GRM5035 Research Methods For Business

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GRM5035 Research Methods For Business

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GRM5035 Research Methods For Business

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Course Code: GRM5035
University: Gulf College

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Country: Oman

Question:

Erite a research about the relationship between motivation and academic achievement.
Explain here how would you conduct a questionnaire to know the factors but without really doing the questionnaire.

Answer:

Introduction 
Motivation can be defined as a psychological process which makes an individual act in a manner that helps her/him to accomplish unsatisfied needs. Academic performance or academic achievement is the extent to which institution, teacher or student has attained their long or short-term educational goals.  Motivation performs an essential role in education. Students’ therefore requires motivation or reason to perform well academically. There are two kinds of motivations. The first one is extrinsic motivation and the second one is intrinsic motivation. Two variables affect intrinsic motivation, and they include Altruism and self-exploration. In extrinsic motivation individual work hard for a better future or enjoyment. The factors that affect extrinsic education include social pressure (Gunderson et.al, 2018). This is a situation whereby a student undertakes his/her home assignments because of the fear of their parents. All the three factors are independent variable while Academic performance is DV (dependent variable). The main purpose of this research paper is to investigate if there any correlation between students’ motivation and Academic Achievement (Stajkovic et.al, 2018).
Literature review
According to researchers, early methods of studying motivation were embedded in the literature on intrinsic reinforcement. The three main factors that reinforce the motivation of the students include rewards, punishment and parent’s involvement. This literature review affirms that reinforcement contingencies control all behavior such as motivation. Extrinsic reinforcement facilitates the development of a different approach known as (CBM) cognitive behavior modification. This approach motivates students in that it recognizes the importance of reward contingencies as a factor that is capable of reinforcing the excellent work done by the students. Under this approach, students monitor their behavior, administer their reward and set their own goals. This approach encouraged students to have full control over their learning. Parents’ involvement is one of the essential factors that reinforce the student’s motivation (Everaert, Opdecam & Maussen, 2017). Parents can contribute knowledge and insights that complement the skills of teachers in ways that reinforce social and academic programs. Parents provide suitable resources to their children when they are at home because they want them to live a better life in the future. Parent involvement relied on the cognitive theories of motivation which are concerned with finding out how people behavior is energized and directed by human cognitive processes. Lastly, corporal punishment can also reinforce the student’s motivation. The research conducted by different researchers found out that punishment offered by teachers can motivate students to learn in their classroom. Corporal punishment may also inhibit the student’s learning process.
Methodology: Data collection
This research study relies on the primary data. The data used in this research study have been gathered from the students currently registered in different departments at Harvard University.  The students were asked questions about how they are motivated and things in reality that motivates them to study. We also asked them about their experiences of the institution.
Conclusion and recommendations
The research paper helps in finding out the relation between Academic Achievement and Motivation. It confirms that motivation has a positive influence on the academic achievement of the student. The study also confirms that intrinsic motivation has a higher positive impact than extrinsic motivation (Zhang & Lynch, 2018). This means that the students that are intrinsically motivated achieve well than those that are motivated extrinsically. The variables tested in this study have a positive correlation with Academic Achievement. The factors tested in this study include social pressure, self-exploration and social enjoyment.
From the research study, we can say that all the variables of extrinsic and intrinsic motivation increase the Academic performance of the student. However, research should be conducted to find out how extrinsic motivation can be made to enhance the academic performance and productivity of the students.
References 
Chen, L., Bae, S. R., Battista, C., Qin, S., Chen, T., Evans, T. M., & Menon, V. (2018). Positive Attitude Toward Math Supports Early Academic Success: Behavioral Evidence and Neurocognitive Mechanisms. Psychological science, 29(3), 390-402.
Everaert, P., Opdecam, E., & Maussen, S. (2017). The relationship between motivation, learning approaches, academic performance and time spent. Accounting Education, 26(1), 78-107.
Gunderson, E. A., Sorhagen, N. S., Gripshover, S. J., Dweck, C. S., Goldin-Meadow, S., & Levine, S. C. (2018). Parent praise to toddlers predicts fourth grade academic achievement via children’s incremental mindsets. Developmental psychology, 54(3), 397.
Stajkovic, A. D., Bandura, A., Locke, E. A., Lee, D., & Sergent, K. (2018). Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis. Personality and Individual Differences, 120, 238-245.
Topçu, S., & Leana-Ta?c?lar, M. Z. (2018). The role of motivation and self-esteem in the academic achievement of Turkish gifted students. Gifted Education International, 34(1), 3-18.
Zhang, J., & Lynch, R. (2018). The Relationship Between Primary 5 and 6 Students’ Perceptions of Parental Encouragement and Their Academic Achievement in Mandarin Learning at An International School, Bangkok. Scholar: Human Sciences, 9(2), 243.

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