Science Teachers’ perceptions about using Massive Open Online Courses (MOOCs) on improving academic achievement and Students’ Motivation

The current research aims at investigating Science teachers’ perceptions about using Massive Open Online Courses (MOOCs) on improving academic achievement and students’ motivation. The sample of the study consists of (103) males and females science teachers in elementary school in Kuwait. Descriptive research design due to its suitability for the nature of the research which targets recognizing teachers’ perceptions about using Massive Open Online Courses (MOOCs) on improving academic achievement and students’ positive motivation. In order to achieve the study goals, a questionnaire was designed in addition to semi-structured interviews. Therefore, both quantitative and qualitative research design have been used to analyze the study results. Findings revealed that teachers highly recommend the use of MOOCs on teaching science and to increase students’ motivation. In addition, results showed that there are statistically significant differences among the sample responses in terms of age, years of experience, teaching load and work center. Meanwhile, no statistically significant differences were detected in terms of gender and teachers’ qualification.      
 
Key words: Science teacher perceptions; MOOCS, academic achievement, students’ motivation