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Motivation and performance in learning calculus through problem-based learning.

Problem-based learning (PBL) as a student centered and active learning strategies can be used to improve students’ motivation, interests and often lead to deep level learning outcomes in calculus to enrich performance. Objectives of this study are to (i) identify students’ level of motivation in lea...

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Main Authors: Mokhtar, Mohd Zin, Ahmad Tarmizi, Rohani, Mohd. Ayub, Ahmad Fauzi, Nawawi, Mokhtar
Format: Article
Language:English
Published: Asian Economic and Social Society 2013
Online Access:http://psasir.upm.edu.my/id/eprint/29019/1/Motivation%20and%20performance%20in%20learning%20calculus%20through%20problem.pdf
http://psasir.upm.edu.my/id/eprint/29019/
http://www.aessweb.com/journals/September2013/5007/2373
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spelling my.upm.eprints.290192015-10-07T01:52:00Z http://psasir.upm.edu.my/id/eprint/29019/ Motivation and performance in learning calculus through problem-based learning. Mokhtar, Mohd Zin Ahmad Tarmizi, Rohani Mohd. Ayub, Ahmad Fauzi Nawawi, Mokhtar Problem-based learning (PBL) as a student centered and active learning strategies can be used to improve students’ motivation, interests and often lead to deep level learning outcomes in calculus to enrich performance. Objectives of this study are to (i) identify students’ level of motivation in learning calculus based on instruction strategies (PBL and traditional) and; (ii) establish relationship between levels of motivation and students’ test achievement. A group of 42 Foundation Year engineering students was randomly selected to undergo the PBL (n=24) and traditional (n=18) approach in Basic Calculus course. Data was gathered through the instrument based on the ARCS (Attention, Relevance, Confidence and Satisfaction) model and a post-test (Calculus Achievement Test) to measure students’ motivation and performance respectively after undergoing learning approach. Findings showed that there were only significant difference in students’ motivation attention (M=3.98, SD= .486; t (40) =3.905, .000),relevance (M=4.36, SD= .365; t (40) =4.340, p=0.000) and satisfaction (M=3.53, SD= .436; t (40) =2.894, p=0.006) by using PBL as compared to traditional approach. Respondents with higher achievement in test obtained higher overall scores for motivation. Significant positive correlations were established between attention, satisfaction and overall motivation with students’ test achievement. This finding suggests that active learning strategies could be used to motivate students in teaching and learning calculus for engineering students. Asian Economic and Social Society 2013-09 Article PeerReviewed application/pdf en http://psasir.upm.edu.my/id/eprint/29019/1/Motivation%20and%20performance%20in%20learning%20calculus%20through%20problem.pdf Mokhtar, Mohd Zin and Ahmad Tarmizi, Rohani and Mohd. Ayub, Ahmad Fauzi and Nawawi, Mokhtar (2013) Motivation and performance in learning calculus through problem-based learning. International Journal of Asian Social Science, 3 (9). pp. 1999-2005. ISSN 2226-5139; ESSN: 2224-4441 http://www.aessweb.com/journals/September2013/5007/2373
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description Problem-based learning (PBL) as a student centered and active learning strategies can be used to improve students’ motivation, interests and often lead to deep level learning outcomes in calculus to enrich performance. Objectives of this study are to (i) identify students’ level of motivation in learning calculus based on instruction strategies (PBL and traditional) and; (ii) establish relationship between levels of motivation and students’ test achievement. A group of 42 Foundation Year engineering students was randomly selected to undergo the PBL (n=24) and traditional (n=18) approach in Basic Calculus course. Data was gathered through the instrument based on the ARCS (Attention, Relevance, Confidence and Satisfaction) model and a post-test (Calculus Achievement Test) to measure students’ motivation and performance respectively after undergoing learning approach. Findings showed that there were only significant difference in students’ motivation attention (M=3.98, SD= .486; t (40) =3.905, .000),relevance (M=4.36, SD= .365; t (40) =4.340, p=0.000) and satisfaction (M=3.53, SD= .436; t (40) =2.894, p=0.006) by using PBL as compared to traditional approach. Respondents with higher achievement in test obtained higher overall scores for motivation. Significant positive correlations were established between attention, satisfaction and overall motivation with students’ test achievement. This finding suggests that active learning strategies could be used to motivate students in teaching and learning calculus for engineering students.
format Article
author Mokhtar, Mohd Zin
Ahmad Tarmizi, Rohani
Mohd. Ayub, Ahmad Fauzi
Nawawi, Mokhtar
spellingShingle Mokhtar, Mohd Zin
Ahmad Tarmizi, Rohani
Mohd. Ayub, Ahmad Fauzi
Nawawi, Mokhtar
Motivation and performance in learning calculus through problem-based learning.
author_facet Mokhtar, Mohd Zin
Ahmad Tarmizi, Rohani
Mohd. Ayub, Ahmad Fauzi
Nawawi, Mokhtar
author_sort Mokhtar, Mohd Zin
title Motivation and performance in learning calculus through problem-based learning.
title_short Motivation and performance in learning calculus through problem-based learning.
title_full Motivation and performance in learning calculus through problem-based learning.
title_fullStr Motivation and performance in learning calculus through problem-based learning.
title_full_unstemmed Motivation and performance in learning calculus through problem-based learning.
title_sort motivation and performance in learning calculus through problem-based learning.
publisher Asian Economic and Social Society
publishDate 2013
url http://psasir.upm.edu.my/id/eprint/29019/1/Motivation%20and%20performance%20in%20learning%20calculus%20through%20problem.pdf
http://psasir.upm.edu.my/id/eprint/29019/
http://www.aessweb.com/journals/September2013/5007/2373
_version_ 1643829637214633984
score 13.211869

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