en.wikipedia.org/wiki/Riskhttp://en.wikipedia.org/wiki/Anxietyhttp://en.wikipedia.org/wiki/Emotionalityhttp://en.wikipedia.org/wiki/Heart_beathttp://en.wikipedia.org/wiki/Blood_pressurehttp://en.wikipedia.org/wiki/Mindhttp://en.wikipedia.org/wiki/Mindhttp://en.wikipedia.org/wiki/Blood_pressurehttp://en.wikipedia.org/wiki/Heart_beathttp://en.wikipedia.org/wiki/Emotionalityhttp://en.wikipedia.org/wiki/Anxietyhttp://en.wikipedia.org/wiki/Riskhttp://en.wikipedia.org/wiki/Seat_belthttp://en.wikipedia.org/wiki/Anxietyhttp://en.wikipedia.org/wiki/Emotionhttp://en.wikipedia.org/wiki/Pessimism


22/77

22

students become anxious during a test, they may repeatedly tell themselves they are going to fail,

or they cannot remember the material, or that their teacher will become angry with them if they

perform poorly. This thinking interferes with focusing on the test as the speech areas of the brain

that are needed to complete test questions are being used for worrying.

2.3.1 Worry and academic achievement

Several researches showed that high worry is associated with low cognitive performance

(Hembree, 1988, 1990; Pajares & Urdan, 1996). The worry component of test anxiety has been

consistently shown to have an inverse relationship with performance; a relationship that has been

observed in children as well as adults (Cassady , 2002), in both genders (Sowa & LaFleur, 1986).

Moreover, these studies have also reliably shown that worry is manifested as task debilitating

cognitions, including more negative self-evaluations and off-task thoughts and fewer positive

self-evaluations.

On the other hand, studies such as Wigfield and Meece (1988) showed that there is no

relationship between worry and achievement. Although worry can trigger negative effects on

learning, depending on the degree of worry, it could also contribute to positive predecessor to

high achievement. It may trigger positive outcomes, in terms that it will drive students to work

harder if their worries drive as a challenge to exhibit better performance.

2.3.2 Effect of gender difference on worry

Study of Lama M. Al-Qaisy (2011) indicates the existence of differences between genders in

terms of anxiety and depression, where the percentage of anxiety among females is higher than

males, while the depression is higher among males than females. Wong et al. (2006) obtained the

same results of the study. They also found a significant difference between the mean of


23/77

23

depression scores of male and female students. Male students means of depression scores were

significantly higher compared to female students. Some previous studies, that investigated

mental distress among university or college students using other survey methods and rating

scales, found higher levels of depression among female students. Edwards and Holden (2001)

obtained the same results that male students gave higher ratings than females for depression, but

the female students gave higher ratings than males for anxiety. However, there are also studies

that found no differences according to gender in terms of depression or depressive mood (Grant

et al., 2002).

2.3.3 Effect of worry on achievement in physics

In mathematics the anxiety concept was seriously studied and it has probably received

more attention than any other factor in affective domain (Kazelskis, 1998, McLeod, 1992).

However few studies were conducted in the area of physics. The studies on mathematics

anxiety have a problem of lacking any agreement about what constitutes mathematics

anxiety. The studies including achievement and anxiety are generally revealed co relational

findings. In a meta-analysis conducted by Ma (1999) examined 26 studies on the relationship

between anxiety toward mathematics and achievement in mathematics among elementary

and secondary school students. This study suggested that the common population correlation

was significant (-.27). The models of this study indicated that the relationship is consistent across

gender, grade, and ethnic group. A study including the science anxiety with other affective

factors is conducted by Simpson and Oliver (1990). They found anxiety is negatively correlated

with attitudes. Science self-concept, science anxiety and achievement motivation altogether

accounted for 55% of variance in attitudes toward science and for only 11% of the

variance in science achievement. These studies have shown that anxiety was related to students


24/77

24

performance on standardized tests or achievement. However studies on anxiety were not

integrative and extensive enough to conceptualize the causal relationships among anxiety,

achievement and other affective characteristics at high school level. In Abaks (2003) study

it was taken as a motivational variable and results showed that there is significant effect

of motivation on students physics achievement for university students. Meece, Wigfield, and

Eccles (1990) used structural equation modeling procedures to assess the influence of past

math grades, math ability perceptions, performance expectancies and value perceptions on the

level of math anxiety reported in a sample of seventh through ninth grade students. They

also examined the relative influence of these performance, self-perceptions and affectvariables on subsequent grades and enrollment intentions in mathematics. In this study

researchers tested the models derived from expectancy-value theory and self-efficacy theories.

These two theories maintain that in forming efficacy or ability judgments, individuals rely

on information about their past performance. Researches had shown that successful performance

does not necessarily enhance efficacy-related perceptions; the impact of this information

depends on how it is cognitively appraised and interpreted (Bandura, 1986; Schunk, 1984).

According to those researches the models predicted that students self-efficacy related beliefs

mediate the effects of prior academic performance on anxiety. The results demonstrated that,

math ability perceptions affected students valuing of math and expectancies. Also math anxiety

has only indirect effects on subsequent performance and enrollment intentions. Concerning

predictors of math anxiety, it was found that students current performance expectancies in

math and perceived importance have strongest direct effect on math anxiety, so they

suggested that it is students interpretations of their achievement outcomes and not these

outcomes themselves have the strongest effects on students affective reactions. Past academic


25/77

25

successes and failures arouse anxiety through their effects on perceived self-efficacy. For

example if failures weaken students sense of efficacy, they become anxious. Although it is

indirect, successes and failures are effective on the level of anxiety. Hence, it can be concluded

that achievement in form of performance on specific tasks are effective on their level of

anxiety on those specific tasks.

2.3.4 Effect of worry on motivation

The results indicated that matriculation students with high mathematics anxiety scored

significantly lower in achievement. Numerous authors have suggested that higher achieving

students are more fitting to be less anxious (Betz, 1978; Hembree, 1990). The data analysis also

indicated that the effect of math anxiety on motivation was significant. Study by Md.Yunus, A.

S. and Wan Ali, Z. A. (2009) found a positive correlation between worry and motivation.

2.4 Motivation

Motivation is the driving force by which humans achieve their goals. Motivation is said to be

intrinsic orextrinsic. The term is generally used for humans but it can also be used to describe

the causes for animal behavior as well. This article refers to human motivation. According to

various theories, motivation may be rooted in a basic need to minimize physical pain and

maximize pleasure, or it may include specific needs such as eating and resting, or a desired

object, goal, state of being, ideal, or it may be attributed to less-apparent reasons such as

altruism, selfishness, morality, or avoiding mortality. Conceptually, motivation should not be

confused with eithervolition oroptimism. Motivation is related to, but distinct from, emotion.

Motivation is of particular interest to educational psychologists because of the crucial role it

plays in student learning. However, the specific kind of motivation that is studied in the
http://en.wikipedia.org/wiki/Motivation#Intrinsic_motivation_and_the_16_basic_desires_theoryhttp://en.wikipedia.org/wiki/Motivation#Extrinsic_motivationhttp://en.wikipedia.org/wiki/Objective_%28goal%29http://en.wikipedia.org/wiki/Ideal_%28ethics%29http://en.wikipedia.org/wiki/Altruismhttp://en.wikipedia.org/wiki/Rational_selfishnesshttp://en.wikipedia.org/wiki/Moralityhttp://en.wikipedia.org/wiki/Deathhttp://en.wikipedia.org/wiki/Motivation#Models_of_behavior_changehttp://en.wikipedia.org/wiki/Optimismhttp://en.wikipedia.org/wiki/Emotionhttp://en.wikipedia.org/wiki/Educational_psychologyhttp://en.wikipedia.org/wiki/Educational_psychologyhttp://en.wikipedia.org/wiki/Emotionhttp://en.wikipedia.org/wiki/Optimismhttp://en.wikipedia.org/wiki/Motivation#Models_of_behavior_changehttp://en.wikipedia.org/wiki/Deathhttp://en.wikipedia.org/wiki/Moralityhttp://en.wikipedia.org/wiki/Rational_selfishnesshttp://en.wikipedia.org/wiki/Altruismhttp://en.wikipedia.org/wiki/Ideal_%28ethics%29http://en.wikipedia.org/wiki/Objective_%28goal%29http://en.wikipedia.org/wiki/Motivation#Extrinsic_motivationhttp://en.wikipedia.org/wiki/Motivation#Intrinsic_motivation_and_the_16_basic_desires_theory


26/77

26

specialized setting of education differs qualitatively from the more general forms of motivation

studied by psychologists in other fields.

Motivation in education can have several effects on how students learn and how they behave

towards subject matter. It can:

1. Direct behavior toward particular goals

2. Lead to increased effort and energy

3. Increase initiation of, and persistence in, activities

4. Enhance cognitive processing

5. Determine what consequences are reinforcing

6. Lead to improved performance.

Because students are not always internally motivated, they sometimes need situated motivation,

which is found in environmental conditions that the teacher creates.

There are two kinds of motivation:

Intrinsic motivationoccurs when people are internally motivated to do something because it

either brings them pleasure, they think it is important, or they feel that what they are learning

is significant. It has been shown that intrinsic motivation for education drops from grades 3-9

though the exact cause cannot be ascertained. Also, in younger students it has been shown

that contextualizing material that would otherwise be presented in an abstract manner

increases the intrinsic motivation of these students.
http://en.wikipedia.org/wiki/Motivation#Intrinsic_motivation_and_the_16_basic_desires_theoryhttp://en.wikipedia.org/wiki/Motivation#Intrinsic_motivation_and_the_16_basic_desires_theoryhttp://en.wikipedia.org/wiki/Motivation#Intrinsic_motivation_and_the_16_basic_desires_theory


27/77

27

Extrinsic motivationcomes into play when a student is compelled to do something or act a

certain way because of factors external to him or her (like money or good grades).

Whyte researched and reported about the importance of locus of control and academic

achievement. Students tending toward a more internal locus of control are more academically

successful, thus encouraging curriculum and activity development with consideration of

motivation theories.

Motivation is one of the most important influences of achievement, like positive attitudes and

other affective characteristics; motivation should be taken into consideration. Motivation is one

of the most important impulsive power sources which gives some guidance to behavior of

students in school and determines behaviors strength and stability. Motivation is a repulsive

power to conduct organism attaining to certain goal and being able to do necessary actions in

particular conditions, giving energy and a guide to behaviors causing an affective advance. It is a

power gaining state to reach certain goals (Senemolu, 2004). In order to learn, each student has

to participate in the teaching-learning process willingly. She/he should also obey the required

learning principles and bare responsibility for pertaining to learn. Therefore, providing a

necessary motivation and giving priority to motivation for learning are among the major duties of

teachers and school. There are differences in principle between motivated and non motivated

student behaviors. When an individual is motivated, maintenance of being interested and paying

attention, willingness to make an effort and coursing of necessary time to gain behaviors,

focusing --and devoting on the subject, not giving up doing demanded behavior in difficult

circumstances, insisting on bringing to an end and resolution are observed. It is considered that

bearing all these peculiarities would influence the academic achievement and the anxiety level of

an individual.
http://en.wikipedia.org/wiki/Motivation#Extrinsic_motivationhttp://en.wikipedia.org/wiki/Motivation#Extrinsic_motivationhttp://en.wikipedia.org/wiki/Motivation#Extrinsic_motivation


28/77

28

2.4.1 Motivation and academic achievement

Motivational researchers share the view that achievement behavior is an interaction between

situational variables and the individual subject's motivation to achieve. Motivation is one of the

most important impulsive power sources which gives some guidance to behavior of students in

school and determines behaviors strength and stability. Motivation is a repulsive power to

conduct organism attaining to certain goal and being able to do necessary actions in particular

conditions, giving energy and a guide to behaviors causing an affective advance. It is a power

gaining state to reach certain goals. In order to learn, each student has to participate in the

teaching-learning process willingly. She/he should also obey the required learning principles and

bare responsibility for pertaining to learn. Therefore, providing a necessary motivation and

giving priority to motivation for learning are among the major duties of teachers and school.

There are differences in principle between motivated and non motivated student behaviors.

When an individual is motivated, maintenance of being interested and paying attention,

willingness to make an effort and coursing of necessary time to gain behaviors, focusing and

devoting on the subject, not giving up doing demanded behavior in difficult circumstances,

insisting on bringing to an end and resolution are observed.

2.4.2 Effect of gender difference on motivational level

Gender is one of the personal variables that have been related to differences found in

motivational functioning and in self-regulated learning. Different research has demonstrated the

existence of different attribution patterns in boys and girls, such that while girls tend to give

more emphasis to effort when explaining their performance (Georgiou, 1999), boys appeal more

to ability and luck as causes of their academic achievement (Burgner & Hewstone,1993).


29/77

29

Different research has also pointed out that girls usually make external attributions for successes

and failures, and that when they make internal attributions, these refer not so much to effort, but

to ability. However, boys usually attribute successes to stable and internal causes such as ability,

while failure is attributed to unstable external causes like luck or internal causes like effort, thus

showing an attribution pattern which enables them to enhance their own image of themselves

(Smith, Sinclair & Chapman, 2002). As for the type of academic goals pursued by boys and girls,

several studies have shown that boys show a greater degree of extrinsic motivational orientation

(Anderman & Anderman, 1999; Midgley & Urdan, 1995; Roeser, Midgley & Urdan, 1996;

Urdan et al., 1998), while girls show a greater intrinsic motivation (Meece & Holt, 1993; Nolen,1988).However, other studies have not found differences in the type of goal pursued as a

function of gender (Ryan & Pintrich, 1997). Regarding gender differences in academic self-

concept, there is no evidence of such differences existing (Gabelko, 1997; Amezcua & Pichardo,

2000), and when such differences do occur, it is to the loss of the girls (Hilke & Conway, 1994).

2.4.3 Motivation towards physics

Study by ZLEM DOAN TEKROLU (2005) imply that high school students who did well in

physics are more interested in physics, are motivated to learn physics, give more

importance to physics, enjoy more in activities related to physics, feel less anxious about taking a

physics exam, or about physics courses, fell more efficacious about physics and are more

motivated to be successful in physics lesson. However being more interested in physics, more

motivated to learn physics, giving more importance to physics, enjoying more in activities

related to physics, feeling less anxious about taking a physics exam, or about physics courses,

felling more efficacious about physics and being more motivated to be successful in physics

lesson do not necessarily lead to greater achievement in physics. In summary, being


30/77

30

successful in physics lesson influences students affective characteristics. There relations

between interest, motivation, importance, enjoyment, self-concept and self efficacy and

achievement were positive and the relation between students test and course anxiety and

achievement were negative.

Self-concept in physics and achievement motivation in physics are also related variables (.23).

This relation simply means that students who feel that they are good at physics are motivated

to be successful in physics and this result was also found in Abaks study (2003). Another

supported relationship by Abak (2003) was between student motivation in physics and

importance given to physics. It can be explained as students who give importance to physics are

also motivated to learn physics.

2.5 Effect of motivation, self efficacy, level of effort and worry on academic achievement

Self-efficacy scales have been applied to educational research, primarily in studies of academic

motivation and self-regulation (Pajares, 1997, 2002).Self-efficacy influences the choices people

make in specific situations, such as whether to start a task. It influences the effort people put into

tasks and their persistence, especially when the going gets tough. Furthermore, self-efficacy

has not only a psychological effect, but also a physiological effect, affecting; for instance,

anxiety levels (Pajares, 2002). In summary, self-efficacy research has helped to tease out the

contributions that ability and self-confidence in ones ability makes to academic success and in

careers beyond education (Crozier, 1997). According to Aida Suraya Md.Yunus and Wan Zah

Wan Ali (2009) overall, students motivations was found to be high and majority of the

respondents were in the high level for effort but was only moderate for self efficacy. Significant

difference was established in overall motivation scores between the female and male


31/77

31

respondents, favouring the females, but not for the subscales effort, self-efficacy and worry. In

other words, female students have higher level of effort and self-efficacy and have lesser worry

in the learning of mathematics. This contradicts findings of earlier study conducted by Malpass,

O'Neil and Hocevar (1999) that showed young men were less worried and had higher self-

efficacy for math than young women.

Figure 2.1

2.6 Importance of physics

The emergence of a highly competitive and integrated world economy, rapid scientific and

technological innovations, and the ever-growing knowledge base will continue to have a

profound impact on our lives. In order to meet the challenges posed by these developments,

Physics, like other science electives, will provide a platform for developing scientific literacy

and the essential scientific knowledge and skills for lifelong learning in science and technology.

Achievement

in physics

Gender

difference

Level of

effort

Motivation

Self- efficacy

Worry


32/77

32

Physics is one of the most fundamental natural sciences. It involves the study of universal laws,

and of the behaviors and relationships among a wide range of physical phenomena. Through

the learning of physics, students will acquire conceptual and procedural knowledge relevant to

their daily lives. In addition to the relevance and intrinsic beauty of physics, the study of physics

will enable students to develop an understanding of its practical applications in a wide variety of

fields. With a solid foundation in physics, students should be able to appreciate both the intrinsic

beauty and quantitative nature of physical phenomena, and the role of physics in many important

developments in engineering, medicine, economics and other fields of science and technology.

Physics plays an important role in health, economic development, education, energy, and the

environment. Our modern world is much more connected than in previous historical times. These

days we travel far, communicate easily and quickly, and conduct business around the world

effortlessly. In fact almost no place on earth has been excluded from the modern interconnected

world. Physics has the capability of playing a major role in finding solutions to many of the

problems facing the human race. Of course it does not have all the answers but the science is

developed enough to have created nuclear weapons which remain a global threat, then surely it

can be used for the betterment of all people around the globe. Physics and technology must work

together to resolve the need for new technologies that will decrease the damage to our planet, for

strategies to ensure that the people of developing countries have the tools to progress, the need

for solutions to deadly diseases that remain a threat, and the need for solutions to the increasing

demands we place on our resources before they are depleted. The role of physics in our modern

world is more important than in any other time in history.


33/77

33

CHAPTER III

METHODOLOGY AND PROCEDURE

In this chapter an attempt is made to describe the procedure adopted in this research study. This

chapter presents the population of study, sample of study, research instrument, data collection

and scoring procedures utilized in this study.

3.1 Population of Study

Our population of study contains master level students of physics of public sector universities of

Lahore.

3.2 Sample of the Study

Due to easy asses and time limitations, sample of the study was selected from P HYSICS

DEPARTMENT AND CENTRE FOR HIGH ENERGY PHYSICS IN PUNJAB UNIVERSITY, GOVT. COLLEGE

UNIVERSITY, FORMAN CHRISTIAN COLLEGE, and UNIVERSITY OF ENGINEERING AND

TECHNOLOGY.Sample contained 300 students from above institutes.

3.3 Research Instrument

It was a descriptive study. A research instrument, designed as Likert scale, containing 28 items

was developed to measure the motivation of students. The subscales used to measure the

motivation are self efficacy, level of effort and worry. The research instrument consists of 28

items which contained 12 items related to self efficacy, 8 items related to level of effort and 8

items related to worry. The research instrument also contained 2 negative statements. The


34/77

34

Cronbach's Alpha analysis showed that the reliability for the motivation questionnaire was high

(r = .814).

Figure 3.1

3.4 Collection of Data

After the development of questionnaire, researchers get it filled from public and private

universities. First they were given instruction about how to fill in the questionnaire and purpose

of the study. Then they were requested to fill in the questionnaire after carefully reading the

statements about their self efficacy, level of effort, worry and motivation toward research.

3.5 Analysis of Data

After the collection of all questionnaires, each questionnaire was given a code. After coding, data

was entered on SPSS. The researcher found mean, standard deviation, frequency and percentage.

3.6 Scoring Procedure

In order to get the response of master level physics student about their self efficacy, level of

effort, worry and motivation toward physics. It was developed on five-point scale. The likert

Worry

Level of effort Motivation

Self-efficacy


35/77

35

scale was used for scoring. In this instrument the most frequent used scale is the likert scale. In

this scale, the respondent are given a choice of response between five degree / level of opinion.

Each respondent was to response to a point on the scale. The respondent was instructed to tick

the letter that best reflect his/her opinion.

Numerical values to the options were allotted as follow:

Scale Positive Statement Negative Statement

Strongly Agree 5 1

Agree 4 2

Undecided 3 3

Disagree 2 4

Strongly Disagree 1 5


36/77

36

CHAPTER IV

ANALYSIS AND INTERPRETATION OF DATA

This chapter outlines the analysis and interpretation of data. The data collected for the research

was analyzed and represented in the form of tables which were followed by their interpretations.

The objectives of the study were to determine students level of effort, self efficacy and worry in

physics based on gender, current cumulative grade point average (CGPA), students level of

motivation in physics based on gender, current cumulative grade point average (CGPA) and

relationship between levels of motivation and students physics achievement. The researchers

delivered questionnaires to the master level university physics students. After the collection of

the questionnaire data was entered on SPSS. Then researchers found out frequency and

percentage of each statement. Means of self efficacy, level of effort and worry were also

calculated. Independent sample t-test was applied for gender differences about self efficacy, level

of effort, worry and motivation towards physics. To find out the effect of self efficacy, level of

effort, worry and motivation on the physics achievement of students, ANOVA test was applied.

To find out the relationship between motivational factors i.e. self efficacy, level of effort and

worry, researchers found Pearson r-value.

After applying all the test researchers formulated tables. Then researchers interpreted the data.


37/77

37

4.1: Frequency and percentage of statements

Table: 4.1.1

Frequency and percentage of self efficacy of master level university physics students

Sr.

no.

Statements Strongly

disagree

Disagree Undecided Agree Strongly

Agree

1 I believe that I will get excellentgrades in the physics at thislevel.

3712.3%

217%

3612%

12943%

7725.7%

2 In class, I prefer material thatreally challenges me so I canlearn new things.

3712.3%

227.3%

5016.7%

15953%

3210.7%

3 Considering the difficulty of

any course, I do well in thatcourse.

20

6.7%

22

7.3%

19

6.3%

176

58.7%

63

21%

4 I often apply physics to othersituations in life.

186%

4414.7%

196.3%

12943%

9030%

5 If there are unseen questions intest, I perform well than most ofmy classmates in exams.

258.3%

3210.7%

6521.7%

142

47.3%

3612%

6 I am confident that I could dealefficiently with unexpectedproblems during work.

4314.3%

248.0%

289.3%

115

38.3%

9030%

7 I choose physics because I haveimaginative ideas in physics.

3010.0%

227.3%

3511.7%

104

34.7%

10936.3%

8 I am much confident thatunderstanding the complexsubject matter is very easy forme.

268.7%

3110.3%

4314.3%

12040%

8026.7%

9 I actively take part in discussionduring class as well working inlaboratory.

248.0%

258.3%

289.3%

173

57.7%

5016.7%

10 During course work, I prefer

course material that increasesmy interest, even if it is difficultto learn.

26

8.7%

31

10.3%

25

8.3%

168

56%

50

16.7%

11 I always interrelates the basicconcepts of physics.

248.0%

93.0%

248.0%

9230.7%

15150.3%


38/77

38

12 When I am confronted with aproblem during course work, Ican usually find severalsolutions.

165.3%

5618.7%

6421.3%

10535%

5919.7%

Table 4.1.1 shows that

1. Most of the students believed that they will get excellent grades in the physics. This provided

us an idea about most of the physics students are in excellent spirit related to your

achievement. As about 68.7% agreed with the statement while 19.3% go against.

2. Majority of the students believed that in class, they prefer material that really challenges

them so they can learn new thing. This demonstrated that majority of physics students like to

study or learn content materials that are challenging. About 63.7% agreed with the statement

while 19.3% contradict.

3. A large number of students believed that considering the difficulty of any course, they do

well in that course, so they perform well in complicated lessons. As about 79.7% agreed with

the statement while 14% go against.

4. Many of the students accepted as true that they often apply physics to other situations in life.

About 73% agreed with the statement while 20.7% disagreed.

5. Most of the students believed that if there are unseen questions in test, they perform well than

most of our classmates in exam. About 69.3% agreed with the statement while19% while do

not.

6. A large No. of students agreed that they are confident that they could deal efficiently with

unexpected problems during work. About 68.3% agreed with the statement while 22.3%

disagreed.

7. A large No of students believed that they choose physics because they have imaginative ideas

in physics. About 71% agreed with the statement% while 17.3% contradict.


39/77

39

8. Majority of the students agreed that they are much confident that understanding the complex

subject matter are very easy for him. About 66.7% agreed with the statement while 19%

violate.

9. Most of students agreed that they actively take part in discussion during class as well

working in laboratory. About 74.4% agreed with the statement while 16.3% disagreed.

10. Majority of students believed that during course work they prefer course material that

increases their interest, even if it is difficult to learn. About 72.7% strong-willed with the

statement while 19% do not.

11.

A large No of students agreed that they always interrelates the basic concepts of physics.About 81% agreed with statement while 11% disagreed.

12.Majority of students believe that when they are confronted with a problem during course

work, they can usually find several solutions. About 54.7%agreed with the statement while

24% do not.


40/77

40

Table: 4.1.2

Frequency and percentage of level of effort of master level university physics students

Sr.

no.

Statements Strongly

agree

Agree Undecided Disagree Strongly

disagree

13 I try my very best to learnalthough I do not like thesubject matter.

175.7%

5819.3%

6020%

8026.7%

8528.3%

14 I work hard to develop conceptabout any subject matter so Imay get good grades.

93%

4013.3%

6120.3%

11137%

7926.3%

15 When activities are difficult, Igive up or only do the easyparts.

8327.7%

10535%

6020%

237.7%

299.7%

16 I can always manage to solvedifficult problems if I try hardenough.

3812.7%

4013.3%

217%

16053.3%

4113.7%

17 Though I work hard, I couldnot get good grades in test.

7023.3%

13043.3%

5117%

248%

258.3%

18 If I found some topicinteresting, I work more hardon that topic.

4013.3%

4214%

3812.7%

8829.3%

9230.7%

19 If I found some topicimportant, I make more effort

on that topic.

248%

5217.3%

5819.3%

6923%

9732.3%

20 If I found some topicchallenging, I make moreeffort on that topic.

155%

155%

3411.3%

17759.0%

5919.7%


13.Majority of the students agreed that they try to best learn although they do not like the

subject matter. About 55% student agreed with the statement while 25% violate.

14.Most of the students agreed that they work hard to develop concept about any subject matter

so they may get good grade. About 66.3% student agreed with the statement while 16.3%

disagreed.


41/77

41

15.Only17.4% students believed that when activities are difficult, they gave up or only do the

easy parts. While 62.7% do no do not believe that.

16.Most of the students believed that they can always manage to solve difficult problems if they

try to hard enough. As 67% student agreed with the statement while 26% disagreed.

17.Majority of the students agreed that though they work hard, they could get good grades in

test. About 16.3% agreed with the statement while 66.3% violate.

18.Most of the students believed that if they found some topic interesting, they work more hard

on that topic. About 60% agreed with the statement while 27.3% do not.

19.

Majority of the students agreed that if they found some topic important, they make moreeffort on that topic. About 55.3% agreed with the statement while 25.3% disagreed.

20.A large number of students believed that if they found some topic challenging, they make

more effort on that topic. About 78.7% agreed with the statement while 10% violate.


42/77

42

Table: 4.1.3

Frequency and percentage of worry of master level university physics students

Sr.

no.

Statements Strongly

agree

Agree Undecided Disagree Strongly

disagree

21 I am continuously worried aboutmy performance in study.

186%

299.7%

4515%

12441.3%

4528.0%

22 When I have to learn new topic,I feel a bit worry.

248%

175.7%

258.3%

11739%

11739%

23 When I find some contentdifficult I feel nervous andanxious.

258.3%

3110.3%

4414.7%

11137%

8929.7%

24 I am worried that I could notdeal efficiently with unexpectedproblems during study.

289.3% 299.7% 227.3% 12842.7% 9331%

25 I am always anxious about anynew assignment.

227.3%

248.0%

62.0%

15752.3%

9130.3%

26 Worry about my classachievement causes me to bemore focused on my lesson.

3010.0%

3210.7%

279.0%

8428.0%

12742.3%

27 I am anxious about my ability tointerpret any content.

165.3%

299.7%

5618.7%

8026.7%

11939.7%

28 I am always worried abouttopics that are important incourse.

217.0%

165.3%

3612.0%

19163.7%

3612.0%


21.Majority of the students believed that they are continuously worried about their performance

in study. About 69.3% agreed with the statement while 15.7% do not.

22.Most of the students agreed that when they have to learn new topic, they feel a bit worry.

About 78% agreed with the statement while 13.7% disagreed.

23.A large number of students agreed that when they find some content difficult they feel

nervous and anxious. About 66.7% agreed with the statement while 18.6% go against.


43/77

43

24.Majority of the students believed that they are worried that they could not deal efficiently

with unexpected problems during study. About 73.7% agreed with the statement while 19%

violate.

25. Most of the students believed that they are always anxious about any new assignment. About

82.6% agreed with the statement while 19% violate.

26.A large No of students agreed that worry about their class achievement cause them to be

more focused on their lesson. About 70.3% agreed with the statement while 20.7% disagreed.

27.Majority of the students believed that they are anxious about their ability to interpret any

content. About 66.4% agreed with the statement while 15% violate.28.Most of the students believed that they are always worried about topics that are important in

course. About 75.7% agreed with the statement while 12.3% go against.


44/77

44

4.2: Descriptiveinformation

Table: 4.2.1

Mean and standard deviation of subscales of motivation

Variable N Mean St.deviation

Self efficacy 300 43.98 7.84

Level of effort 300 26.24 5.15

Worry 300 30.43 6.24

Table 4.2.1 shows the contribution of motivation subscales. As the mean of self efficacy is 43.98

with standard deviation 7.84, which is the highest contribution to motivation of students. The

mean of level of effort is 26.24 with standard deviation 5.15 which is lowest from among

subscales. The mean of worry is 30.43 with standard deviation 6.24. It can be concluded that self

efficacy has the greater contribution towards motivation than both level of effort and worry.


45/77

45

4.3: T-test interpretations

H01:There is no significant mean difference between male and female university physics


Table: 4.3.1

t-test for Mean difference between male and female university physics students CGPA at master

level

Variable N Mean df t-value Sig.

Male 150 3.2933 298 3.087 0.02

Female 150 3.4054

Table: 4.3.1 indicate that t-value (3.087) is significant at p0.05 level of significance, so our null

hypothesis There is no significant mean difference between male and female university physics

students CGPA at master level is rejected. Also mean of female students CGPA is greater

than that of male student. So it is concluded that there is mean difference between male and

female university physics students CGPA at master level.


46/77

46


students self efficacy at master level.

Table: 4.3.2

t-test for meandifference between male and female university physics students self efficacy atmaster level


Male 150 43.06 298 2.050 .041

Female 150 44.90

Table: 4.3.2 indicates that t-value (2.050) is significant at p0.05 level of significance, so our

null hypothesis There is no significant mean difference between male and female university

physics students self efficacy at master level is rejected. Also mean of female students self

efficacy is greater than that of male student. So it is concluded that there is mean difference

between male and female university physics students self efficacy at master level.


47/77

47


students level of effort at master level.

Table: 4.3.3

t-test for meandifference between male and female university physics students level of effort at

master level


Male 150 25.50 293.82 2.51 .013

Female 150 26.98

Table: 4.3.3 indicates that t-value (2.51) is significant at p0.05 level of significance, so our null


students level of effort at master level is rejected. Also mean of female students level of effort

is greater than that of male student. So it is concluded that there is mean difference between male

and female university physics students level of effort at master level.


48/77

48


students worry at master level.

Table: 4.3.4

t-test for meandifference between male and female university physics studentsworry at master

level


Male 150 29.92 290.26 1.418 .157

Female 150 30.94

Table: 4.3.4 indicate that t-value (1.418) is not significant at p0.05 level of significance, so our

null hypothesis There is no significant mean difference between male and female university

physics students worry at master level. is accepted. Also mean of female students worry is

greater than that of male student. So it is concluded that there is no mean difference between

male and female university physics students worry at master level.


49/77

49


students motivation at master level.

Table: 4.3.5

t-test for meandifference between male and female university physics students motivation at

master level


Male 150 98.48 286.53 2.55 .011

Female 150 102.82

Table: 4.3.5 indicates that t-value (2.55) is significant at p0.05 level of significance, so our null


students motivation at master level. is rejected. Also mean of female students motivation is

greater than that of male student. So it is concluded that there is mean difference between male

and female university physics students motivation at master level.


50/77

50

4.4: One-way ANOVA test interpretations

H06: There is no significant effect of self efficacy on university physics students CGPA at

master level.

Table: 4.4.1

Univeriante analysis for effect of self efficacy on university physics students CGPA at master

level

CGPA Sum of

square

df Mean Square F Sig.

Between Groups 11.065 35 .316 4.316 .000

Within Groups 19.337 264 .073

Total 30.403 299

Table: 4.4.1 indicates that F-ratio (4.316) is significant at P0.05 level of significance so, our

null hypothesis that There is no significant effect of self efficacy on university physics students

CGPA at master level is rejected. So it is concluded that there is significant effect of self

efficacy on university physics students CGPA at master level.


51/77

51

H07: There is no significant effect of level of effort on university physics students CGPA at

master level.

Table: 4.4.2

Univeriante analysis for effect of level ofeffort on university physics students CGPA at masterlevel

CGPA Sum of

square


Between Groups 4.77 25 .191 2.043 .003


Total 30.40 299


null hypothesis that There is no significant effect of level of effort on university physics

students CGPA at master level is rejected. So it is concluded that there is significant effect of

level of effort on university physics students CGPA at master level.


52/77

52

H08: There is no significant effect of worry on university physics students CGPA at

master level.

Table: 4.4.3

Univeriante analysis for effect of worry on university physics students CGPA at master levelCGPA Sum of

squares


Between Groups 8.90 27 .330 4.171 .000


Total 30.40 299


null hypothesis that There is no significant effect of worry on university physics students

CGPA at master level is rejected. So it is concluded that there is significant effect of worry on

university physics students CGPA at master level.


53/77

53

H09: There is no significant effect of overall motivational level on university physics


Table: 4.4.4

Univeriante analysis for effect of overall motivation on university physics students CGPA atmaster levelCGPA Sum of

squares


Between Groups 15.15 60 .253 3.957 .000


Total 30.403 299


null

Documents

Motivation of Master Level Physics Students