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Achievement emotion has been found to affect learning and student achievements
(Efklides & Olet 2005; Linnenbrink 2006; Schutz & Lanehart 2002)
An important task for future research would be to assess the applicability of the instrument in subject domains other than mathematics. (Lichtenfeld.et.al 2012) and achievement emotions may be more interrelated in Quantitative domains (e.g.sciences) than in verbal domains (English).
- There is lack of research about elementary students achievement emotion (Lichtenfeld, et.al. 2012)
Conceptual framework
Conceptual framework Pekrun and his colleagues have identified enjoyment, hope, pride, relief anxiety, shame, hopelessness, anger/frustration, and boredom are the most commonly occurring academic emotions in elementary pupils across class learning and class related situations (Pekrun, Elliot,& Maier
2009;Pekrun, Goetz, Frenzel, Barcfeld,& Perry 2011;Pekrun, Goetz, Titz, & Perry 2002)
Objectives
1. Develop Academic achievement test for grade VI Science. 2. Examine the psychometric properties of the Achievement Emotion Questionnaire for science in a sample of Filipino elementary school students. 3. Determine the relationship between achievement emotions and academic achievement in science.
Methodology
Research Design -cross sectional survey Participants of the study 274 Grade VI pupils from Luna, Apayao -140 Female and 134 Males
Objective 2: Achievement Emotion in Science adapted from Achievement Emotions Questionnaire-in Mathematics (AEQ-M) by R. Pekrun,T. Goetz & A. Frenzel, 2007
Methodology : Data Collection Methodology : Analysis of Data Objective 1 Item response theory Objective 2 Confirmatory Factor Analysis Objective 3 Pearson moment correlation
45 45 18 27 26 19 180
13 12 5 8 7 5 50
50 50 20 30 29 21
200
13 12
50 50 20 30 29
II. Plants, animals and environment III. Materials IV. Energy and motion V. Earth VI. Beyond the solar system
23 24 9 20 13 11 100
1 to 23 24 to 47
5 8 7 5 50
48 to 56 57 to 76 77 to 89 90 to 100
21 200
Bases of decision for INFIT & OUTFIT 0.7 to 1.30 =are reasonable for typical assessments 0.8 to 1.2 is more stringent. Wolfe, F. and Kong, S.X., (1999) Zstd value = -2.0 to +2.0
Item placement
I.
13
23 50 50 20 30 29 21 200 24 9 20 13 11 100
16 11 4 12 10 8 60
50
Examine the psychometric properties of the Achievement Emotion Questionnaire for science in a sample of Filipino elementary school students.
Objective 2: Methodology : Research Instrument Achievement Emotion in Science -Adapted from Achievement Emotions Questionnairein Mathematics (AEQ-M) by R. Pekrun,T. Goetz & A. Frenzel, 2007 - good reliabilities having alpha = .84 to .92 - good predictor of mathematics, r=.43 at p<.001 -composed of 60 items
Components
Enjoyment Pride Anger Anxiety Shame Hopelessness Boredom B 1
Classrelated
Learning related
Test-related
No. of items
D A 3 2 4 1 3
1 1 1 3
3 4 14 2
D A B D A 3 1 2 1 1 2 3 2 3 4 3 2 1 1 3 3 2 14 1 9 11 2
10 6 9 15 8 6 6 60
Boredom
10 6 9 15 8 6 6 60
Overall item statistics Mean = 166.18 SD = 23 Skewness = .40 Inter-item correlaiton = .09 Alpha = .85
Internal Validity of Achievement emotion in Science IV Chi-square= (1689,n=60)=2954.1,P<.001 RMR= .09 RMSEA= 0.052
Objective 3
Determine the relationship between achievement emotions and academic achievement in science.
-.185 -.215
p=.002 p=.000
A A
-.2303 -.1921
p=.000 p=.002
Conclusion
The developed academic achievement test is reliable and valid for measuring grade VI pupils achievement in Science.
Conclusion
The adapted achievement emotion questionnaire for Science (AEQ-S ) is reliable, valid and fit for measuring grade VI pupils achievement emotion in Science.
Conclusion