International Journal of Engineering Research & Technology (IJERT)

ISSN: 2278-0181
Vol. 2 Issue 11, November - 2013

Attitude and Motivation towards Learning Physics

Prof. Ryan Manuel D. Guido
Rizal Technological University

Abstract talented and gifted in science can appreciate the

role of physics in their daily life.
Physics is considered as one of the most prevailing and With such discourse in the physics education in the
problematic subject by the students in the realm of Philippines, students find it to have a negative attitude
science. Students perceived physics as a difficult subject toward learning physics because of its computational
during high school days and become more evasive when exigency in every problem sets, moreover, if they don’t
they reach college. Based on an investigation of 446 like the subject more often they don’t like the teacher.
engineering and technology students, this study analyses One of the most prevailing teaching-learning strategies
and evaluates the relationship between attitude and and approaches for physics teachers is to make physics
motivation of engineering and technology students amusing and entertaining in the class. Physics can be
towards learning physics. It shows that there is no applied by several teaching methods in order to transfer
significant difference in the attitude and motivation of learning effectively and efficiently. Such effects in
students towards learning physics. Furthermore, there is teaching physics may increase the ability of the students
a negligible degree of relationship for attitude and to understand and comprehend more than the usual and
motivation. The relationship between attitude and the ability of their learning process can be realized.
motivation is due to chance. This confide that most It was observed that the students who have negative
students found that it is unlikely for them to enjoy attitude towards physics have lack of motivation for
learning physics because of their professor. Faculty class engagement, and also the students who have
should encourage students in drilling physics problems, positive attitudes towards physics have motivation for
students are found to like answering difficult physics class engagement (Cracker, 2006 [7]).
questions in every examination, expresses that they have
a mathematical mind. 2. Literature Review

1. Introduction 2.1. Students’ Attitude towards Learning

One of the most prevailing subjects in the field of Attitude can distort the perception of information
engineering is physics. Its prominence in the academic and affect the degree of their retention. Also, it
and specialized range in engineering students which affirmed that students’ attitudes and interest could
makes it a support of more than instrumental substance play substantial role among pupils studying science,
for learning all throughout the engineering course. It is and attitude implies a favorable or disfavorable
the basic foundation of every engineering topics and the evaluative reactions towards something, events,
pedagogical significance to every engineering student. programmes, etc. exhibited in an individual’s beliefs,
Physics is considered as the most problematic area feelings, emotions or intended behaviors. It also
within the realm of science, and it traditionally attracts shows that students’ positive attitudes to science
fewer students than other sciences like chemistry and correlate highly with their science achievement.
biology. Most of the students perceived physics as a One of the utmost significant factors which affect
difficult subject during high school days and becomes students’ academic success is their attitudes towards
more problematic when they are in college, and even school, lessons and academic success. Attitude is a
more challenging in graduate education. In the tendency for individuals who organize thoughts,
Philippine setting, it is more perplexing to most of the emotions and behaviors towards a psychological object.
Filipino students to study physics because of the Human beings are not born with attitudes; they learn
undesirable reputation long before time. With this, only them afterwards. Some attitudes are based on people’s
students who do well in high school physics and students own experiences, knowledge and skills, and some are
that are exceptionally good in mathematics, remarkably gained from other sources. However, the attitude does

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Vol. 2 Issue 11, November - 2013

not stay the same, it changes in the course of time their science teachers, science curriculum and
(Erdemir, & Bakirci, 2009 [9]). science-classroom climate. Students’ attitude
Learner’s motivation in learning is affected by their towards science is more likely to influence the
attitudes towards learning the subject. The relation success in science courses than success in
between motivation and attitudes has been considered a influencing attitude (Morse and Morse, 1995 [23]).
prime concern in learning. According to Gardner and If students have negative attitudes towards science,
Lambert (1972) [13], motivation to learn is thought to be they also do not like physics courses and physics
determined by his attitudes towards the other group in teachers. Based on this premise, numerous studies have
particular and by his orientation towards the learning been conducted to determine the factors that affect the
task itself. Only when paired up with motivation proper students’ attitudes in science. There are basic factors
attitudinal tendencies relate to the levels of student including: teaching-learning approaches, the use of the
engagement in learning, and to attainment. presentation graphics, the type of science courses taken,
Gardner (1980) [12], elaborates attitude as the methods of studying, intelligence, gender, motivation,
sum total of a man’s instinctions and feelings, attitudes, science teachers and their attitudes, self-
prejudice or bias, preconceived notions, fears, adequacy, previous learning, cognitive styles of students,
threats, and convictions about any specified topic. career interest, socioeconomic levels, influence of
On the study conducted by Shuib (2009) [28], parents, social implications of science and achievement
students’ attitudes revealed that most of students had (Craker, 2006 [7]).
positive attitudes towards the social value and Many researchers believed that if students were
educational status of learning, in addition, the findings allowed to demonstrate higher cognitive abilities through
showed the students’ positive orientation toward the problem solving, either through a teacher-centered
language learning. Ajzan (1988) [3], ponders attitude as approach or a student-centered approach, their attitudes
a disposition to respond favorably or unfavorably to an towards physics might be positively affected (Erdemir,
object, person, institution or event. 2009 [9]). Furthermore, it was concluded in his study
The measurement of students’ attitudes towards that the poor student attitudes towards physics in the
physics should take into account their attitudes control group was due to the lack of information, lack of
towards the learning environment (Crawley & problem solving skills, lack of self-confidence, using a
Black, 1992 [8]). The effect of student’s attitude formula incorrectly and lack of acting like experts while
toward science is incredibly important, because in they solve physics problems.
problem solving requires patience, persistence,
perseverance and willingness to accept risk 2.2. Students’ Motivation towards Learning
(Charles, Lester & O’Daffer, 1987 [6]). Motivation, according to Gardner (2006) [14],
Pintrich and Maehr (2004) [25] classifies students motivation is a very complex phenomenon with
in three groups such as the ones who avoid failure, the many facets. This is because the term motivation
ones who would like to satisfy their curiosity and the has been viewed differently by different schools of
ones who want to get high marks. The study shows thought. Brown (2000) [5], identified motivation as
that students in classes, their motivation degrees and quite simply the anticipation of reward, he also
strategies are different. When students have positive asserts that motivation of learners often refer to a
attitudes, they show positive behaviors and they fulfil distinction between two types of motivation
their academic necessities. namely, instrumental versus integrative motivation.
Eryilmaz, Yildiz & Akin (2011) [10] examined the With lack of attitudes and motivation in the
relationship between attitudes of high school students physics course, most of the engineering graduates
towards physics laboratory and being motivated for class have poor background in physics, yet, taking pre-
engagement or not. They concluded that students who requisite subjects made them difficult to understand
have high-level motivation for class engagement have more in succeeding topics.
also positive attitudes towards physics laboratory. In Students’ motivation can be external or intrinsic.
contrast with this conclusion, students who have low- External motivation generally consists of recognition and
level motivation for class engagement have negative praise for good work. In a college student, this might be
attitudes towards physics laboratory. in the form of sustainability of the scholarships, or good
Achievement, motivation and student interest are impression in the class and at home. Students’ grades is
influenced by positive and negative attitudes (Miller, one of the most prominent factor as their extrinsic goal
Abraham, Cohen, Graser, Harnack, & Land, 1961 [22]). orientation. While intrinsic motivation generally consists
Additionally, it is found out that students with positive of an internal desire to learn about a specific topic.
attitudes towards physics had positive attitudes towards According to Vansteenkiste, Simons,

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Vol. 2 Issue 11, November - 2013

Lens, Soenens, Matos, & Lacante (2004) [30] improves their problem-solving success (Rickey
students demonstrated with intrinsic motivation and Stacy, 2000 [26]).
processed reading material more deeply, achieved Most learning strategy theories are based on the
higher grades, and showed more persistence than constructivist perspective of learning which contends
students with extrinsic motivation. that meaning and knowledge are constructed by the
Learners’ motivation has been widely accepted as learner through a process of relating new information
a key factor which influences the rate and success of to prior knowledge and experience (Olgren, 1998
learning. There are many factors that might cause the [24]). It also emphasizes that the quality of learning
students’ low proficiency, one might attribute to outcomes depends on how well the learner organizes
students’ motivation towards the subject. According and integrates the information.
to McDonough (1983) [21], motivation of the Zuscho, Pintrich and Coppola (2003) [32]
students is one of the most important factors investigated how students’ level of motivation and
influencing their success or failure in learning. use of specific cognitive and self-regulatory
A better understanding of students’ motivation and strategies changed over time, and how these
attitudes may assist curriculum and instruction motivational and cognitive components in turn
designers to devise language teaching programs that predicted students’ course performance. The result
generate the attitudes and motivation most conducive showed that there is an overall decline in students’
to the production of more successful learners. motivational level over time. There was also a
According to Maehr and Midgley (1991) [19], decline in students’ use of rehearsal and elaboration
motivation for class engagement is one of variables. strategies over time; students’ use of organizational
Motivation has a significant role in teaching and and self-regulatory strategies increased over time.
learning. But today, according to motivational Deep approach intends to understand material for
perspective, students are considered as individuals oneself, vigorous and critical interaction with knowledge
who are able to reach a decision by assessing content, relating ideas to one’s pervious knowledge and
possibilities and consequences that can transfer their experience, discovering and using organizing principles
aims into life and form meaning. Motivation to class to integrate ideas, relating evidence to conclusions, and
engagement means that students want to engage the examining the logic of arguments (Knowles and
class activities if they have motivation. Kerkman, 2007 [18]). For deep learning to occur,
Based on the study of Eryilmaz, Yildiz & Akin students should use a combination of organization and
(2011) [10], on investigating or relationships between elaboration strategies to analyze and synthesize
attitudes towards physics laboratories, motivation and information in ways that build a mental model linked to
amotivation for the class engagement. Shows that the prior knowledge in memory.
most significant problem that teachers confront in Studies reviewed suggest that there is a relationship
physics lessons is that abstract or concrete subjects between attitude and methods of instruction and between
cannot be comprehended by students correctly or attitude and achievement. Therefore, it is possible to
efficiently. A lot of techniques and methods are used predict the level of achievement from attitude scores.
to handle this situation. Application of any technique Although many researchers argue that teaching methods
or method but students’ attitudes towards the lesson have a great impact on students’ attitude to learn a
and their knowledge that they gain previously are subject, students’ attitudes towards physics have not yet
mainly effective in learning. been examined. In this study, the effects of the problem-
If the students do not have motivation to solving strategy on students’ attitudes were investigated
participate in the lesson, many cases get then (Eridemir, 2009 [9]).
bored, they cannot focus their attention on the
subject, and they cannot establish any connection 2.4. Students’ Attitude and Motivation in
with the studies done in the school and real life. As Science Education
a result of the students’ being bored and reduction It was observed that the students who have negative
of their lesson attention, it can be seen the drop out attitude towards physics have lack of motivation for
of the students (Pintrich & Maehr, 2004 [25]). class engagement, and also the students who have
positive attitudes towards physics have motivation for
2.3. Students’ Learning class engagement. Craker (2006) [7] demonstrated that
Educational research shows that promoting attitudes towards science change with exposure to
metacognition in the science classroom prompts students science, but the direction of change may be related to the
to refine their ideas about scientific concepts and quality of that exposure, the learning environment, and
teaching method.Similar results were obtained in the

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Vol. 2 Issue 11, November - 2013

study conducted by Mattern and Schau (2002) [20] Knowledge and skills related to solving physics
after exposing students to a self-learning device. problems are essential to ensure a positive attitude
On the study conducted by Seery (2009) [27], he toward physics. This result agrees with Tooke and
recommended that relevant stake holders to continue Lindstorm’s (1998) [29] opinion that students who
promoting positive attitude towards chemistry and have a positive attitude towards and beliefs about
motivate students to work hard in order to achieve better physics will succeed at a higher level.
in the subject as it cuts across all science related careers. On the study conducted by Guido and De la Cruz
Aiken (2000) [2] relates that attitude affects people in (2012) [15], shows that the astronomy students are very
everything they do and in fact reflects what they are, optimistic about their academic performance.
hence a determining factor of students’ behaviour. Exploratory research has revealed the reason associated
Wilkinson and Maxwell (1991) [31] affirmed with students’ attitudes towards physics courses and
that problem solving using ill-structured problems methods of teaching (Craker, 2006 [7]). It is also
motivates students and encourages understanding expressed that pleasures in physics course if the students
the epistemology of the discipline. know how to plan and implement the strategies of
On the study conducted by Haussler and Hoffman solution to the question through teaching methods.
(2000) [17], regarding the development, comparison Physics education research has demonstrated that
with students’ interests, and impact on students’ knowledge and skill of students taught problem
achievement and self-concept revealed that as a result of solving techniques or methods can play a powerful
the comparison between the features of the curricular role in how they use the knowledge they have learned
frame, the interest structure of students, and the current in their physics courses. Student attitudes towards
physics curriculum, has a remarkable congruency physics also play a powerful role in how they think
between students' interest in physics and the kind of about using problem-solving method in their physics
physics education identified in the Delphi study as being or any science class (Hammer, 1996 [16]).
relevant. However, there is considerable discrepancy
between students’ interest and the kind of physics 3. Methodology
instruction practiced in the physics classroom. It also
appears in the Regression analysis that students’ interest
3.1. Research Method
in physics as a school subject is hardly related to their
The research indicates the inherent characteristics
interest in physics, but mainly to the students’ self-
with the gathering of data. It purports and presents
esteem of being good achievers.
facts concerning the Attitude and Motivation Scale of
Physics Students. It also involves in the analysis on
2.5. Physics Education the assessment of the result of data gathered from
In the study of conventional teaching and traditional
questionnaires distributed to the respondents. It gives
teaching methods, results shows that in order to increase
significance to the quality and standing facts.
the level of attitude and success in physics education,
A survey technique correlational research design
new teaching methods and technology need to be
measures variables for a large number of cases to see
implemented into physics education (Adesoji, 2008 [1]).
relationship. It is a procedure in which subjects’ scores
There are several teaching methods can be used in on two variables are simply measured, without
teaching physics. Problem solving is one approach manipulation of any variables, to determine whether
that is most in practice due to its mathematical facets there is a relationship. The study also involves selecting
of the concepts. In this approach, it involves knowing subjects when it is very difficult to locate which shows
what to do in the situation of not knowing what to do. characteristics of the study and uses the fastest way of
Problem solving is not only finding the correct getting their opinion, reaction, responses to the
answer, but also is an action which covers a wide Instrument in Attitude Inventory Test and Achievement
range of mental abilities. Students should realize what Motivation Scales of the physics students.
and why they are doing, and know the strengths of
these strategies, in order to understand the strategies
completely and be able to select appropriate ones 3.2. Participants of the Study
(Erol, Selcuk & Calishan, 2006 [11]). The samples are 290 engineering students, and 156
A positive attitude influences expected achievement technology students taking up engineering physics
and is heavily influenced by attitudes towards science. during the second semester of 2011-2012 in Rizal
As would be expected, positive heavily influenced by Technological University. This study is delimited on
attitudes towards science also lead to better results on the Department which has both Engineering and
achievement influencing attitude (Craker, 2006 [7]). Technology offerings; these are Civil Engineering and
Technology, Computer Engineering and Technology,

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Electrical Engineering and Technology, Electronics and 4. Results and Discussion

Communications Engineering and Technology,
Instrumentation and Control Engineering and
4.1. Significant Difference in the Attitudes
Technology and Mechanical Engineering and
Technology. of the Respondents in Physics Subject
Table 1
Analysis of Variance on the Attitudes of the
3.3. Instrument Respondents in Physics Subject
The instrument used standardized Attitude Inventory
Source of SS df MS F P- F
Test and Achievement Motivation Scale to measure the
Variation Value Crit
achievement of the students. It is designed and patterned
to obtain adequate information regarding the attitudes Between 4.09
and motivations of the students. The Attitude Inventory Groups 0.006 1 0.006 0.038 0.845 8
Test and Motivation Scale survey questionnaire has five Within
degrees of intensity with weights of 5 being the highest Groups 5.954 38 0.156
and 1 being the smallest rating. The scale of the Total 5.960 39
statistical value adopted to assess their attitude and Level of significance at 0.05
motivation is as follows:
Table 1 reveals the ANOVA on the attitudes of the
Weighted Arbitrary Verbal Interpretation respondents in physics subject. This shows that the
Mean Value tabular value of 4.098172 is greater than the computed
4.51 – 5.00 5 Very True to Me value of 0.038304 at correlation significance at 0.05
3.51 – 4.50 4 True to Me levels. The approximate significance is 0.845877. This
2.51 – 3.50 3 Somewhat True to Me indicates that it failed to reject the null hypothesis and
1.51 – 2.50 2 Untrue to Me therefore concludes that there is no significant difference
1.00 – 1.50 1 Very untrue to Me in the attitudes of the respondents in the physics subject.
Studies reviewed suggest that there is a relationship
3.4. Research Procedure between attitude and methods of instruction and between
The evaluation of the students’ learning toward attitude and achievement. Therefore, it is possible to
physics subject has two parts: one through Attitude predict the level of achievement from attitude scores
Inventory Test and the other which entails the (Eridemir, 2009 [9]).
Achievement Motivation Scale.
The assessment of 446 physics students’ responses 4.2. Significant Difference in the Motivation
toward the survey questionnaire in Attitude Inventory of the Respondents in Physics Subject
Scale and Achievement Motivation Scale yielded a Table 2
scientific investigation. The respondents were given Analysis of Variance on the Motivation of the
questionnaires in their physics class to identify their Respondents in Physics Subject
assertiveness and enthusiasm towards their physics Source SS df MS F P- F
subject. This was done at Rizal Technological of Valu Crit
University in the College of Engineering and Variation e
Industrial Technology taking the physics subject Between
second semester 2011- 2012. Groups 0.422 1 0.422 1.163 0.287 4.098
Within
3.5. Data Analysis Groups 13.78 38 0.362
Student responses to the instrument were coded Total
14.20 39 14.20
based on the 5-point Likert Scale determination per Level of significance at 0.05
criteria so that higher scores embodied more positive
responses. Using SPSS program, a one-way analysis Table 2 reveals the ANOVA on the motivation of the
of variance (ANOVA) was conducted to determine respondents in physics subject. This shows that the
the significant difference in the attitudes and tabular value of 4.098172 is greater than the computed
motivation. Pearson’s Product Moment Correlation to value of 1.16395 at correlation significance at 0.05
determine the significant relationship between the levels. The approximate significance is 0.287449. This
attitudes and motivation of the respondents. indicates that it failed to reject the null hypothesis and
therefore concludes that there is no significant difference

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Vol. 2 Issue 11, November - 2013

in the motivation of the respondents in the physics

subject. Table 4 shows the Correlation of attitude and
It was observed that the students who have motivation of the respondents towards learning physics.
negative attitude towards physics have lack of There is a high to very high positive relationship
motivation for class engagement, and also the between the attitude and motivation of the students. The
students who have positive attitudes towards physics relationship is positive; as the attitude increases, the
have motivation for class engagement. Research has motivation also increases. The value of r = 0.923852
shown that attitudes towards science change with indicates a high to very high positive relationship
exposure to self-learning strategies in science (Craker, between the attitudes and motivation of the 446 physics
2006 [7]; Mattern and Schau, 2002 [20]). students at correlation significance at 0.05 level. The
coefficient of determination is r2 = 0.85350252, this
4.3. Significant Difference between Attitude presents that attitude improves prediction of the rated
factors by 85.35%. The relationship between attitude and
and Motivation of the Respondents towards
motivation is statistically significant.
Learning Physics This result agrees with Tooke and Lindstorm’s
Table 3
(1998) [29] and Cracker (2006) [7] that positive attitude
Analysis of Variance on the Attitude and
influences expected achievement and the opinion that
Motivation of the Respondents in Physics
students who have a positive attitude towards and beliefs
Subject
about physics will succeed at a higher level.
Source SS df MS F P- F
of Value Crit
Variation 5. Conclusion
Between The findings of the study suggest that most of the
Groups 0.845 3 0.281 1.085 0.360 2.724 students find that they feel good when they are
Within successful in physics. They feel that they are fully
Groups 19.741 76 0.259 succeeded in the subject when this endeavor became
Total fruitful. Factors that reflect on this is that their
20.587 79 20.58
Level of significance at 0.05 professors explain a lot per detail in their class, they
also found it enjoyable studying because they found it
useful for problems of everyday life. This also
Table 3 reveals the ANOVA on the attitudes of the
confirms that there is no significant difference in the
respondents in physics subject. This shows that the
attitudes of both engineering and technology students,
tabular value of 2.724944 is greater than the
the respondents’ motivation for both samples; and
computed value of 1.08549 at correlation significance
attitude and motivation of the respondents in the
at 0.05 levels. The approximate significance is
physics subject. Moreover, the relationship between
0.360449. This indicates that it failed to reject the null
attitude and motivation is due to chance.
hypothesis and therefore concludes that there is no
significant difference in the attitudes and motivation
of the respondents in the physics subject. 6. Recommendation
Similar results were obtained in the study Most of the students found that it is unlikely for
conducted by Mattern and Schau (2002) [20] after them to enjoy learning physics because of their
exposing students to a self-learning device. professor. Faculty should deliver more and efficient
teaching because students are seeking more than a
4.4. Significant Relationship between satisfactory grade to pass the course, and they do not
Attitude and Motivation of the Respondents expect to have a lower grade in physics. Faculty
should encourage students in drilling physics
towards Learning Physics
problems, students are found to like answering
Table 4
difficult physics questions in the exam, expresses that
Pearson Product Moment Correlation on
they have mathematical mind. The department should
the Attitude and Motivation of the
continue in motivating the students to learn more and
Respondents in Physics Subject
study more as they expresses that they can get good
Correlation Attitude Motivation results in physics, that they enjoy going beyond the
assigned work in the subject and they try to solve
Attitude 1
more than what is expected of them, and that they
found that studying physics is enjoyable.
Motivation 0.923852 1

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