Assignment Final Research Proposal

Questions In this assignment you will finalize your research proposal through including sections on possible data sources and limitations. 1. Introduction2. Research question3. Literature Review4. Methodology 5. Data Collection6. Limitations7. Works Cited Answer: 1. Introduction: Studies are very important aspect of human life, and talking about the studies of children going to school or pursuing higher education is an important topic of discussion. What leads a person to studies is the motivation he gets for it. This motivation can be from someone near to him or can originate from his inner self, but this is the most important thing which drives a person towards education. This essay will focus on various factors that facilitates or de-facilitates the motivation part in a students life, and will help the people working in or associated with the field of education can better understand the needs and drive them more with proper motivation. This will also help them to understand the students mental state and to pre judge when they are going to fall in their studies. (Kamauru, 2000). Lumsden (1994) in his research has found that the zeal to learn new things and study faces a remarkable decline with the growing age, many of the student lose their interest in stud ies and are in the schools more out of compulsion than by their own will, this makes them present physically in the classroom but mentally they are not present there. This is the main reason of large number of youth leaving education before graduation. Motivation is the key ingredient, required for a student to like and pursue education. By the time various researchers have gone through this topic, about what motivates a student and what not. In this process various definitions have been used for the term motivation, as it directly effects the students overall performance. For example Lumsden, (1994) worked on the field of students involvement in education and the role of motivation in it. Marshal (1987) found motivation as a force beneficial to the learners. Ames (1990) was of the opinion that motivation is a long term process, and is linked with the quality of education provided. Most of the theorist form the opinion that learning requires motivation at every step, and it is very difficult to do anything learned without this factor. Considering student as a customer in the system of education, then the customer satisfaction, i.e. the satisfaction to students is the top most priority of all educational institutions. The idea of assuming student as a customer in the educational system is not at all new. Aldridge Rowely (1998) were also of the opinion that things are carried out more efficiently when some sort of feedbacks are collected from the students, but is also important at the same time to collect feedbacks from the academic staff too, because the study of both can only solve the puzzle of overall performance (Aldridge Rowely, 1998). In short we can say that motivational factors are precursors to education. This essay will focus on the intrinsic and extrinsic factors involved in the process of motivation. It is interesting to see that the performance of students who are motivated by themselves, i.e. intrinsically score high and have a constant performance, whereas on the other hand, student who are motivat ed with external forces, i.e. extrinsically perform low and are also not consistent in their studies. 2. Research question: Question 1: How intrinsic and extrinsic motivational factors influence on academic performance? 3. Literature Review: As per Babar Kashif, regarding the effects of teaching and student motivation, it is said that student motivation to learn is actually to acquire the competence that is developed by the basic experience rather than stimulated directly by the expectations communication, modeling, and through socialization and direct instructions through the others mainly teachers and parents (Broussard Garrison, 2004). Motivation implies the reasons, which underlie the behavior, which is actually characterized through the willingness as well as volition (Broussard Garrison, 2004). It is noted that intrinsic motivation is actually animated through the interest, personal enjoyment, and pleasure. Extrinsic motivation is actually governed through the contingency reinforcement (Broussard Garrison, 2004). Motivation includes the constellation of the related perceptions, actions, beliefs, interests, as well as values. Motivation in individuals is actually different all across the various areas of subject s, and this domain mainly enhances with age (Broussard Garrison, 2004). Motivation as a child predicts motivation in the later life and it also helps in bringing the stability within the relationship for the purpose of strengthening with age (Broussard Garrison, 2004). Previously, educators try to consider the intrinsic motivation to get more describe and in result of that it consider better results of learning in place of extrinsic motivation (Broussard Garrison, 2004). In general, most of the children seem to appear to enter school with a high intrinsic motivation level, although this motivation tends towards declining as the children tries to progress in the school (Broussard Garrison, 2004). It is noted that various research has suggested that motivation could be easily manipulated by the specific practices of instructions, although studies has tried to demonstrate the positive as well as negative impacts (Broussard Garrison, 2004). The reward usage might either try to encourage or might get reduced in motivation, relying over the various types of rewards and the context in which it could be offered (Broussard Garrison, 2004). Teachers can also try to provide students with the control over their own style of learning which permits them to make decisions and simultaneously use collaborative as well as approaches of cooperative learning (Eccles Wigfield, 2002). Along with this, teachers can also try to create an environment of a supportive classroom in respect to the structure of goal, external evaluation, as well as attributions (Eccles Wigfield, 2002). Researchers has also tried to made various recommendations over the educators who are interested in helping student motivation by covering up the limited reward usage, or using the rewards for offering the information related to competence, enhancing the autonomy of students and their selection, or using the cooperative methods of learning, and creating the environment of supportive classroom in context of the goal structure, external and attribution evaluation (Eccles Wigfield, 2002). For instance, the literature over the impact of the extrinsic rewards over the motivation of students suggests that teachers should be sparing in giving rewards and should try to use various reward types within the classroom (Eccles Wigfield, 2002). Specifically, tangible rewards holds importance and might have negative impacts on both the behavior of free choice or it is self-reported interest as compared with intrinsic rewards, although when the rewards are actually expected, they tend not to hold the effects of decreasing motivation (Eccles Wigfield, 2002). When the rewards are quite contingent in the activity, in spite of the students excel in the task, the negative impact of the tangible reward over the free selection behavior importantly higher for the children in comparison to the students of the college (Eccles Wigfield, 2002). While it is noted that events can dramatically alter the motivation of the students towards learning and this can positively impact over every student, it is significant to acknowledge that motivation of student is quite dynamic (Eccles Wigfield, 2002). Through ones own behavior, or through the teaching practices and course design, one can try to create the conditions of classroom, and can even try to encourage the motivation and engagement towards learning at various levels (Eccles Wigfield, 2002). Therefore, through implementing the various strategies that could fit into the classroom environment or in the teaching style, one can easily try to sustain the motivation of students towards learning in the classroom or in the overall matter of subject (Eccles Wigfield, 2002). Along with the motivational resources, the schools can even organize the workshops all throughout the year over student motivation, classroom management, and various styles of learning and engagement of student (Eccles Wigfield, 2002). 4. Methodology: 4.1 Data Sample collection The sample was collected from the some of the renowned universities in Delhi, India. The dataset was of 342 students in total. The questionnaire was about the level of motivation they feel in their university experience and what actually motivates them. The survey was carried out on both boys and girls. There were 82% male and 18% female students in the survey and their average age was 20 years. 4.2 Instrumentation and Measurement Survey was carried out using TUSMSQ2 instrument developed by Neill and containing 30-items. The questions focus on measuring both the Intrinsic and Extrinsic factors of motivation for students. In total there occurred two intrinsic factors of motivation, i.e. Self-exploration and Altruism and four extrinsic motivators were found, i.e. rejection of Alternative options, career and qualifications, Social enjoyment, and Social pressure in the questionnaire. The questions were based on five point Likert scale. For each item, students rated themselves on a scale of 1 to 5; 1 being Very False, towards, 5 being Very True. 4.2.1 TUSMSQ Questionnaire Background Information (Write or circle the best answer) Office Use ID 1. Gender: Male / Female 2. Age:________ years 3. Overseas Student? Yes / No4. Name of Degree enrolled in: _______________________________________________5. Enrolment Status: Part-time / Full-time 6. % of degree completed (approx): ______7. GPA: ________ 8. UAI: _________ 9. Accommodation: With Parents / Ressies / Other10. Relationship Status: Single / Partner / Other 11. Number of Dependent Children: _____12. Average hours per week in paid employment: _________13. How likely is it that you will complete your current degree? Definitely wont finish 1 2 3 4 5 6 7 Definitely will finish 14. What have been the main motivations for you to attend university? Please describe up to 3 key reasons for why youve chosen to be a university student?1.2.3.Student MotivationListed below are several motivations for going to university. Please rate the extent to which each motivation is accurate for you, using this scale. Circle the best answer for each item. FALSE NOT LIKE ME TRUE LIKE ME 1 2 3 4 5 6 7 8 This statement doesnt describe me at all; it isnt like me More false than true More true than false This statement describe me very well; it is very much like me I attend university False True 1 Because I dont know what else to do. 1 2 3 4 5 6 7 8 2 To understand myself better. 1 2 3 4 5 6 7 8 3 To gain valuable skills for my career. 1 2 3 4 5 6 7 8 4 Because its fun place to be. 1 2 3 4 5 6 7 8 5 Because others expect me to get a degree. 1 2 3 4 5 6 7 8 6 Because I genuinely want to help others. 1 2 3 4 5 6 7 8 7 Because its a better alternative than working. 1 2 3 4 5 6 7 8 8 Because I want to explore new ideas. 1 2 3 4 5 6 7 8 9 To enhance my job prospects. 1 2 3 4 5 6 7 8 10 Because I enjoy the social life. 1 2 3 4 5 6 7 8 11 Because other people have told me I should. 1 2 3 4 5 6 7 8 12 Because I want to contribute to society. 1 2 3 4 5 6 7 8 13 To avoid being unemployed. 1 2 3 4 5 6 7 8 14 Because I want to challenge myself. 1 2 3 4 5 6 7 8 15 In order to get the qualification. 1 2 3 4 5 6 7 8 16 Because I enjoy the social environment. 1 2 3 4 5 6 7 8 17 Because it would disappoint other people if I didn't. 1 2 3 4 5 6 7 8 18 Because I want to help solve society's problems. 1 2 3 4 5 6 7 8 19 Because it gives me something to do. 1 2 3 4 5 6 7 8 20 For my personal growth and development. 1 2 3 4 5 6 7 8 21 Because it will help set up my future career. 1 2 3 4 5 6 7 8 22 Because of the social opportunities. 1 2 3 4 5 6 7 8 23 It seems to be the recommended thing to do. 1 2 3 4 5 6 7 8 24 Because I want to improve the world situation. 1 2 3 4 5 6 7 8 25 Because I dont have any better options. 1 2 3 4 5 6 7 8 26 Because I love learning. 1 2 3 4 5 6 7 8 27 So I can get a better job. 1 2 3 4 5 6 7 8 28 Because its a great place to develop friendships. 1 2 3 4 5 6 7 8 29 Of social expectations from those around me. 1 2 3 4 5 6 7 8 30 Because I want to be more useful to society. 1 2 3 4 5 6 7 8 Student Satisfaction We are interested to learn more about students satisfaction with their university experience. 1. Please describe what aspect of this university have you been most satisfied with? 2. Please describe what aspect of this university have you been least satisfied with? Listed below are several aspects of students university experience. Please honestly rate your level of dissatisfaction-satisfaction by circling an answer for each item: 1 2 3 4 5 Very Dissatisfied (VD) Dissatisfied (D) Neither Satisfied or Dissatisfied (N) Satisfied (S) Very Satisfied (VS) My satisfaction with VD D N S VS 1 Library resources. 1 2 3 4 5 2 Opportunities to make friends. 1 2 3 4 5 3 Professionalism of my lecturers tutors. 1 2 3 4 5 4 Lecture theatres, tutorial rooms laboratory facilities. 1 2 3 4 5 5 Social events provided for students. 1 2 3 4 5 6 Level of knowledge of the staff who teach me. 1 2 3 4 5 7 Availability of computers technology. 1 2 3 4 5 8 Opportunities to develop close friendships. 1 2 3 4 5 9 Quality of the education I am receiving. 1 2 3 4 5 10 Extra campus facilities (e.g., banks, cafes, childcare, parking, bookshop, etc.). 1 2 3 4 5 11 Chances to pursue my social interests. 1 2 3 4 5 12 Quality of the staff who teach me. 1 2 3 4 5 13 Places to study on campus. 1 2 3 4 5 14 Quality of the social life at this university. 1 2 3 4 5 15 Interest that teaching staff take in my progress. 1 2 3 4 5 16 Student support services (e.g. student union, academic assistance, counseling, etc.). 1 2 3 4 5 17 Chances to spend enjoyable time with other people. 1 2 3 4 5 18 Teaching ability of my tutors lecturers. 1 2 3 4 5 19 Overall quality of the campus facilities. 1 2 3 4 5 The following items contain the key to sources of motivation mentioned in the survey:- Intrinsic Extrinsic Self- Exploration 2, 8,14,20,26 Rejection of Alternative options 1, 7,13,19,25 Altruism 6, 12,18,24,30 Career and Qualifications 3, 9,15,21,27 Social enjoyment 4, 10,16,22,28 Social Pressure 5, 11, 17, 23, 29 4.3 Procedure The survey questionnaire was distributed among the students of various disciplines, studying in different years of their university randomly, and the data was collected. Data was then analyzed using SPSS for Windows (version 17.0) for the accuracy of analysis and results. Analysis included regression analysis, and analysis of variance (ANOVA). 5. Result The report begins with the results of the students information on segments like gender and languages. This study revealed that 82.4% respondents are male while 17.6% female, participating in this survey. Responses of the females were so minimal to be called as significant. This study reveals percentages of languages: Language Percentage Punjabi 34.5 Sindhi 8.6 Hindi 10.8 Tamil 6.5 Urdu 33.5 English 0.7 Marathi 5.4 Different languages are spoken across the entire country, but in a university, students from different background, cultures and places of origin come to study under the same roof, so consideration for language was also done. Some prominent languages and few local languages were selected for the survey to happen. Now we have a clear picture of the respondents answers regarding student motivation and student performance, as shown in the table: The results reveal that the model is significant (p.10) and there is a strong relationship between independent and dependent variables. The independent variables of the study show strong relationship with the dependent variable. The variables when compared on an individual basis, all variables are insignificant (p05). The results of regression analysis with the values of R-Square=0.80 and the F-statistics= 16.010. Option Regression Coefficient Rejection Alternative 0.713 Career Qualification 0.088 Social Enjoyment 0.069 Social Pressure 0.035 Self Exploration 0.100 Altruism 0.112 The regression coefficient for Rejection Alternative Option is 0.173, and signifies that students performance is sensitive to Rejection Alternative Option and increase by 17% due to it. The regression coefficient for Career Qualification is 0.088, signifying that students performance is sensitive to Career Qualification and increase by 08% due to it. The regression coefficient for Social Enjoyment is 0.069, bringing out that students performance is sensitive to Social Enjoyment and increase by 07% due to it. The regression coefficient for Social Pressure is 0.035, which signifies students performance is sensitive to Social Pressure and increase by 03% due to it. The regression coefficient for Self Exploration is 0.100, meaning to students performance is sensitive to Self Exploration and increase by 10% due to it. The regression coefficient for Altruism is 0.112, pertaining to students performance is sensitive to Social Pressure and increase by 11% due to it. This result is self-explanatory to describe the students performance with both intrinsic and extrinsic factors. The results of regression analysis with the values of R-Square=0.79 and the F-statistics=24.585 are as follows: The results bring out that the model used for survey is significant (p.05) and there exists a strong relationship between independent and dependent variables. The variables when compared on an individual basis, both the variables are insignificant (p Regression Coefficient Percentage Performance Intrinsic motivation 0.237 increase by 34% Extrinsic motivation 0.342 decreases by 23% The regression coefficient of intrinsic motivation is 0.237 in this model and remarkably significant, it means that students performance is decreased by 23%. The model is overall significant (p.05) and both independent and dependent variables are important to student performance, with varying degree of importance. 6. Findings Rejection of alternative options, career and qualifications and social pressure are the factors responsible for degradation in the academic performance. Same way, intrinsic motivation is achieved through altruism, and self-exploration. This survey researches factors of student motivation and their impact on student academic performance. Student performance is found to get increased between 23 to 34 percent due to extrinsic and intrinsic motivation. The survey and its findings reveal R-square is 80 percent which signifies the strong relationship of students motivation with their performance. Academics performance is found to increase by 34 percent due to extrinsic motivation whereas academic performance is found to increase by 23 percent due to intrinsic motivation. Every student is unique and comes from a completely different background, with differences in the various factors in the environment leading to various level or type of motivation in him. Some student who had best schooling options available with them are found to have abundance of skill due to the reason they were grown up in a better environment to grow. It also depends on the capability of the teacher teaching in the classroom to make the subject much more interesting to gain students attraction and make him learn it by himself. There is no miraculous formula available to judge the performance of a student, other than the method of intrinsic and extrinsic questionnaire. 7. Conclusion and Recommendations The study examined various factors involved in the process of motivation to the student, whether intrinsic or extrinsic. It was observed that there exists a relationship between the various factors of motivation and overall performance. It was seen that students who were better motivated performed better, and those student who performed good were motivated easily. From the above findings it can be concluded that intrinsically motivated students show a better performance academically than extrinsically motivated students. Students who are extrinsically motivated, might deliver a good job or perform well to achieve a certain reward, but it does not keep them motivated for long-term and overall performance does not change or is consistent. They might perform very well in one semester or quiz to achieve a certain reward or goal and then next semester might show poor performance because the reward did not exist anymore. Their performance does not remain constant as a result. Students who are intrinsically motivated take up tasks or perform well academically for their own interest and for their own learning. These kinds of students are truly interested in learning and in achieving high goals. This shows in their overall consistent performance. From the above results as well as analysis, this study comes to a conclusion that performance in academics is positively affected by intrinsic motivation and also negatively influenced by extrinsic motivation. References 1. Ames, C. A. (1990). 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