Achievement Motivation, Self-Esteem, and Learning Styles In Relation to Mathematics and Physics Achievement Between Wukro Social Development Program Supported and Not- Supported Students
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Date
2009-06
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Addis Ababa University
Abstract
It has been uoge ted in different research articles that academic performance is equally
illfluenced by lion -cognitive variables as it is so by the cognitive ones. The present study
has intellded 10 ee whether non-cognitive factors such as achievement motivation, selfesteem
and learning 'lyles do have an influence on students' mathematics and physics
achievement. Information concerning the variables mentioned was collected using
achievement motivation, self-esteem and learning styles questionnaires from
0(109) W. 'DP-supported and (108) WSDP-not supported sample of Wukro high school
ludellts. Three el7lester average academic achievement of each student was collected
from the re orc! offi e of the school. The obtained data were analyzed using t-test,
correlation, multiple and step-wise regressions. Significant difference in academic
achievement motivation, mathematics and physics achievements was reported between
oro ups . WSDP-not supported students have better achievement motivation and achieve
hetter in academy. But no significant self-esteem difference was reported even though the
mean of WSDP-non supported students is slightly greater than the supported students.
Achievement motivation and self-esteem contributed to the prediction of mathematics
achievement but achievement motivation was the only significant contributor for physics
achievernent. While the learning styles-visual, auditory and kinesthetic were not
ignijicant predictors of both mathematics and physics achievements and were removed
from the regression equation. Since the obtained results convey a message to
educationalists, implications are suggested as directions for further research
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Keywords
Learning Syle; Relation