THE EFFECTIVENESS OF MOTIVATION TOWARDS THE ENGAGEMENT OF

INTERMEDIATE PUPILS OF PALIMBANG CENTRAL ELEMENTARY SCHOOL

Background of the Study
Together with motivation, engagement is viewed in the literature as very

important for enhanced learning outcomes of all students (Schlechty, 2013; Woolfolk &

Margetts, 2017). Motivation is seen as a pre-requisite of and a necessary element for

student engagement in learning. Student engagement in learning is not only an end in

itself but it is also a means to the end of students achieving sound academic outcomes

(Russell, Ainley & Frydenberg, 2015; Ryan & Deci, 2019). This is important because

authentic engagement may lead to higher academic achievement throughout student

life (Zyngier, 2018). If educators want to know and resolve the young students’ issues

and to make schools engaging places (Meyer, 2010; Smyth and McInerney, 2017), then

they actually have to listen to what students are saying about their classes and teachers

(Mitra, & Serriere, 2012; O'Brien, & Lai, 2011; Potter & Briggs, 2013; Zyngier, 2013).

Student engagement recognizes the complexity of engagement beyond the

domains of cognition, behavior, emotion or affect, and in doing so encompasses the

historically situated individual within their contextual variables (such as personal and

familial circumstances) that at every moment influences how engaged an individual (or

group) is in their learning. This paper’s significance is that it proposes to analyze which

type of motivation—intrinsic or extrinsic—is more aligned to and related with authentic

student engagement as defined by Schlechty (2001, 2011) where the “…task, activity, or

work the student is assigned or encouraged to undertake is associated with a result or

outcome that has clear meaning and relatively immediate value to the student”

(Schlechty, 2011, n.p).

 This study was designed to understand students’ perceptions about their own

motivation type and how this may influence and impact on student engagement.

Students respond differently to intrinsic and extrinsic motivation and each motivation

type results in different forms of engagement in and with their learning (Bowen, 2013;

Newmann, 1992, 2001; Schlechty, 2001, 2011). Using student voice, the researchers

analyze the students’ perceptions about their own motivation type and how these might

impact the formation of authentic student engagement. This research not only seeks to

identify the relationship between student motivation and engagement, but also explores

the different types of engagement from authentic to rebellion (Schlechty, 2001, 2011)

that may result from and be related to different types of motivation, from self-determined

intrinsic through to extrinsic and a-motivation (Ryan & Deci, 2019).

Moreover, this study will be conducted to determine the effectiveness of

Motivation towards the engagement of Intermediate Pupils of Palimbang Central

Elementary School. This study will be beneficial to the teacher and students because

they can strengthen their teaching-learning skills.

Statement of the Problem

1. What is the socio-demographic of the respondents, especially when it comes to:

a. Age:
b. Ethnicity; and
c. Gender?
2. What are the effects of motivation towards the engagement of the respondents,
especially to:
a. Preliminary Activities
b. Discussion
c. Enrichment
3. Is there any significant relationship between the influences of motivation to the
engagement of the students?
 LEVEL OF ENGAGEMENT OF THE INTERMEDIATE PUPILS IN MATHEMATICS
SUBJECT IN PALIMBANG CENTRAL ELEMENTARY SCHOOL

Background of the Study

The issue of student mathematics achievement has been on the international

agenda for many years. Examples of mathematical achievement issues can be seen in

student achievement in international assessment, such as in the Programme for

International Student Assessment (PISA), a topic of discussion among researchers for

much of the 21st century. Many studies have focused on identifying the factors that

cause mathematical achievement problems. Previous studies have reported the factors

that influence student academic achievement as being student factors, teacher factors,

family factors, and school factors. Although many factors influence mathematics

achievement, previous studies have focused more on student factors in dealing with this

problem, especially studies originating from Association of Southeast Asian Nations

(ASEAN) countries.

The student factors identified as influencing mathematical achievement are

demography, gender, attitude, knowledge, and student engagement. Student

engagement is a multidimensional construct, often associated with academic

achievement predictors. Based on the previous literature review, research gaps still

exist in terms of student engagement and related academic achievement. First, most

studies only examine student achievement as a whole, without focusing on mathematics

subjects. Second, most studies do not focus simultaneously on student engagement

from the cognitive, behavioural, and affective dimensions. Third, most studies focus on

student engagement in institutions of higher learning, especially in Malaysia.

Moreover, this study will be conducted to determine level of engagement of the

intermediate pupils in mathematics subject in Ppalimbang Central Elementary School.

This study will be beneficial to the teacher and students because they can strengthen

their teaching-learning skills.

1. What is the socio-demographic of the respondents, especially when it comes to:

a. Age;
b. Ethnicity;
c. Gender; and
d. Designation?

2. What is the level of engagement of the Intermediate Pupils in Mathematics

subject?
3. Is there any significant relationships between the engagement of the pupils to
their performance?
 THE EFFECTS OF INTRINSIC AND EXTRINSIC MOTIVATION ON STUDENT
LEARNING EFFECTIVENESS AMONG INTERMEDIATE PUPILS IN PALIMBANG
CENTRAL ELEMENTARY SCHOOL

Background of the Study

Motivation comes in the form of intrinsic and extrinsic energies that drive humans to

act with an inner drive to do something that causes them to persevere (Badubi, 2017).

Gribanova (2020) defines motivation as the provision of an incentive to stimulate an

action. And the process of motivating an individual to complete a task. Intrinsic

motivation is an individual's activity that stems from the person's desire, wish, personal

interest, and performance. Extrinsic motivation enables a person to work in exchange

for rewards or avoid punishment. (Begum & Hamzah, 2017) Intrinsic motivation is

thought to have a more significant impact on individuals than extrinsic motivation.

Intrinsic motivation refers to people who do things for the sake of doing them without

expecting to be rewarded for it. (Wong, 2014) Extrinsic motivation is also required to

increase interest in an activity to develop interest and is provided by tangible rewards

and other incentives (Badubi, 2017).

Teachers must teach in a focused and disciplined school setting (Olowoselu, Nyako,

Bello and Joda, 2016). According to other research, both types of motivation are

effective (Loganathan & Zafar, 2020). Extrinsic rewards have a negative impact on

intrinsic motivation. On the other hand, students lose interest if they know they will

receive external compensation from the start. Student engagement is heavily influenced

by the ability to choose. (Begum & Hamzah, 2017) According to Loganathan & Zafar

(2020), students who had to pick their favourite activity during the free-choice time had

become less interested because it became a requirement. The students who did not
limit which workout to do during free choice showed a higher interest in the activity at

hand. This demonstrated that for students to spark interest from within, they must

choose and get input on how they go about the learning process. (Loganathan & Zafar,

2020) Sparking intrinsic over extrinsic motivation in students is crucial to keep their

interest in learning throughout the years (Begum & Hamzah, 2017).

According to Zaccone & Pedrini (2019), understanding how effective students are at

learning is an essential subject with significant practical and scientific ramifications. El

Massah and Fadly (2017) and Kang et al. (2018) both suggested that researchers have

attempted to identify the factors that influence actual learning processes in educational

programs. Scoring to Roy and Parsad (2018), earlier research also identified network

ties among students' social factors that impact learning effectiveness. Zaccone &

Pedrini (2019) explained an individual according to self-determination theory. They

argued that an individual's happiness stems from satisfying their demand for

competence, which is defined as believing that one person can act competently in their

surroundings to complete tasks. Intrinsically motivated people are those who are

successful in addressing these demands.

Thus, this study will be conducted to seek the Effects of Intrinsic and Extrinsic

Motivation on Student Learning Effectiveness among Intermediate Pupils in Palimbang

Central Elementary School. This is to welfare the pupils by improving their best

education they deserve.

Statement of the Problem

1. What is the socio-demographic of the respondents, especially when it comes to:
 d. Age;
e. Ethnicity; and
f. Gender?
2. What are the effects of intrinsic and extrinsic motivation on the respondent’s
student learning effectiveness, especially in:
a. Class Participation;
b. Performance;
c. Mastery in Subject:
3. Is there any significant relationship between the intrinsic and extrinsic motivation
on the respondent’s student learning effectiveness?