TITLE:
Motivational Beliefs and Self-Regulation in Biology Learning: Influence of Ethnicity, Gender and Grade Level in Kenya
AUTHORS:
Richard Owino Ongowo, Samuel Kahungu Hungi
KEYWORDS:
Motivational Beliefs; Self-Regulation; Biology Learning; Coeducational Schools
JOURNAL NAME:
Creative Education,
Vol.5 No.4,
March
12,
2014
ABSTRACT: The study investigated the influence of
ethnicity, gender and grade level on the motivational beliefs and self-regulation in Biology learning
through a non-experimental quantitative study among 317 students in 2
co-educational schools in Nakuru (n = 155 ) and Siaya (n = 162) counties,
Kenya. The study used a modified version of Motivated Strategies for Learning
Questionnaire (MSLQ) which had 44 items to measure motivational beliefs and
self-regulation. A 4 × 2 × 2 MANOVA revealed “ethnicity” as having the largest effect on these
variables. There was a statistically significant difference between the Nakuru group and
the Siaya group in favor of Nakuru with regard to self-efficacy in Biology
learning. They also scored higher in most of the variables. There were no
statistically significant gender differences in motivational beliefs and
self-regulation in Biology learning. However boys were more self-efficacious
with low test anxiety than girls. Girls had higher intrinsic value, cognitive strategy and
self-regulation than boys. There were statistically significant grade level differences in favor of
grade 12 students. Grade 11 students had the lowest scores in all the variables
under investigation. The implications for the study are discussed.