Science Laboratory Environment and Students’ Motivation as Predictors on Attitudes Towards Physics Lesson
DOI:
10.29303/jppipa.v11i2.9215Published:
2025-02-28Issue:
Vol. 11 No. 2 (2025): FebruaryKeywords:
Attitudes, Physics, Science laboratory environment, Students’ motivationResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
Physics learning plays a significant role in shaping students’ attitudes towards science subjects, especially Physics. In addition, students’ motivation level significantly influences their engagement and performance in this subject. This study investigated the combined effect of Science Laboratory Environment and students’ motivation as predictors of students’ attitudes towards Physics. This study aimed to determine the significant combined effect of science laboratory environment and students’ motivation on students’ attitudes towards Physics. This study used a non-experimental quantitative method using descriptive, correlational, and predictive approaches. In addition, the respondents of this study were selected through purposive sampling of 100 junior high school students from private schools in Davao City and answered 3 survey questionnaires adopted. Using Mean and Pearson r, the findings showed the following; science laboratory environment is high while students’ motivation and students’ attitudes towards Physics. Furthermore, combining the two predictor variables science laboratory environment and students’ motivation showed a significant effect on students’ attitudes towards Physics.
References
Adler, F. R., Green, A. M., & Şekercioğlu, Ç. H. (2020). Citizen science in ecology: a place for humans in nature. Annals of the New York Academy of Sciences, 1469(1), 52–64. https://doi.org/10.1111/nyas.14340
Altermatt, E., Teodorescu, R., & Iverson, E. R. (2021). Teaching strategies predict instructors’ perceptions of their effectiveness in engaging students in introductory physics for life sciences courses. Physical Review Physics Education Research, 17(2), 20133. https://doi.org/10.1103/PhysRevPhysEducRes.17.020133
Apriyanti, D., & Ayu, M. (2020). Think-Pair-Share: Engaging Students in Speaking Activities in Classroom. Journal of English Language Teaching and Learning, 1(1), 13–19. https://doi.org/10.33365/jeltl.v1i1.246
Cwik, S., & Singh, C. (2021). How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses. Physical Review Physics Education Research, 17(2), 20143. https://doi.org/10.1103/PhysRevPhysEducRes.17.020143
Diwakar, S., Kolil, V. K., Francis, S. P., & Achuthan, K. (2023). Intrinsic and extrinsic motivation among students for laboratory courses - Assessing the impact of virtual laboratories. Computers & Education, 198, 104758. https://doi.org/10.1016/j.compedu.2023.104758
Efendi, R., Rifa’i, M. N., Bahrun, K., Milla, H., & Suharmi, S. (2020). The mediation of work motivation on the effects of work discipline and compensation on performance batik msmes employees in yogyakarta city, indonesia. International Journal of Multicultural and Multireligious Understanding, 7(1), 689–703. https://doi.org/10.18415/ijmmu.v7i1.1375
Esparza, D., Wagler, A. E., & Olimpo, J. T. (2020). Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience. CBE—Life Sciences Education, 19(1), 10. https://doi.org/10.1187/cbe.19-04-0082
Garzón-Díaz, E. (2021). From cultural awareness to scientific citizenship: implementing content and language integrated learning projects to connect environmental science and English in a state school in Colombia. International Journal of Bilingual Education and Bilingualism, 24(2), 242–259. https://doi.org/10.1080/13670050.2018.1456512
Gray, S., Aminpour, P., Reza, C., Scyphers, S., Grabowski, J., Murphy, R., Singer, A., Baltaxe, D., Jordan, R., Jetter, A., & Introne, J. (2020). Harnessing the collective intelligence of stakeholders for conservation. Frontiers in Ecology and the Environment, 18(8), 465–472. https://doi.org/10.1002/fee.2232
Hadjichambis, A. C., & Paraskeva-Hadjichambi, D. (2020). Education for environmental citizenship: The pedagogical approach. In Conceptualizing environmental citizenship for 21st century education (Vol. 4, pp. 237–261). Springer Cham. Retrieved from https://library.oapen.org/bitstream/handle/20.500.12657/39551/2020_Book_ConceptualizingEnvironmentalCi.pdf?sequence=1#page=240
Ikhlas, M., Kuswanto, N. A., & Hartina, S. (2021). Do motivation, self-regulation, and interest predict student performance in physics A case study in one of Indonesian rural high school. International Journal of Teaching and Case Studies, 12(4), 332. https://doi.org/10.1504/IJTCS.2021.119657
Kácovský, P., Snětinová, M., Chvál, M., Houfková, J., & Koupilová, Z. (2023). Predictors of students’ intrinsic motivation during practical work in physics. International Journal of Science Education, 45(10), 806–826. https://doi.org/10.1080/09500693.2023.2175626
Karatekın, K. (2019). Model reivew related to the effects of teachers’ levels of ecological citizenship. International Electronic Journal of Environmental Education, 9(1), 46–61. Retrieved from https://dergipark.org.tr/en/pub/iejeegreen/issue/40902/471535
Kristyowati, R., & Purwanto, A. (2019). Pembelajaran Literasi Sains Melalui Pemanfaatan Lingkungan. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(2), 183–191. https://doi.org/10.24246/j.js.2019.v9.i2.p183-191
Kurbanoglu, İ., & Takunyaci, M. (2021). A Structural Equation Modeling on Relationship Between Self-Efficacy, Physics Laboratory Anxiety and Attitudes. Journal of Family Counseling and Education, 6(1), 47–56. https://doi.org/10.32568/jfce.866649
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. https://doi.org/10.1080/18117295.2020.1841961
Kwarikunda, D., Schiefele, U., Ssenyonga, J., & Muwonge, C. M. (2021). Secondary School Students’ Motivation Profiles for Physics Learning: Relations with Cognitive Learning Strategies, Gender, Attitudes and Individual Interest. African Journal of Research in Mathematics, Science and Technology Education, 25(2), 197–210. https://doi.org/10.1080/18117295.2021.1956720
LaCanne, C. E., & Lundgren, J. G. (2018). Regenerative agriculture: merging farming and natural resource conservation profitably. PeerJ, 6, 4428. Retrieved from https://peerj.com/articles/4428/?td=tw
Lee, M.-H., Liang, J.-C., Wu, Y.-T., Chiou, G.-L., Hsu, C.-Y., Wang, C.-Y., Lin, J.-W., & Tsai, C.-C. (2020). High school students’ conceptions of science laboratory learning, perceptions of the science laboratory environment, and academic self-efficacy in science learning. International Journal of Science and Mathematics Education, 18, 1–18. https://doi.org/10.1002/tea.21748
Li, Y., Whitcomb, K. M., & Singh, C. (2020). How learning environment predicts male and female students’ physics motivational beliefs in introductory physics courses. 2020 Physics Education Research Conference Proceedings, 284–290. https://doi.org/10.1119/perc.2020.pr.Li
Liunokas, Y. (2019). The use of think, pair and share (TPS) strategy in teaching reading skill. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 7(2). https://doi.org/10.24256/ideas.v7i2.1020
Nugroho, H. Y. S. H., Indrawati, D. R., Wahyuningrum, N., Adi, R. N., Supangat, A. B., Indrajaya, Y., Putra, P. B., Cahyono, S. A., Nugroho, A. W., Basuki, T. M., Savitri, E., Yuwati, T. W., Narendra, B. H., Sallata, M. K., Allo, M. K., Bisjoe, A. R., Muin, N., Isnan, W., Ansari, F., & Hani, A. (2022). Toward Water, Energy, and Food Security in Rural Indonesia: A Review. Water, 14(10), 1645. https://doi.org/10.3390/w14101645
Nwaukwa, F. C., & Okolocha, C. C. (2020). Effect of think-pair-share instructional strategy on students’ academic achievement and self-efficacy in financial accounting in Abia State. International Journal of Recent Innovations in Academic Research, 4(1), 37–48. Retrieved from https://shorturl.asia/GHQ09
Oluwasegun, M. O. (2020). Relative Effects of Two Activity-Based Instructional Strategies on Secondary School Students’ Attitude towards Physics Practical. European Journal of Educational Sciences, 7(3), 123–140. Retrieved from https://www.ceeol.com/search/article-detail?id=907770
Oral, I., & Erkilic, M. (2022). Investigating the 21st-Century Skills of Undergraduate Students: Physics Success, Attitude, and Perception. Journal of Turkish Science Education, 19(1), 288–305. https://doi.org/10.36681/tused.2022.122
Radulović, B., Županec, V., Stojanović, M., & Budić, S. (2022). Gender motivational gap and contribution of different teaching approaches to female students’ motivation to learn physics. Scientific Reports, 12(1), 18224. Retrieved from https://www.nature.com/articles/s41598-022-23151-7
Röllke, K., & Großmann, N. (2022). Predictors of Students’ Intrinsic Motivation in a Biotechnological Out-of-School Student Lab. Frontiers in Education, 7, 859802. https://doi.org/10.3389/feduc.2022.859802
Saraswati, D. L., Sari, T. A., Kameswari, D., Solihatun, S., Sirait, E. D., Apriyani, D. D., Alfi, Z. R., Nazelliana, D., Ardy, V., & Rahmawati, N. D. (2021). The influence of Think-Pair-Share (TPS) cooperative learning methods on the results of studying physics assessed from student attention. Journal of Physics: Conference Series, 1816(1), 12075. https://doi.org/10.1088/1742-6596/1816/1/012075
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. https://doi.org/10.1016/j.edurev.2020.100314
Turrini, T., Dörler, D., Richter, A., Heigl, F., & Bonn, A. (2018). The threefold potential of environmental citizen science - Generating knowledge, creating learning opportunities and enabling civic participation. Biological Conservation, 225, 176–186. https://doi.org/10.1016/j.biocon.2018.03.024
Woithe, J., Müller, A., Schmeling, S., & Kuhn, J. (2022). Motivational outcomes of the science outreach lab S’Cool LAB at CERN: A multilevel analysis. Journal of Research in Science Teaching, 59(6), 930–968. https://doi.org/10.1002/tea.21748
Author Biography
Nadrah, Universitas Muhammadiyah
License
Copyright (c) 2025 Nadrah
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
