Motivation and Mathematics Achievement: A Case Study of Grade 11 students in Ghana
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Mar 31, 2022
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Abstract
This study investigated the relationship between motivation and performance in mathematics using Deci and Ryan's Self Determination Theory. The participants were 2,575 grade 11 students from 10 senior high schools in the Cape Coast Metropolis, Ghana. The study employed a quantitative research approach and used a questionnaire and an achievement test to collect data. Descriptive and inferential statistics were used to analyze the data. The study found that only amotivation and introjection, among the five sub constructs of motivation considered in the study, recorded statistically significant contributions (p ˂ .05) to students’ achievement. Teachers, lecturers, and researchers may need to seek practical ways to promote intrinsic motivation in students for better engagement with mathematics. The study also indicated the likelihood of different kinds of amotivation with varied influences on the learning of mathematics. As a result, more investigation is required.
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How to Cite
Awoniyi, F. (2022). Motivation and Mathematics Achievement: A Case Study of Grade 11 students in Ghana. Unnes Journal of Mathematics Education, 11(1), 102-117. https://doi.org/10.15294/ujme.v11i1.54578
References
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Dogan, U. (2017). Student Engagement, Academic Self-efficacy, and Academic Motivation as Predictors of Academic Performance.. The Anthropologist, 20(3), 553-561. doi:10.1080/09720073.2015.11891759
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Fereidooni-Moghadam, M., Bavarsad, N., Rezaie, R., & Cheraghian, B. (2017). Relationship between achievement motivation and academic performance in Nursing and Midwifery Students at Ahvaz Jundishapur University of Medical Sciences in 2014-2015. Educational Development of Jundishapur, 8(3), 335-344. doi:https://www.sid.ir/en/journal/ViewPaper.aspx?id=651927
Fereidooni Moghadam, M., Bavarsad, N., Rezaie, R., & Cheraghian, B. (2017). Relationship between Achievement Motivation and Academic Performance in Nursing and Midwifery Students at Ahvaz Jundishapur University of Medical Sciences in 2014-2015. Educational Development of Jundishapur, 8(3), 335-344. doi:https://www.sid.ir/en/journal/ViewPaper.aspx?id=651927
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Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., & Hafner, I. (2015). More Value Through Greater Differentiation: Gender differences in Value Beliefs About Math. Journal of Educational Psychology, 107(3), 663-677. doi:http://dx.doi.org/10.1037/edu0000003
Isik, U., Wilschut, J., Croiset, G., & Kusurkar, R. A. (2018). The role of study strategy in motivation and academic performance of ethnic minority and majority students: a structural equation model. Advances in Health Science Educcation, 23(5), 921-935. doi:10.1007/s10459-018-9840-3
Kaufman, J. C., Agars, M. D., & Lopez-Wagner, M. C. (2008). The role of personality and motivation in predicting early college academic success in non-traditional students at a Hispanic-serving institution. Learning and Individual Differences, 18(4), 492-496.
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Kori et al. (2016). The role of programming experience in ICT Students' learning motivation and academic achievement. International Journal of Information and Education Technology, 6(5). doi:10.7763/IJIET.2016.V6.709
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Lim, S. Y., & Chapman, E. (2015). Identifying affective domains that correlate and predict mathematics performance in high-performing students in Singapore. Educational Psychology, 35(6), 747-764. doi:10.1080/01443410.2013.860221
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Mustami, M. K., & Safitri, D. (2018). The Effects of Numbered Heads Together-Assurance Relevance Interest Assessment Satisfaction on Students' Motivation. International Journal of Instruction, 11(3), 123-134. www.e-iji.net
Obiosa, N. (2020). Effects of Students' Motivation and Engagement on Students' Satisfaction in a Lecture: Empirical Analysis. International Journal of Instruction, 13(3), 861-876. Retrieved from www.e-iji.net
Oztuna, D., Elhan, A. H., & Tuccar, E. (2006). Investigation of four different normality tests in terms of type 1 error rate and power under different distributions. Turkish Journal of Medical Sciences, 36(3), 171-176.
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Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. doi:https://doi.org/10.1016/j.cedpsych.2020.101860.
Schick, H., & Phillipson, S. N. (2009). Learning motivation and performance excellence in adolescents with high intellectual potential: What really matters? High Ability Studies, 20(1), 15-37.
Stevens, J. (1996). Applied multivariate statistics for the social sciences. Mahway, NJ: Lawrence Erlbaum.
Tus, J. (2020). Academic stress, academic motivation, and its relationship on the academic performance of the senior high school students. Asian Journal of Multidisciplinary Studies, 8(11), 28-37. doi:DOI:10.6084/m9.figshare.13174952.v1
Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, extrinsic and amotivational styles as predictors of behaviour: A prospective study. Journal of Personality, 60(3), 599-620.
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C., & Vallières, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003-1017.
Walter, J. G., & Hart, J. (2009). Understanding the complexities of student motivations in mathematics learning. Journal of Mathematical Behavior, 28, 162-170.
Wang, J. C. K., Hagger, M., & Liu, W. C. (2009). A cross-cultural validation of perceived locus of causality scale in physical education context. Research Quarterly for Exercise and Sport, 80(2), 313-325.
Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1), 1-35. doi:https://doi.org/10.1016/j.dr.2009.12.001
Bailey, T. H., & Phillips, L. J. (2015). The influence of motivation and adaptation on students’ subjective well-being, meaning in life and academic performance. Higher Education Research & Development, 35(2), 201-216. doi:10.108-0/07294360.2015.1087474
Butakor, P. K. (2016). Hierarchical linear modeling of the relationship between attitudinal and instructional variables and mathematics achievement. International Journal of Research in Education Methodology, 7(5), 1328-1336. doi:0.24297/ijrem.v7i5.4342
Cetin, B. (2015). Academic motivation and self-regulated learning in predicting academic achievement in College. Journal of International Education Research – Second Quarter, 1(2), 95-106. doi:https://files.eric.ed.gov/fulltext/EJ1060062
Deci, E. L. (1972). Intrinsic motivation, extrinsic reinforcement, and inequity. Journal of Personality and Social Psychology, 22, 113-120.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
Deci, E. L., & Ryan, R. M. (1995). Human autonomy: The basis for true self-esteem. In M. Kemis (Ed.), Efficacy, agency, and self-esteem (pp. 31-49). New York, NY: Plenum.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325-346.
Dogan, U. (2017). Student Engagement, Academic Self-efficacy, and Academic Motivation as Predictors of Academic Performance.. The Anthropologist, 20(3), 553-561. doi:10.1080/09720073.2015.11891759
Fairchild, A. J., Horst, S. J., Finney, S. J., & Barron, K. E. (2005). Evaluating existing and new validity evidence for the Academic Motivation Scale. Contemporary Educational Psychology, 30, 331-358.
Fereidooni-Moghadam, M., Bavarsad, N., Rezaie, R., & Cheraghian, B. (2017). Relationship between achievement motivation and academic performance in Nursing and Midwifery Students at Ahvaz Jundishapur University of Medical Sciences in 2014-2015. Educational Development of Jundishapur, 8(3), 335-344. doi:https://www.sid.ir/en/journal/ViewPaper.aspx?id=651927
Fereidooni Moghadam, M., Bavarsad, N., Rezaie, R., & Cheraghian, B. (2017). Relationship between Achievement Motivation and Academic Performance in Nursing and Midwifery Students at Ahvaz Jundishapur University of Medical Sciences in 2014-2015. Educational Development of Jundishapur, 8(3), 335-344. doi:https://www.sid.ir/en/journal/ViewPaper.aspx?id=651927
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London, UK: Sage publications Ltd.
Field, A. (2013). Discovering statistics using SPSS and sex and drugs and rock ‘n’ roll (4th ed.). London, UK: SAGE publications Ltd.
Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257-274.
Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., & Hafner, I. (2015). More Value Through Greater Differentiation: Gender differences in Value Beliefs About Math. Journal of Educational Psychology, 107(3), 663-677. doi:http://dx.doi.org/10.1037/edu0000003
Isik, U., Wilschut, J., Croiset, G., & Kusurkar, R. A. (2018). The role of study strategy in motivation and academic performance of ethnic minority and majority students: a structural equation model. Advances in Health Science Educcation, 23(5), 921-935. doi:10.1007/s10459-018-9840-3
Kaufman, J. C., Agars, M. D., & Lopez-Wagner, M. C. (2008). The role of personality and motivation in predicting early college academic success in non-traditional students at a Hispanic-serving institution. Learning and Individual Differences, 18(4), 492-496.
Komarraju, M., Karau, S. J., & Schmeck, R. R. (2009). Role of the big five personality traits in predicting college students' academic motivation and achievement. Learning and Individual Differences, 19(1), 47-52.
Kori et al. (2016). The role of programming experience in ICT Students' learning motivation and academic achievement. International Journal of Information and Education Technology, 6(5). doi:10.7763/IJIET.2016.V6.709
Lim, S. Y., & Chapman, E. (2014). Adapting the academic motivation scale for use in pre-tertiary mathematics classrooms Mathematics Education Research Journal, 27, 331-357.
Lim, S. Y., & Chapman, E. (2015). Identifying affective domains that correlate and predict mathematics performance in high-performing students in Singapore. Educational Psychology, 35(6), 747-764. doi:10.1080/01443410.2013.860221
Matthews, A. R., Hoessler, C., Jonker, L., & Stockley, D. (2013). Academic motivation in calculus. Canadian Journal of Science, Mathematics and Technology Education, 13(1), 1-17.
Mullis, I. V. S., Martin, M. O., & Foy, P. (2012). TIMSS 2011 International Results in Mathematics. Retrieved from Chestnut Hill, MA: https://www.semanticscholar.org/paper/TIMSS-2011-International-Results-in-Mathematics.-Mullis-Martin/a5784ad0dd6a1249fba6e0315b5d12c98918005c?p2df
Mustami, M. K., & Safitri, D. (2018). The Effects of Numbered Heads Together-Assurance Relevance Interest Assessment Satisfaction on Students' Motivation. International Journal of Instruction, 11(3), 123-134. www.e-iji.net
Obiosa, N. (2020). Effects of Students' Motivation and Engagement on Students' Satisfaction in a Lecture: Empirical Analysis. International Journal of Instruction, 13(3), 861-876. Retrieved from www.e-iji.net
Oztuna, D., Elhan, A. H., & Tuccar, E. (2006). Investigation of four different normality tests in terms of type 1 error rate and power under different distributions. Turkish Journal of Medical Sciences, 36(3), 171-176.
Pallant, J. F. (2005). SPSS survival manual: ‘A step by step guide to data analysis using SPSS version 12. (2nd ed.). Two Penn Plaza, NY: Open University Press.
Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. doi:https://doi.org/10.1016/j.cedpsych.2020.101860.
Schick, H., & Phillipson, S. N. (2009). Learning motivation and performance excellence in adolescents with high intellectual potential: What really matters? High Ability Studies, 20(1), 15-37.
Stevens, J. (1996). Applied multivariate statistics for the social sciences. Mahway, NJ: Lawrence Erlbaum.
Tus, J. (2020). Academic stress, academic motivation, and its relationship on the academic performance of the senior high school students. Asian Journal of Multidisciplinary Studies, 8(11), 28-37. doi:DOI:10.6084/m9.figshare.13174952.v1
Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, extrinsic and amotivational styles as predictors of behaviour: A prospective study. Journal of Personality, 60(3), 599-620.
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C., & Vallières, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003-1017.
Walter, J. G., & Hart, J. (2009). Understanding the complexities of student motivations in mathematics learning. Journal of Mathematical Behavior, 28, 162-170.
Wang, J. C. K., Hagger, M., & Liu, W. C. (2009). A cross-cultural validation of perceived locus of causality scale in physical education context. Research Quarterly for Exercise and Sport, 80(2), 313-325.
Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1), 1-35. doi:https://doi.org/10.1016/j.dr.2009.12.001