Relationship between students’ learning approaches and intrinsic motivation at higher level
DOI:
https://doi.org/10.52337/pjer.v7i2.1064Keywords:
Intrinsic Motivation, Students’ Learning Approaches, Higher EducationAbstract
Students’ learning and better academic performance determine the quality of higher education. Students’ Learning Approaches are those in which students handle the knowledge or experience they have acquired to learning and to understand and analyze the information so that it may be assimilated into the learner's knowledge. Intrinsic motivation as a behavior that intrinsically motivates the students to perform any activity for the achievement of a specific goal. The objectives of the expected study were to; find out the level of intrinsic motivation, preferences of students’ learning approaches, relationship between students’ learning approaches and intrinsic motivation and find out the difference between intrinsic motivation and preferences of students’ learning approaches of first and last-year students. The purpose of this study was to find out the preferences of university students and their relationship with intrinsic motivation and how to improve their knowledge through effective teaching and testing. The study was descriptive and cross-sectional in nature and survey technique was used for data collection. Data were analyzed through descriptive statistics (mean) Pearson product moment correlation was used to analyze the relationship between students’ learning approaches and intrinsic motivation. Inferential statistics (t test) was used to identify the difference between intrinsic motivation and preferences of students’ learning approaches of first and last-year students. The analysis showed that there is a significant relationship between strategic and deep learning approaches. It was recommended that students prefer a strategic learning approach while teachers may motivate students for a deep learning approach.