Assignment: Final Research Proposal

In this assignment you will finalize your research proposal through including sections on possible data sources and limitations.  

1. Introduction

2. Research question

3. Literature Review

4. Methodology
 
5. Data Collection

6. Limitations

7. Works Cited

Answer:

1. Introduction:

2. Research question:

Question 1: How intrinsic and extrinsic motivational factors influence on academic performance?

3. Literature Review:

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 one’s 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

4.2 Instrumentation and Measurement

4.2.1 TUSMSQ Questionnaire

1. Gender: Male / Female    2. Age:________ years    3. Overseas Student?  Yes / No

4. 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 / Other

10. 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?

Student Satisfaction

4.3 Procedure

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:

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 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

The regression coefficient of intrinsic motivation is 0.237 in this model and remarkably significant, it means that student’s 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

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 student’s 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.

References

1. Ames, C. A. (1990). Motivation: What Teachers Need to Know? Teachers College Record, Vol. 91(3) pp. 409-421.

2. Blank, W. (1997). Authentic instruction. In W.E. Blank & S. Harwell (Eds.), Promising practices for connecting high school to the real world. FL: University of South Florida. (ERIC Document Reproduction Service No. ED 407 586). pp. 15-21

3. Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & Sheldon, B. (1997). The Impact of Teaching Strategies on Intrinsic Motivation. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.

4. Bowen, W., & Bok, D. (1998). In the shape of the river: Long term consequences of considering race in college and university relations. Academic Outcomes. pp. 53-90.

5. Brophy, J. (1986). On Motivating Students. East Lansing, Michigan: Institute for Research on Teaching, Michigan State University. pp. 73.

6. Condry, J., and J. Chambers. (1978). Intrinsic Motivation and the Process of Learning. In the Hidden Costs of Reward, edited by M.R. Lepper and D. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Inc. pp. 61-84.

7. Deborah J. Stipek, Karen B. Givvin, Julie M. Salmon and Valanne L. MacGyvers. (1999). In the Eyes of the Beholder: Students’ and Teachers’ Judgments of Students’ Motivation. University of California, Los Angeles.

8. Dev, P.C. (1997). Intrinsic motivation and academic achievement: What does their relationship imply for the classroom teacher? Remedial and Special Education. Vol.  18(1). pp. 12-19.

9. Ericksen, S. C. (1978). The Lecture. Memo to the Faculty, no. 60. Ann Arbor: Center for Research on Teaching and Learning. University of Michigan.

10. Huitt W. (2000). Motivation to Learn: An Overview, Educational Psychology Interactive. Valdosta State University.

11. Kamauru R. J. (2000). Intrinsic and Extrinsic Motivation Predict Academic Performance of College Students. More house College.