Learning Motivation of Peripheral University Students and its Relation with their English Grades

Abstract

Purpose-The purpose of this paper is to examine the causational effect of both internal and external motivation with learning outcomes at a peripheral university in the province of Aceh. It also aims to evaluate which of the two factors possess stronger impact on the other across different genders. Design/Methodology/Approach-The model of research utilizes quantitative approach. Using the questionnaires as data gathering methodology, it is designed to understand aspects of both internal and external motivation which influences the results. Correlational information was then derived from the data using SPSS software. Then, data were elaborated for more detail and ease of reading for readers. Findings-The results obtained from this research showed that there was no relationship between both internal and external motivation with students grades. Claiming to have relatively high motivation, still students failed to attain good grades. Observed individually, no apparent relationship was visible from each aspect. The finding also suggested that there was no difference impact was visible across different gender. Both genders, male and female, in this university did not show any significant correlation between motivation and grades. Research limitations/Implications-Unlike many findings on similar studies, the research found out that motivation cannot be utilized as predictor to predict grades in the peripheral university. New approaches should be developed to find out working predictors for students grades. Practical Implications-To understand influencing aspects for students' grades attainment, more and or other variables should be utilized. Both internal and external motivation factors failed to predict students' grades. Originality/Value-Research on students learning motivation specifically at peripheral university was much been studied.

The relationship between motivation and English language test performance among secondary vocational schools’ students in China

“…When it comes to which motivation is more dominant over the other, Elizabeth and Ena (2019) report that intrinsic motivation outweighed extrinsic motivation. Interestingly, Azhari and Dauyah (2018) find that neither intrinsic nor extrinsic motivations had a positive association with English learning achievement.…”

Relación entre El Rendimiento Académico en Secundaria y el Rendimiento Académico Universitario

“…El tipo de datos que se pudo obtener limitó el tipo de análisis estadístico que se realizó. Y la información de la que se disponía no permitió tomar en cuenta otros aspectos que intervienen en el rendimiento en la universidad, como la motivación (Azhari & Dauyah, 2018), las habilidades de autogestión (Nota, Soresi, & Zimmerman, 2004), la presencia o no de trastornos diversos (Lindstrom, Nelson, & Foels, 2019), entre otros factores, que podrían tomarse en cuenta en una futura investigación. Sin embargo, a pesar de las limitaciones, el estudio contribuye con información sobre el peso que tiene la formación escolar en el rendimiento universitario.…”

Students’ Perception on Online Learning During the Covid-19 Pandemic

“…Thus, the skipped materials causes gap of understanding on students' side. Students' motivation is crucial in maintaining their interest and motivation in learning (Azhari & Dauyah, 2018). Other factor that come into play is learning independence and self-confident (Amina, 2013).…”

“…This has seriously affected students' attitude and performance in learning. Teachers/ lecturers plays important role in students' learning motivation (Azhari & Dauyah, 2018). Contact and interaction with educators significantly contribute to their learning motivation.…”