Achievement motivation among Islamic studies students and its correlation with problem-based learning and self-efficacy
DOI:
https://doi.org/10.24200/jonus.vol8iss1pp469-489Abstract
Background and Purpose: Achievement Motivation is defined as a concept that forecasts the behavioural inclination to strive for success and performance based on a person's urge for achievement. This study aimed to examine the link between academic self-efficacy, problem-based learning (PBL), and achievement motivation among students of Islamic studies.
Methodology: This explanatory investigation used a quantitative research design. 578 undergraduate students from three institutions in Malaysia—UM, IIUM, and USIM—were chosen randomly to take part in the study. The data set was analysed using descriptive statistics and regression analysis. Additionally, an intergroup comparison analysis and the independent sample t-test were performed.
Results: The results of an independent sample t-test showed a significant difference in the mean achievement motivation scores between students of applied Islamic studies (M = 3.31, SD =.41) and those of non-applied Islamic studies (M = 3.04, SD =.38). This difference is statistically significant at t (575) = -7.94, p =.00. When ASE was controlled, PBL's influence on AchM diminished (Sobel z= 3.83, p=0.00), indicating that ASE was the mediator of the relationship between PBL and AchM. F (7, 570) = 22.42, p .0005, adj. R2 =.206, multiple regression substantially predicted ASE. The outcome demonstrates that the method used to solve problems and the kind of programs used may be effective predictors of students' academic self-efficacy in Islamic studies.
Contribution: This study concludes that achievement significantly impacts student motivation. The findings provide valuable insights for Islamic Studies departments and the Ministry of Higher Education Malaysia (MoHE) in addressing the current challenges related to achievement motivation, aligning with the ministry's objective of enhancing students' self-efficacy. The study offers practical implications for fostering motivation among Islamic Studies students in higher education institutions.
Keywords: Achievement Motivation, Islamic studies, Problem-Based Learning (PBL), self-efficacy.
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Ferla, J., Valcke, M., & Schuyten, G. (2010). Judgments of self-perceived academic competence and their differential impact on students’ achievement
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Hussain, A., Mkpojiogu, E. O., & Ezekwudo, C. C. (2021). Improving the academic self-efficacy of students using mobile educational apps in virtual
learning: A Review. International Journal of Interactive Mobile Technologies, 15(6), 149-160.
Jegede, J. O., Jegede, R. T., & Ugodulunwa, C. A. (1997). Effects of achievement motivation and study habits on Nigerian secondary school students’
academic performance. The Journal of Psychology, 131(5), 523–529.
Khan, Z., & Haider, N. A. (2011). Gender difference in achievement motivation of intervarsity level badminton players. Journal of Physical Education
and Sport, 11(3), 255–258.
Kumar, R., & Refaei, B. (2013). Designing a problem-based learning intermediate composition course. College Teaching, 61(2), 67–73.
Lang, J. W. B., & Fries, S. (2006). A revised 10-item version of the achievement motives scale. European Journal of Psychological Assessment, 22(3),
216–224.
Lee, J. Q., McInerney, D. M., Liem, G. A. D., & Ortiga, Y. P. (2010). The relationship between future goals and achievement goal orientations: An
intrinsic–extrinsic motivation perspective. Contemporary Educational Psychology, 35(4), 264–279.
Lussier, R. N., & Achua, C. F. (2006). Leadership-theory, application, & skill development. South-Western College Pub.
Moore, L. L., Grabsch, D. K., & Rotter, C. (2010). Using achievement motivation theory to explain student participation in a residential leadership
learning community. Journal of Leadership Education, 9(2), 22-34.
Moust, J., Bouhuijs, P., & Schmidt, H. (2021). Introduction to problem-based learning: A guide for students. Routledge.
Rahman, S., Mazlan, M., Kummin, S., Yasin, R. M., & Meerah, T. S. M. (2010). Examining the role of language on students’ achievement: A study on the
use of second language as a medium of instruction in teaching science subject in Malaysia. Procedia - Social and Behavioral Sciences, 9(1), 1261–1265.
Randler, C., Hummel, E., & Wüst-Ackermann, P. (2013). The influence of perceived disgust on students’ motivation and achievement. International
Journal of Science Education, 35(17), 2839–2856.
Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20.
Sungur, S., Tekkaya, C., & Geban, Ö. (2006). Improving achievement through problem-based learning. Journal of Biological Education, 40(4), 155–160.
Thijs, J., & Verkuyten, M. (2009). Students’ anticipated situational engagement: The roles of teacher behavior, personal engagement, and gender. The
Journal of Genetic Psychology, 170(3), 268–286.
Torp, L., & Sage, S. (2002). Problems as possibilities: Problem-based learning for k-16 education. The Association for Supervision and Curriculum
Development.
Tripathi, R., & Cervone, D. (2008). Cultural variations in achievement motivation despite equivalent motivational strength: Motivational concerns
among Indian and American corporate professionals. Journal of Research in Personality, 42(2), 456–464.
Wang, M. (2012). Effects of cooperative learning on achievement motivation of female university students. Asian Social Science, 8(15), 108–115.
Wang, Q., & Zhang, H. (2014). Promoting teacher autonomy through university–school collaborative action research. Language Teaching Research,
18(2), 222-241.
Williamson, J., & Gregory, A. S. (2010). Problem-based learning in introductory American politics classes. Journal of Political Science Education, 6(3),
274–296.
Yip, M. C. W. (2012). Learning strategies and self-efficacy as predictors of academic performance: A preliminary study. Quality in Higher Education,
18(1), 23–34.
Altshuler, S. J., & Bosch, L. A. (2003). Problem-based learning in social work education. Journal of Teaching in Social Work, 23(1–2), 201–215.
Axler, M. S. (2008). Achievement goals and academic internalization: The role of perceived autonomy support, perceived academic competence,
gender, and grade level in influencing academic motivation and performance. (Unpublished doctoral dissertation). University at Albany.
Baharun, H., & Ummah, R. (2018). Strengthening students' character in "akhlaq" subject through problem based learning model. Online Submission,
3(1), 21-30.
Bakar, K. A., Tarmizi, R. A., Mahyuddin, R., Elias, H., Luan, W. S., & Ayub, A. F. M. (2010). Relationships between university students’ achievement
motivation, attitude and academic performance in Malaysia. Procedia - Social and Behavioral Sciences, 2(2), 4906–4910.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(1), 248–287.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical
considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182.
Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1–40.
Breen, R., & Lindsay, R. (2002). Different disciplines require different motivations for student success. Research in Higher Education, 43(6), 693–725.
Chng, E., Yew, E. H. J., & Schmidt, H. G. (2011). Effects of tutor-related behaviours on the process of problem-based learning. Advances in Health
Sciences Education: Theory and Practice, 16(4), 491–503.
Choi, N. (2005). Self-efficacy and self-concept as predictors of college students’ academic performance. Psychology in the Schools, 42(2), 197–205.
Da Silva, A. B., de Araújo Bispo, A. C. K., Rodriguez, D. G., & Vasquez, F. I. F. (2018). Problem-based learning: A proposal for structuring PBL and its
implications for learning among students in an undergraduate management degree program. Revista de Gestão, 25(2), 160-177.
Dochy, F., Segers, M., & Buehl, M. M. (1999). The relation between assessment practices and outcomes of studies: The case of research on Prior
Knowledge. Review of Educational Research, 69(2), 145–186.
Dochy, F., Segers, M., Bossche, P., Van Den, & Struyven, K. (2005). Students’ perceptions of a problem-based learning environment. Learning
Environments Research, 8(1), 41–66.
Durik, A. M., & Harackiewicz, J. M. (2003). Achievement goals and intrinsic motivation: Coherence, concordance, and achievement orientation. Journal
of Experimental Social Psychology, 39(4), 378–385.
Elias, H., Rafael, W., & Rahman, A. (1995). Achievement motivation of university students. Pertanika Journal of Social Science and Humanities, 3(1), 1–
10.
Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students’ academic self‐efficacy, engagement and intrinsic motivation.
Educational Psychology, 30(1), 53–74.
Ferla, J., Valcke, M., & Schuyten, G. (2010). Judgments of self-perceived academic competence and their differential impact on students’ achievement
motivation, learning approach, and academic performance. European Journal of Psychology of Education, 25(4), 519–536.
Fidan, M., & Tuncel, M. (2019). Integrating augmented reality into problem-based learning: The effects on learning achievement and attitude in
physics education. Computers & Education, 142(1), 103635.
Grave, W. S. de, Schmidt, H. G., & Boshuizen, H. P. A. (2001). Effects of problem-based discussion on studying a subsequent text: A randomized trial
among first year medical students. Instructional Science, 29(1), 33–44.
Hancock, D. R., Bray, M., & Nason, S. A. (2002). Influencing university students’ achievement and motivation in a technology course. The Journal of
Educational Research, 95(6), 365–372.
Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and
metacognitive learning strategies with academic performance in medical students: A structural equation model. BMC Medical Education, 20(1), 1-11.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.
Hussain, A., Mkpojiogu, E. O., & Ezekwudo, C. C. (2021). Improving the academic self-efficacy of students using mobile educational apps in virtual
learning: A Review. International Journal of Interactive Mobile Technologies, 15(6), 149-160.
Jegede, J. O., Jegede, R. T., & Ugodulunwa, C. A. (1997). Effects of achievement motivation and study habits on Nigerian secondary school students’
academic performance. The Journal of Psychology, 131(5), 523–529.
Khan, Z., & Haider, N. A. (2011). Gender difference in achievement motivation of intervarsity level badminton players. Journal of Physical Education
and Sport, 11(3), 255–258.
Kumar, R., & Refaei, B. (2013). Designing a problem-based learning intermediate composition course. College Teaching, 61(2), 67–73.
Lang, J. W. B., & Fries, S. (2006). A revised 10-item version of the achievement motives scale. European Journal of Psychological Assessment, 22(3),
216–224.
Lee, J. Q., McInerney, D. M., Liem, G. A. D., & Ortiga, Y. P. (2010). The relationship between future goals and achievement goal orientations: An
intrinsic–extrinsic motivation perspective. Contemporary Educational Psychology, 35(4), 264–279.
Lussier, R. N., & Achua, C. F. (2006). Leadership-theory, application, & skill development. South-Western College Pub.
Moore, L. L., Grabsch, D. K., & Rotter, C. (2010). Using achievement motivation theory to explain student participation in a residential leadership
learning community. Journal of Leadership Education, 9(2), 22-34.
Moust, J., Bouhuijs, P., & Schmidt, H. (2021). Introduction to problem-based learning: A guide for students. Routledge.
Rahman, S., Mazlan, M., Kummin, S., Yasin, R. M., & Meerah, T. S. M. (2010). Examining the role of language on students’ achievement: A study on the
use of second language as a medium of instruction in teaching science subject in Malaysia. Procedia - Social and Behavioral Sciences, 9(1), 1261–1265.
Randler, C., Hummel, E., & Wüst-Ackermann, P. (2013). The influence of perceived disgust on students’ motivation and achievement. International
Journal of Science Education, 35(17), 2839–2856.
Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20.
Sungur, S., Tekkaya, C., & Geban, Ö. (2006). Improving achievement through problem-based learning. Journal of Biological Education, 40(4), 155–160.
Thijs, J., & Verkuyten, M. (2009). Students’ anticipated situational engagement: The roles of teacher behavior, personal engagement, and gender. The
Journal of Genetic Psychology, 170(3), 268–286.
Torp, L., & Sage, S. (2002). Problems as possibilities: Problem-based learning for k-16 education. The Association for Supervision and Curriculum
Development.
Tripathi, R., & Cervone, D. (2008). Cultural variations in achievement motivation despite equivalent motivational strength: Motivational concerns
among Indian and American corporate professionals. Journal of Research in Personality, 42(2), 456–464.
Wang, M. (2012). Effects of cooperative learning on achievement motivation of female university students. Asian Social Science, 8(15), 108–115.
Wang, Q., & Zhang, H. (2014). Promoting teacher autonomy through university–school collaborative action research. Language Teaching Research,
18(2), 222-241.
Williamson, J., & Gregory, A. S. (2010). Problem-based learning in introductory American politics classes. Journal of Political Science Education, 6(3),
274–296.
Yip, M. C. W. (2012). Learning strategies and self-efficacy as predictors of academic performance: A preliminary study. Quality in Higher Education,
18(1), 23–34.
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2023-01-31
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Achievement motivation among Islamic studies students and its correlation with problem-based learning and self-efficacy. (2023). Journal of Nusantara Studies (JONUS), 8(1), 469-489. https://doi.org/10.24200/jonus.vol8iss1pp469-489
