f2 olvida achievement emotions and academic achievement

7/31/2019 F2 Olvida Achievement Emotions and Academic Achievement

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Achievement emotions are defined

as emotions that are directly linkedto achievement activities or

achievement outcomes (Pekrun,

2006).


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Achievement emotion has

been found to affect learning

and student achievements(Efklides & Olet 2005; Linnenbrink

2006; Schutz & Lanehart 2002)


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Why study achievement emotion in science

An important task for future research would

be to assess the applicability of the

instrument in subject domains other thanmathematics. (Lichtenfeld.et.al 2012) and

achievement emotions may be more

interrelated in Quantitative domains(e.g.sciences) than in verbal domains

(English).


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-There is lack of research about

elementary students achievementemotion (Lichtenfeld, et.al. 2012)


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Conceptual framework


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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 classrelated situations (Pekrun, Elliot,& Maier2009;Pekrun, Goetz, Frenzel, Barcfeld,& Perry

2011;Pekrun, Goetz, Titz, & Perry 2002)


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Objectives

1. Develop Academic achievement test for

grade VI Science.

2. Examine the psychometric properties ofthe 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.


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Methodology

Research Design

-cross sectional survey

Participants of the study

274 Grade VI pupils from Luna, Apayao

-140 Female and 134 Males


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Methodology: Research instrument

Objective 1: Developed Achievement Test in Science IV

Objective 2: Achievement Emotion in Science

adapted from Achievement Emotions

Questionnaire-in Mathematics (AEQ-M) by R.Pekrun, T. Goetz & A. Frenzel, 2007


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Methodology : Data Collection

Methodology : Analysis of Data

Objective 1Item response theory

Objective 2Confirmatory Factor Analysis

Objective 3Pearson moment correlation


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Objective 1: Result of the study

Table of specification forAcademic Achievement test in Science

Topic No. of

days

Target

No. ofitems

Developed

No. ofitems

I. People 45 13 50II. Plants, animals and environment 45 12 50

III. Materials 18 5 20IV. Energy and motion 27 8 30V. Earth 26 7 29VI. Beyond the solar system 19 5 21

180 50 200


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Objective 1: Result after expert validationTOS for Academic Achievement test in Science VI

Topic TargetNo. ofitems

DevelopedNo. of items

No. ofitems

retained

Itemplacement

I. People 13 50 23 1 to 23II. Plants, animals andenvironment 12 50

24 24 to 47

III. Materials 5 20 9 48 to 56IV. Energy and motion 8 30 20 57 to 76V. Earth 7 29 13 77 to 89VI. Beyond the solarsystem 5 21

11 90 to 100

50 200 100


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Initial IRT result

Mean square (MNSQ) fit statistics ranges

INFIT = 0.79 to 1.38

OUTFIT = 0.62 to 2.31

Zstd value = -3.49 to 4.06

Reliability = 0.98


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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


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Objective 1: Result after IRT validationTOS for Academic Achievement test in Science VI

Topic TargetNo. ofitems

DevelopedNo. ofitems

No. ofitemsgiven

Finalnumberof items

Item placement

I.13

50

2316

1,2,4,5,8-12, 14,15,18-

21, 23

II. 12 50 24 11 25-29,31,39-42,47

III. 5 20 9 4 50,51,53IV. 8 30 20 12 63-68,70,71,73,74,75,76V. 7 29 13 10 77-79,81-83,86-89VI. 5 21 11 8 90-93,95-97,100

50 200 100 60


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Results of the Study

Objective 2:

Examine the psychometric propertiesof the Achievement Emotion

Questionnaire for science in a sample

of Filipino elementary school students.


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Objective 2: Methodology : Research InstrumentAchievement Emotion in Science

-Adapted from Achievement Emotions Questionnaire-

in 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


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Objective 2 : Research InstrumentAchievement Emotion in Science

ComponentsClass-related

Learningrelated

Test-relatedNo. ofitems

B D A B D A B D AEnjoyment 1 3 3 1 2 10Pride 2 1 1 2 6Anger 4 3 2 9

Anxiety 3 1 1 3 4 3 15Shame 3 1 2 1 1 8

Hopelessness 3 3 6Boredom 3 1 2 6

4 14 2 3 14 1 9 11 2 60


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Objective 2: Results of the Study: Scale statistics

.Factors

No. ofItems

M SD SkewnessInter-Item

correlationAlpha

Enjoyment 10 39.00 7.34 -0.66 0.32 0.82

Pride 6 22.19 4.95 -0.48 0.38 0.78

Anger 9 20.44 6.64 0.52 0.32 0.81

Anxiety 15 37.81 8.75 0.09 0.20 0.78

Shame 8 21.18 4.84 0.12 0.15 0.58Hopelessness 6 14.50 4.61 0.39 0.27 0.68

Boredom 6 13.48 4.44 0.53 0.30 0.71

60


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Overall item statistics

Mean = 166.18SD = 23

Skewness = .40

Inter-item correlaiton = .09Alpha = .85


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Internal Validity of Achievement emotion

in Science IVChi-square= (1689,n=60)=2954.1,P


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Results of the Study

Objective 3

Determine the relationship between

achievement emotions and academic

achievement in science.


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Objective 3: Results of the Study

Enjoyment

Pride Anger Anxiety

Shame Hopelessness

Boredom

G

rad

e

.168 .208 -.247-.166-.263 -.185 -.215

p=.006 p=.001 p=.00 p=.006 p=.000 p=.002 p=.000

A

A

.2271 .1917 -.2001 -.2576 -.2203 -.2303 -.1921

p=.000 p=.002 p=.001 p=.000 p=.000 p=.000 p=.002


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Conclusion

The developed academic achievement

test is reliable and valid formeasuring grade VI pupilsachievement in Science.


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Conclusion

The adapted achievement emotion

questionnaire for Science (AEQ-S ) isreliable, valid and fit for measuringgrade VI pupils achievement emotion

in Science.


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Conclusion

There is significant relationship

between grade VI pupilsachievement emotions and

academic achievement inscience.


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f2 olvida achievement emotions and academic achievement

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