IJIET 2026 Vol.16(7): 1899-1911
doi: 10.18178/ijiet.2026.16.7.2652
doi: 10.18178/ijiet.2026.16.7.2652
Modeling the Predictive Factors of Moroccan Secondary School Students’ Motivation to Learn Geology: A Mixed-methods Study
Mohammed El Moudden 1,*, Saïd Chakiri 1, Mohamed Yazidi 1,2, El Mostapha Bouhamid 1,
Bouchra Jaima 1, Omar Amahmid 2, and
Bouchra Razoki1,2
1. Geosciences and Resources Natural Resources Laboratory, Faculty of Sciences, Ibn Tofaïl University, Kenitra, Morocco
2. Department of Life and Earth Sciences, Regional Centre for Careers of Education and Training, CRMEF Marrakesh, Morocco
Email: mohammedelmoudden10@gmail.com (M.E.M); Chakiri@uit.ac.ma (S.C.), yazmed2013@gmail.com (M.Y.), elmostapha.bouhamid@uit.ac.ma (E.M.B.); bouchra.jaima@uit.ac.ma (B.J.); amahmid1969@gmail.com (O.A.); bouchra.razoki@gmail.com (B.R.)
*Corresponding author
2. Department of Life and Earth Sciences, Regional Centre for Careers of Education and Training, CRMEF Marrakesh, Morocco
Email: mohammedelmoudden10@gmail.com (M.E.M); Chakiri@uit.ac.ma (S.C.), yazmed2013@gmail.com (M.Y.), elmostapha.bouhamid@uit.ac.ma (E.M.B.); bouchra.jaima@uit.ac.ma (B.J.); amahmid1969@gmail.com (O.A.); bouchra.razoki@gmail.com (B.R.)
*Corresponding author
Manuscript received October 22, 2025; revised November 14, 2025; accepted February 23, 2026; published July 22, 2026
Abstract—Despite the richness and economic importance of geology in Morocco, secondary school students show limited motivation to learn the subject. This study aims to analyze the factors influencing the motivation of Moroccan secondary school students to learn geology. A Geology Motivation Questionnaire II was used to examine the influence of gender, place of residence, class and geology marks on student motivation. Multiple linear regression analyses were performed on 2053 high school students. The results showed that gender has a significant impact on student motivation, with girls more motivated than boys to learn geology. Geology marks also had a significant, but negative effect on motivation (the lower the marks, the lower the motivation), particularly on students’ self-efficacy and self-determination. Home environment shows relatively weak effects, while class differences have no significant and consistent effects. However, a general trend shows that motivation decreases with advancement in schooling. The regression model explained 21.6% of the total variance in the predictors of Moroccan geology students’ motivation. In addition, interviews with 26 students confirmed and enriched these results by identifying other factors influencing motivation, such as socio-familial environment, previous experiences, quality of teaching practices and digital literacy.
Keywords—geology, learning, Moroccan students, motivation, secondary school
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—geology, learning, Moroccan students, motivation, secondary school
Cite: Mohammed El Moudden, Saïd Chakiri, Mohamed Yazidi, El Mostapha Bouhamid, Bouchra Jaima, Omar Amahmid, and Bouchra Razoki, "Modeling the Predictive Factors of Moroccan Secondary School Students’ Motivation to Learn Geology: A Mixed-methods Study," International Journal of Information and Education Technology, vol. 16, no. 7, pp. 1899-1911, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).