title: An exploration of year 10 students’ motivation, attitude and self-efficacy toward learning chemistry

authors: Misitomu, Andrew Ita

subjects: Motivation

abstract: How you see the world is largely a function of where you view it from, what you look at, what lens you use to help you see, what tools you use to clarify your image, what you reflect on and how you report your world to others. (Anderson, 2000, p. 3)

Chemistry education is a broad term that refers to the study of the teaching and learning of chemistry in all schools, colleges and universities. The need to understand student motivation, attitude, and self-efficacy toward learning chemistry, how best to teach and improve learning outcomes in chemistry are paramount. These needs could be met by changing teaching methods and appropriate training of chemistry instructors, within several modes, including classroom teaching, demonstrations, and laboratory activities. There is a constant need to update the skills of chemistry teachers, and in acquiring a better understanding of students’ motivation, attitude, and self-efficacy toward learning chemistry; chemistry education speaks to this need.

This study explores students’ motivation, attitude and self-efficacy toward learning chemistry. It uses Year 10 chemistry students in four secondary schools in Honiara, Solomon Islands as its study participants. Its primary objective is to examine student perceptions, and to investigate associations between chemistry students' motivation, attitude, and self-efficacy. The research adopts an interpretive approach to research, and employs a mixed methodological approach using questionnaire and semi-structured interview for data collection. It uses cross tabulation, thematic and statistical analysis for data presentation, analysis and theory formation.

The significant results of the study substantiate suggestions made by other research studies that student motivation, attitude and self-efficacy shape the behaviour of students toward learning chemistry. The nature of influence depends on the degree of success in prior student learning experiences.

This study finds that, student motivation as a personal construct is intrinsically driven. Thus motivated students have a positive attitude toward learning chemistry and do learn effectively while unmotivated students place less effort into the learning process. This study suggests students’ attitude toward learning chemistry is shaped by past teaching and learning experiences, and the influence of parents and peers on students’ normative beliefs. In addition, intrinsically motivated students acquire a sense of self-worth and confidence, setting achievable goals and working toward achieving them.

Such findings call for a contextualised chemical education for young people, driven by past changes in chemistry education in schools and the needs and interests of our young people, our future citizens. The need to develop learning and instructional materials that are holistically interwoven with the learners’ socio-cultural context with prior and intended chemistry knowledge is a worthy call. This is important for worthwhile and lifelong learning. The country's socio-cultural context could therefore be embedded into the curriculum materials (syllabus, students’ books, teachers’ guides and learning resources). The socio-cultural application of chemical knowledge, skills and principles could, therefore, be the central focus in instructional and learning materials design. This could help increase student motivation; creates positive attitude change, and help boost student self-efficacy toward learning chemistry.

text: An exploration of year 10 students’ motivation, attitude and self-efficacy toward learning chemistry How you see the world is largely a function of where you view it from, what you look at, what lens you use to help you see, what tools you use to clarify your image, what you reflect on and how you report your world to others. (Anderson, 2000, p. 3)

Chemistry education is a broad term that refers to the study of the teaching and learning of chemistry in all schools, colleges and universities. The need to understand student motivation, attitude, and self-efficacy toward learning chemistry, how best to teach and improve learning outcomes in chemistry are paramount. These needs could be met by changing teaching methods and appropriate training of chemistry instructors, within several modes, including classroom teaching, demonstrations, and laboratory activities. There is a constant need to update the skills of chemistry teachers, and in acquiring a better understanding of students’ motivation, attitude, and self-efficacy toward learning chemistry; chemistry education speaks to this need.

This study explores students’ motivation, attitude and self-efficacy toward learning chemistry. It uses Year 10 chemistry students in four secondary schools in Honiara, Solomon Islands as its study participants. Its primary objective is to examine student perceptions, and to investigate associations between chemistry students' motivation, attitude, and self-efficacy. The research adopts an interpretive approach to research, and employs a mixed methodological approach using questionnaire and semi-structured interview for data collection. It uses cross tabulation, thematic and statistical analysis for data presentation, analysis and theory formation.

The significant results of the study substantiate suggestions made by other research studies that student motivation, attitude and self-efficacy shape the behaviour of students toward learning chemistry. The nature of influence depends on the degree of success in prior student learning experiences.

This study finds that, student motivation as a personal construct is intrinsically driven. Thus motivated students have a positive attitude toward learning chemistry and do learn effectively while unmotivated students place less effort into the learning process. This study suggests students’ attitude toward learning chemistry is shaped by past teaching and learning experiences, and the influence of parents and peers on students’ normative beliefs. In addition, intrinsically motivated students acquire a sense of self-worth and confidence, setting achievable goals and working toward achieving them.

Such findings call for a contextualised chemical education for young people, driven by past changes in chemistry education in schools and the needs and interests of our young people, our future citizens. The need to develop learning and instructional materials that are holistically interwoven with the learners’ socio-cultural context with prior and intended chemistry knowledge is a worthy call. This is important for worthwhile and lifelong learning. The country's socio-cultural context could therefore be embedded into the curriculum materials (syllabus, students’ books, teachers’ guides and learning resources). The socio-cultural application of chemical knowledge, skills and principles could, therefore, be the central focus in instructional and learning materials design. This could help increase student motivation; creates positive attitude change, and help boost student self-efficacy toward learning chemistry.

year: 2012

title: Habitat characteristics of geothermally influenced waters in the Waikato

authors: Stevens, Mark I.

abstract: The Waikato province contains almost 80% of New Zealand's geothermal systems (Environment Waikato 1998). Thus, this region represents an important resource in terms of the habitat associated with increased soil and water temperatures for both geothermal vegetation (Beadel & Bill 2000) and aquatic organisms (Parkyn & Boothroyd 200; Duggan & Boothroyd 2001). Associated issues and values range from exploitative resource use, such as thermal energy extraction and the utilisation of mineralised fluids, to historical, amenity, cultural, spiritual, conservation and scientific values (Environment Waikato 1998; Merrett & Clarkson 1999). The environmental management objectives of Environment Eaikato are derived from these. The objectives are to maintain the variety of characteristics and to achieve protection and efficient of the regional geothermal resource (Environment Waikato 1998).

The present report provides an inventory of the ecological and physical/chemical characteristics of geothermally influenced water in the Waikato province. The area was surveyed between April 10th and May 9th and assessments of habitat and in situ measurement of environmental parameters (eg DO, pH, conductivity, temperature) were used to determine habitat characteristics.

text: Habitat characteristics of geothermally influenced waters in the Waikato The Waikato province contains almost 80% of New Zealand's geothermal systems (Environment Waikato 1998). Thus, this region represents an important resource in terms of the habitat associated with increased soil and water temperatures for both geothermal vegetation (Beadel & Bill 2000) and aquatic organisms (Parkyn & Boothroyd 200; Duggan & Boothroyd 2001). Associated issues and values range from exploitative resource use, such as thermal energy extraction and the utilisation of mineralised fluids, to historical, amenity, cultural, spiritual, conservation and scientific values (Environment Waikato 1998; Merrett & Clarkson 1999). The environmental management objectives of Environment Eaikato are derived from these. The objectives are to maintain the variety of characteristics and to achieve protection and efficient of the regional geothermal resource (Environment Waikato 1998).

The present report provides an inventory of the ecological and physical/chemical characteristics of geothermally influenced water in the Waikato province. The area was surveyed between April 10th and May 9th and assessments of habitat and in situ measurement of environmental parameters (eg DO, pH, conductivity, temperature) were used to determine habitat characteristics.

year: 2003-06

title: Indigenous women and the professions: Some Maori women's experiences in the accountancy profession of Aotearoa/New Zealand

authors: McNicholas, Patty

abstract: Concern about and resistance to the marginalisation of indigenous peoples has been growing globally. A focus upon indigenous women's experiences of accountancy is thus timely given the increasing concern to recognise the rights of indigenous peoples. This thesis aims to explore the experiences of Maori women accountants in Aotearoa/NewZealand through the use of oral history. It seeks to provide Maori women with an opportunity to be heard by researchers, academics, policy makers, members of the accountancy profession and Maori women more widely. An opportunity is also provided for Maori women to influence the discipline of accounting and its organisational practices by exposing the profession to issues concerning Maori, as an indigenous ethnic group. 
It is argued that it is important to gather and listen to the stories of Maori women, as being heard is a crucial step towards understanding and reconciliation of their experiences with societally espoused commitments to equality and social justice. The struggle for Maori in Aotearoa/New Zealand is for equal participation, which also manifests itself in our organisations like accountancy firms and the accountancy profession. I have investigated the relationship between contemporary Maori women, accountancy and the history of colonialism and post-colonialism. Kaupapa Maori research methodologies are seen as a means of intervention in the transformation of Maori socially, economically and politically. The intent of these methodologies is to ensure a practice beyond the mere assimilation of marginalised groups, like Maori women. 
Over the last decade feminist accounting research has focused upon, perhaps unintentionally, women from the dominant white middle-class. The special features of 'Other' women have been obliterated by the cultural and class blindness of researchers. Their minority status has also rendered their significant differences to be invisible. There has been a particular paucity of research concerned to explain the career experiences of women from indigenous groups, including Maori women. 
An analysis of the empirical date gathered for this thesis is undertaken from a critical feminist perspective, by reference to the works of theorists on the 'decolonisation' of Maori and Maori women in Aotearoa/New Zealand. Suggestions on the transformation of the mono-cultural practices of the accountancy profession and its organisations include the process of hearing and understanding the Maori perspective. The Maori women in this study have shown that they have something unique to bring to the table in seeking a commitment for equal participation, in their aspirations for future equality in all aspects of Aotearoa/New Zealand society.

text: Indigenous women and the professions: Some Maori women's experiences in the accountancy profession of Aotearoa/New Zealand Concern about and resistance to the marginalisation of indigenous peoples has been growing globally. A focus upon indigenous women's experiences of accountancy is thus timely given the increasing concern to recognise the rights of indigenous peoples. This thesis aims to explore the experiences of Maori women accountants in Aotearoa/NewZealand through the use of oral history. It seeks to provide Maori women with an opportunity to be heard by researchers, academics, policy makers, members of the accountancy profession and Maori women more widely. An opportunity is also provided for Maori women to influence the discipline of accounting and its organisational practices by exposing the profession to issues concerning Maori, as an indigenous ethnic group. 
It is argued that it is important to gather and listen to the stories of Maori women, as being heard is a crucial step towards understanding and reconciliation of their experiences with societally espoused commitments to equality and social justice. The struggle for Maori in Aotearoa/New Zealand is for equal participation, which also manifests itself in our organisations like accountancy firms and the accountancy profession. I have investigated the relationship between contemporary Maori women, accountancy and the history of colonialism and post-colonialism. Kaupapa Maori research methodologies are seen as a means of intervention in the transformation of Maori socially, economically and politically. The intent of these methodologies is to ensure a practice beyond the mere assimilation of marginalised groups, like Maori women. 
Over the last decade feminist accounting research has focused upon, perhaps unintentionally, women from the dominant white middle-class. The special features of 'Other' women have been obliterated by the cultural and class blindness of researchers. Their minority status has also rendered their significant differences to be invisible. There has been a particular paucity of research concerned to explain the career experiences of women from indigenous groups, including Maori women. 
An analysis of the empirical date gathered for this thesis is undertaken from a critical feminist perspective, by reference to the works of theorists on the 'decolonisation' of Maori and Maori women in Aotearoa/New Zealand. Suggestions on the transformation of the mono-cultural practices of the accountancy profession and its organisations include the process of hearing and understanding the Maori perspective. The Maori women in this study have shown that they have something unique to bring to the table in seeking a commitment for equal participation, in their aspirations for future equality in all aspects of Aotearoa/New Zealand society.

year: 2003