THE RELATIONSHIP OF INTRINSIC GOAL ORIENTATION FOR LEARNING GEOGRAPHY, SELF-EFFICACY FOR LEARNING AND PERFORMANCE IN GEOGRAPHY, AND METACOGNITIVE SELF-REGULATED GEOGRAPHY LEARNING WITH BHUTAN GEOGRAPHY ACHIEVEMENT OF GRADE 8 STUDENTS AT DRUK HIGHER SECONDARY SCHOOL IN THIMPHU, BHUTAN
Keywords:
Bhutan geography, Bhutan geography achievement, Intrinsic Goal Orientation, Self-Efficacy, Metacognitive Self-Regulation, Druk Higher Secondary School, Thimphu, BhutanAbstract
The study aimed to determine whether there was a significant relationship between intrinsic goal orientation for learning geography, self-efficacy for learning and performance in geography, and metacognitive self-regulated geography learning with Bhutan geography achievement of Grade 8 students at Druk Higher Secondary School in Thimphu, Bhutan. The Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991) was adapted and used to collect the data on intrinsic goal orientation for learning geography, self-efficacy for learning and performance in geography, and metacognitive self-regulated geography learning from 49 Grade 8 students at Druk Higher Secondary School in Thimphu, Bhutan in Term 2 of the Academic Year 2020. A total of 49 students from Grade 8 were selected using the convenience sampling method for the research conducted. The Bhutan Geography achievement scores of the students were collected using the End of Term 2 Bhutan geography examination. A correlational analysis was used to determine the relationships of intrinsic goal orientation for learning geography, self-efficacy for learning and performance in geography, and metacognitive self-regulated geography learning and Bhutan geography achievement of the Grade 8 students. The relationship between intrinsic goal orientation and Bhutan geography achievement was weak but positively correlated. The relationship between self-efficacy for learning and performance in geography and Bhutan geography achievement; and the relationship between metacognitive self-regulated geography learning and Bhutan geography achievement was moderately strong. The findings further indicated that there was a significant, moderately strong, and positive
1 Lecturer, Royal Thimphu College, Thimphu-Bhutan. sonampeldon@rtc.bt
2 Ph.D., Assistant Professor, Graduate School of Human Sciences, Assumption University, Thailand. richardlynch2002@yahoo.com
Scholar: Human Sciences, ISSN 2586-9388, Vol.14 No.2 (Jul.-Dec. 2022)
447
correlation between the three independent variables and one dependent variable. Recommendations for students, teachers, curriculum developers, and future research are provided.
References
Abdullah, M. N. L. Y. (2010). Self-regulated learning: Theory and application. Penerbit Universiti Sains Malaysia. Adesoji, F. A., & Idika, M. I. (2015). Effects of 7E Learning Cycle Model and Case-Based Learning Strategy on Secondary School Students' Learning Outcomes in Chemistry. Journal of the International Society for Teacher Education, 19(1), 7-17. https://files.eric.ed.gov/fulltext/EJ1177065.pdf Alqurashi, E. (2016). Self-efficacy in online learning environments: A literature review. Contemporary Issues in Education Research, 9(1), 45-52. Balci, A., & Tuna, F. (2014). The effects of fieldwork practices on students' self-efficacy perceptions in geography education. International Journal of Academic Research in Business and Social Sciences, 4(3), 2222-6990.
Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of Child Development, 6, Six theories of child development (pp. 1-85). Greenwich, CT: JAI Press. Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287.
Bhutan Council for School Examination and Assessment. (2019). Education in Bhutan: Findings from Bhutan's experience in PISA for Development. http://www.education.gov.bt/wp-content/downloads/publications/other/Bhutan-PISA-D-National-Report.pdf Care, E, Vista, A., & Kim, H. (2019). Assessment of transversal competencies: Current tools in the Asian Region. UNESCO and The Brooking Institution. https://unesdoc.unesco.org/ark:/48223/pf0000368479 Cheng, E. C. K. (2011). The role of self-regulated learning in enhancing learning performance. The International Journal of Research and Review, 6(1), 1-16. Chyung, S. Y., Moll, A. J., & Berg, S. A. (2010). The role of intrinsic goal orientation, self-efficacy, and e-learning practice in engineering education. The Journal of Effective Teaching, 10(1), 22-37. Dukpa, P. (2016). National School Curriculum Conference 2016: Rethinking Curriculum Report. Royal Education Council Paro, Bhutan.
Scholar: Human Sciences, ISSN 2586-9388, Vol.14 No.2 (Jul.-Dec. 2022)
https://www.researchgate.net/publication/326736255_Complete_Bhutan_National_School_Curriculum_Conference_2016_Report Fatih, F. D., Suharini, E., & Sanjoto, T. B. (2019). Self-regulation and problem-solving ability on geography basic knowledge materials using the 7E learning cycle model. International Conference on Science and Education and Technology, 443, 229-233. DOI:10.2991/assehr.k.200620.045 Fuller, I. C. (2012). Taking students outdoors to learn in high places. Area, 44(1), 7-13. https://doi.org/10.1111/J.1475-4762.2010.00990.X Husain, U. K. (2014). Relationship between self-efficacy and academic motivation. International Conference on Economics, Education and Humanities 1(1), 35-39. http://dx.doi.org/10.15242/ICEHM.ED1214132
iSALT Team (2014). Social cognitive theory. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/isalt_resources/4/
Jacaranda, (2016, April 7). Tips and ideas, seven reasons to study geography. https://www.jacaranda.com.au/blog/tips-and-ideas/7-reasons-to-study-geography Khosim, F., & Awang, M. I. (2020). Validity and reliability of the MSLQ Malay version in measuring the level of motivation and self-regulated learning. International Journal of Scientific & Technology Research, 9(2), 903- 905. http://www.ijstr.org/final-print/feb2020/Validity-And-Reliability-Of-The-Mslq-Malay-Version-In-Measuring-The-Level-Of-Motivation-And-Self-regulated-Learning.pdf Kivinen, K. (2003). Assessing motivation and the use of learning strategies by secondary students in three international schools (order No.9514455568) [Doctoral Dissertation, University of Tampere]. Tampere University Press. Kuisma, M. (2018). Narratives of inquiry learning in middle-school geographic inquiry class. International Research in Geographical and Environmental Education, 27(1), 85-98. https://doi.org/10.1080/10382046.2017.1285137 LaMorte, W. (2019, September 9). The social cognitive theory. Behavioral Change Models. https://sphweb.bumc.bu.edu/otlt/MPH-Modules/SB/BehavioralChangeTheories/BehavioralChangeTheories5.html#:~:text=Social%20Cognitive%20Theory%20(SCT)%20started,person%2C%20environment%2C%20and%20behavior Markuszewska, I., Tanskanen, M., & Subiros, J. V. (2018). New ways to learn geography–challenges of the 21st century. Quaestiones Geographical, 37(1), 37-45. doi: 10.2478/quageo-2018-0004
Scholar: Human Sciences, ISSN 2586-9388, Vol.14 No.2 (Jul.-Dec. 2022)
MOEB. (2018). Global Partnership For Education; Education Sector Program Implementation Grant Proposal for 2018-2021. https://www.globalpartnership.org/sites/default/files/c1-btn-program_document_1.pdf Panadero, E. (2017). A review of self-regulated learning: six models and four directions for research. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2017.00422 Pintrich, P. R., Smith, D. A., Garicia, T., McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). https://files.eric.ed.gov/fulltext/ED338122.pdf Radovan, M., & Makovec, D. (2015). Relations between students' motivation and perceptions of the learning environment. Center for Educational Policy Studies Journal, 5(2), 115-138. http://dx.doi.org/10.26529/cepsj.145 Sahin, S. H. (2014). Comparison of geography self-efficacy levels of students taking geography course. Universitepark Bulten, 3(1-2), 19-27. https://www.academia.edu/27066931/Comparison_of_Geography_Self-Efficacy_Levels_of_Students_Taking_Geography_Course Singh, S. S. B., Rathakrishnan, B., Sharif, S., Talin, R., & Eboy, O. V. (2016). The effects of geography information system-based teaching on underachieving students' mastery goal and achievement. Turkish Online Journal of Educational Technology, 15(4), 119-134. https://files.eric.ed.gov/fulltext/EJ1117621.pdf Tan, I. G. C., Sharan, S., & Lee, C. K. E. (2005). Students' perceptions of learning geography through group investigation in Singapore. International Research in Geographical & Environmental Education, 14(4), 261-276. https://doi.org/10.1080/10382040508668359 Tenzin, K. (2002). Attitudes of grade eight students in Bhutan toward national history (Order No. MQ82562). [Master's thesis, The University of New Brunswick]. Available from ProQuest Dissertations & Theses Global. Usher, E. L., & Pajares, F. (2008). Self-efficacy for self-regulated learning: A validation study. Educational and Psychological Measurement, 68(3), 443-463. DOI:10.1177/0013164407308475 Wijayanto, P. A., Utaya, S., & Astina, I. K. (2017). Increasing students' motivation and geography learning outcome using active debate method assisted by ISpring Suite. International Journal of Social Sciences and Management, 4(4), 240-247. DOI: 10.3126/ijssm. v4i3.18336 Wimmer, S., Lackner, H. K., Papousek, I., & Paechter, M. (2018). Goal orientations and activation of approach versus avoidance motivation
Scholar: Human Sciences, ISSN 2586-9388, Vol.14 No.2 (Jul.-Dec. 2022)
while awaiting an achievement situation in the laboratory. Frontiers in Psychology, 9(1552), 1-10. https://doi.org/10.3389/fpsyg.2018.01552 Zimmerman, B. J. (2005). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp.13–39). Academic Press. http://dx.doi.org/10.1016/B978-012109890-2/50031-7