Research on Student Motivation I

Executive Summary

The aim of our study was to find out if there are any differences in academic motivation for coursework and academic success among groups of students who differ in the quality of their individual. Some students seem naturally enthusiastic about learning, but many need-or expect-their instructors to inspire, challenge, and stimulate them. Whatever level of motivation students bring to the classroom will eventually affect their performance.

Many factors affect a given student’s motivation to work and to learn; interesting course, professor, grade, fear of failing, family. The whole research will show how this factors affecting in motivating and de-motivating a students, how the authority should focus to overcome those de-motivating factors all along with some famous motivational theory.

 

 

 

 

 

 

 

Part-B

Chapter two

Introduction

What makes students study? This question, usually expressed with frustration, is heard over and over again whenever faculty members assemble. When some might claim that the students are motivated by fear, other would hold the ground on “Give them tough classes and they’ll pull through.” Other faculty members might plea the opposite case, arguing that students thrive on positive feedback. Still other teaching faculty might argue that students work to satisfy their own personal achievement goals, or that students work when they believe that there will be direct payback – in future pay or opportunities – for the efforts expended today. The argument can go on without any time limit, along with unlimited views on the topic.

Factors that influence student learning inside and outside the classroom will continue to be an important concern of teachers and administers at all levels. So it is vital to find out what is the real picture here. Factors that are affecting the students to study (or not to study) need to be found out and used to get the students’ motivational level to study higher.

 

 

 

 

 

 

 

 

Chapter three

 

Background

University is seen as the “great equalizer,” but in order for it to perform this role students need to achieve academic success within its walls. Academic success, in part, derives from students’ study habits – which, in turn, are driven by students’ motivations.

If the faculty members and administrators understand students’ motivations to study, they might be better able to help the at-risk students succeed. The University of Dhaka is one of the most renowned Universities in the Asia-Pacific region. Every year, students from various background and culture come here for higher studies. The Department of International Business provides BBA, MBA & EMBA degree under the Faculty of Business Studies of this university.

This research is based on the settings of the Department of International Business and focused on the factors that are driving student motivation here.

This study was organized around the following research questions:

1. What motivates most students to study? Are there significant differences in the motivations of senior and junior batches?

2. Are there differences between the motivating factors affecting high-performing students (those with GPAs of 3.00 or above) and poorly performing students (those with GPAs below 2.8)?

3. Do the factors that motivate students to study align with the motivational theories of Abraham Maslow, Douglas McGregor, and/or Frederick Herzberg?

The objective of this research is to find out the factors that are motivating the students to study (or not to study) and evaluate these factors in terms students’ background, gender, seniority and past motivational theories.