Understanding Stoichiometry Achievement: A Predictive Analysis of Motivation and Attitude in Resource Constrained Secondary Schools
- 1University of the Free State
Abstract
Students’ persistent difficulties and low achievement in stoichiometry have continued to raise concerns about the role of motivational and attitudinal factors in learning abstract chemistry concepts in under‑resourced secondary school settings. This study employed a predictive correlational design to examine the prediction of motivation and attitude on students' achievement in stoichiometry in resource-constrained secondary schools. Regression analyses were used for data analysis. The findings indicated that motivation is a significant and moderate predictor of students' achievement in stoichiometry, explaining 33.0% of the variance, while attitude exhibited a low yet statistically significant predictive effect, accounting for 14.0% of the variance. In the joint regression analysis, motivation emerged as the dominant predictor of stoichiometry achievement (β = .514), while attitude made a smaller but statistically significant contribution (β = .128), indicating that motivation explains more of the variance when both variables are considered together. It is therefore recommended that chemistry teachers and curriculum designers prioritise strategies that enhance students’ motivation and attitude to improve achievement in stoichiometry.
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BibTeX
@article{nwafor2026understanding,
title = {{Understanding Stoichiometry Achievement: A Predictive Analysis of Motivation and Attitude in Resource Constrained Secondary Schools}},
author = {Stephen Chinedu Nwafor and Maria Tsakeni},
journal = {Journal of Environmental and Science Education},
year = {2026},
month = oct,
doi = {10.15294/jese.v6i2.55455},
url = {https://doi.org/10.15294/jese.v6i2.55455},
note = {CC BY},
}
RIS
TY - JOUR
TI - Understanding Stoichiometry Achievement: A Predictive Analysis of Motivation and Attitude in Resource Constrained Secondary Schools
AU - Stephen Chinedu Nwafor
AU - Maria Tsakeni
PY - 2026
DA - 2026/10/26
JO - Journal of Environmental and Science Education
DO - 10.15294/jese.v6i2.55455
UR - https://doi.org/10.15294/jese.v6i2.55455
AB - Students’ persistent difficulties and low achievement in stoichiometry have continued to raise concerns about the role of motivational and attitudinal factors in learning abstract chemistry concepts in under‑resourced secondary school settings. This study employed a predictive correlational design to examine the prediction of motivation and attitude on students' achievement in stoichiometry in resource-constrained secondary schools. Regression analyses were used for data analysis. The findings indicated that motivation is a significant and moderate predictor of students' achievement in stoichiometry, explaining 33.0% of the variance, while attitude exhibited a low yet statistically significant predictive effect, accounting for 14.0% of the variance. In the joint regression analysis, motivation emerged as the dominant predictor of stoichiometry achievement (β = .514), while attitude made a smaller but statistically significant contribution (β = .128), indicating that motivation explains more of the variance when both variables are considered together. It is therefore recommended that chemistry teachers and curriculum designers prioritise strategies that enhance students’ motivation and attitude to improve achievement in stoichiometry.
SN - 2797-0175
SN - 2775-2518
ER -