Differences In Student Motivation Research Articles

The impact of problem-based learning on motivation and mathematics outcome for sixth-grade students

Numerous studies have demonstrated that the implementation of problem-based learning (PBL) can enhance student motivation and learning outcomes. However, the integration of contextual media in these instructional activities remains limited. This research aims to investigate the impact of using PBL with contextual media on student outcomes, compare the differences in mathematics achievement between students taught through PBL with contextual media and those taught through conventional methods, and assess variations in student motivation between these two instructional approaches. A quasi-experimental design with a non-equivalent pretest-posttest control group was employed in this study. The participants consisted of 60 sixth-grade students, divided into an experimental group (taught using PBL with contextual media) and a control group (taught using conventional methods). Data were collected through learning motivation questionnaires and objective mathematics tests, with data analysis conducted using normalized gain scores (N-Gain) and t-tests. The results indicated significant improvements in student outcomes when taught using PBL with contextual media. Additionally, there was a marked difference in mathematics achievement between the experimental and control groups, as well as differences in student motivation between the two instructional methods. These findings suggest that implementing PBL with contextual media presents a promising strategy for enhancing both student motivation and mathematics learning outcomes.

Differences in Student Motivation by Using Quizizz Media and Printed Books in Class VIII SMPN 27 Makassar

This study aims to determine the difference in learning motivation by using Quizizz media and student books in Class VIII SMPN 27 Makassar. This type of research is Quasi-Experiment research and quantitave approach with a research design using Nonequivalent Control Group Design. The population was all students of class VIII SMPN 27 Makassar consisting of 10 classes with a total of 367 people, the sample was selected by purposive sampling, with 2 classes, namely class VIII 6 totaling 23 people as the control class and class VIII 8 totaling 23 people as the experimental class. The research instrument was a questionnaire of learning motivation and the data was analyzed with descriptive statistics and inferential statistics. The results of this study learning motivation in control and experimental classes were at a moderate level with a percentage of 39%. Inferential statistical data on learning motivation can be degrees of freedom (dk) which is 44, so that the ttable is obtained 1.68023. so that the tcount = 0.719 < ttable = 1.68023. There is no difference in the learning motivation of students using Quizizz and printed books in class VIII SMPN 27 Makassar.

Pengaruh Media Quizizz terhadap Motivasi dan Prestasi Belajar Peserta Didik pada Mata Pelajaran IPS Materi Sumber Daya Alam Kelas VII SMP Kurikulum Merdeka di Kabupaten Banyumas

Quizizz is a digital platform that is currently often used in learning activities. This application can be used as an alternative fun learning media for students. The purpose of this study was to determine the effect of Quiziz media on students' motivation and learning achievement in social studies learning. This study uses a quasi-experimental quantitative. The population for this study were junior high schools in the sub-rayon 1 area of Banyumas, while the samples were SMP Negeri 5 Purwokerto, SMP Negeri 7 Purwokerto dan SMP Muhammadiyah 2 Purwokerto. The sampling technique used purposive sampling with the consideration that the school is still in the working area of the researcher so that it makes it easier to do research. The results of this study on learning achievement showed that there was an interaction between groups and pre post scores (F= 6.549; sig < 0.05). It can be seen that there is a difference at the 5% level (t=4.192; p<0.05). This means that the experimental group has a significant change compared to the control group. The treatment given to the experimental group was declared successful. Based on the results of the effect size on cohens d, a point estimate value of 0.630 is obtained. This means that the effective contribution of giving treatment in increasing scores in the experimental group is 63%. As for student learning motivation, the results of the calculation are proven by the significance reference t test (0.001) <0.05, then H0 is rejected and Ha is accepted. This means that there are significant differences in student motivation between the control class and the experimental class. This shows that there is an effect of using Quizizz media on student learning motivation. Based on the results of the study it can be concluded that using Quizizz can encourage students' motivation in learning. so, students who are motivated in learning will be able to improve their learning achievement.

Differences in Student Motivation in terms of Student Learning Styles in Problem-Based Learning

This study aims to explore differences in students' learning motivation based on their learning styles. This study used a questionnaire or questionnaire method to collect data about students' learning style preferences and their learning motivation. Participants in this study were students of SDN Kertawinangun 1 who were randomly selected. The data were then analyzed statistically using descriptive tests and ANOVA tests. The results of the analysis show that there is no significant difference in students' learning motivation based on learning style. Students who have visual, auditory and kinesthetic learning disabilities do not show a high average learning motivation. Teachers can apply learning models that are appropriate to learning styles to increase learning motivation.

Differences of Student's Motivation and Biology Learning Outcomes Through Jigsaw II Learning Model and NHT Learning Model

The aims of this study are: (1) to find out whether there are differences in the motivation to learn Biology of students who are taught through Jigsaw II and NHT learning models and to find out whether there are differences in learning outcomes of Biology students who are taught through Jigsaw II and NHT learning models at senior high school of SMA Negeri 1 Tumpang, Indonesia. This study used a quasi-experimental method with a comparative design. The sample in this study were students of class X-2 who were taught using the Jigsaw II learning model and class X-3 students who were taught using the NHT learning model. Analysis of the data used to determine differences in student motivation, namely Anova and to determine differences in student cognitive, affective, and psychomotor learning outcomes, namely Anacova. Based on the results of data analysis, it was found that there was no difference between the biology learning motivation of students who were taught through Jisgsaw II and NHT learning models. In addition, it was found that there was no difference between cognitive learning outcomes, affective learning outcomes, and psychomotor learning outcomes for Biology students who were taught through Jigsaw II and NHT learning models. Thus, it can be concluded that Jigsaw II learning model and NHT learning model have no variation and have good similarities for students' self-development potential.

The Effect of Using the Think Pair Share Model Toward Students’ Mathematic Communication Ability Derived from Their Leaning Motivation

This study to investigate whether there are differences in mathematical communication skills between students who take Think Pair Share learning and students who follow conventional learning when viewed from the learning motivation of students at SMP Negeri 4 Tambang. This study is a quasi-experimental study that aims to investigate a causal relationship by giving treatment to one class and comparing the results with one class that is given a different treatment. The subjects in this study were students of class VIII-G and class VIII-E of SMP Negeri 4 Tambang and the object of this research was the influence of the application of the Think Pair Share learning model on students' mathematical communication skills in terms of learning motivation. The data analysis technique used by the researcher is t-test, correlation (Product Moment), and two-way ANOVA. The instrument used is a description test to measure students' mathematical communication skills, and a questionnaire to measure the level of student motivation. Based on the results of the study, it was concluded that (1) there were differences in communication skills between students using the Think Pair Share learning model and students using conventional learning models (2) there were differences in student motivation in the experimental class and the control class (3) there was a contribution between learning motivation and metamatic communication. . (4) there is no interaction between the learning model and student motivation on students' mathematical communication skills. Thus, in general, the Think Pair Share learning model has an effect on mathematical communication in terms of student motivation at SMP Negeri 4 Tambang..

Students' motivation to attend group guidance based on gender and ethnic

Although group guidance is believed to be an effective and efficient service to facilitate the development of positive aspects and prevention of negative aspects of students, the frequency of its use for students is not optimal. This study aims to analyze student motivation to follow group guidance and differences in their motivation based on gender and ethnicity. The study used a comparative descriptive method. A total of 690 samples were involved in write-paper-and-pencil questionnaires, namely the students' motivation scale to attend group guidance, which was designed based on the Likert Scale model. We analyzed data using descriptive statistics and different test analysis using independent samples t-test and Bayesian method by applying JASP software. Analysis results showed that most students have the prime motivation to follow group guidance and there are significant differences in student motivation to follow group guidance based on gender, but in terms of ethnicity did not show any significant differences. School counselor can implement the findings of this study in determining group members in group guidance services.

Students Motivation and Understanding of Football Using Android Media

In this pandemic period, a teacher must use effective media in the learning process to increase student understanding and motivation. This study aimed to see differences in student motivation and understanding in learning football material before and after using android media. This research is quantitative research with a pre and post-test design group. The population in this study was the eighth class of VIII SMPN 1 Cimahi, Cimahi Regency, the academic year 2020-2021 in August. The sample in this study was in the eighth class of SMPN 1 Cimahi. Statistical analysis used a parametric test if it fulfilled the classical assumptions. The results showed increased student motivation and understanding of football material before and after implementing learning using Android media. Through these results, the teacher can use Android to learn, especially during a pandemic like now.

INFLUENCE OF ANDROID-BASED ROLE PLAYING LEARNING MODEL TOWARD STUDENTS’ MOTIVATION IN SPEAKING SKILL

This study aims to analyze the influence of Android-based role playing learning models towards students' motivation in speaking skills. This study used a quasi-experimental method with the Nonequivalent Control Group Design. The sample of this study consisted of two classes. The research instrument used tests and questionnaires. Based on the results of the average value of the experimental class pretest class is 59.25 and posttest is 72.95 has increased by 13.70 while the average value of the pre-test control class is 68.3 and post-test is
 58.75 experienced a decrease of 9.55. The average questionnaire result data was 89.5 and it was concluded that there were differences in student motivation before and after learning with Android-based role playing models. Learning using Android-based has an influence on learning motivation of students in class X TKJ by 53% with the results of t-table > t-count (5.35 > 2.06), then the hypothesis is accepted. At the end of this study, it is hoped that learning based on Android can be used as an alternative in learning speaking skills

Predicting fourth grade digital reading comprehension: A secondary data analysis of (e)PIRLS 2016

This study examined how digital reading comprehension of elementary students can be predicted by individual differences, home-school resources, and instructional support. We conducted multilevel regressions with two levels (student and school) using datasets for the United States of America from (e)PIRLS 2016. Data analysis at the student level indicated that the participating fourth graders’ digital reading comprehension was predicted substantively by their proficiency in print reading comprehension in conjunction with direct and indirect effects of individual differences in student motivation (e.g., reading self-concept) and home resources. At the school level, however, neither digital resources nor instructional support were significant predictors of students’ digital reading comprehension. These findings contribute to our understanding of what factors affect children’s development of digital literacy.

The Implementation of Blended Learning Model on Motivation and Students’ Learning Achievement

This study aims to determine differences in student motivation and learning achievement in KKPI subjects between students who use the face-to-face learning model and students who use blended learning models, increased motivation and student achievement in KKPI subjects due to the application of the blended model learning, and the interaction of the influence of the application of learning models and motivation on KKPI student learning achievement at SMK 1 Kamal Bangkalan. This quasi-experimental study uses two groups, namely the experimental group using the blended learning model and the control group using the face-to-face learning model. The study population was students of class XI SMKN 1 Kamal Bangkalan. The research sample consisted of 57 students divided into 30 students in the control group and 27 students in the experimental group. Data collection using questionnaires and multiple choice test questions. The results showed that there were significant differences between motivation and student achievement using the blended learning model and students using the face-to-face learning model, there was a significant increase in student motivation and learning achievement due to the application of the blended learning model, and there was no interaction of influence the application of learning models and motivation to student learning achievement.

Effect of a hybrid teaching games for understanding/sport education unit on elementary students’ self-determined motivation in physical education

As an alternative to the direct instructional model, Metzler proposed a range of pedagogical models that include second generation models such as teaching games for understanding (TGfU) and sport education (SE). These pedagogical models have key design features that can promote high levels of autonomous motivation for both boys and girls. Consequently, the purpose of this study was to investigate the motivational outcomes of elementary boys and girls as they participated in an invasion game unit through two pedagogical models: a hybrid TGfU/SE unit or a direct instruction unit. Participants were 292 elementary school students (mean age = 10.41, standard deviation age = 0.49), who were taught through a hybrid TGfU/SE unit or a more traditional teacher-centred format within a pre-intervention/post-intervention quasi-experimental design. The hybrid unit was designed according to the characteristics of SE, while learning tasks were designed to integrate the pedagogical principles of TGfU. A 2 (pedagogical model) × 2 (test-time) × 2 (gender) multivariate analysis of variance was performed to detect between-groups and within-group differences. Significant differences in student motivation were observed for both boys and girls who participated in the hybrid TGfU/SE unit in both analyses across all motivational outcomes. Despite the existence of social stereotypes in terms of physical activity, teachers’ use of hybrid TGfU/SE units promotes an autonomy-supportive, inclusive, and equitable learning environment where all students, regardless of their gender and/or content focus of the unit and have opportunities to increase their engagement, enjoyment, and social interactions within physical education lessons.

Mixed Reality Technology Influences Motivation for Learning in Medical Students

This article was migrated. The article was not marked as recommended. Introduction: Motivation plays an important role in the learning process and strongly influences learning outcomes. However, it remains unclear how the use of technologies like mixed reality (MR) affect student motivation for learning. Our study aims to assess differences in student motivation for learning using MR technology in comparison to large group, didactic learning. Methods: First-year medical students (n = 18) were given a survey to measure three components of motivation: attention, relevance, and confidence. The survey was given after classroom learning on cardiovascular anatomy and physiology was completed, and again after completing a learning activity on the same topic using MR technology. Results: The analysis showed overall student motivation to learn in the classroom and from the MR activity were similar (p > 0.05). However, the specific motivating factors differed between the two instructional methods. Students were motivated to learn using the MR activity because it better held their attention (p < 0.05). In contrast, classroom instruction motivated students to learn primarily because students viewed it as more worthwhile and useful (p < 0.05). There was no difference in student confidence as a motivating factor to learn. Conclusions: These findings suggest MR instructional activities may be designed to motivate student learning by holding their attention because of the variety of interactive learning options it is capable of presenting. However, instructional activities using MR technology may not be perceived by students as being as worthwhile and useful as formal classroom instruction.

INCREASING STUDENTS’ MOTIVATION ON LEARNING WRITING SKILLS THROUGH INQUIRY APPROACH

This present study investigated students’ motivation for learning writing skills through an inquiry approach. The research methodology that was used the type of descriptive research using correlational, where the researchers wanted to know the motivation of students as well as see differences in student motivation in learning writing skills through an inquiry approach. This study used purposive sampling and the respondents were the tenth-grade students of MAN 3 Makassar consist of two classes. They are the 10th Science grade that used the inquiry approach and the 10th Social grade with a non-inquiry approach consists of 30 students in each class. Collecting data in this study used a close question by using the MSLQ. Then to analyze the data, the present researcher used a paired samples t-test by using SPSS 22 for windows. Based on the data analysis, the present researcher found that the mean score of and the 10th Science grade for three motivation scales namely: control belief (5.76), self-efficacy (5.68), and anxiety (5.46) and the 10th Social grade got control belief (5.18), self-efficacy (5.14), and anxiety (4.99). The interpretation scale of the three motivation scales of the 10th Science grade obtained a mean score higher than the 10th Social grade. The t-scores of the three scales, two of them of control belief scale and self-efficacy scale were a significant difference at 0.05 level and the anxiety scale was not a significant difference. The present researcher states that the inquiry learning approach could increase students’ motivation for learning writing skills for the tenth grade of MAN. Based on the results of this study, researchers currently expect that English teachers could use the inquiry learning approach to teach English writing skills.

The Role of Sociocultural Factors in Student Achievement Motivation: A Cross-Cultural Review

Motivation is an essential determinant of academic learning, educational choices, and career decisions during adolescence and early adulthood. While achievement motivation has been widely studied across Western populations, recent work has emphasized the importance of examining the universality versus cultural specificity of motivation constructs across countries or diverse cultures. This article is a systematic review of the current discourse surrounding developmental and gender differences in student motivation in the disciplines of mathematics and English, offering comparisons of how these patterns are deployed within Western and East Asian countries. Guided by expectancy–value theory, this review focuses on ability self-concept and task values as two prominent motivational constructs. The authors first examine age and gender differences in the development of ability self-concept and task values among those from Western and East Asian countries from primary school to secondary school. Next, the sociocultural and contextual factors driving developmental and gender differences in motivation are discussed. The article concludes by summarizing the limitations of existing literature and suggesting new lines of inquiry to advance knowledge in cross-cultural studies on student achievement motivation.

Cognitive Enhancers (CE) and Learning Strategies

Cognitive enhancers (CE) such as methylphenidate, amphetamines and modafinil are becoming more commonly used in academic settings and for purposes beyond their prescribed indications. The most frequently reported reasons for use of CE amongst students are to improve concentration, increase alertness or stay awake longer. Whether the motivation to use CE is linked to strategies for learning amongst students has not been explored in the literature. This study, in a New Zealand university, investigated whether students’ learning strategies, motivation to learn and academic self-concept affected their decision to use CE. Students from the schools of pharmacy, nursing, medicine, law and accounting were invited to complete a paper-based questionnaire. In addition to collecting information on prevalence, motivation to use CE and demographic information, the questionnaire included components of the Motivated Strategies for Learning Questionnaire (MSLQ), namely intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy, performance and test anxiety. The questionnaire also included the academic self-concept (ASC) measure. A binary logistic regression was conducted to explore differences between the attitudes and perceptions of those who had used CE and those who had not used CE. Ethics approval was obtained from the University of Auckland Human Ethics Committee and Monash University Human Research Ethics Committee. The response rate was 88.6% (442/499). Prevalence rate of CE was 6.6% in the university environment sampled. There were no significant differences in student motivation and learning strategies between users of CE and non-users. There was a difference between users of CE and non-users in how difficult they perceived their course of study (p = 0.034). Students who had used CE had lower perceived difficulty mean scores compared to students who had not used CE (OR 0.572, 95% CI 0.342–0.959, p = .034). Female students perceived a higher level of difficulty in their courses than male students (M = 4.27, SD 1.01 vs M = 3.92, SD 0.94, p = 0.003). Females also recorded lower mean scores for task value than males (M = 4.52, SD 1.16 vs M = 5.23, SD 1.07, p = 0.047), and for self-efficacy for learning and performance (M = 4.84, SD 1.15 vs M = 5.19, SD 1.04, p = 0.012). This study did not find any link between students’ motivation and learning strategies and use of CE. More specifically, students’ goal orientation, task value, control of learning beliefs, self-efficacy, student self-concept, performance or test anxiety did not differ between use and non-use of CE. The only significant difference in academic self-concept was observed in the perceived difficulty of the course. Perceived difficulty may be an expected outcome as deciphered by those who use CE or alternatively may result from the use of CE. This finding warrants further investigation into the relationship between perceived difficulty and the decision to use CE and scope for further research to explore the impact of use of CE and its impact on learning and teaching strategies.

‘Incentivised reading’- Using an online VLE to measure engagement and attainment in student learning.

Virtual Learning Environments (VLEs) can be used as a resource repository but also as an environment to encourage independent student learning. Customised online assignments that can be assembled by the lecturer can be found in teaching resources such as Mastering Biology, developed by Pearson Publishers. In this study, student engagement in both summative and formative assignments was measured, and student attainment and qualitative feedback on the use of Mastering Biology was collected.During the period 2010-2017, the online VLE Mastering Biology was used to create online summative assignments and promoted to the students as ‘incentivized reading.'The results showed high student engagement in summative online assessment (94±3.2%) but lower engagement in formative online assessment (34±10.9%) and DSM assessment (36±3.5%) across all years. Student attainment increased after the introduction of Mastering Biology, in coursework (+13.2%), exams (+12.5%) and total module scores (+10.6%). Importantly, student feedback was also very positive about the implementation of Mastering Biology.This study suggests that students display high engagement with the summative online assessment. Lower engagement in formative assessment could be due to differences in student motivation. Lack of engagement in this assessment could be used to identify disengaged students and intervention and extra support could be given.

Programming video games and simulations in science education: exploring computational thinking through code analysis

ABSTRACTVarious aspects of computational thinking (CT) could be supported by educational contexts such as simulations and video-games construction. In this field study, potential differences in student motivation and learning were empirically examined through students’ code. For this purpose, we performed a teaching intervention that took place over five weeks, with two-hour sessions per week, plus two more weeks for the pretest and post-test projects. Students were taught programming concepts through a science project; one group represented the function of a basic electric circuit by creating a simulation, while the other group represented the same function by creating a video game in which a player should achieve a score in order to win. Video game construction resulted in projects with higher CT skills and more primitives, as measured through projects’ code analysis. Moreover, the video-game context seems to better motivate students for future engagement with computing activities.

“To be or not to be Retained … That’s the Question!” Retention, Self-esteem, Self-concept, Achievement Goals, and Grades

Keeping students back in the same grade – retention – has always been a controversial issue in Education, with some defending it as a beneficial remedial practice and others arguing against its detrimental effects. This paper undertakes an analysis of this issue, focusing on the differences in student motivation and self-related variables according to their retention related status, and the interrelationship between retention and these variables. The participants were 695 students selected from two cohorts (5th and 7th graders) of a larger group of students followed over a 3-year project. The students were assigned to four groups according to their retention-related status over time: (1) students with past and recent retention; (2) students with past but no recent retention; (3) students with no past but recent retention; (4) students with no past or recent retention. Measures of achievement goal orientations, self-concept, self-esteem, importance given to school subjects and Grade Point Average (GPA) were collected for all students. Repeated measures MANCOVA analyses were carried out showing group differences in self-esteem, academic self-concept, importance attributed to academic competencies, task and avoidance orientation and academic achievement. To attain a deeper understanding of these results and to identify profiles across variables, a cluster analysis based on achievement goals was conducted and four clusters were identified. Students who were retained at the end of the school year are mainly represented in clusters with less adaptive motivational profiles and almost absent from clusters exhibiting more adaptive ones. Findings highlight that retention leaves a significant mark that remains even when students recover academic achievement and retention is in the distant past. This is reflected in the low academic self-concept as well as in the devaluation of academic competencies and in the avoidance orientation which, taken together, can undermine students’ academic adjustment and turn retention into a risk factor.

Motivasi dan Strategi Belajar Siswa dalam Pendidikan Pembelajaran Berbasis Masalah dan Collaborative Learning di Fakultas Kedokteran Gigi Universitas Hasanuddin

Background: Education providers in many ways short of expectations. Education strategy is essential in teaching and learning activities. Student who has motivation and learning strategies tends to devote all their ability to get the optimal learning results according to the expected goals. Understanding student motivation and learning strategies will help institution to facilitate students for their study success. This study aimed of determine differences in student motivation and learning strategies at Faculty of Dentistry, University of Hasanuddin among students with collaborative learning and problem-based learning educational strategies.Method: This was quantitative research with observational analytic cross-sectional study design. The subjects were all students of class 2007 and 2008 data were collected using Motivated Strategies for Learning Questionnaire (MSLQ). Descriptive analysis and Mann-Whitney test were used to analysis the data.Results: The subjects consisted of 84 students of class 2007 and 79 students of class 2008. The mean score of learning motivation and learning strategy were higher among students with PBL than students with collaborative learning. There we are significant differences in learning strategies with different education strategies except in organization (p=0,369) and anxiety (p=0.058).Conclusion: There are differences in the learning motivation and learning strategies in students with collaborative learning and problem based learning education strategies, except in organization and anxiety component. Learning motivation and learning strategies in problem based learning students are higher than collaborative learning students.