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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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Objective 1: Result of the study
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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Objective 1: Result of the study
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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Objective 2: Results of the Study: Scale statistics
Overall item statistics
Mean = 166.18SD = 23
Skewness = .40
Inter-item correlaiton = .09Alpha = .85
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Objective 2: Results of the Study: Scale statistics
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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