Abstract
It is common to observe a lack of motivation in the freshmen engineering students enrolled in mathematics courses. In this paper, we present a first attempt to describe the similarities and contrast the differences between the students’ motivation in engineering mathematics courses in Guatemala and Germany. Despite the cultural differences between these countries, the overall problem seems to have a similar pattern, which makes this study even more interesting. To measure the levels of motivation, we used the motivation section of the wellknown Motivated Strategies for Learning Questionnaire (MSLQ). Our findings include a significant difference in intrinsic motivation, extrinsic motivation, and anxiety management between those groups. The results of the remaining sub-scales of the test are also discussed in this paper. As a result, this explorative study provides a first insight into the motivation level in engineering mathematics courses and the different cultural and pedagogical factors that may affect it.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
