The Effect of Motivation Management Training on the Level of Student Learning

Transcription

1 Research Journal of Psychology and Educational Sciences. Vol., 2 (5), , 2016 Available online at ISSN The Effect of Motivation Management Training on the Level of Student Learning Maryam Akhoundi *, Ramezan Hassanzadeh, Bahram Mirzaeeyan Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran * Corresponding author maryamakhoundi6@gmail.com ABSTRACT: The aim of this study was the impact of management training motivation on the level of student learning. The research method was experimental with pretest and post test with a control group. The statistical population was comprised of all daughters of first year of high school in sub region a in sari with 1168 individuals. In order to select of the high schools in this area a high school was selected purposefully. Between the four classes accidentally 2 classes consisting of 33 individuals were replaced as the experimental group and 2 classes consisting of 33 individuals as a control group. Data collection used from school report in order to measure the learning outcomes. For this purpose, researcher, in order to have evidence of student learning and the average scores in all lessons that were taken from students in semester tests before and after the education, converted as grade point average (GPA) and put it as the basis for rate of learning. To analyze the data, the analysis of covariance was used. The findings showed that motivation management training is leading to increase on the level of students' learning. Keywords: Motivation Management, Learning, Students. INTRODUCTION We all know that beginning of education is new experience for all students and when we encounter with the new success, we have more inclined going back to our past experiences and habits so that we use what previously we knew. However, in most cases, our old habits may not have sufficient performance, thus students must choose the certain way to study and learn and practice it. May be said fundamental axis of future education, is the motivation and the study of it. Students with the same intelligence are often treated differently than class assignments that it is caused by the difference in motivation to study (Ormrad, 2012). One of the main tasks of psychology is that alongside the rapid development of science and technology to pay to foster talent, creating sustainable motivation, enhance the capacities of individuals and in general to prepare people who are able to coordinate themselves emotionally and psychologically with such rapid progress in science and stay safe from possible complications. Learning requires effort and students in every lessons can succeed only if efforts and one of the ways that makes students perform the necessary effort to learn is motivated them (Anderson, 2000). The word motivation has different senses but all psychologists agree in the fact that motivation is an internal agent that stimulated behavior of the person and leads in a certain direction and organize it. Motivational research including how to start and end of the activity, purposeful behavior, motivational foundations of pleasure and pain and the role of identity in behavior (Bindra & Stowart, 1971; quoted by Seyyed Mohammadi, 2011). One of the variables that are associated with motivation is self-regulated learning of students. Because the increase of motivation causes the students personally supervise, modify or configure their learning process. Development of self-regulation skills at a 125

2 higher level of education in our age that knowledge is rapidly changing is very important. Self-regulation has important implications in the process of learning, teaching and life success. Compatibility and success in school requires that students develop self-regulation or similar processes to identify, expand your emotions or behaviors and strengthen so as to achieve their goals. In research conducted on the Korean gifted students, it is known that there is a significant relationship between the questions of academic freedom in class and learning and selfregulation of the students (Eric Feng et al., 2012). Also, research has shown that there is a relationship between motivational beliefs and learning and self-regulation (Soleimannejad & Shahraray, 2010). In another study, the role of metacognitive knowledge and self-regulated learning have been studied in academic success, the findings showed that students with high academic achievement more used from metacognitive skills and self-regulation, (Slavin, 2006). Strengthening the strengths, developing the sources of motivation and supporting them are included so that the learner can use these resources to improve his academic performance. Purpose of repair the weaknesses, is the inversion of motivational insufficiency so that students can reduce and overcome to study vulnerability such as anxiety progress, academic burnout, test anxiety and like these. Thus, the present study seeks to answer these questions that are management training motivation effect on student learning. MATERIALS AND METHODS The research method was experimental with pretest and post test with a control group. The statistical population was comprised of all 15-year-old female of high school in sub region in sari with 1168 individuals who were studying in the academic year Since the study was needed to cooperate of school officials, inevitably simple random sampling method and available were used. In this way, total number 66 samples were selected. From the high schools in this area were purposefully selected a high school. All mentioned students in the first year of high school who were 66 individuals in the 4 classes. Among the 4 classes accidentally 2 classes were selected as the experimental group and 2 classes as the control group. Finally, 33 patients were determined as the experimental group and 33 patients as a control group. For conducting this research after performing pre-test on research community, choose the research sample and the sample replacement randomly assigned to the two experimental and control groups, the experimental group is placed for two months (every week one session) under education of motivation management that is a researcher made program. Therefore subject of training sessions and the practical exercises was set with this educational program in eight sessions of two hours. Thus in each training session initially was raised discussions about any educational topic, and then issue was discussed as a group and at the end of each session, training offered whereby all subjects, practice training topics experimentally outside the educational situation. Importantly experimental activity in each of the meetings is the basis of this training. A week after the ending of training course, again the rate of learning of experimental and control groups were measured. Data was collected using academic report in order to measure the learning outcomes. For this purpose, researchers in order to have evidence of student learning, the average scores in all lessons that were taken from students in semester tests before and after the education, converted as grade point average (GPA) and put it as the basis for rate of learning. The researcher first achieved semester test scores of all lessons of experimental group as the grade point average of lessons before training. After training also the grade point average of Semester test scores of all lessons achieved in the tested group. Researcher by using the high method achieved grade point average of semester tests 1 and 2 for the control group who were not undergoes training. To analyze the data was used from the analysis of covariance. In all analyzes, the significance level was considered p < RESULTS In Table 1 is provided the participants learn of the two groups. Table 1. Descriptive analysis table in the pre-test and post-test scores of learning Average Standard deviation Experimental group Control group Experimental group Control group Pre-Test Post-Test

3 Kolmogorov-Smirnov and Shapiro test results showed normal distribution of the data (p> 0.05). T-test results are presented in Table 2. We can say that there are no significant difference in the average of two groups of students (experimental and control) in the pre-test and the two groups were similar in the learning with a confidence level of 95 percent. The average of learning the two groups of students (experimental and control group) was equal or both groups have equal and similar average scores. The average of two groups (experimental and control) of students have a significant difference in the post-test and two groups are different with a confidence level of 99 percent in the learning. The average of learning in the experimental group students was higher of the control group students. The average of two groups of students (Pre test-control and post test-experiments) has a significant difference and these two groups are different in the learning with a confidence level of 99%. The average of learning in the Pretestcontrol group students have been less than from posttest-experiments group students. The average of two groups (Pre test-control and post test-experiments) of students has a significant difference and two groups are different with a confidence level of 95 percent in the learning. The average of learning in the preptest-experiments group students have been more than from posttest- control group students. Table 2. Assessment of student learning in the experimental and control groups in different variations by using the t -test with the two independent groups. Number of Situation Types of group Average SD Results samples Control Group Sig =0.000 Pre-Test Experimental Sig= Group Control Group Sig =0.700 Post-Test Experimental Sig= Group Pre-Test Pretest-Control Sig=0.000 posttest- d.f=64 Post-Test Experiments Sig =0.216 Post-Test posttest- Control Sig = Pre-Test Pretest- Experiments Sig=0.04 As you can see here, F is calculated (F m= (. there was a significance level of 0.01 (means less than 0.01). This means that in the post-test, Software then has set the difference between the effect of motivation management training in the students learn in both experimental and control groups at levels of less than Another result that table 3 provides, coefficient of determination at the bottom of the table, this factor that the amount of its adjusted is equal to 0.396, it shows that the variable of motivation management training as independent variables affecting the learning could explain 0.39% of the variance in the dependent variable (Table 3). Table 3. Testing the effects of changes Dependent variable :The post-test student learning Variable SS df MS F p-value Partial Eta Source square Corrected Model (a) Intercept 1, Pretest Between groups Within groups

4 Total Corrected Total R Squared = (Adjusted R Squared = 0.396) Because the calculated F (F m = ) with degrees of freedom df 1 =2 and df 2 =63 and a significance level of α= 0.1 % is larger than from critical F (F c = 7.07); thus, we conclude that if the pre-test learning to be entered in the process of change (and its effects controlled as co-variable), there are significant differences between the experimental and control groups in post-test learning. This means that with confidence of 99% the motivation management training is effective on student learning (Table 4). Table 4. Analysis of Variance. Degrees of Freedom df 1 and df 2 Significance Level of α Calculated F Critical Table F 1 & DISCUSSION AND CONCLUSION The aim of this research was the impact of motivation management training on student learning. The results indicated that there are significant differences between pre-test and post-test scores in the experimental and control groups. This finding is aligned with the results of Ahmadi Mobarakeh (2010), Attar khameneh and Seif (1999), Sharifi (2006), Feng et al (2012), Eisenkopf (2008), Chu and et al (2007), Diah Nutrisiani and Basuki (2006). In order to increase the amount of learning can be used from motivation management. Considering the motivation is the internal state that motivated us to act and conducted in certain direction and keeps busy with certain activities. If we can learn something for excellent, motivation determines that whether it learn and how much we learn, especially if the behavior and necessary cognitive processes for learning are voluntary and under our control. In addition, when we have learned how to do something, motivation is mainly responsible to continue or stop it. The foundation of all motivations is the desire to achieve certain results, but what is important knows that motivation comes from many factors that some is controlled by learners, but the greater number is resulting past and present environmental conditions of them. However, motivation always is reveals its own through effects on behavior and learning. So, learner motivation is reflected in the personal effort and the cognitive participation, emotional and behavior in specific activities. Generally, motivation increase the working time on task, important factors that affect on learning and achievement in a particular field. The motivational factors show their impact on student learning that learners have satisfaction of their learning. There are many factors to satisfaction of learning such as: Someone who teaches, the volume of content, learning materials, teaching style and techniques of used by teacher, learning environment, also personal factors of learner such as: social background, the psychological state, motivated to learn and... each in its place can be resulting the satisfaction from learning. Motivational beliefs increase the amount of learning in students. Can also be a significant predictor for student achievement? Increased learning is improving the selfesteem of learners. Increased in self-esteem along with the satisfaction of learning provides an environment that appears inventive and creativity in students and will be made from students a successful learners. In addition, fostering self-regulation often is intrinsic motivation and values. Motivated individuals and especially those who are intrinsically motivated more likely have started and are continuing their activities, more likely to be engaging cognitively in the work that are doing and most likely used from effective strategies in learning tasks. So, intrinsic motivation prepares the Basis for self-regulation. Individuals when assured that can succeed in learning tasks and believes that they can control their own life path, more likely become self-regulation learners. The results indicated that motivation management increases the average of learning, so, workshops for educators, teachers and institute director, it seems necessary to introduce and understand the motivation and its variants and the use from motivation management tools to enhance of student learning. Conflict of interest The authors declare no conflict of interest 128

5 REFERENCES Ahmadi Mobarakeh F, The relationship between thinking styles and learning strategies with achievement motivation. Anderson LW, Bourke SF, As seeing effective characteristics in the schools (2rd ed.). Mahawah NJ: Lawrence Erlbaum associates. Diah Nutrisiani DAM, Heru Basuki, Relationship between learning motivation in students who Are Active in OSIS in SMU 72. Faculty of psychology, Gunad arama university. www. gunadarma. ac.id. Eisenkopf G, Peer effects, motivation, and learning. University of konstansz, department of economics. Feng E, Hanglin Ch, Pay-yan LION, Pei-Msin JIAN, The dynamics of motivation and learning strategy in a creativity-supporting learning environment in higher education. The Turkish on line journal of educational technology. January 2012, volume 11 issue 1. Hui-Chio Ch, Meli-Chi H, A study of career development, learning motivational, and learning saticpaction of adult learning in conventional scheduling graduate programs. Shu-Te University. Yu Da college of Business. Seyyed Mohammadi Y, Learning psychology. Tehran: Ravan. Sharifi HP, Evaluation of internal and external motivation of development and attitudes of students from each class about education issues and the contribution of these variables in explaining their academic achievement. Journal of Educational Innovations. 18: Slavin RE, Educational psychology: theory and practice (8th ed.). New York: Pearson. Soleimannejad A, Shahraray M, Its locus of control and self-regulation and academic achievement. Journal of Psychology and Educational Sciences. the thirty-first year. 2: