Effects of Motivational Orientation on Learning Drawing in students with Intellectual Disability in Lahore

Abstract

Motivation donates to a person's desire, need, or urge to perform any action.Motivational orientation defines the reasons working behind the motivation toperform that action or achieve the goal. The study was planned to explore theeffects of motivational orientation on the learning of drawing in students withintellectual disabilities (ID). A stratified random sampling technique was usedto select 200 students with ID (147 male, 53 female) from Lahore Divisionbelonging to the age range 10 to 21 years. The Scale of Intrinsic versusExtrinsic Orientations in the classroom Questionnaire (IEO) developed byHarter (1981) containing 30 items (score 1 describes most extrinsic and score4 describes most intrinsic) was used to identify the motivational orientation ofthe students with ID. Beery VMI 6th.ed (Beery, 2010) containing 24 drawingshapes were administered to explore the learning of drawing skills in thestudents with ID. Both scales were found to be reliable for the given populationas the alpha reliability of IEO and Beery VMI were 0.953 and 0.950respectively. Results obtained by using the statistical techniques of ANOVA,correlation, and regression analysis indicated that ID students with intrinsicmotivation have a significant positive relationship with drawing learningwhereas extrinsic motivation was found to be negatively correlated with thelearning of drawing. It was recommended that intrinsic motivationalorientation should be developed in students with ID so that their learning couldbe enhanced.