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Abstract The nature of motivation and learning strategy use The role of motivation in high vital to improving student learning outcomes. This study was intended to explore the motivational beliefs and learning strategy use by Liberian junior and senior high school students in connection with their academic performance.
Utilizing a cross-sectional quantitative research design, participants took part in the study from 2 counties. Motivated Strategies for Learning Questionnaire MSLQ was adapted and 12 potential learning hindrances were identified and used as instruments. Data analyses were conducted using SPSS The results showed the motivational belief component of extrinsic goal orientation as the most preferred belief and test anxiety was the least possessed belief.
Rehearsal strategies were found to be the most frequently used, while help seeking was reported to be the least strategy considered.
The result also showed significant relationships between the two constructs. In addition, the study found some learning hindrances.
A number of conclusions as well as some practical recommendations for action relative to the improvement of student performance have been advanced. The sector, like many others, was seriously affected as a result of years of civil unrests, resulting in the destruction of learning facilities and lack of qualified teachers as well as libraries and laboratories to promote smooth teaching and learning in Liberia.
In addition, the issues of access, quality, governance, and management need to be enhanced for better educational service delivery for improved student learning outcomes.
The grant provided resources for strengthening the management capacity and accountability in the education sector. The funding phased out in June, As a responsibility bearer to educate its citizens, the Liberian government on an annual basis gives budgetary support to the Ministry of Education to run the education sector.
Accordingly, the Liberian Education Law requires for Basic Education of the country, which comprises grades 1—9, to be free and compulsory [ 3 ], though the compulsion part is not being fully implemented due to limited access to learning facilities, among other constraints.
This further justifies the need for government and partners to continue their support to the sector. Despite educational inputs provided to date, the overall academic performance of Liberian students has not been impressive.
This is indicative of the incessant drops in the passing marks of 9th and 12th graders in the regional exams, administered by the West African Examination Council WAEC Liberia office [ 56 ]. For22, out of 46, students who registered for the exams failed, which constitutes nearly half At junior high level, a total of 30, students made a successful pass out of the 49, that sat for the exams [ 6 ].
As a consequence of the deteriorating student performance, the education sector has received serious backlashes from a cross-section of Liberians including President Ellen Johnson Sirleaf who had called for its total overhaul, stressing the need for concerted efforts to address the situation.
In their wisdom, extraordinary actions were needed to redeem the sector, reemphasizing the necessity for collectivism to mend the sector. In an apparent response, the Liberian Ministry of Education has set out a number of priorities in this direction; the most paramount among them relates to dealing with underperformance of students by endeavouring to enhance students learning outcomes [ 4 ].
However, there is no proven tested model that guarantees that the implementation of the priorities would fully yield the much anticipated improved learning outcomes as they are not empirically driven.
On the contrary, this has not materialized. Therefore, this necessitates taking a deeper step forward through empirical means, which may lead to a paradigm shift from the conventional approach of making interventions to evidence-based programming that would rekindle the required holistic positive change the sector continues to desperately yearn for.
Since students are at the core of learning process, a study tailored to their motivations and strategies and factors hindering their learning is imperative as students themselves play pivotal roles in shifting their own learning and acquiring enhanced academic achievement.
Accordingly, Pintrich [ 7 ] acknowledged that research on student motivation is central to research in learning and teaching settings. Cognizant of this, Zimmerman [ 9 ] stresses that there is a growing pedagogical need to comprehend how students develop the capability and motivation to regulate their own learning.
Zimmerman believes that when students monitor their responding and attribute outcomes to their strategies, their learning becomes self-regulated, and they exhibit increased self-efficacy, greater intrinsic motivation, and higher academic achievement.
Students are supposedly capable of instigating, modifying, and sustaining information. According to Schunk [ 12 ], Pintrich thinks students must monitor, regulate, and control their cognition, motivation, and behavior as part of self-regulated learning.
According to Pintrich [ 7 ], Zimmerman has revealed that students who are self-regulating, who set goals or plans, and who try to monitor and control their own cognition, motivation, and behavior predicated upon these goals are more likely to do much better in school. Motivation is a fundamental recipe for academic success.
It involves internal and external factors that stimulate desire and energy in people to be continually interested and committed to job, role, or subject, or to make an effort to attain a goal.
Dornyei [ 13 ] argued that motivation explains why people decide to do something, how hard they are going to pursue it, and how long they are willing to sustain the activity.
Alderman [ 15 ] indicates that those students who have optimum motivation have an edge because they have adaptive attitudes and strategies, such as maintaining intrinsic interest, goal setting, and self-monitoring. Besides, motivational variables interact with cognitive, behavioral, and contextual factors to upset self-regulation [ 16 ].
Furthermore, motivational beliefs are very essential to the academic achievement of students because they help to determine the extent to which students will consider, value, put in effort, and show interest in the task [ 17 — 19 ].
For example, self-efficacy influences how learners feel, think, motivate themselves, and behave [ 17 ]. According to Zimmerman [ 21 ], Collins found highly efficacious students to be quickly capable of rejecting faulty strategies, solving more problems, and reworking more previously difficult problems than their less efficacious counterparts.In this presentation, we are only interested in the fifth hypothesis -- The Affective Filter Hypothesis-- which stipulates that a number of 'affective variables' play a facilitative, but non-causal, role in second language ph-vs.com variables include: motivation, self-confidence and ph-vs.comn claims that learners with high motivation, self .
The Role of Motivation in the Workplace Posted by UNC Executive Development on Nov 5, PM Motivation in the workplace is defined as the willingness to exert high levels of effort toward organizational goals conditioned by the effort’s ability to satisfy some individual needs (Robbins in Mobbs and McFarland, ).
In a recent strategy meeting we attended with the leaders of a Fortune company, the word “culture” came up 27 times in 90 minutes. Business leaders believe a strong organizational culture.
For example, how a role is designed can swing total motivation by 87 points. A badly designed role results in ToMo scores as low as almost , whereas a well designed role can result in a ToMo as.
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