SPANDANA, B.2019-01-242019-01-242017D 10,227http://krishikosh.egranth.ac.in/handle/1/5810092270Science, as a subject is universal and knows no boundaries. The claims of Science for inclusion in the school curriculum came to be recognized after years of active and persistent efforts. Many students find science extremely inspiring and interesting, however when amply motivated. In order to empirically find the role of motivation towards science learning by intervening with videos and quizzes, the present study on Students’ Motivation towards Science Learning in Ashram High Schools of Warangal district-An intervention with video and quizzes, is carried out in six Ashram High Schools of Warangal district was taken up. Pre-test and post-test control group experimental research design, was adopted for the study. A sample of 219 students studying 8th class (169 female, 50 male students) from six Ashram high schools of Warangal district was selected out of which, three were girls schools located in J Pet, Tadvai and AK Ghanpur and three were boys schools in R Gudem, Kalwapally and CB Pally, due to gender segregated admissions. ii More than ¾ sample was female (77.17%). Highest number of girl students (81) was found in Tadvai, where and boy students were more in CB Pally (25).The boys’ strength (50) was less compared to girls (169). The mean was found to be 13.5 years, inspite overall age ranged between 11-16 years. Creativity, academic achievement and cognition engagement were the psychological variables studied. The presence of creativity variables viz., fluency and originality were found; but not flexibility due non uniqueness in alternate approaches written by the students. However girls were found more fluent and original compared to boys. Similar results were observed even in academic achievement with 30% of the 8th class girl students in Tribal schools were excellent (A1 and A2), 50% were good (B1 and B2) and 20% were average (C1 and C2), whereas 30% boys were good and 70% average in their achievement. But in Cognition engagement, boys scored 66.69% while girls scored 64.43% and after intervention cognition engagement enhanced significantly. Initial Students' Motivation Towards Science Learning (SMTSL) questionnaire developed by Tuan et al. (2005) for the purpose, measured self-efficacy (12.86%), active learning strategies (18.57)%, science learning value (11.75%), performance goal (4.16% ), achievement goal (12.01% ) and learning environment stimulation (13.93%) which significantly increased at 0.05 level of probability, to 17.25%, 20.24%, 12.82%, 8.90%, 12.91% and 15.26% respectively. The sum of SMTSL hiked to 87.38% from 73.28 % in post-test and was found significant at 0.05 level of probability. The variable Performance goal, contributed to the maximum (33.62%). A shift in students from moderately motivated category to highly motivated category was also found in post intervention situation. This increase was attributed to the intervention through tutoring students with video lessons and evaluating with quizzes before and after screening video lessons. Three lessons each from Physical Science and Biology were chosen and developed 10 video lessons in Telugu with an average duration of 11 minutes and found their reliability as 0.86. Moreover, the presence of cognitive structural variables of multimedia product, viz., signaling, segmenting, weeding and matching modality up to an extent of 86.93% was judged by the students. These variables might have aided in engagement of students for Physical and Biology learning. Six quizzes were also prepared and finalized duly following the validation process, with ten multiple choice items each with a weightage of 0.5 marks. Pre quiz scores were more in Physical science, where as more in Biology quizzes, in post quiz scores was observed. However, in post quiz scores in both the subjects was increased. The difference between pre and post quiz scores was significant at 0.05 level of probability in both the subjects. But a non-significant difference between subjects existed in both pre and post intervention conditions.ennullThesis