Perceptions of Science Teachers Regarding Instruction that Increase High School Students' Motivation to Learn Science in Al Ain City

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The British University in Dubai (BUiD)
The current study was carried out to investigate the high school science teachers’ perceptions regarding instruction that increases high school students’ motivation to learn science in Al Ain City. The sample consists of 24 high school science teachers selected randomly from three schools in Al Ain City. The mixed-methods design was applied. A questionnaire was used to collect qualitative data, and at the same time, two tools were used to collect quantitative data: open-ended questions and interviews conducted with ten teachers. The questionnaire consisted of 36 items distributed equally among three dimensions: teachers’ attitudes, teachers’ knowledge, and teachers' skills, each consisting of 12 items. To analyze the responses of the participants, several statistical methods were used, including means, standard deviations, percentages, and estimations of the perceptions of instructors. To find the difference between the sample means on the demographic variables, an independent T-test and a one-way analysis of variance (ANOVA) were used. After reviewing all the results, it appeared that all items in the three domains (attitude, knowledge, and skills) received an agreed-upon estimation according to the science teachers’ perceptions. This result means that all the instructions used in the questionnaire increase students’ motivation to learn science, except item number 26. For the demographic variables, the gender of the teacher affects their attitude and skill in favor of male teachers. The results showed that there were statistically significant differences due to the age of the instructor, and these differences were in favor of teachers who were thirty years old and older. Whereas, there are no significant differences due to the instructor’s qualification, teaching experience, or subject taught. Based on the study results, it was recommended that more research be done. This study recommended that other studies be conducted on science instruction that increases students’ motivation to learn science using a broader sample to include other schools and other educational stages and with a larger sample size of teachers. The study also recommended using the results of this study for the benefit of science teachers and suggested holding seminars and courses for science teachers to demonstrate the best educational instruction they can use to improve science learning.
science instructors, student’s motivation, high school students, instructors’ perceptions