What is Motivates Students to Study

7/30/2019 What is Motivates Students to Study

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CONTENT

No Title Page number

1. Locus of Control that Attribute Students Academic Success and

Failure...

13

2. Introduction 13

3. 2. Results...

2.1Students Attribution of Their Academic Success and Failure.

2.1.1 Locus of Control......

16-22

4. Discussion. 22-23

5. Conclusion... 23-24

6. References 25

7. Appendix. 26-32


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Locus of Control that Attribute Students Academic Success and Failure

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Introduction

This study examined the applicability of the attribution theory in understanding how

students attribute their academic success and failure. Participants involved a sample of 3

secondary school students at the Sekolah Menengah Kebangsaan Taman Ria Jaya, 08000

Sungai Petani. They completed an interview with items on locus of control. The results show

that the majority of students attributed their academic performance to internal and external locus

of control factors. High performing students were more likely to attribute their academic

performance to internal locus of control factors than low performing students. Success was

attributed to internal and controllable factors, while academic failure was attributed to external

locus of control factors. The participants demographic variables, from different type of

backgrounds did not statistically significantly influence the attribution pattern.

Naturally, human beings are in constant search for the factors that cause them or other

people to behave the way they do. The process of assigning causes to our or other peoples

behaviour is called attribution. People broadly attribute the causes of their behaviour either to

internal or external locus of control factors. An internal attribution (also called personal or

dispositional attribution) refers to causes that are associated with the persons innate

characteristics such as personality traits, moods, attitudes, abilities or efforts. An external

attribution (also called situational attribution), on the other hand, refers to the causes that are

external to the person, such as the actions of others, environmental situation or luck.

The attribution theory has been applied in various contexts. It has been applied, for

example, in understanding peoples decisions about health behaviours, in explaining how

people attribute their success or failure in a task and in explaining differences in motivation

between high and low achievers (Amani, 2012). One area that has received considerable

attention in social psychological research with regard to the application of attribution theory is its

application in explaining success or failure in academic context, with Bernard Weiner as the

main theorist. According to attribution theory, success or failure in academic tasks is associated

with three sets of characteristics (Weiner, 1985). Firstly, people may succeed or fail because of

internal or external locus of control factors, that is, because of factors that originate from within

themselves or because of factors that originate in their environment. Secondly, the causes of

success or failure may be either stable or unstable. If people believe that the factors are stable,

then they may believe that the outcome of their performance is likely to be the same next time

they attempt the same or similar task. If the factors are unstable, it means that they can be


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changed and therefore the outcome ofperformance may be different next time a behaviour is

performed. Thirdly, the causes of success or failure may beeither controllable or uncontrollable.

If the causes are controllable, then it means that people believe that they can alter these

causes. But, on the other hand, if people believe that the causes are uncontrollable, it means

that they cannot be altered easily. The attribution theory assumes that people will attribute their

success or failure to factors that will enable them to feel as good as possible about themselves.

To avoid negative emotional reactions, people have a tendency to attribute success to their own

efforts or abilities, but they tend to attribute failure to some external factors that they do not have

control of.

Accordingly, learners tend to attribute their success at examinations to their efforts or

abilities, but they will attribute failure to some environmental factors, such as bad teaching, bad

luck or lack of teaching and learning facilities. This implies that peoples perceptions or

attributions for success or failure will determine the amount of effort the person is willing to

expend on a particular activity. Therefore, people who attribute a cause to external factors are

less likely to put more effort on a task than those who attribute internally. In educational context,

Weiner (1985) identified four attribution factors that are related to academic success or failure,

namely: ability, task difficulty, effort and luck. Probably effort is the most important factor in

which learners can exercise a great deal of control. Task difficulty is an external and a stable

factor, which is clearly beyond the learners control. Though ability is relatively an internal factor,

the learner does not have much control over it because it is a stable factor that cannot easily be

changed. Luck is an external and unstable factor and, as such, the learner does have a very

little control over it.

Persistence is another important determinant in learners success in academic

endeavours. Learners will be most persistent at academic tasks if they attribute their academic

success to internal, unstable factors that they have control, such as effort. It follows that for

students to be able to persist at academic activities, they need to believe that they are

competent and that by working hard they can be successful. Students are also more likely to do

better in their future academic task if they attribute their current failure to a lack of appropriate

effort, and the role of the teacher in this case is to foster a belief in students that they can

always do better by putting more effort in their academic tasks. Thus, it is generally best for

students to believe that it is their own behaviour rather than external factors that leads to

success or failure. However, it is also equally important for students to realize the influence of

the environment that surrounds them which might affect their success, and therefore they

should avoid overestimating their abilities.


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In recent years, the attribution theory of achievement motivation and emotion (Weiner,

1985) has received considerable attention in social psychological research. The studies

generally support the assumption made by the attribution theory that students who achieve high

in academic tasks tend to associate their success to internal factors such as ability, effort and

having worked hard, while those who do not perform well tend to attribute their failure to

external factors, such as bad luck, bad teaching and poor learning environment.

Apart from locus of control, is anotherimportant dimension in Weiners attribution theory

that has received considerable attention in social psychological research. Studies indicate that,

of the four attributes in the Weiners attribution theory, ability, task difficulty, effortand luck, only

effort can be under individuals control. This implies that students need to bank more on effort if

they are to be successful in their academic endeavours than other attributes, which they may

not have direct control. Indeed, it is clear that attributions have a significant effect on students

academic achievement, and that the process of attribution is affected by, among other factors,

the context in which the attributions are made.

Weiner's attribution theory as applied to student motivation

Perceived locus of control

Internal External

Attributions of

no controlAbility Chance/luck

Attributions of

controlEffort Task difficulty

Furthermore, previous studies have not systematically examined the variation in

attribution of academic achievement between low and high performing students, as well as

variation in attribution among students in different academic disciplines and specialisations. The

purpose of the present study was to assess the variation in attribution of academic achievement

between high performing and low performing secondary school students. More specifically, the

study addressed the following research questions. First, is there a statistically significant

difference in attribution of academic achievement between students who succeeded and those

who failed in an examination? Second, is there a statistically significant variation in attribution

of academic achievement between high and low performing students? Third, how does


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students attribution of academic achievement vary across academic specializations or

discipline? The attribution pattern was assessed with respect to the dimensions of the locus of

control.

2. Results

2.1Students Attribution of Their Academic Success and Failure.

The respondents for my interview are from different backgrounds. Where First

respondents parents were factory workers, second respondents parents do simple business

and third respondent father is fisher monger. The aspects of the attribution were assessed,

namely locus of control. The locus of control assessed whether students attributed their

academic success and failure to internal or external causes.Whether students thought the

causes for their academic performance were under their control or not. The results of each of

the locus of control are presented below.

2.1.1 Locus of Control.

Using the Rotters Internal-External Locus of Control Scale, students attribution of their

academic performance was assessed along internal-external dimension. The Rotters scale has

a total of 36 possible points, with a high score indicating an internal locus of control and a low

score indicating an external locus of control. The descriptive analysis revealed a score range of

5-36 (14 questions show high performance),78 % of the 3participants who attended to interview

and completed the questionnaire, the majority of them (94.4%) scored between 0-4 points,

implying that the majority of the students attributed their academic performance to external

causes. About 55.5 percent of the participants scored between 10-15 between 36 points of

scores, indicating that they attributed their academic performance to external causes.

The tests were conducted to examine the variation in attribution between students who

succeeded in an examination and those who failed. Academic success was defined as

passing without supplementing an academic result in the previous PMR examination. The

results revealed a statistically significant variation in attribution between students who

supplemented an examination . A higher proportion (66.6%) of students who supplemented an

examination attributed their academic performance to external causes and internal locus of

control.


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Figure1. The scores by respondents on factors of internal locus of control

0

1

2

3

4

5

6

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

thes

cores

number of questions

Internal

Res/1

Res /2

Res/3


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Figure2. The scores by respondents on factors of external locus of control

The respondents for my interview are from different backgrounds. Where First

respondents parents were factory workers, second respondents parents do simple businessand third respondent father is fisher monger.

Parenting is one of the factor fron external locus of control. This factor can be wonderful

and rewarding, but it can also be difficult and unpleasant. Most parents experience moments of

feeling overwhelmed. Theres a lot of information out there about what parents should do to

raise good kids. In reality, there are no guaranteed methods for ensuring children will be

happy, healthy, and successful in life. There is, however, plenty of research showing that

parents can make a significant, positive difference through a number of simple approaches. The

role of parents for first respondents is attributing for his success. They spent time, money andtake care of him, which motivates him internally to success in his study. While the second

respondent is different where the parent not take care about his studies, so he internally low

motivation intrinsically about his studies.

0

1

2

3

4

5

6

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

thes

cores

number of questions

External

Res/1

Res /2

Res/3


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After parents, teachers play main role in students studies. There are clearly from the

interview, whatever the first respondent share with us, the external locus of control where his

science teacher, Pn. Rabiah encourage first respondent to express his ideas, encouragement

for him to participate in discussions, the extent to which students are involved in group

discussions among themselves, the extent to which he and his friends learn from one another

motivate them to do well in their academic field. It is important to note that teachers are an

influencing agent for student motivation. For instance, encouraging students in their pursuit for

excellence in learning, providing positive feedback, being involved in positive interactions,

remaining enthusiastic about students and student educational growth, and cultivating a positive

classroom environment, have a strong impact on student academic motivation (John Rugutt,

2009). Being aware of how teacher-student interaction (relations) can be promote academic

motivation may provide implications in a variety of areas for educators. Teachers can likely

restructure the teaching and learning environment by providing different learning strategies to

students and finding ways to motivate student to learn and to engage them in active learning.

The result of interview also remain us with different type of replies from respondents which

sound as and mean to: the teacher takes a personal interest in me, the teacher helps me

when I have trouble with the work, the teacher talk with me, the teacher moves about the

class to talk with me, it is alright for me to tell the teacher that I do understand and the

teachers questions help me to understand. So here it is clear, without knowing and

understanding how teacher-student relations influence motivation, teacher may limit their

abilities to improving instruction. Students engage in learning through behaviors and motivation,

and those learners who are highly motivated remain engaged, enthusiastic and are more likely

to participate in academic activities. Classes would have liked friend-friend relationship with their

teacher. This kind of interpersonal relationship between students and teachers may make

students feel less watched, evaluated, and uneasy. The impact of the close teacher-student

relationship on students motivation also showed this positive correlation (Wen, 2003). Morells

(2007) study showed that students think it will promote their participation in class if the teacher

gets to know them and the classroom atmosphere is not inhibited. On the contrary, the less

motivated the students are, the less they remain engaged in learning, like second respondents

shared with us where his teachers dont bother about him that make him not motivated in his

studies.


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In a study of some researcher a teacher suggested that if a class is more learner-

centered, this class will be more active like Pn. Rabiah encourages her students to do hands on

activity such as experiment in her class. If students become more active in class, they may be

able to easily break down those constraints and anxieties, bad mood which in turn facilitate a

move away from passive learning, internal locus of control. Designing activities that learners

have great interest in carrying out and employing supplemental teaching materials besides

textbooks and workbooks can be helpful in promoting learner-centered teaching and learning.

While teachers create their lesson plans, they should consider what students consider, what

students preferences are and then thoughts to what activities can be used for this lesson plan.

That learning activities interest students and could enhance students motivation and interest.

Otherwise, it also suggested that games can be designed for encouraging students to actively

participate in class. Teachers could even allow students to choose from a list of topics for

discussion. They can encourage students and increase their participation in class by offering

more control over discussion topic (Lim, 2003).

In order to motivate students to talk more in class, building a student rapport is essential.

It is believed that a warm and positive environment can reduce students fear of embarrassment

when speaking English like second respondent or express their answer on mathematic subject

by first respondent. Materials other than textbooks should be considered as a supplement.

However, supplemental materials should be selected based on students interests and

curriculum needs. Another important factor is promoting students willingness to do well in their

subject would be the educators professionalism, which could be achieved through different

trainings or other opportunities. Being capable of designing appropriate and effective classroom

activities and delivering the lesson plan in a lively way is the key to increase participation on the

part of students. Additionally, teachers proficiency in the subject they teach in classroom will

enhance on students desire to practice more in class, as teachers are taken role models to

certain students.

Attribution of student-to-student relations, facilitating students work and cognitive skills

in their academic success and failure.Further, much of prior research considered motivation in

young children in relationship to cognitive skills that are developmentally appropriate for primary

schools. Learning factual information, developing concepts in, understanding and applying

principles, rules or theories and critical analysis and/or problem solving more related to critical

thinking skills especially in mathematic subject. In order students-to students relations the

replies from interviews sound like this, I make friendships with other students, My friends help


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me with my learning, I do favors for members of my group, and in this case, I am able to

depend on other students for help in their study group. While students motivation is related to

the emphasis on critical thinking skills, student-to-student relations, and facilitating students

work either prefer work alone or work in group in a primary teaching and learning environment

are external locus of control. Whereas prior studies have considered the students motivation as

the independent variable and cognitive skills including critical thinking skills as dependent

variables. From the interview we can found the 66.7% of respondent prefer to study alone. This

increase might reflect a growing understanding that ones own academic abilities will be judged

at the time of doing revision prepared to exam, an avoidance of carrying the burden for a group,

or a desire to compete against other students. Also, earlier studies measured actual

performance on tests of higher order thinking rather than the emphasis given to those skills in

the classroom. That emphasis on critical thinking skills in the classroom, student-to-student

relations and facilitating students work, will serve to motivate students and increase their

involvement in the class or at outside of the class and directly or indirectly lead to positive

academic change. Student-to-student relations, and facilitating students work and critical

thinking skills are important variables in predicting motivation and contribute to students positive

teaching and learning environment by putting in place structures that help in providing an

optimal learning environment for learners (John Rugutt, 2009).

The issues of position, standpoint and of the starting points they adopt in

studying learning are apparent. That how to understand learning depends upon the theoretical

position adopted. A particular theoretical approach, variation theory, and shows how this can

help us think about both learning process and learning content at the same time. The next

commonly held view is that learning always entails the interaction between several factors,

rather than the taking of one foundational or primary variable. Finally, despite subtle and

important variations, all the papers eschew positivism and crude neo-realism, approaching

research from a more broadly qualitative and interpretative position. Furthermore, if we change

one factor in the complexity that is learning, others may also change relationally. Each factor

can only be understood in relation to the others, and we cannot hold everything constant, whilst

we change one aspect.

The mind and body as distinct, with the mind as superior.The learning that at best

brackets the body off as peripheral, and at worst, ignores it completely. To many, mathematics

epitomizes the superiority of the mind. The common view of the discipline, both inside and

outside the mathematics community, is that the subject is inherently logical and rational. It


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follows that learning mathematics is itself a thinking, cerebral process. Classroom practices

were negotiated between teachers and pupils. That is, classroom cultures would be different if

different pupils were present or if pupils were different. Students values and perceptions should

be a major factor in determining the tertiary mathematics curriculum. They are careful to tell us

that their experiment was conducted in a classroom culture strongly oriented towards

verbalization and discussion. Furthermore, the ways in which one person is part of a learning

context may be very different from the ways in which another person is part of even the learning

context. In this issue, focus on gender. In similar ways, learners belong to different ethnic

groups, different social classes and different generations. Such social similarities and

differences between learners in a particular place of learning are central importance in

understanding their learning.

3. Discussion

High performing students are more likely to attribute their academic performance to

internal causes than low performing students. In this case, there was a statistically significant

variation in attribution with respect to locus of control between high performing and low

performing students. The results of this study, generally, people tend to attribute success to

internal locus of control factors, while attributing failure to some external locus of control factors.

In simplistic terms, a more internal locus of control is generally seen as desirable. Having an

Internal locus of control can also be referred to as "self-agency", "personal control", "self-

determination", and others. Individuals with a high internal locus of control believe that events

in their life derive primarily from their own actions; for example, if a person with an internal locus

of control does not perform as well as they wanted to on a test, they would blame it on lack of

preparedness on their part. If they performed well on a test, they would attribute this to ability to

study. In the test-performance example, if a person with a high external locus of control does

poorly on a test, they might attribute this to the difficulty of the test questions. If they performed

well on a test, they might think the teacher was lenient or that they were lucky.

However, its important to warn people against lapsing in the overly simplistic viewnotion that internal is good and external is bad. There are important subtleties and

complexities to be considered. For example, internals can be psychologically unhealthy and

unstable. An internal orientation usually needs to be matched by competence, self-efficacy

and opportunity so that the person is able to successfully experience the sense of personal

control and responsibility. Overly internal people who lack competence, efficacy and


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opportunity can become neurotic, anxious and depressed. In other words, internals need to

have a realistic sense of their circle of influence in order to experience 'success'. But, externals

can lead easy-going, relaxed, happy lives.

Despite these cautions, psychological research has found that people with a more

internal locus of control seem to be better off. They tend to be more achievement oriented and

to get better paid jobs. However, thought regarding causality is needed here too.

Sometimes Locus of Control is seen as a stable, underlying personality construct, but

this may be misleading, since the theory and research indicates that that locus of control is

largely learned. There is evidence that, at least to some extent, locus of control is a response to

circumstances. Some psychological and educational interventions have been found to produce

shifts towards internal locus of control by outdoor education programs.

4. Conclusions

The results of this study confirm the predictions of the attribution theory and are in line

with the findings of many other previous similar studies conducted elsewhere with different

ration of students from Sekolah Menengah Kebangsaan Taman Ria Jaya. The results generally

support the basis of the attribution theory that success is always attributable to internal factors,

while failure is attributed to external factors. The results of the present study should be

interpreted with one caveat. As such, generalization of the findings should be done with great

care as the sample was not wholly representative. These results point out some important

implications for students, parents, teachers and peers. As stated by same researcher, students

should accept the fact that much of what happens to them is a result of what they do. As such

they should focus on effort as the main driver of success in their academic endeavours rather

than luck or ability. Parent must play their role by being good friends and sharing with them.

Otherwise parents also can be guider for them. Teachers, on the other hand, should adjust the

way they interact with and respond to students performance by appreciating the fact that every

student can learn to learn and therefore every student can be successful. The good, sharing,

and responsibility peers in group can motivate themselves by discussing and overcame the

problems in their studies. These results therefore have implications in demystifying the self-

fulfilling prophecy, which can be detrimental in teachers handling of their students learning

endeavours. It is also recommended that secondary school students should always emphasize

effort as the basis of students success in their academic activities, while improving the learning

environment so as to minimize environmental constraints. If they always depend on external


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locus of control the most of the time the students felt bored and lost their interesting on their

studies. People with a high external locus of control believe that control over events and what

other people do is outside them, and that they personally have little or no control over such

things. They may even believe that others have control over them and that they can do nothing

but obey. Rotter (1990) describes the external locus of control as:

'the degree to which persons expect that the reinforcement or outcome is a function of

chance, luck, or fate, is under the control o f powerful others, or is simply

unpredictable.'

With such beliefs, people with an external locus of control tend to be fatalistic, seeing things as

happening to them and that there is little they can do about it. This tends to make them more

passive and accepting. When they succeed, they are more likely to attribute this to luck than

their own efforts. They are less likely to have expectancy shifts, seeing similar events as likelyto have similar outcomes. They hence step back from events, assuming they cannot make a

difference.

Meanwhile, regarding locus of control, there is another type of control that entails a mix

among the internal and external types. People that have the combination of the two types of

locus of control are often referred to as Bi-locals. People that have Bi-local characteristics are

known to handle stress and cope with their diseases more efficiently by having the mixture of

internal and external locus of control. People that have this mix of locus of control can take

personal responsibility for their actions and the consequences thereof while remaining capableof relying upon and having faith in outside resources; these characteristics correspond to the

internal and external locus of control, respectively.


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References

Amani, K. A. (2012). Perceived University Students' Attributions of Thier Academic Success and

Failure.Asian Sosial Science , 247-255.

CHENG, X. (2000). Asians Students' reticence revisited. System , 435-446.

Gambrell, L. (2001). What we know about motivation to read. Reading researchers in seach of

coomon ground, 129-143.

John Rugutt, C. &. (2009). What motivates Students to Learn? Contribution of Student-to-

Student Reations, Students-faculty Interaction and Critical Thinking Skills. Educational

Research Quarterly, 16-28.

Lim, H. &. (2003). Successfu classroom discussion with adult Korean ESL/ESL learners. The

internet TESL Journal, 9(5).

McDonough, K. (2004). Learner-learner interaction during pair and small group activities in a

Thai EFL context. System 32(2) , 207-224.

Morell, T. (2007). What enhance EFL students;participation in lecture discourse?

Student,Lecturer and discourse perspectives. Journal of English for Academic Purpose , 222-

237.

Sengodan, V. (2012). Students' Learning Styles and Intrinsic Motivation in Learning

Mathematics.Asian Social Science , 17-23.

Wen, W. C. (2003). A Chinese conceptualisation of willingness to communicate in ESL.

Language, Culture and Curriculum , 18-38.


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5. Appendix

Interviewer: Mrs.A.Elayarani a/p Augu

Respondent: Kesiken a/l Loganathan

Location: Tingkatan 4 S3

Time/Date: 2:30 p.m. Feb 19th, 2013

Topic: to assess factors such as attributions for success and failure and locus of control.

BEGIN TRANSCRIPT: (After icebreaking)

MRS A.ELAYARANI: Good Evening Mr. Kesikan .Can I know your family background?

MR.L.KESIKAN: Oh can. My name is Kesikan.My fathers name is Mr.Loganathan. My

mothers name is Mrs. Menachee. I am youngest in my family. I have two siblings. My

parents are factories workers. We are middle class family.

MRS A.ELAYARANI: Mr.Kesikan what about your achievement in your studies?

MR.L.KESIKAN: Last year I got 8 As in my PMR result. Now I am in form 4.

MRS A.ELAYARANI: How you can achieve in your studies?

MR.L.KESIKAN: It just cause of my parents. Both of them put more effort then me.

While we are from middle class they bought various types of revision books, exercise

books and sent me to extra classes.

MRS A.ELAYARANI: Other than your parents who help you for your achievements?

MR.L.KESIKAN: Of course my teachers. I like my science teacher, Pn.Rabiah. She is

very cheerful person. I always wait for her class because the way she teaches makes

me understood the topic very easily. The demonstration and her face expression were

very attractive. She always asks us to do experiments. I mostly like to do experiments

because my ambition is to be scientist in future.


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MRS A.ELAYARANI: Do you like to study in group or study alone?

MR.L.KESIKAN: Study in group. I always do group studies with my friends. So, we do

discussion. Mostly I dont like to study alone because it was boring. The discussion

makes me improve in my academic section. There were 4 members in my group

whether 3 of them were girls. They were very serious then us. But, sometime we were

chattering. But most of time we help each other in our studies.My friends help me with

my learning.

MRS A.ELAYARANI: Which subject you most prefer and which subject you most

dislike? Why?

MR.L.KESIKAN: I like Science very much, first its related to my ambition and second

caused by my previous teacher Pn.Rabiah, always encouraged me to express my own

ideas and help me when I have trouble with my studies. Otherwise, encouragement for

me to participate in discussions motivate me do well in this subject. Now I most hate

with additional mathematic. Because, the calculations are very difficult, moreover

involve formulas but I must try my level best to do best because my cousin achieved

highest mark in this subject .His mother always proud with him. I felt jealous on him.

MRS A.ELAYARANI: Mr.Kesikan can you describe about your studying environment? (I

give some examples)

MR.L.KESIKAN: Yes I like my own space when I study alone. I like to listen for music

but my father dont allowed me because he said if I listen for music I pay low attention

on my studies.

MRS A.ELAYARANI: Any last advice to other students out there to achieve?

MR.L.KESIKAN: Be hard achieve in your studies.

MRS A.ELAYARANI: Thank you for your time!

MR.L.KESIKAN: Youre welcome.


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Respondent: Abdul Alim bin Baharuddin

Location: Tingkatan 4 A13




MRS A.ELAYARANI: Good Evening Mr. Abdul Alim.Can I know your family

background?

MR.ABDUL ALIM: I am Abdul Alim. My fathers name is Mrs.Mokhtar bin Razali. My

mothers name is Mrs.Nur Aleeya binti Adbul Naim. There are 11 members in my family.

I am ninth son for my parents. My father is already 67 years old. He just look after his

orchards. My mother cook nasi lemak and sold it near to my home.

MRS A.ELAYARANI: Alim what about your achievement in your studies?

MR.ABDUL ALIM: I get 4 Ds 3Es.

MRS A.ELAYARANI: Why are you failure in studies?

MR.ABDUL ALIM:I am not interested in my studies. I just go to school because forced

by my parents.

MRS A.ELAYARANI: Are there your parents support to you in your studies?

MR.ABDUL ALIM: Not. They arent.

MRS A.ELAYARANI: Are that your teachers help to you?

MR.ABDUL ALIM: Actually I embarrass ask questions to teacher. But Teachers mostly

dont bother about our group.


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MRS A.ELAYARANI: If you want to study, you study in group or alone?

MR.ABDUL ALIM: I like to study in group. But my peers are not excellent in their

studies. If I study alone I cant understood the content. So, better to dont study.


dislike? Why?

MR.ABDUL ALIM: I like kemahiran hidup because that subject more related to hands on

activity. I dont like English because I cant speak and I cant understood what the other

speak. So, I dont like Science and mathematic too.

MRS A.ELAYARANI: Mr.Abdul Alim can you describe about your studying

environment? (I give some examples)

MR.ABDUL ALIM: I mostly like to hands on activities. Out of textbook.

MRS A.ELAYARANI: Do you have any Ideas to sharewith others?

MR.ABDUL ALIM: No, I dont have any ideas.


MR.ABDUL ALIM: Youre welcome.


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Respondent: Lim Yang Yang

Location: Tingkatan 4 S3




MRS A.ELAYARANI: Good Evening Miss Lim Yang Yang .Can I know your family

background?

MS LIM YANG YANG: Good evening madam. My name is Lim Yang Yang. I am eldest

among 5 siblings. My father is Lim Sean Keat. He is fishermonger. My mother is Tan

Bee Bee. She is housewife.

MRS A.ELAYARANI: Miss Yang Yang what about your achievement in your studies?

MS LIM YANG YANG: In PMR I got 4 Bs and 4Cs.

MRS A.ELAYARANI: How you can achieve in your studies?

MS LIM YANG YANG: I work hard myself. I look for my friends. They achieved best

result their academic. My parents are more encouraging me in my studies. I always help

my father in market. But I always bring my books there. I study my books when was

free.

MRS A.ELAYARANI: Other than your parents who help you for your achievements?

MS LIM YANG YANG: My teachers and friends. My teachers help me achieve in my

studies. My friends always distribute and exchange their notes with me.

MRS A.ELAYARANI: Do you like to study in group or study alone?


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MS LIM YANG YANG: I like study alone. Because the time of factor.I should be help for

my father at market. Otherwise, I most prefer to work alone and I dont like the

interruption from others.


dislike? Why?

MS LIM YANG YANG: I like Mathematic and dont like history. Mathematic never make

felt sleepy but when I open my History book my eyes always closed itself.

MRS A.ELAYARANI: Ms. Yang Yang can you describe about your studying

environment? (I give some examples)

MS LIM YANG YANG: I just likes see pictures compared by words. So, I also prefer for

geography. I always like to do simple mind map.

MRS A.ELAYARANI: Any last advice to other students out there to achieve?

MS LIM YANG YANG : Dont give up until you success in your life. This words are

always repeating by my grandfather.


MS LIM YANG YANG: Youre welcome.


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Thank you for taking the time to fill in this questionnaire, you will remain anonymous. I just need a sample of

a student ( in this case what motivate them to study) to use as an example for a survey.

What motivate you to study interestingly? I prefer lessonswhere

Locus of control Res/1 Res /2 Res/3

Im asked to remember information accurately Internal 4 1 4

The teacher involves me and classes in planning External 4 1 3

We are asked to brain storm ideas and facts Internal 5 1 3

We look at case studies and other real life examples Internal 5 3 4

We are given choice of activities to learn the something External 5 1 3

We are taught as a class and all do the same work External 3 5 3

Where the teacher makes the goals of lesson clear External 5 2 3

We have to make sense of information given to as Internal 4 1 3

We have to collect information and data ourselves Internal 5 1 3

The teacher demonstrate something External 5 4 4

We have group or class discussion External 5 2 4

We can work things out in groups External 5 2 4

The teacher organize group work External 5 3 4

The teacher ask me for my feelings about something External 4 1 3

The teacher gives as information through teaching in front

of class

External 5 4 4

Im allowed to make mistakes Internal 5 5 5

I take notes Internal 5 1 3

I work in pairs External 5 2 2

We practice skills External 5 1 4

We have to solve a problem External 5 1 4

Im asked to think about my experiences Internal 5 2 4

The reason Im doing something is made clear to me External 3 1 4

We can report our findings in different ways Internal 4 1 4

We have role play External 4 2 4

We do fun learning activities External 5 2 4

We have to deal with simulated, real life situations External 5 3 4

I can use my particular skills Internal 4 4 4

We are being tested Internal 5 4 5

I have to be thought and careful with my work Internal 5 1 3

The teacher use different teaching methods External 4 2 4

Where we have a video External 3 2 3

I work alone External 4 1 4

My parents take care about my studies External 5 1 3

Self motivation to study hard Internal 5 1 5

The environmental factor ( Bright/ dim light ) External 5 1 5

Prefer to listen for music External 5 1 1

What is Motivates Students to Study

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