Learning Motivation Scale (LMS): Development and Validation with Prospective-Teachers in West Bengal, India

Abstract

Background: Learning motivation is the collective term for the internal and external factors that support or strengthen a learner's desire and willingness to acquire new knowledge. Every prospective teacher must acquire the skills necessary to do their job well, and learning is accelerated by learning motivation. Therefore, developing a standardised Learning Motivation Scale (LMS) is crucial for assessing the level of learning motivation among prospective teachers in West Bengal. The goal of the present study was to create a LMS to assess learning motivation level among prospective teachers.
 Method: Fifty (50) prospective teachers from West Bengal, India, were given a self-administered version of the LMS, which consists of twenty-eight (28) items, to collect the data. The learning motivation scale was subjected to item analysis following the data collection in order to remove the poor items. Following that, the final scale's internal consistency was evaluated using the 225 participants (prospective teachers) who participated in the Cronbach's alpha method.
 Result: The scale primarily consists of two subscales, intrinsic motivation and extrinsic motivation, each with twenty-eight (28) items measuring learning motivation. Following item analysis, the learning motivation scale's seven (7) poor items are eliminated in accordance with the discrimination index. As a result, 21 items from each of the two LMS subscales were kept. The scale's final iteration discovered 0.783 alpha values, a high level of statistically significant correlation.
 Conclusion: The findings indicate that the Scale is a useful tool that researchers and instructors can use to effectively gauge the level of learning motivation among prospective teachers.