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MOTIVATION AND ACADEMIC RESILIENCE AS CORRELATES OF STUDENTS’ ACHIEVEMENT IN CHEMISTRY
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study investigates the relationship between motivation, academic resilience, and students' achievement in the field of chemistry. Chemistry education plays a crucial role in developing scientific literacy and preparing students for various scientific disciplines. Understanding the factors that influence students' achievement in chemistry is essential for educators and policymakers to design effective instructional strategies and support systems.
Motivation serves as a driving force that influences students' engagement, effort, and perseverance in their academic pursuits. Academic resilience, on the other hand, refers to the ability to bounce back and persevere in the face of challenges and setbacks. Both motivation and academic resilience are believed to have a significant impact on students' academic achievement.
A comprehensive review of the literature reveals that motivation and academic resilience have been found to positively correlate with students' achievement in various academic domains. However, limited research has specifically focused on their relationship with chemistry achievement. This study aims to bridge this gap by examining the associations between motivation, academic resilience, and students' achievement in chemistry.
The research will employ a quantitative research design, utilizing surveys and academic performance data from a sample of chemistry students. The surveys will assess students' levels of motivation, including intrinsic motivation, extrinsic motivation, and self-efficacy beliefs. Additionally, the surveys will measure students' academic resilience, capturing their ability to overcome challenges, adapt to change, and maintain a positive attitude towards their academic goals.
Correlational analyses will be conducted to explore the relationships between motivation, academic resilience, and students' achievement in chemistry. Furthermore, multiple regression analysis will be employed to determine the extent to which motivation and academic resilience predict chemistry achievement, while controlling for potential confounding variables such as prior academic performance and socio-economic status.
The findings of this study have the potential to provide valuable insights into the factors that contribute to students' achievement in chemistry. By identifying the role of motivation and academic resilience in this specific academic domain, educators and policymakers can develop targeted interventions and educational strategies to enhance students' engagement, persistence, and success in chemistry education.
In conclusion, this study aims to shed light on the relationship between motivation, academic resilience, and students' achievement in chemistry. By understanding these correlations, educators can design effective instructional practices and interventions to support students in their chemistry learning journey, ultimately promoting their academic success and scientific literacy.
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