Improving students’ motivation in calculus courses at institutions of higher education: Evidence from graph-based visualization of two models

Abstract

This research aims at improving students’ motivation for success in calculus courses at higher education institutions by developing two models. The first model is developed to promote students’ intrinsic motivation. The second model is integrated with the first model to improve students’ intrinsic and extrinsic motivation. A mixed research methodology is used, which includes 153 students in calculus courses at three universities in the United Arab Emirates. The qualitative results of 15 interviews are divided into three themes including students’ motivation for success in calculus, their mathematics self-concept, and other supporting elements. The regression analysis shows that 72.5% of the variation in students’ intrinsic motivation for success in calculus is explained by five variables in model I and 98.5% of the variation in their intrinsic and extrinsic motivation is explained by three variables in model II. The findings of this study can be utilized by higher education institutions that offer calculus courses.

Optimization of the motivation for success in mathematics at higher education: Evidence from novel graph-based visualization of three models

“…It is emphasized by Cheung and Slavin (2013) that technology can increase students' engagement and motivation for success in mathematics by piquing their interest in the subject and helping them gain more selfassurance when solving mathematical problems. Hammoudi and Grira (2023) demonstrate the strong impact of parents, siblings, friends, classmates, knowledgeable and skilled instructors, as well as online learning tools on students' perceptions of themselves in mathematics and their motivation for success in calculus courses. Morano et al (2021) propose three researchsupported strategies to boost the motivation and engagement of students in mathematics.…”

Students’ motivation to study science: The case of Arab students in Israel

“…(5) achievement goals. Hammoudi and Grira (2023) described two models that explain motivation in the mathematics classroom, which could refer to those in the science classroom. In the first model, self-concept, represented by it cognitive and affective components, had the highest predictive effect on students' intrinsic motivation for success.…”