The Effects of Extrinsic Motivational Factors in Learning (original) (raw)
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This article highlights some of the major research findings regarding the extrinsic motivational factors in learning mathematic among Students in Secondary School in Negeri Sembilan. This study is aimed to find the differences between extrinsic motivational factors which include teacher, peer-group, family, environment, and language according to gender and to find the relationship between this extrinsic motivation factor with the academic performances in mathematic. A total of 203 form four students from all three students in secondary schools in Negeri Sembilan were chosen to participate in this study by using random sampling method. The extrinsic motivational factors in learning mathematic were measured using a self-designed questionnaire that includes seven motivational factors. The reliability coefficient of Alpha Cronbach of this study was 0.82 and this questionnaire was validated by expert in psychology in university Technology Malaysia. Pearson Correlation was used to test the relationships between extrinsic motivational factors and academic performances in mathematic and t-test was used to test the differences. Results of the study shows all five extrinsic motivational factors have significant relationship with academic achievement of mathematic. Teachers emerged the strongest relationship among the other motivational factors and the relationship is significant in this study. While t-test result shows that all extrinsic motivation factors do not have significant differences with gender with p>0.05.
International Journal of Psychological Studies, 2010
This article highlights some of the major research findings regarding the extrinsic motivational factors in learning mathematic among Students in Secondary School in Negeri Sembilan. This study is aimed to find the differences between extrinsic motivational factors which include teacher, peer-group, family, environment, and language according to gender and to find the relationship between this extrinsic motivation factor with the academic performances in mathematic. A total of 203 form four students from all three students in secondary schools in Negeri Sembilan were chosen to participate in this study by using random sampling method. The extrinsic motivational factors in learning mathematic were measured using a self-designed questionnaire that includes seven motivational factors. The reliability coefficient of Alpha Cronbach of this study was 0.82 and this questionnaire was validated by expert in psychology in university Technology Malaysia. Pearson Correlation was used to test the relationships between extrinsic motivational factors and academic performances in mathematic and t-test was used to test the differences. Results of the study shows all five extrinsic motivational factors have significant relationship with academic achievement of mathematic. Teachers emerged the strongest relationship among the other motivational factors and the relationship is significant in this study. While t-test result shows that all extrinsic motivation factors do not have significant differences with gender with p>0.05.
Psychology and Education: A Multidisciplinary Journal, 2024
This study determined that the mathematics performance of the Grade 6 Maguindanaon learner was influenced by motivational factors. It adopted a descriptive-correlation research design with 15 learners and 15 parent participants. The study shared that Grade 6 Maguindanaon learners' academic performance was generally Fair. Pearson R showed that the teacher factor affects academic performance. Parent and Peer factors do not affect their academic performance. Results also showed that the attitude of learners significantly affects their academic performance, but study habits do not. The mean score and standard deviation of each factor are used to assess them and try to understand their motivation level. Among the factors related to teacher behavior, these may prove to be significant. These factors include teachers' demonstration of well-organized lessons and mastery during the presentation (mean=4.46, Std. Dev.=0.51); also, when they show enthusiasm or interest in their subject matter (mean=4.67, Std Dev.= 0.51) plus adjusting instruction method so that it matches the pupils' learning activities (mean = 4.66, Std. Deviation = 0.48).
2003
There are many factors affect mathematics teaching and learning. Teachers' beliefs, perceptions, attitudes and many other factors play important roles for mathematics teaching and learning. Research indicates that teachers' behaviors directly affect pupils' behavior. This suggests that if teachers have positive views on mathematics, children in their classes might have positive attitudes towards mathematics. So, what teachers do in the classrooms is very important. Therefore student teachers' training is also very important. This study aimed to take student teachers' view on mathematics teaching and learning. For this aim student teachers were asked about the role of motivation, in particular. Interview as qualitative research technique was used and student teachers who were in their last year of teacher training program were interviewed in this study. Limited sample of student teachers were interviewed for gathering detailed data. Only findings belong interviews are presented in this study.
2021
This study aims to determine differences in mathematics learning outcomes of students in terms of level of motivation learning styles of students and How students ' mathematics learning Outcomes in terms of level of motivation and learning styles of students. This research experiments. The research Data consists of the initial test and final test about the material that has been delivered using the approach of learning motivation and learning styles with the dependent variable is learning outcomes. In this study, the researchers obtained data from the results of pre-test and post-test conducted in the experimental class(the class that viewed from learning motivation) and class control(class in terms of learning styles). Based on the above analysis, it has been proven that there are significant differences between the learning outcomes in terms of learning motivation and learning styles in enhancing student learning outcomes in Mathematics learning in the SMK Kesehatan Imelda Rit...
2021
Mathematics is done throughout the primary phase in Namibia. Motivation is a big factor in getting learners to perform well in mathematics in fact in everything that they do they need motivation. There are two forms of motivation extrinsic and intrinsic motivation thought many studies have argued that intrinsic motivation is the better of the two forms of motivation. Consequently, the present study investigated extrinsic motivation factors on learner’s performance in the senior primary phase. To achieve this aim two schools in Katutura were selected interviewing two teachers per school using non-probability, convenience sampling techniques. Collected interview data were first transcribed verbatim, coded and thereafter analyzed to generate themes using thematic analyses. Both School A and B were situated in Katutura separated only by the location in which they are found. Following are the key findings that emerged from the analysis. First teachers established that motivation and performance decrease at the Senior Phase and identified extrinsic motivation factors on learner performance. Teachers strongly suggested extrinsic motivation to be more effective at improving learner performance. Secondly the studies established that no one method or unique teaching method can be established in teaching mathematics and rather suggest that teaching method should be used interchangeably using concrete object as a basis for teaching as it is more understandable than abstract teaching. Lastly by altering the environment which serves as a extrinsic motivational factor one may have an effect on the learners character and in turn affect learner motivation.
The issue of student motivation is of utmost importance for achieving academic excellence in secondary schools. This study aimed to investigate the influence of motivational factors on the academic achievement of senior secondary school students in mathematics. The study was guided by five hypotheses and underwent testing at a significance level of 0.05. A descriptive survey design was employed, specifically selecting five senior secondary schools in the study area. A total of 300 students from these schools, located in the Ijebu Ode Local Government Area of Ogun State, Nigeria, were selected. The research utilised questionnaires and a Mathematics Achievement Test (MAT), with reliability coefficients of 0.75 and 0.80, respectively. The findings revealed that intrinsic motivation, extrinsic motivation, self-efficacy, and goal orientation had a positive and significant impact on academic achievement. Furthermore, when these factors were considered collectively, they demonstrated a significant influence. The conclusion drawn from this study is that motivational factors greatly affect the academic achievement of senior secondary school students in mathematics in Ijebu Ode, Ogun State, Nigeria. Therefore, it is recommended that schools actively promote these factors during the teaching and learning processes to enhance students' achievement in mathematics. In many cases, students tend to perceive mathematics as primarily procedural and rule-based, which hampers their ability to fully comprehend the depth and versatility of the subject, as well as the
Educational zone, Batticaloa district. The study was carried out on 300 junior secondary students randomly selected (grade 9 which are transformation group from junior secondary to senior secondary grade10) from 10 semi-urban and rural type 2 schools, and schools were stratified randomly selected from Paddiruppu Educational zone. The age ranged from between 13.5 and 14.5years (who were stayed in grade 9, the year of 2016). Other variables considered in the study are extent of AM at two levels that is highly motivated and less motivated students. This research is an ex-post facto design in the sense that the researcher does not have direct control over independent variable because their manifestations have already occurred or because they are inherently not manipulable. The investigator therefore examined the impact of AM (independent variable) on type II schools grade 9 (early adolescence) students AA in Mathematics (dependent variable). In an effort to achieve this, study investigated the impact of AM on student's school AA in mathematics in secondary type II schools using AM for academic performance scale (MAPQ) as a measuring instrument and achievement test in mathematics were gathered through mid year examination test in mathematics, in July 2016. Two hypotheses were tested for significant at 0.05 level and using t-test and analysis of variance (ANOVA). Results showed that gender difference were significant when (t. calculated value =8.9; t critical value 1.96; df= 284; at 0.05 level) impact of AM on AA was compared in male and female students. Also other result indicates significant difference when ( t. calculated value=7.9 ; t critical value 1.96 ; df= 284 ; at 0.05 level ) extent of motivation was taken as variable of interest on AA in mathematics based on the degree of their motivation, suggestions and recommendations on students, parents government, counsellors, educational stakeholders etc, were discussed.
Motivation Towards Mathematics in Relation to Academic Performance of 10th Grade Students
https://www.ijrrjournal.com/IJRR\_Vol.10\_Issue.1\_Jan2023/IJRR-Abstract31.html, 2023
Learning and success depend on motivation. In the context of education, motivation is viewed as having a multi-dimensional structure that is linked to learning and academic motivation. Motivation can be interpreted in a variety of ways. In the field of education, motivation is a tridimensional phenomena made up of an individual's beliefs in their capacity to complete a given task, their motivations and objectives for completing the assignment, and their emotional reaction to completing the task. This study aims at investigating to find out the difference of Mathematics motivation between Secondary Boys and Secondary Girls Students. The researcher also attempts to find out the relationship between Mathematics Motivation and Academic Achievement of Secondary Students. The researcher chose a threedimensional test to assess mathematics motivation. 163 pupils in the tenth grade were chosen by the purposive sample method from the districts of Nadia and North 24 Parganas under West Bengal Board of Secondary Education. The analysis was done through 't' test and correlation method. The study indicated that pupils' desire for mathematics varied significantly by gender, but there was no significant difference between urban and rural students or across any stratum among them.
The Effect of Motivation on Students’s Mathematics Learning Outcomes in the New Normal Era
Jambura Journal of Mathematics Education
Motivation has a very important role in encouraging students to study with full attention and concentration in receiving lessons so that the expected learning objectives can be achieved, one of which is indicated by increased learning outcomes. This research aimed to know the effect of motivation on students' mathematics learning outcomes. This type of research is a correlational study using a survey method. The event surveyed in this study is the effect of motivation on students' mathematics learning outcomes in the new normal era. The subjects of this study were 115 students from one of the state junior high schools in Batam City who were selected using a random sampling technique. Data collection techniques in this research used a questionnaire. The data collected is data about students' motivation and mathematics learning outcomes which were analyzed using descriptive and inferential statistics. The results showed that the average value of student learning outcomes w...