EXPLORING MOTIVATION TO LEARN MATHEMATICS THROUGH VROOM’S THEORY

Authors

  • Nurhazirah Mohamad Yunos Faculty of Computer and Mathematical Science, Universiti Teknologi MARA, Cawangan Johor, Kampus Pasir Gudang, Malaysia
  • Thahira Bibi TKM Thangal Faculty of Business and Management, Universiti Teknologi MARA, Cawangan Johor, Kampus Pasir Gudang, Malaysia
  • Nursyaza Farah Md Sharif Academy of Language Studies, Universiti Teknologi MARA, Cawangan Melaka, Kampus Jasin, Malaysia
  • Nor Rasimah Abdul Rashid Academy of Language Studies, Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia
  • Noor Hanim Rahmat Academy of Language Studies, Universiti Teknologi MARA, Cawangan Johor, Kampus Pasir Gudang, Malaysia

DOI:

https://doi.org/10.46827/ejes.v8i11.3976

Keywords:

motivation, mathematics, learning, Vroom’s theory

Abstract

Mathematics is one of the fundamental subjects that contributes to Science, Technology, Engineering and Mathematics (STEM) careers since it plays a vital role in this Fourth Industrial Revolution. Due to that, this subject has been added in syllabus starting from primary school until university level and most of the students are taking mathematics but not limited to the students who are in the STEM area only. However, not all students particularly favour this subject since it requires problem solving skills as well as motivation to learn the subject matter. Therefore, the objective of this study was to investigate students’ motivation in learning Mathematics through Vrooms’ Theory. Quantitative method was used by distributing a set of questionnaires to 234 students in a public university in Malaysia. The instrument from the questionnaire consisted of three sections, a) affective components, b) expectancy components and c) value components with a total of 24 items. The findings revealed that students face anxiety while learning Mathematics and it could be motivating factors for the student to work even harder to perform in Mathematics. It was shown that their motivation towards learning Mathematics was influenced by how much value they placed on the outcome of the learning. This study can help educators to have a better understanding of students' learning motivation and provide continuous support to students. 

 

Article visualizations:

Hit counter

Author Biographies

  • Nurhazirah Mohamad Yunos, Faculty of Computer and Mathematical Science, Universiti Teknologi MARA, Cawangan Johor, Kampus Pasir Gudang, Malaysia
    Nurhazirah Mohamad Yunos has the experience of teaching at university for 2 years. Her research interests include mathematics and online learning.
  • Thahira Bibi TKM Thangal, Faculty of Business and Management, Universiti Teknologi MARA, Cawangan Johor, Kampus Pasir Gudang, Malaysia
    Thahira Bibi TKM Thangal has 13 years of teaching experience with a legit industrial background. Her research interests include Human Resource Management, Entrepreneurial Behavior, Women Empowerment, Marketing.
  • Nursyaza Farah Md Sharif, Academy of Language Studies, Universiti Teknologi MARA, Cawangan Melaka, Kampus Jasin, Malaysia
    Nursyaza Farah Md Sharif has the experience of teaching at the university for 9 years. Her research interests include technology in education, online learning, and writing.
  • Nor Rasimah Abdul Rashid, Academy of Language Studies, Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia
    Nor Rasimah Abdul Rashid has taught at the university for more than 23 years. Her research interests include, 21st Century Learning and language learning strategies.
  • Noor Hanim Rahmat, Academy of Language Studies, Universiti Teknologi MARA, Cawangan Johor, Kampus Pasir Gudang, Malaysia
    Noor Hanim Rahmat has taught at the university for more than 26 years. Her research interests include, TESL methodology, academic reading and writing, educational psychology, and learning strategies.

References

Bringula, R., de Leon, J. S., Rayala, K. J., Pascual, B. A., & Sendino, K. (2017). Effects of different types of feedback of a mobile-assisted learning application and motivation towards mathematics learning on students’ mathematics performance. International Journal of Web Information Systems, 13(3), 241–259. https://doi.org/10.1108/ijwis-03-2017-0017

Brown, M., Brown, P. and Bibby, T. (2008). “‘I would rather die’: reasons given by 16-year-olds for not continuing their study of mathematics”, Research in Mathematics Education, Vol. 10 No. 1, pp. 3-18. http://dx.doi.org/10.1080/14794800801915814

Brown, P. R., McCord, R. E., Matusovich, H. M. and Kajfez, R. L. (2015). “The use of motivation theory in engineering education research: a systematic review of literature”, European Journal of Engineering Education, Vol. 40 No. 2, pp. 186-205. https://doi.org/10.1080/03043797.2014.941339

Kiemer K., Groschner A., Pehmer A., Seidel, T. (2015). Effects of a Classroom Discourse Intervention on Teachers’ Practice and Students’ Motivation to Learn Mathematics and Science. Learning and Instruction. Vol 35 pg 94-103. http://dx.doi.org/10.1016/j.learninstruc.2014.10.003

Koca, F. (2016). Motivation to Learn and Teacher-Student Relationship. Journal of International Education and Leadership. Vol (6) Issue 2. https://files.eric.ed.gov/fulltext/EJ1135209.pdf

Li, Y. and Schoenfeld, A. H. (2019). Problematizing teaching and learning mathematics as “given” in STEM education. International Journal of STEM Education. https://doi.org/10.1186/s40594-019-0197-9

Middleton, M. and Perks, K. (2014) Motivation to Learn: Transforming Classroom Culture to Support Student Achievement. Corwin: A Sage Company. https://doi.org/10.4135/9781483394480.n1

Pintrich, P. R., & De Groot E. V. (1990). Motivational and self-regulated learning Components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. Retrieved from https://psycnet.apa.org/doi/10.1037/0022-0663.82.1.33

Rozgonjuk, D., Kraav, T., Mikkor, K., Orav-Puurand, K., & Täht, K. (2020). Mathematics anxiety among STEM and social sciences students: The roles of mathematics self-efficacy, and deep and surface approach to learning. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00246-z

Sindoi, J. A. J. (2020, March). Elemen motivasi pembelajaran dan strategi pembelajaran yang mempengaruhi pencapaian matematik pelbagai etnik. (Doctoral thesis, Universiti Utara Malaysia) Retrieved from https://etd.uum.edu.my/8379/2/s93608_01.pdf

Syyeda, F.B. (2019). What motivates adult learners to return to education and learn Mathematics? Adult Education 100: Reflections & Reconstructions. SCUTREA conference 2019. Retrieved from https://www.researchgate.net/publication/339629673_What_motivates_adult_learners_to_return_to_education_and_learn_Mathematics

Vaara, E., Rantakaulio, A., & Eskola, A. (2021). UAS students’ approaches to learning Mathematics. INTED2021 Proceedings. Retrieved from https://doi.org/10.21125/inted.2021.0806

Vroom, V. H. (1964). Work and motivation. San Francisco, CA: Jossey-Bass.

Yeh, C. Y. C., Cheng, H. N. H., Chen, Z., Liao, C. C. Y., & Chan, T. (2019). Enhancing achievement and interest in mathematics learning through Math-Island. Research and Practice in Technology Enhanced Learning. Retrieved from https://doi.org/10.1186/s41039-019-0100-9

Downloads

Published

2021-10-18

Issue

Vol. 8 No. 11 (2021)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).