Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 1, Article 10 (Jun., 2017) Serkan KAPUCU Predicting physics achievement: attitude towards physics, self-efficacy of learning physics, and mathematics achievement Contents Next

Predicting physics achievement: attitude towards physics, self-efficacy of learning physics, and mathematics achievement

 

Serkan KAPUCU

Agri Ibrahim Cecen University, Faculty of Education, Department of Mathematics and Science Education, TURKEY

Corresponding Author E-mail: serkankapucu@yahoo.com

Received 22 Jun., 2016
Revised 29 Jun., 2017

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Contents

• Abstract
• Introduction
• Theoretical Background
  • Attitude and academic achievement
  • Self-efficacy and academic achievement
• Related literature
• Attitude toward physics and physics achievement
• Self-efficacy of learning physics and physics achievement
• Physics achievement and mathematics achievement
• Significance
• Method
  • Sample
  • Data Collection
  • Data Analysis
• Results
• Testing the assumptions of regression analysis
• Validity and reliability of the scales
• Descriptive statistics
• Hierarchical regression analysis
• Discussion and Implications
• Conclusions
• References

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Abstract

This study aims to explore the relationships among Turkish high school students’ attitude towards physics, self-efficacy of learning physics, mathematics achievement, and physics achievement. To investigate the relationships, a unique questionnaire that identifies the attitude, self-efficacy and achievements were delivered to a total of 301 high school students. Then a hierarchical regression analysis was performed to reveal the relationships. The results of this study showed that whereas the dimensions ‘comprehension’ and ‘requirement’ in attitude towards physics positively and significantly predicted physics achievement, the dimensions ‘importance’ and ‘interest’ did not. Moreover, self-efficacy of learning physics and mathematics achievement were positive and significant predictors of physics achievement. Mathematics achievement was also the strongest positive predictor of physics achievement and this explained 18.8% of the variance in physics achievement. The students’ physics achievement can be increased by developing their attitudes towards physics and self-efficacy of learning physics as well as increasing their mathematics achievement.

Keywords: attitude towards physics, mathematics achievement, physics achievement, regression analysis, self-efficacy of learning physics