PSZ 19:16 (Pind. 1/07)

DECLARATION OF THESIS / UNDERGRADUATE PROJECT PAPER AND COPYRIGHT

Author’s full name : JENNE LEE LING HUEY Date of birth : 11 FEBRUARY 1985 Title : MOTIVATIONAL FACTORS IN LEARNING CHEMISTRY AMONG CHINESE NATIONAL-TYPE SECONDARY SCHOOL STUDENTS IN NEGERI SEMBILAN Academic Session : 2008/2009 I declare that this thesis is classified as : I acknowledged that Universiti Teknologi Malaysia reserves the right as follows :

1. The thesis is the property of Universiti Teknologi Malaysia. 2. The Library of Universiti Teknologi Malaysia has the right to make copies for the purpose

of research only. 3. The Library has the right to make copies of the thesis for academic exchange.

Certified by :

SIGNATURE SIGNATURE OF SUPERVISOR 850211-07-5020 ASSOC. PROF. HJ. AZIZ BIN NORDIN (NEW IC NO. /PASSPORT NO.) NAME OF SUPERVISOR

Date : APRIL 2009 Date : APRIL 2009

NOTES : * If the thesis is CONFIDENTIAL or RESTRICTED, please attach with the letter from the organisation with period and reasons for confidentiality or restriction.

UNIVERSITI TEKNOLOGI MALAYSIA

√

CONFIDENTIAL (Contains confidential information under the Official Secret Act 1972)*

RESTRICTED (Contains restricted information as specified by the organisation where research was done)*

OPEN ACCESS I agree that my thesis to be published as online open access (full text)

“I hereby declare that I have read this thesis and in my

opinion this thesis is sufficient in terms of scope and quality for the

award of the degree of Bachelor of Science with Education (Chemistry)”

Signature : ……………………………………………

Name of Supervisor : ASSOC. PROF. HJ. AZIZ BIN NORDIN

Date : APRIL, 2009.

MOTIVATIONAL FACTORS IN LEARNING CHEMISTRY AMONG

CHINESE NATIONAL-TYPE SECONDARY SCHOOL STUDENTS IN

NEGERI SEMBILAN

JENNE LEE LING HUEY

A report submitted in partial fulfillment of the

requirements for the award of the degree of

Bachelor of Science with Education (Chemistry)

Faculty of Education

Universiti Teknologi Malaysia

APRIL 2009

ii

“I declare that this thesis entitled “Motivational Factors in Learning Chemistry

among Chinese National-Type Secondary School Students in Negeri Sembilan” is the

result of my own research except as cited in the references. The thesis has not been

accepted for any degree and is not concurrently submitted in candidature of any other

degree”.

Signature : ……………………………

Name : JENNE LEE LING HUEY

Date : APRIL, 2009

iii

DEDICATION

To My Beloved Family

Mother,

Madam Ong Ah Nya

Brothers, Sister In Law,

William Lee Ling Fong Lim Ai Na

Michael Lee Ling Chea

Nephew,

Lee Yee Jay

Future Husband and Children

教育，是无时无刻地进行；

成长，是有知有觉的过程。

iv

ACKNOWLEDGEMENT

First, I would like to express my deep appreciation to my beloved family

members who always providing me the spiritual support to choose the way of life

which I believe on.

My thesis supervisor, Assoc. Prof. Hj. Aziz bin Nordin, an important figure in

guiding and counseling me towards the thesis accomplishment. His generosity,

patience, tolerance and helping character nourished me more than what I gained

through the successful completion of thesis. Thanks you, Prof. Aziz.

I am very thankful to all three Chinese National-Type Secondary Schools,

which are Chan Wa High School, Chung Hwa High School, and Chi Wen High

School that kindly allowed me to conduct the research in their schools. Not

forgettable as well to all students involved in the study.

Last but not least, not forgettable to convey my special thanks to my friends,

those whoever lending a helping hand either directly or indirectly, that led to the

completion of this thesis. Thank You!

v

ABSTRACT

The purpose of this study is to investigate the internal and external

motivational factors in learning Chemistry among Chinese National-Type Secondary

School students in Negeri Sembilan. This study is also aimed to find out the

relationship among motivational factors and academic performances in Chemistry.

This study also aimed to find out the dominant motivational factor in learning

Chemistry among the factors studied. A total of 203 Form Four students from all

three Chinese National-Type Secondary Schools in Negeri Sembilan were chosen to

participate in this study by using random sampling method. The motivational factors

in learning Chemistry were measured with the self-constructed questionnaires. The

reliability coefficient of Alpha Cronbach for the items in this study was 0.816.

Pearson Correlation was used to test the relationships among motivational factors

and academic performances in Chemistry among students. Results of the study

showed that all seven factors studied were the factors in motivating students to learn

Chemistry while friends was the most dominant factor among all. All seven factors

were related to each other and the students’ academic performances in Chemistry.

Implication of the study and recommendations for future research also being

discussed.

vi

ABSTRAK

Kajian ini bertujuan untuk mengenalpasti faktor-faktor motivasi dalaman dan

luaran dalam pembelajaran Kimia antara pelajar-pelajar di Sekolah Menengah Jenis

Kebangsaan (Cina) di Negeri Sembilan. Kajian ini juga bertujuan untuk

mengenalpasti hubungan di antara faktor-faktor motivasi dalaman dan luaran serta

hubungan mereka dengan pencapaian akademik Kimia. Selain itu, kajian ini

bertujuan untuk mengenalpasti faktor motivasi yang utama di antara faktor-faktor

yang dikaji dalam pembelajaran Kimia. Seramai 203 orang pelajar Tingkatan Empat

dari ketiga-tiga buah Sekolah Menengah Jenis Kebangsaan (Cina) di Negeri

Sembilan dipilih secara persampelan rawak sebagai responden. Soalan soal selidik

yang dibina sendiri digunakan untuk mengukur faktor-faktor motivasi dalam

pembelajaran Kimia. Nilai kebolehpercayaan Alpah Cronbach untuk item-item

dalam kajian ini ialah 0.816. Pearson Correlation digunakan untuk mengkaji

hubungan antara faktor-faktor motivasi dengan pencapaian akademik Kimia di

kalangan pelajar. Dapatan kajian menunjukkan kesemua tujuh faktor yang dikaji

adalah penting dalam motivasi pembelajaran Kimia antara pelajar manakala rakan

menjadi faktor utama di antara semua faktor. Kesemua tujuh faktor berhubungkait

antara satu sama lain dan mereka juga berhubungkait dengan pencapaian akademik

Kimia. Implikasi kajian dan cadangan kajian lanjutan juga dibincangkan.

vii

TABLE OF CONTENTS

CHAPTER TITLE PAGE

DECLARATION ii

DEDICATION iii

ACKNOWLEDGEMENTS iv

ABSTRACT v

ABSTRAK vi

TABLE OF CONTENTS vii

LIST OF TABLES xi

LIST OF FIGURES xiii

LIST OF ABBREVIATIONS xiv

LIST OF APPENDICES xv

1 INTRODUCTION 1

1.1 Preamble 1

1.2 Background of the Study 2

1.3 Problem Statement 4

1.4 Objectives of the Study 5

1.5 Research Questions 6

1.6 Significance of the Study 7

1.7 Limitation of the Study 8

1.8 Scope of the Study 9

1.9 Operational Definitions 10

1.9.1 Motivation 10

1.9.1.1 Intrinsic Motivation 10

viii

1.9.1.2 Extrinsic Motivation 10

1.9.2 Chemistry 11

1.9.3 Student 11

1.9.4 Teacher 11

1.9.5 Family 12

1.9.6 Friends 12

1.9.7 Environment 12

1.9.8 Interest 13

1.9.9 Attitude 13

2 LITERATURE REVIEW 14

2.1 Preamble 14

2.2 Definition of Motivation 15

2.2.1 Intrinsic Motivation 16

2.2.2 Extrinsic Motivation 17

2.3 Motivational Factors in Learning 18

2.3.1 Attitude as Motivational Factor 19

2.3.2 Interest as Motivational Factor 20

2.3.3 Teacher as Motivational Factor 21

2.3.4 Family as Motivational Factor 24

2.3.5 Friends as Motivational Factor 25

2.3.6 Environment as Motivational Factor 26

2.3.7 Language as Motivational Factor 27

2.4 Findings in Malaysia and Worldwide 28

3 METHODOLOGY 30

3.1 Preamble 30

3.2 Design of the Study 30

3.3 Population 31

3.4 Sample 32

ix

3.5 Place and Time of Study 34

3.6 Instrumentation 34

3.6.1 Section A: Demographic Data 34

3.6.2 Section B: Questionnaire 35

3.7 Pilot Study 38

3.8 Procedure of the Study 39

3.9 Data Analysis 40

4 DATA ANALYSIS 44

4.1 Preamble 44

4.2 Demographic Data 45

4.3 Internal Motivational Factors in Learning Chemistry 48

4.4 External Motivational Factors in Learning Chemistry 50

4.5 Relationship among Motivational Factors and 57

Academic Performances in Learning Chemistry

4.6 The Dominant Motivational Factor in Learning 61

Chemistry

5 DISCUSSION, RECOMMENDATION AND 63

CONCLUSION

5.1 Preamble 63

5.2 Demographic Data 64

5.3 Internal Motivational Factors in Learning Chemistry 65

5.4 External Motivational Factors in Learning Chemistry 66

5.5 Relationship among Motivational Factors and 68

Academic Performances in Learning Chemistry

5.6 The Dominant Motivational Factor in Learning 70

Chemistry

5.7 Implication of the Study 73

5.8 Recommendation for Future Research 75

x

5.9 Conclusion 76

REFERENCES 78

Appendices A-E 83-101

xi

LIST OF TABLES

TABLE NO. TITLE PAGE

3.1 Sample Size Table (Krejcie & Morgan, 1970) 33

3.2 Three selected schools by Random Sampling 33

3.3 The relationship among motivational factors in learning

Chemistry for Chinese National-Type Secondary

School students in Negeri Sembilan and number of

items in the questionnaire

36

3.4 Significance level of motivational factors in learning

Chemistry

41

3.5 Interpretations of correlation coefficients in educational

research (Cohen & Manion, 1994)

43

3.6 Description of Statistical Tests of the Study 43

4.1 Demographic Variables of the Study 46

4.2 Attitude as internal motivational factor in learning

Chemistry

48

4.3 Interest as internal motivational factor in learning

Chemistry

49

4.4 Teacher as external motivational factor in learning

Chemistry

51

4.5 Family as external motivational factor in learning

Chemistry

52

4.6 Friends as external motivational factor in learning

Chemistry

54

xii

4.7 Environment as external motivational factor in learning

Chemistry

55

4.8 Language as external motivational factor in learning

Chemistry

56

4.9 Relationship among motivational factors and academic

performances in learning Chemistry

58

4.10 Mean values of motivational factors in learning

Chemistry

61

xiii

LIST OF FIGURES

FIGURE NO. TITLE PAGE

2.1 Teacher influence on Student Behavior (Woolfolk, A.E.

& Nicolich, L. M., 1980)

23

3.1 5-point Likert scale (Lodico, Spaulding, and Voegtle,

2006)

37

3.2 An illustration of a perfect positive correlation,

r = +1.00. (Stanley and Hopkins, 1972)

42

3.3 An illustration of a perfect negative correlation,

r = -1.00. (Stanley and Hopkins, 1972)

42

xiv

LIST OF ABBREVIATIONS

PMR - Penilaian Menengah Rendah

SPM - Sijil Pelajaran Malaysia

STPM - Sijil Tinggi Persekolahan Malaysia

MOE - Ministry of Education

SPSS - Statisical Package for the Social Science

EPRD - Education Planning and Research Division

UTM - Universiti Teknologi Malaysia

xv

LIST OF APPENDICES

APPENDIX TITLE PAGE

A Research Instrument 83

B Certification of Research Instrument 91

C Approval Letter of Writing Thesis in English

(From Faculty of Education, UTM)

94

D Approval Letter to Collect Data

(From Faculty of Education, UTM)

97

E Approval Letter to Conduct Research

(From EPRD, MOE)

99

CHAPTER 1

INTRODUCTION

1.1 Preamble

The ultimate objective that we should aim for is Malaysia is a fully developed

country by the year 2020. This was mentioned by our former Prime Minister, Tun

Dr. Mahathir Mohamad towards achieving the Vision 2020. We are putting the

greatest hope that Malaysian who born today and the years to come will be the last

generation of our citizens who will be living in a country that is called 'developing'.

Chemistry plays an important role in bringing our beloved country, Malaysia into a

developed country to fulfill the Vision 2020. Malaysia should not be developed only

in the economic sense but also fully developed along all the dimensions which are

economically, politically, socially, spiritually, psychologically and culturally.

Therefore, the process of learning is vital as children and teenagers nowadays will

become the leaders of our nation in future.

As we know, science and technology knowledge are important in developing

our country. Chemistry, a necessary key point for our nation to success especially in

economically. This can be proved by the application of the chemistry knowledge in

manufacturing factories as an example. Manufacturing factories that produce

2

products usually have their own research and development department where

chemists carry out researches in order to get the perfect formula in producing the best

products. Research and Development departments look for product improvements to

increase the product qualities and commercial values in the market. Meanwhile,

Malaysia will become one of the developed countries with the new technologies and

science knowledge applied. Thus, strong foundation of chemistry knowledge is a

must towards achieving our national Vision 2020.

1.2 Background of the Study

As stated in the Chemistry syllabus in Integrated Curriculum for Secondary

Schools by Ministry of Education Malaysia (2005), elective science subjects are

offered at the upper secondary level and consist of Biology, Chemistry, Physics, and

Additional Science. The elective science subjects prepare students who are more

scientifically inclined to pursue the study of science at post-secondary level. This

group of students would take up careers in the field of science and technology thus

they play a leading role in the field of national development.

Taber (2002) states that chemistry curricula commonly incorporate many

abstract concepts, which are central to further learning in chemistry and other

sciences subjects. This is because chemistry concepts are related to both Biology

and Physics subjects. These abstract concepts are important because further

chemistry or science concepts and theories cannot easily understood if these

underpinning concepts are not sufficiently grasped by the students (Zoller, 1990;

Nakhleh, 1992; Ayas & Demirbas, 1997). Students cannot fully understand all the

contents in science subjects if they cannot apply the knowledge and concepts learned

in Chemistry. This is one of the reasons that students facing problems in mastering

the chemistry knowledge.

3

According to New Straits Times dated March 13, 2009, the results of

Chemistry in Sijil Pelajaran Malaysia (SPM) showed high passing rate in both years

of 2007 and 2008. There were total of 90.6% and 93.6% of total candidates that pass

the Chemistry subject in year 2007 and 2008 respectively. However, we are aiming

to help students in obtaining better results than just passing the subject. We aim to

improve the percentage of getting A’s among the SPM candidates. There were only

14.8% (2007) and 16.8% (2008) of total SPM candidates scored 1A and 2A for the

Chemistry paper (New Straits Times, March 13, 2009). Besides, we would like to

instill the life-long learning skills among students. Thus, State Educational

Department and District Educational Office are helping schools in organizing

workshops for secondary school students to master Chemistry concepts and

knowledge. Teachers as well are putting efforts in helping students by applying

various teaching methods to make sure their students may fully understand the

chemistry content.

The excellent results obtained by the students were not celebrated solely by

the students themselves but also their families and schools. As noticed, newspapers

always report those students who get the excellent results from all around the nation

when the public examination results were released. Those reports include results

from public examinations such as Sijil Pelajaran Malaysia (SPM), and Sijil Tinggi

Persekolahan Malaysia (STPM). Students shared their study skills with public

besides the happiness of excel in their academic field. This is an encouragement for

other students so that they may put efforts in their study as well to follow the foot

step of getting flying colour results. Good examination results that better than

expected are very important for self-confidence (Berg, 2005). This will further

motivate students to be optimism in learning towards achieving their goals thus

continue to perform the excellency in their life.

4

1.3 Problem Statement

From the background of the study, Chemistry is an elective science subject

offered at the upper secondary level. Chemistry is one of the compulsory subjects to

be taken in SPM together with Biology or Physics, or both of them, according to the

packages. However, Chemistry is one of the most important branches and had been

regarded as a difficult subject for young students by Chemistry teachers, researchers,

and educators (Haluk Ozmen, 2004). Some students cannot score good results in

Chemistry because they lack of motivations in learning Chemistry.

If experienced teachers are asked, “What is the single most important student

characteristic for successful studies in chemistry?”, their answer is often something

like: “Being motivated”, “Having a genuine interest in the subject”, or “Showing

willingness and a desire to learn” (Berg, 2005). Therefore, the willingness and desire

for secondary school students in learning Chemistry are vital for them to get good

results. There is no doubt that motivation is an important factor controlling the

success of learning. Teachers face problems when their students do not have

motivation in learning.

Motivation is one of the key variables in students' learning processes. This

hypothesis has been widely accepted by different schools of thought, such as

Schiefele and Rheinberg (1997) and Boekaerts (2001). If university teachers are

asked, what is the most important student characteristic associated with successful

studies, they usually mention traits such as attitude, motivation, and genuine interest.

Similarly, questions about the importance of attitude (Dalgety et al., 2003), and of

motivation (Covington, 2000) have been investigated by many educational

researchers. Thus, that is a need for teachers to know more the methods to increase

students’ motivation in learning Chemistry.

5

In this study, discussions were focused on the students’ motivation in

learning Chemistry. Aspects of students’ motivation to learn can be classified as

either intrinsic or extrinsic (Etwistle et al., 1974). The applications of motivation in

all teaching and learning process are significant because they create life-long

learning process towards an individual. Both intrinsic and extrinsic motivational

factors contribute to students in learning more thus become a better human being.

In this study, investigations were done on the motivational factors in learning

Chemistry among Chinese National-Type Secondary School students in Negeri

Sembilan. This study focuses on both intrinsic and extrinsic motivational factors

contributing in learning Chemistry. Intrinsic motivational factors of students’

attitude and interest in learning were studied while extrinsic motivational factors

covered teacher, family, friends, environment, and language used in teaching and

learning process. Therefore, this study stressed on both intrinsic and extrinsic

motivational factors that found in students themselves which motivating them

towards Chemistry learning. The main purpose of this study is to reveal the

motivational factors that helped students in achieving good results in Chemistry.

1.4 Objectives of the Study

From the problem statement, objectives of the study are listed below:

i. to investigate the internal motivational factors (attitude and interest) in

learning Chemistry among Chinese National-Type Secondary School

students in Negeri Sembilan.

6

ii. to investigate the external motivational factors (teacher, family,

friends, environment, and language) in learning Chemistry among

Chinese National-Type Secondary School students in Negeri

Sembilan.

iii. to investigate the relationship among motivational factors and

academic performances in learning Chemistry among Chinese

National-Type Secondary School students in Negeri Sembilan.

iv. to investigate the dominant motivational factor in learning Chemistry

among Chinese National-Type Secondary School students in Negeri

Sembilan.

1.5 Research Questions

The research questions for the study include:

i. Are attitude and interest the internal motivational factors in learning

Chemistry among Chinese National-Type Secondary School students

in Negeri Sembilan?

ii. Are teacher, family, friends, environment, and language the external

motivational factors in learning Chemistry among Chinese National-

Type Secondary School students in Negeri Sembilan?

iii. Is there any relationship among motivational factors and academic

performances in learning Chemistry among Chinese National-Type

Secondary School students in Negeri Sembilan?

7

iv. Which is the dominant motivational factor in learning Chemistry

among Chinese National-Type Secondary School students in Negeri

Sembilan?

1.6 Significance of the Study

i. The study works as a guideline for those who interested in

investigating the motivational factors in learning Chemistry among

Chinese National-Type Secondary School students.

ii. The study benefits Chinese National-Type Secondary School students

by revealing the motivational factors in learning Chemistry in helping

them to increase their academic performances in Chemistry.

iii. The study works as a guideline for parents of Chinese National-Type

Secondary School students in helping them to know the influences of

family as the motivational factors towards students’ academic

performances in Chemistry.

iv. The study benefits schools and teachers in Chinese National-Type

Secondary School by revealing the motivational factors in learning

Chemistry thus suitable workouts might done to increase the academic

performances of the students.

v. The study works as a guideline to Ministry of Education, State

Educational Department and District Educational Office in increasing

motivation level among Chinese National-Type Secondary School

students in learning Chemistry.

8

1.7 Limitation of the Study

This study was restricted to Form Four Chinese National-Type Secondary

School students in the state of Negeri Sembilan. All three Chinese National-Type

Secondary Schools in Negeri Sembilan were chosen which include Chan Wa High

School, Chi Wen High School, and Chung Hua High School. All three schools

chosen were daily schools provided with science stream classes. The reason for

Chinese National-Type Secondary Schools to be studied was to investigate the

motivational factors in learning Chemistry among the students in which they might

had mix-language used during the teaching and learning process. The mixed

languages used were the mother language and English. Therefore, the findings were

not appropriate to generalize other populations as there were different learning

cultures among different populations.

Instrument used in the study was self-report questionnaire. In order to get the

effective data, respondents must be both willing and able to answer the questions.

Furthermore, the questions were not very good at capturing the actual factors that

influence the intrinsic and extrinsic motivational factors in learning Chemistry

among Chinese National-Type Secondary School students.

The self-report data was taken once at the end of year 2008. Thus,

respondents must recall the learning process along the academic year in order to give

informatics information on motivational factors that helped them in learning

Chemistry. Besides, attendances of students were poor during the end of academic

year since some of the students absent themselves after seated for their school final

examinations.

The study was not control the extraneous variables that influence students’

intrinsic and extrinsic motivation in learning Chemistry.

9

1.8 Scope of the Study

The scope of the study includes:

i. The study focused on the internal motivational factors (attitude and

interest) in learning Chemistry among Chinese National-Type

Secondary School students in Negeri Sembilan.

ii. The study focused on the external motivational factors (teacher,

family, friends, environment, and language) in learning Chemistry

among Chinese National-Type Secondary School students in Negeri

Sembilan.

iii. The study focused on the relationship among motivational factors and

academic performances in learning Chemistry among Chinese

National-Type Secondary School students in Negeri Sembilan.

iv. The study focused on the dominant motivational factor in learning

Chemistry among Chinese National-Type Secondary School students

in Negeri Sembilan.

10

1.9 Operational Definitions

There were several vocabulary and terminology to be operationally defined to

declare the situation and condition of the study being carried out.

1.9.1 Motivation

According to Julie (1977), motivation has been defined as “that which

energizes and directs activity”. “Energize” means to make students respond more

rapidly, with more force, with more persistence, or to get them to respond at all. The

phrase “directs activity” is to bring responding under stimulus control, to make the

students less “distractable”.

1.9.1.1 Intrinsic Motivation

Intrinsic motivation is the control of behavior by natural consequences of the

behavior itself. Natural consequences may be conditioned reinforcers in which they

may be consequences which were always there but which have become important

through their association with other reinforcers (Julie, 1977). Attitude and interest

were the intrinsic motivation variables discussed in this study.

1.9.1.2 Extrinsic Motivation

Extrinsic motivation is motivation that comes about because of the promise of

tangible or marketable value such as giving candy or eraser as reward or extra

homework as punishment. Extrinsic motivation can manipulate the behaviour of

someone by having reward or punishment as stated in the conclusion from father of

this movement, B.F. Skinner (Tileston, 2004). Teacher, family, friends,