Recognition of Unmotivated Students in Science Learning in a Junior High School in Japan

[SUMMARY] The purpose of the study is to investigate how unmotivated students in science in a junior high school recognize their science lessons. Students’ motivation to learn science was measured by using a questionnaire consisting of 35 items with a five-point Likert-Scale based on six factors: self-efficacy, active learning strategies, science learning values, performance goals, achievement goals, and learning environment stimulation. In this study, 177 junior high school students participated and 20.3%, 13.0%, 5.7%, 6.8%, 13.0%, and 27.7% of the students were not motivated to learn science by self-efficacy, active learning strategies, science learning values, performance goals, achievement goals, and learning environment stimulation, respectively. Students are least motivated by learning environment stimulation. In addition, unmotivated students’ recognition of science learning was investigated by using another questionnaire. Most of the unmotivated students want to conduct fun activities and do more experimentsin science learning.