Achievement emotions are defined as emotions that are directly linked to achievement activities or achievement outcomes (Pekrun, 2006).

Achievement emotion has been found to affect learning and student achievements
(Efklides & Olet 2005; Linnenbrink 2006; Schutz & Lanehart 2002)

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 than mathematics. (Lichtenfeld.et.al 2012) and achievement emotions may be more interrelated in Quantitative domains (e.g.sciences) than in verbal domains (English).

- There is lack of research about elementary students achievement emotion (Lichtenfeld, et.al. 2012)

Conceptual framework

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 class related situations (Pekrun, Elliot,& Maier
2009;Pekrun, Goetz, Frenzel, Barcfeld,& Perry 2011;Pekrun, Goetz, Titz, & Perry 2002)

Objectives

1. Develop Academic achievement test for grade VI Science. 2. Examine the psychometric properties of the 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.

Methodology

Research Design -cross sectional survey Participants of the study 274 Grade VI pupils from Luna, Apayao -140 Female and 134 Males

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

Methodology : Data Collection Methodology : Analysis of Data Objective 1 Item response theory Objective 2 Confirmatory Factor Analysis Objective 3 Pearson moment correlation

Objective 1: Result of the study

Table of specification for Academic Achievement test in Science Topic I. People II. Plants, animals and environment III. Materials IV. Energy and motion V. Earth VI. Beyond the solar system
Target Developed No. of No. of No. of days items items

45 45 18 27 26 19 180

13 12 5 8 7 5 50

50 50 20 30 29 21
200

Objective 1: Result after expert validation

TOS for Academic Achievement test in Science VI
Topic I. People Target No. of Developed No. of items No. of items items retained Item placement

13 12

50 50 20 30 29

II. Plants, animals and environment III. Materials IV. Energy and motion V. Earth VI. Beyond the solar system

23 24 9 20 13 11 100

1 to 23 24 to 47

5 8 7 5 50

48 to 56 57 to 76 77 to 89 90 to 100

21 200

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

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

Objective 1: Result after IRT validation

TOS for Academic Achievement test in Science VI
Topic Target Developed No. of No. of items items No. of items given

Final number of items

Item placement

I.

13

23 50 50 20 30 29 21 200 24 9 20 13 11 100

16 11 4 12 10 8 60

II. 12 III. 5 IV. 8 V. 7 VI. 5

1,2,4,5,8-12, 14,15,1821, 23 25-29,31,39-42,47 50,51,53 63-68,70,71,73,74,75,76 77-79,81-83,86-89 90-93,95-97,100

50

Results of the Study

Objective 2:

Examine the psychometric properties of the Achievement Emotion Questionnaire for science in a sample of Filipino elementary school students.

Objective 2: Methodology : Research Instrument Achievement Emotion in Science -Adapted from Achievement Emotions Questionnairein 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<.001 -composed of 60 items

Objective 2 : Research Instrument

Achievement Emotion in Science

Components
Enjoyment Pride Anger Anxiety Shame Hopelessness Boredom B 1

Classrelated

Learning related

Test-related

No. of items

D A 3 2 4 1 3

1 1 1 3

3 4 14 2

D A B D A 3 1 2 1 1 2 3 2 3 4 3 2 1 1 3 3 2 14 1 9 11 2

10 6 9 15 8 6 6 60

Objective 2: Results of the Study: Scale statistics

Factors No. of Items M SD Skewness Inter-Item Alpha correlation

. Enjoyment Pride Anger Anxiety Shame

Hopelessness

Boredom

10 6 9 15 8 6 6 60

39.00 22.19 20.44 37.81 21.18 14.50 13.48

7.34 4.95 6.64 8.75 4.84 4.61 4.44

-0.66 -0.48 0.52 0.09 0.12 0.39 0.53

0.32 0.38 0.32 0.20 0.15 0.27 0.30

0.82 0.78 0.81 0.78 0.58 0.68 0.71

Objective 2: Results of the Study: Scale statistics

Overall item statistics Mean = 166.18 SD = 23 Skewness = .40 Inter-item correlaiton = .09 Alpha = .85

Objective 2: Results of the Study: Scale statistics

Internal Validity of Achievement emotion in Science IV Chi-square= (1689,n=60)=2954.1,P<.001 RMR= .09 RMSEA= 0.052

Results of the Study

Objective 3
Determine the relationship between achievement emotions and academic achievement in science.

Objective 3: Results of the Study

Enjoym Pride ent Anger Anxiet Shame Hopeless Boredo y ness m

G .168 .208 -.247-.166-.263 ra d e p=.006 p=.001 p=.00 p=.006 p=.000

-.185 -.215
p=.002 p=.000

A A

.2271 .1917 -.2001 -.2576 -.2203

p=.000 p=.002 p=.001 p=.000 p=.000

-.2303 -.1921
p=.000 p=.002

Conclusion

The developed academic achievement test is reliable and valid for measuring grade VI pupils achievement in Science.

Conclusion
The adapted achievement emotion questionnaire for Science (AEQ-S ) is reliable, valid and fit for measuring grade VI pupils achievement emotion in Science.

Conclusion

There is significant relationship

between grade VI pupils achievement emotions and academic achievement in science.