Students’ motivation towards learning Chemistry at the University

  1. M. Ángeles Fuentes Domínguez 1
  2. Antonio J. Martínez Martínez 1
  1. 1 Universidad de Huelva

    Universidad de Huelva

    Huelva, España


Edunovatic2023. Conference Proceedings: 8th Virtual International Conference on Education, Innovation and ICT November 29 - 30, 2023

Argitaletxea: REDINE (Red de Investigación e Innovación Educativa)

Argitalpen urtea: 2023

Orrialdeak: 114-115

Biltzarra: Congreso Virtual Internacional de Educación, Innovación y TIC (8. 2023. Madrid)

Mota: Biltzar ekarpena


An important factor in learning any subject is the students’ motivation, which significantly impacts their academic progress. This concern is especially acute among teachers due to a general lack of interest in scientific disciplines like physics, chemistry, and mathematics. Students’ motivation for academic success involves various factors, including ability self-concepts, task values, goals, and achievement motives [Hattie, 2009; Wigfield et al., 2000; Wigfield et al., 2016]. This raises critical questions: Is it possible to enhance students’ motivation in Chemistry classes? What strategies can be employed? Physics, Chemistry, and Mathematics are fundamental subjects in the first year of science degrees. This study aimed to investigate achievement motivation in the subject of Fundamentals of Chemistry for agricultural engineering students at the University of Huelva, Spain. The study involved 63 students during the f irst quarter of 2022/2023. Data were collected using questionnaires and an Achievement Motivation Scale (AMS), with scale reliability confirmed through test-retest, parallel forms, and internal consistency methods. Data analysis was performed using the Statistical Package for the Social Sciences (SPSS). The results indicate a strong correlation between attitude, motivation to learn, and academic success. Most students reported feeling rewarded when achieving positive results in Chemistry, reflecting the value of their academic efforts. Furthermore, the findings are beneficial for educators at all levels, providing insights to revise program plans and learning methodologies to enhance student motivation and teaching-learning synergy [Adesoji, 2008; Fishbein et al., 2010]. The use of computer simulations or interactive activities is recommended to help students grasp abstract chemistry concepts.