Motivation during Online Classes: Analyzing Socio-Demographic Profile of Engineering Students
Keywords:
Online classes, Motivation, Engineering students, Demographics
Abstract
The study aimed to analyze the socio-demographical profile of engineering students in the context of their motivation during online classes. Engineering students (N=1616) of both genders (males N=1352 & females N=264) enrolled in 9 public sector universities of Pakistan were included in this study. The age range of the students was between 17 to 26 years. The Academic Motivation Scale (Vallerand et al., 1992) and an extensive self-structured demographical profile were used as a tool for data collection. The Academic motivation scale measured seven sub-categories of intrinsic, extrinsic, and amotivation, while the demographical sheet collected different dimensions of the personal, educational, social, and residential information. The study gathered an enormous collection of information about significant demographics of engineering students studying through online classes. According to the perspective of gender, there was no significant difference found in the motivation level of students during online classes. Access to the internet was the most significant demographic variable, positively correlated with the sub-categories of intrinsic and extrinsic motivation during an online class. This study added a unique finding in the literature that students' motivation during online classes could be increased when they have better access to internet facilities.
References
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Rosman, M., R., M., Rosli, N., N., I., N., Shukry, A., I., M., Razlan, N., M., & Alimin, N., A., (2022). Entangling the interrelationship between demographics profiles, referencing competencies and individual performance in the digital environments. International Journal of Emerging Technologies in Learning (Online), 17(9), 1-12. https://doi.org/10.3991/ijet.v17i09.29457.
Ryan, R., M., & Deci, E., L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.
Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 252-267. https://doi.org/10.5539/jel.v1n2p252.
Shih, H.,F., Chen, S.,H., E., Chen, S., C., & Wey, S., C. (2013). The relationship among tertiary level EFL students’ personality, online learning motivation and online learning satisfaction. Procedia-Social and Behavioral Sciences, 103, 1152-1160. https://doi.org/10.1016/j.sbspro.2013.10.442.
Vallerand, R., J., Blais, M., R., Brière, N., M., & Pelletier, L., G. (1989). Construction et validation de l'échelle de motivation en éducation (EME). Canadian Journal of Behavioural Science/Revue Canadienne Des Sciences Du Comportement, 21(3), 323-349. https://doi.org/10.2307/j.ctv18ph1th.18.
Vallerand, R., J., Pelletier, L., G., Blais, M., R., Briere, N., M., Senecal, C., & Vallieres, E., F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and motivation in education. Educational and Psychological Measurement, 52(4), 1003-1017. https://doi.org/10.1177/0013164492052004025.
Adams, N., Little, T., D., & Ryan, R., M. (2017). Self-determination theory. Development of Self-Determination Through the Life-Course, 55 (1), 47–54. https://doi.org/10.1093/oso/9780190638054.003.0019.
Avila, E., C., & Genio, A. (2020). Motivation and learning strategies of education students in online learning during pandemic. Psychology and Education Journal, 57(9), 1608-1614.
Caleon, I., Wui, M., Tan, J., Chiam, C., Soon, T., & King, R. (2015). Cross-cultural validation of the Academic Motivation Scale: A Singapore investigation. Child Indicators Research, 8, 925-942. https://doi.org/10.1007/s12187-014-9298-7.
Cupitt, C., & Golshan, N. (2015). Participation in higher education online: Demographics, motivators, and grit. Paper Presented at STARS Conference, Melbourne, Australia.
Deci, E. L., & Ryan, R. M. (1980). Self-determination theory: When mind mediates behavior. The Journal of Mind and Behavior, 1(1), 33-43. https://www.jstor.org/stable/43852807 .
Deci, E., L., & Ryan, R., M. (1985). Conceptualizations of intrinsic motivation and self-determination. Intrinsic motivation and self-determination in human behavior. Berlin, Germany: Springer.
Deci, E., L., & Ryan, R., M. (1991). A motivational approach to self: integration in personality.
Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01.
Deci, E., L., Vallerand, R., J., Pelletier, L., G., & Ryan, R., M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3-4), 325-346. https://doi.org/10.1080/00461520.1991.9653137.
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(3), 331-358. https://doi.org/10.1016/j.cedpsych.2004.11.001.
Fallah, R., H., M., & Syed, J. (2018). A critical review of Maslow's hierarchy of needs. Employee Motivation in Saudi Arabia,London, UK: Palgrave Macmillan .
Gabales, Y., Sabandal, M., Saluta, J., F., Bermudez, D., Gimeno, A., R., & Goles, N., A. (2022). Mathematics performance, e-learning experiences, and demographics among the university students via distance education: A correlational study. Journal of Positive School Psychology, 6(4), 7936-7948.
Harlow, S. (2022). Assessing demographics and needs of online students before and during the COVID-19 pandemic: Lessons from academic libraries. Journal of Library & Information Services in Distance Learning, 16(1), 1-18. https://doi.org/10.1080/1533290X.2022.2056279.
Hartnett, M. (2016). Motivation in online education. Singapore: Springer.
Hwang, G., J., Wang, S., Y., & Lai, C., L. (2021). Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics. Computers & Education, 160, 1-9. https://doi.org/10.1016/j.compedu.2020.104031.
Java, A., Asghar, A., Allaway, Z., Haider, Q., Mustafa, K., J., & Ghauri, S., K. (2019). Assessment of academic motivation level of undergraduate medical students of Azad Kashmir, Pakistan. Cureus, 11(3), 1-8. https://doi.org/10.7759/cureus.4296 .
Khan, M., A., Kamal, T., Illiyan, A., & Asif, M. (2021). School students’ perception and challenges towards online classes during COVID-19 pandemic in India: An econometric analysis. Sustainability, 13(9), 1-15. https://doi.org/10.3390/su13094786.
Mada, R., D., & Anharudin, A. (2019). How online learning evaluation (Kahoot) affecting students' achievement and motivation (case study on it students). International Journal for Educational and Vocational Studies, 1(5), 422-427. https://doi.org/10.29103/ijevs.v1i5.1494.
Putra, R. W. P. (2021). Improving the students’ motivation in learning English through google meet during the online learning. English Learning Innovation, 2(1), 35-42. https://doi.org/10.22219/englie.v2i1.14605.
Rafiq, F., Hussain, S., & Abbas, Q. (2020). Analyzing students’ attitude towards e-learning: A case study in higher education in Pakistan. Pakistan Social Sciences Review, 4(1), 367-380. https://doi.org/10.35484/pssr.2020(4-i)29.
Rafique, G. M., Mahmood, K., Warraich, N. F., & Rehman, S. U. (2021). Readiness for online learning during COVID-19 pandemic: A survey of Pakistani LIS students. The Journal of Academic Librarianship, 47(3), 1-10. https://doi.org/10.1016/j.acalib.2021.102346.
Rizvi, S., Rienties, B., & Khoja, S., A. (2019). The role of demographics in online learning; A decision tree based approach. Computers & Education, 137, 32-47. https://doi.org/10.1016/j.compedu.2019.04.001.
Rosman, M., R., M., Rosli, N., N., I., N., Shukry, A., I., M., Razlan, N., M., & Alimin, N., A., (2022). Entangling the interrelationship between demographics profiles, referencing competencies and individual performance in the digital environments. International Journal of Emerging Technologies in Learning (Online), 17(9), 1-12. https://doi.org/10.3991/ijet.v17i09.29457.
Ryan, R., M., & Deci, E., L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.
Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 252-267. https://doi.org/10.5539/jel.v1n2p252.
Shih, H.,F., Chen, S.,H., E., Chen, S., C., & Wey, S., C. (2013). The relationship among tertiary level EFL students’ personality, online learning motivation and online learning satisfaction. Procedia-Social and Behavioral Sciences, 103, 1152-1160. https://doi.org/10.1016/j.sbspro.2013.10.442.
Vallerand, R., J., Blais, M., R., Brière, N., M., & Pelletier, L., G. (1989). Construction et validation de l'échelle de motivation en éducation (EME). Canadian Journal of Behavioural Science/Revue Canadienne Des Sciences Du Comportement, 21(3), 323-349. https://doi.org/10.2307/j.ctv18ph1th.18.
Vallerand, R., J., Pelletier, L., G., Blais, M., R., Briere, N., M., Senecal, C., & Vallieres, E., F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and motivation in education. Educational and Psychological Measurement, 52(4), 1003-1017. https://doi.org/10.1177/0013164492052004025.
Published
2022-07-31
How to Cite
Prof. Dr. Mohsin Kazmi, Dr. Samar Fahd, Prof.® Dr. Muhmmad Saeed, Dr. Abdul Rauf, & Syeda Sajida Firdos. (2022). Motivation during Online Classes: Analyzing Socio-Demographic Profile of Engineering Students. Journal of Management Practices, Humanities and Social Sciences, 6(4), 104-112. https://doi.org/10.33152/jmphss-6.4.11
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