Abstract
M.Ed. (Mathematics and Science Education)
The goal of this study is to explore using the lens of achievement goal theory,
learner motivation towards science learning. Mastery goal in science learning is
found to increase conceptual understanding (Patrick & Yoon, 2004), while
performance goal orientation is associated with public recognition that one has
done better than others or performed in a superior manner (Meece, Blumenfeld &
Hoyle, 1988).
The study investigates the achievement goal orientation of poor-performing grade
12 Physical Sciences learners from a disadvantaged community, and thereafter
examines how classroom factors relate to this orientation in the learning of
science. Task, authority, recognition, grouping, evaluation and time are presented
as classroom factors that can have an influence on learners’ achievement goal
orientation.
The study adopted a sequential explanatory mixed method research design.
Firstly, 131 learners from three schools participated in completing an achievement
goals theory questionnaire developed by Vedder-Weiss and Fortus (2010). I also
conducted interviews with six learners per school and did classroom observations
of science lessons.
The results have revealed that learners from disadvantaged schools have a mixed
goal orientation that is a hybrid of mastery and performance goal orientation.
Despite this mixed goal orientation, the classroom observations point towards a
teacher-directed, didactic approach that does promote a performance goal
orientation. In view of the prevailing poor performance of learners in Physical
Sciences recommendations are made for a change in the pedagogical practice of
teachers towards an approach that is more learner-centred and activity-based.