Research Paper 1

Name- Sreya Mukherjee (MA- Organizational Psychology)
Course- Research Methodology

Enrolment No.- A1698920001
Research problem: To study the effect of online and offline mode of

teaching on the achievement motivation of undergraduate and postgraduate
students.
Objective:
1. To study the difference between online and offline teaching on the
achievement motivation of the undergraduate and postgraduate
students.
2. To study the gender difference in achievement motivation between the
undergraduate and post graduate students.
Hypothesis:
1. There will be a significant difference on achievement motivation among
the undergraduate and postgraduate students in the different modes of
teaching (online and offline).
2. There will be significant gender difference in achievement motivation in
the undergraduate and postgraduate students.
Type of Research:
1. Applied experimental research.
2. Difference Study.
Method of Research: Experimental Research.

Research Variable:
Independent Variable- Mode of teaching
1. Online teaching
2. Offline (classroom) teaching
Dependent Variable- Achievement Motivation.
Extraneous Variables-
1. Life philosophy
2. Social interaction
3. Internet connectivity
4. Socio-Economic status
5. Personality
6. Genetic factors
7. Age
8. Gender
9. Student-Teacher relationship
Control Variables-
1. Age- 18-23
2. Qualification- Undergraduate and Postgraduate students
3. Socio-Economic Status- Rs. 3,000,00-5,000,00
4. Internet Connectivity- Stable Internet connection
Sample: The sample for this study consists of 20 students with 10 male and
10 female undergraduate and postgraduate students between the age group
of 18-23years. The sample for studying achievement motivation in offline
teaching are students from All India Institute of Medical Sciences (AIIMS),
Bhubaneshwar. And the sample for studying achievement motivation in online
classes are students from Amity University, Noida and Kolkata.
Abstract: The motivation to engage students has been a challenge in teaching

and learning overall and especially during the Covid-19 pandemic. This study
investigates the effect of online and offline teaching on students’ achievement
motivation. The research is an applied experimental research. The participants
in this study involved a total of 20 students, with 10 male students studying in
offline mode and 10 female students studying in online mode at
undergraduate and postgraduate level. The data were obtained from the Deo
and Mohan Achievement Motivation questionnaire. Results indicate that there
is a significant difference in achievement motivation in the two different mode
of teaching.
Review of Literature:
1. According to Rovai, Wighting, & Liu, 2005; Shen, Nuankhieo, Huang,
Amelung, & Laffey, 2008 students tend to perceive and respond
differently to classroom climate depending on the delivery format of a
course and whether the course is in an offline face-to-face mode or in an
online mode. While some studies have reported that online learners
tend to experience a lack of social interaction and feel isolated which
may result in low sense of community (Hay Thornthwaite, Kazmer,
Robins, & Shoemaker, 2000). Vavala et al. (2010) found that students in
offline classes reported higher levels of sense of community than in
online classes, particularly in terms of connectedness and
interdependence with peers and the teachers.
2. Rahamat et al. (2012), Wu Tennyson & Hsia (2010) studied that positive
learning climate and performance expectations affect student
satisfaction and achievement motivation. Performance expectations
provide the greatest contribution to learning satisfaction. Students and
instructors will hold positive attitudes towards online mode of learning
and teaching if they recognize that it would help them improve their
learning and teaching effectiveness and efficiency. Chen and Huang
(2012) stated that understanding student attitudes can help expand
online learning system and meet student needs, which should further
increase the impact of learning and enhance achievement motivation
with the learning process. Aixia and Wang (2011) found that the vast
majority of students who were motivated with an online learning
environment held positive believes and attitudes towards it. Perceived
satisfaction was identified as one of four factors that helped explain
83.8% of the variance of student attitude.
3. Paul R. Pintrich PHD stated that individual achievement motivation and
emotional factors are related to student’s performance and classroom
factors that are predictive of student motivation and achievement in
critical academic domains. Studies are reviewed that demonstrate how
expectancy components (i.e., control beliefs, self‐efficacy beliefs); value
components (i.e., goal orientation, task value, and utility); and affective
components (i.e., anxiety and other emotions) relate to student cognition
and offline classroom learning. The importance of motivational
components in facilitating and constraining cognition, learning, and
achievement motivation is presented. Future research directions
proposed include analyses of the developmental progressions and
linkages between motivation and cognition and investigations of how
current classroom reforms may moderate relationships between
motivation and mode of teaching.
4. Vermunt [Vermunt, J. D. H. M. (1992). (Learning styles and guidance of
learning processes in higher education). Amsterdam/Lisse: Swets and
Zeitlinger] postulated four different learning styles: a meaning directed, a
reproduction directed, an application directed and an undirected style.
Aim of the project is to investigate the relation between the learning
styles, the big five personality traits and achievement motivation.
Subjects were about 900 university students. Extraversion correlated
positively with the meaning directed, reproduction directed and
application directed learning style. Conscientiousness was associated
positively with the meaning, reproduction and application directed
learning style, and negatively with the undirected learning style.
Openness to experience correlated positively with the meaning and
application directed learning style, and negatively with the undirected
learning style. Besides, it was found that neuroticism correlated
positively with the undirected learning style and negatively with the
meaning and reproduction directed learning style. Agreeableness was
associated positively with the reproduction and application directed
learning style. Thus, the findings stated that personality plays a vital role
in achievement motivation.
5. Hotaman and Yüksel-Şahin (2010) examined the effect of teacher’s
enthusiasm in the online and offline mode of teaching on the levels of
achievement motivation of 334 undergraduate and graduate university
students. They used Achievement Motivation Scale (Umay, 2002) and
found the reliability coefficient of the scale as 0.75. They stated that
teachers created positive atmosphere in offline and online classroom
which helped students to trust their teachers. They found that students
who perceived their teacher’s enthusiasm as high had higher level of
achievement motivation in the class. Female students were found with
significantly higher achievement motivation level than males.
Experimental Design:
Gender Online Teaching Offline Teaching
Male 5 5
Female 5 5
References:
1. Nelson, R. M., & DeBacker, T. K. (2008). Achievement motivation in
adolescents: The role of peer climate and best friends. The journal of
experimental education, 76(2), 170-189.
2. Pintrich, P. R. (2003). Motivation and classroom learning. Handbook of
psychology, 103-122.
3. Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (1998). The relation
between learning styles, the Big Five personality traits and achievement
motivation in higher education. Personality and individual
differences, 26(1), 129-140.
4. Rakes, G. C., & Dunn, K. E. (2010). The Impact of Online Graduate
Students' Motivation and Self-Regulation on Academic
Procrastination. Journal of Interactive Online Learning, 9(1).
5. Chechi, V. K., & Kaur, M. A. Achievement Motivation-A Literature
Review.
6. Razak, R. A., & See, Y. C. (2010). Improving academic achievement and
motivation through online peer learning. Procedia-Social and
Behavioural Sciences, 9, 358-362.

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Name- Sreya Mukherjee (MA- Organizational Psychology)

Course- Research Methodology

Research problem: To study the effect of online and offline mode of

Method of Research: Experimental Research.

Abstract: The motivation to engage students has been a challenge in teaching

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