Investigating Students’ Learning Motivation Based on Value, Expectancy and Affective Components (original) (raw)

Motivation in Online Learning Amidst Covid-19 Pandemic Era: Students’ Intrinsic and Extrinsic Factors

Proceedings of the 5th FIRST T3 2021 International Conference (FIRST-T3 2021), 2022

Student learning motivation is an important factor to produce high-quality graduates. It can grow from the inside of themselves (intrinsic) or it occurs because of from outside the students (extrinsic). This study was aimed to reveal both students' intrinsic and extrinsic factors toward their motivation in online learning during the Covid-19 Pandemic era. The sudden transformation from offline learning to online one in Sriwijaya State Polytechnic, presents internal and external motivation factors of the students. Using random sampling, there were 922 students participated in a survey questionnaire. The collected data were analysed using Self-Determination Theory of Deci and Ryan (1985). It was revealed that the intrinsic factors (interest, enjoyment, satisfaction) influence the student learning motivation toward their online learning by 81.2%, 74.6% and 92.5%. Only the intrinsic factor of encouragement is lower than the counterparts (44%). While the influences of extrinsic factors on student learning motivation toward their online learning are classified good; identified regulation (79.85), integrated regulation (77.2%), introjected regulation (73.1%), and external regulation (72.8). Related to amotivation factors, students had no serious amotivation factors in their online learning during the Covid-19 pandemic era. The motivations in online learning are positively correlated with students' curiosities to learn new knowledge and enjoy new learning experiences (intrinsic motivation) and are influenced by regulation and environmental condition (extrinsic motivation).

Learning motivation a correlational study between value and expectancy components

International Journal of Academic Research in Business & Social Sciences, 2023

Students' motivation to learn has been a primary concern in education during emergency remote teaching and learning during the COVID-19 pandemic. Two of the main elements in learning motivation are value components and expectancy components. This paper presents the value components' influence on learning motivation, the expectancy components' influence on learning motivation, the difference in mean score between value and expectancy components, and the relationship between value and expectancy components in learning motivation. This quantitative study used a set of questionnaires with two sections and 19 items. The survey was administered online to 151 respondents from a public university in Malaysia, and the collected data were analysed using descriptive and inferential statistics. Findings revealed that both value and expectancy components received positive responses from students, with value components receiving a higher mean score compared to expectancy components. Meanwhile, correlation analysis revealed a strong positive relationship between value and expectancy components. Therefore, it is suggested that teachers take into account the elements of value and expectancy components in establishing students' learning motivation.

An Analysis of Personal Factors Affecting Learning Motivation: A Research on the Online Education Process During COVID-19 Period in Turkiye

The Turkish Online Journal of Distance Education, 2023

In 2019 Covid-19 appeared and spread quickly all over the world, affecting every structure of society, as well as the education system. One of the measures taken to prevent the further spread of the disease was mandatory online education at universities in Turkiye. This sudden change has significantly affected students' learning motivations for face-to-face education. In this context, this study aims to determine the factors of arousal, beliefs, goals, and needs that affect the students' learning motivations as personal factors during online education in Turkiye during the Covid-19 pandemic. For this aim, a semi-structured interview technique was used on a sample of 34 students. According to the findings, the internal factors on arousals were; mainly interest/curiosity/attention and the external factors on arousals were mainly; compulsory attendance requirements. Also, the internal factors on success beliefs were mainly; determination, and the external factors mainly include motivational speeches. Besides, the internal factors on goals were mainly; the need to learn for the future and the external factors on goals were mainly; homework and studies. Lastly, findings indicated that the internal needs of the students were mainly; success, and the external needs were mainly; communication.

Survey of Student Motivation in Online Learning During the Covid-19 Pandemic

2020

This study aims to explain the motivational conditions of PGSD students when using online media in online learning during the Covid-19 pandemic. The research method used is descriptive quantitative by using a survey. The research was conducted in the Trilogi University Elementary School Teacher Education Study Program involving 135 students. Data collection techniques using survey techniques with a Likert scale. The survey form is made using a questionnaire via google form which aims to make it easier for students to access it. The data analysis technique used in this study is to calculate the percentage of data from each questionnaire indicator from the google form that has been distributed, then interpret it into a data presentation score and analyze each indicator in detail. The results showed that student learning motivation in the primary school teacher education study program at Trilogi University was very good, it was obtained from the percentage score of student learning mot...

Students' Learning Motivation in Online Learning during Covid-19 Pandemic Era

2021

This research aims to find out the effect of online learning during Covid-19 pandemic era on students' learning motivation. Research method employed was quantitative research method. The study was carried out on 325 students in Office Administration Education Department of Teacher Training and Education Faculty of Sebelas Maret University. Technique of collecting data used in this research was questionnaire developed through google form. The research scale used was Likert scale. Considering the result of research, it can be seen that the proportion of online learning implementing process is very good, with mean score of 81.05% and students' learning motivation in online learning is 81.02% belonging to very good category. From the result of research, it can be concluded that online learning activity in Office Administration Education Department of Teacher Training and Education Faculty of Sebelas Maret University has been good

Students’ Motivation in Online Learning During COVID-19 Pandemic Era: A Case Study

HOLISTICS, 2020

The purpose of this study is to illuminate the motivation of the students at English Department of Sriwijaya Polytechnics toward their online learning during the Covid-19 pandemic era. Due to sudden transformation from traditional face-to-face learning approach to remotely digital learning, some present studies revealed that students' motivation in online learning was affected both intrinsically and extrinsically. Using snowball sampling, there were eight students participated in individual interviews and fourteen students in focus group interviews. The gained data from both interviews were analysed using thematic analysis. It was revealed that the students' motivation toward their online learning was intrinsically affected more by their ambition to learn new knowledge and enjoyment in experiencing new learning method. It was also influenced extrinsically by external regulation and environmental condition. However, amotivation or the state of lack motivation also happened due to poor external supporting facilities.

Student Learning Motivation in Online Practicum Courses During COVID-19 Pandemic: A Case of Walisongo State Islamic University

Jurnal Pendidikan MIPA, 2020

This research aims to identify student learning motivation in online practicum courses during the COVID-19 pandemic. This study used a quantitative survey method toward 117 biology students at the Walisongo State Islamic University. Data were collected using five-point Likert scale questionnaire. The data show that students learning motivation is in good criteria (75.47%). The percentage breakdown and criteria for each indicator are as follows: concentration 77.9% (good), curiosity 81.06% (very good), enthusiasm 66.67% (good), independence 82.64% (very good)), readiness 77.78% (good), enthusiasm 66.7% (good), never give up 72.82% (good), and confidence 78.21% (good). This study's result can be used as an evaluation material for designing effective online learning during the COVID-19 pandemic.

Students’ Satisfaction and Learning Motivation toward Online Learning during the Covid-19 Pandemic

AL-ISHLAH: Jurnal Pendidikan

This study aimed to examine students’ learning motivation and satisfaction in attending lectures during the Covid-19 pandemic. This descriptive correlational study involved 155 students majoring in Early Childhood Education Teacher Education (PG-PAUD) registered in 2019, who were selected through total sampling technique. Data in this study were obtained by distributing two types of questionnaires (learning satisfaction level questionnaire and learning motivation questionnaire) to all students. Before distributing the questionnaires, they were validated by product moment correlation; then, their reliability was tested through Alpha Cronbach. Then, the data were analyzed descriptively and were examined by simple regression. This study revealed that the level of student satisfaction in attending lectures during the Covid-19 pandemic was at the medium category (48.38%) and their learning motivation was also at medium category (55.48%). Therefore, this study concluded that students were...

ONLINE LEARNING MOTIVATION DURING COVID-19 PANDEMIC: THE ROLE OF LEARNING ENVIRONMENT, STUDENT SELF-EFFICACY AND LEARNER-INSTRUCTOR INTERACTION

Malaysian Journal of Learning and Instruction, 2022

Purpose-Due to the COVID-19 pandemic, the Malaysian government declared a Movement Control Order (MCO) to prevent the spread of the virus. Educational institutions were forced to switch their pedagogy to online learning to complete the semester curriculum, catching academicians and students off-guard that resulted in makeshift online lesson delivery. Previous online learning motivation studies have neglected the impact of an unplanned or sudden transition to online learning during a pandemic on student motivation to learn. This study aims to examine location learning environment, learner-instructor interactions, and self-efficacy of students more succinctly on their learning motivation during an unplanned transition to online learning. Method - This study used a sequential explanatory mixed method strategy with a sample size of 535 randomly collected from a public and two private higher education institutions in Malaysia. IBM SPSS statistical software v22 was used for descriptive statistics. Regression testing was carried out using AMOS statistical software v21 structural equation modeling. Findings - Revealed the importance of location learning environment in fostering student motivation and the positive influence of learner instructor interactions on students achieving the desired learning outcomes during an unplanned transition to online learning. However, there is no evidence to suggest a causal effect between student self efficacy and online learning motivation during such conditions. The theoretical implication indicates that having conducive hygiene factors are essential to driving student motivation under such situations. http://e-journal.uum.edu.my/index.php/mjli

Investigating The Motivators and Hindrance for Learning

International Journal of Academic Research in Business & Social Sciences, 2022

Motivation is regarded as one of the significant variables to be examined in the process of learning. Exploring motivation is vital to arouse learners' enthusiasm for learning to ensure learning activities run smoothly. This study is conducted to investigate the motivators and hindrance for learning by embedding motivational factors which consist of affective components, expectancy components and value components. This study utilises quantitative methodology and 148 respondents responded to the survey. The survey utilised 5 Likert scale and it comprises four sections: demographic; value component; expectancy component; and affective component. The major findings postulate that all three components influence the learners' motivation. To summarise, value components which are fuelled by intrinsic and extrinsic goal orientation, as well as task value beliefs influence the learners' motivation. Next, expectancy components encompasses learners' perception of self-efficacy, and control beliefs for learning also influence learners' motivation. On the other hand, affective component which derives from test anxiety significantly influences the learners' motivation. Meanwhile, there is an association found between affective components and value components and a significant association is demonstrated between expectancy components and value components. Nevertheless, the findings predicate that there is no association between affective components and expectancy components. The findings of this study are imperative to understand underlying factors that influence learner's motivation in learning process as it assists the instructors to choose appropriate approach to be delivered in the class. Considering the limitation of this study, future researchers are proposed to add moderating variable such as gender because the learners' achievement motivation and educational experience could be related to the differences between male and female learners' motivation.