THE GROUND SITUATION OF STUDENT MOTIVATION IN CONVENTIONAL COLLEGES:
A STUDY IN ASSAM, INDIA Dr. Prakash Jyoti Saikia,
Assistant Professor, Tezpur College, Tezpur
Abstract:- Today, in this period of globalisation, quality enhancement and renovation turns into a prerequisite for each academic institution. But within side the beleaguered traditional colleges of India, the overall performance of the students reveals that the quality of standard is not adequate and is alarmingly deteriorating. So, developing an environment for quality education becomes vital for those colleges.
The idea of „quality management‟ promotes putting in an efficient system or, in other words, a green device and on this system or device, college students are also an essential part. Unlike clients in commercial enterprise markets, college students are fashioned via way of the means of the device and they could form the device too. So, while constructing an surroundings for quality education, it may be extremely good to see the college students end up encouraged and motivated to learn and grasp a subject successfully. This will not only ensure the engagement of students in the learning process but also create an environment for pleasent education. With this as the backdrop, this paper desires to shed light on the actual state of affairs of student motivation in the conventional colleges of Assam. The paper has additionally tried to summarise maximum of the pointers already made on creating student motivation. These pointers may not guarantee greatness, however, for approximately 99% of us they may be the proper steps in the proper direction.
Keywords: Quality education, Student, Motivation, Higher education.
1. INTRODUCTION
Quality in Higher Education is a buzzword in the milieu of GATS and WTO, where education has become a service industry. In the context of globalisation also, quality enhancement and maintenance becomes a prerequisite for every educational institution.
But, in the beleaguered colleges imparting conventional undergraduate courses, the performance of the students reveals that the quality of standard is going down alarmingly.
In fact, the nation is facing a great challenge of improving the standards in Higher Education. So, it will be magnificent to see students become motivated to learn the material and master a subject successfully.
Student motivation is the element that leads a student‟s mindset in the direction of gaining knowledge and getting involved in the learning process. Student motivation can be of intrinsic motivation and extrinsic motivation. Intrinsic motivation refers to the motivation which is pushed through or driven by an interest in the project itself. It exists in the individual. Extrinsic motivation, alternatively, comes from outside of the individual.
Common extrinsic motivations, for instance, are rewards or the chance of punishment, etc.
Good institutional practices additionally might also emerge as the motivation in a few cases.
On the basis of a small survey in some of the colleges of Assam, India, the present paper wants to highlight the importance of student motivation for quality education in these colleges. To be noted, Assam is one of the North-Eastern states of India and at present has 454 institutions of different types, enrolling more than 5,00,000 numbers of higher education seekers.
1.1 Statement of the Problem
Leaving aside the infrastructure and other such issues, it has been observed that the normal results of the provincial colleges of Assam do not go beyond fifty percent. Brilliant students or even the so-called „average‟ students are not willing to study in these colleges and they search for some better option. In fact, the present situation reveals that even for mere survival, these institutions cannot carry on as they are. The reason buzzing around is - these colleges are still lethargic and stagnant. Actually, the fact is, until the coming of NAAC, most of these colleges have not been able to gear themselves up to the culture of
„quality‟ and „excellence‟. At present, NAAC‟s strict quality concern has shaken up the existing system to a certain extent and most of these colleges are now moving forward to
Our study in some of the undergraduate colleges of Assam reveals that by the time students reach the college level; too many students are not sufficiently influenced or motivated to do well. Lack of interest in learning become more and more obvious in those students. As a result, dropout from studies increases, outcomes or results deteriorate, self- belief will become low and the overall performance goes down. While attempting to find the cause, each in literature as well as in the actual field, we have found that as the students grow older, they are less likely to take risks and engage fully in activities, where they are not sure they will succeed or in those activities, which pose a threat of possible failure. In this regard, quoting Linda S. Lumsden, "Although young children tend to maintain high expectations for success even in the face of repeated failure, older students do not. It is because, to the older students, failure following high effort appears to carry more negative implications - especially for their self-concept of ability - than failure that results from minimal or no effort.” (Lumsden, 1994) So, keeping students interested in college and motivating them to succeed are challenges for the undergraduate colleges of Assam.
Further, some of the students reported that they had to take mandatory courses, which to them, have no future implications. We have noticed that this has resulted in
„negative motivation‟ among these students. Students in mandatory courses are often motivated to succeed in the class only because they need to pass the module as a part of the programmes requirements; it is the fear of negative results that motivates them rather than the expectation of learning something useful. The anxiety and panic created by the impractical and/or complex subject matter and the pressure to pass the course evidently interfere with the students‟ memory, attention and concentration. As a result, there is a lack of motivation to engage with the course material even though the students have the ability to learn it. When students fail to engage actively with the material, they fail to internalise the concepts and later on, show poor performance in the assignments. The educator‟s mission, then, is to convert the negative motivations into positive ones and inspire students to do well.
1.2 Objective of the Paper
We have observed that owing to the lack of motivation or otherwise negative motivation, the level of engagement of students in the learning process is low in the conventional colleges of Assam. Some people might, however, point out that this is due to the institutional practices. But, whether these low levels of engagement is due to the result of unmotivated students or of institutional practices, an ample body of research like Brooks, Freiburger, &
Grotheer, 1998; Dev, 1997; Skinner & Belmont, 1991 etc. suggests that the situation can be changed simply by developing strategies to motivate the students so they can learn and perform beyond the minimum requirement to pass.
Now, assuming that management is energetic and willing to create an environment by managing all resources and that the teachers are also full of skill and efficiency; willing to impart quality education, the objective of this paper is to highlight the importance of student motivation for quality education in conventional colleges and to identify the best practices for the purpose.
The premises taken are-
The students, who are interested in learning, learn more.
Good teachers can do much to create an atmosphere where learning will be more so that students become stimulated, committed and motivated to do well.
2. METHODOLOGY
The particular approach used in this study is largely interpretive. The main methods used for data gathering were field observations spanning over two weeks in 5 colleges in and around the town of Tezpur, Assam and involves interviews with the teacher and a range of students. All together, 197 students (70 higher secondary students and 127 degree students) from science, arts and commerce departments of these colleges were taken for the purpose (TABLE 1). This is to be noted that 82% of the respondents are male and 18% are female, who participated in this study. The female segment of the sample is reasonably insignificant in the study.
Table 1: Distribution of Students Samples Taken From Different Colleges Sl.
No. College Science Arts Commerce
Degree H.S. Degree H.S. Degree H.S.
1. Tezpur College - - 30 10 10 10
2. Darrang College 15 10 15 10 13 -
3. Tezpur Sc.
Academy (H.S.
Only)
- 10 - - - -
4. T.H.B. College - - 14 10 - -
5. Biswanath College - - 15 10 15 -
Source: Field survey
The relevant instruments of data gathering were interviews and the questionnaires completed by the interviewee. The questionnaires for the purpose included a series of questions relating to learning, motivation and performance. Although, the responses to the questionnaires have not been included in this paper, this is to be noted that all questions were of the Likert-type, in five-point response scales.
After having highlighted the importance of student motivation for quality performance, the paper then attempted to summarise much of the suggestions, of what have been written about student motivation. These suggestions will not ensure greatness, but for about 99% of us, they can be the steps in the right direction.
2.1 Significance of Student Motivation for Quality Education
Students have a critical role to play in quality assurance in colleges. It seems reasonable to assume that with an increase in their involvement in college activities such as curricular, co-curricular and extra-curricular, there will be an improvement in the quality of education that they receive. Student representations in all aspects for the proper functioning of the college are also absolutely essential. When equipped with a firm understanding of the quality parameters, the students can make their presence felt in a positive and developmental manner.
So, for the total quality, colleges should promote setting up of a system of quality assurance based on rational goals. In this system, students should also be an integral part.
They have a unique role to play in ensuring the quality of higher education. Their active participation in the quality building process would be enriching for both the students and the institutions. For instance, students can bring forth their appreciations, grievances, queries, arguments, suggestions and criticisms through their participation and help in the improvement of quality of education. Again, few college teachers would deny the premise that the students, who are interested in learning, learn more. Studies of Cashin and Perrin, well ahead in 1978, have showed that the students‟ motivation has a potent influence on their ratting of how much they have learned (Cashin and Perrin, 1978).
So, along with the others, students should also be motivated for quality education.
Managements have to promote and motivate the teachers and the teachers need to motivate the students. Positive motivation will not only affect the student‟s performance, but also the level of engagement in learning as well as in college activities for the better. The net result is that it enhances the quality building process as a whole. Contrary to this, those who are not motivated to learn and resist new information, tend to make snap decisions, use categorical reasoning (good or bad) rather than an evaluative continuum, and freeze their judgment.
3. RESULTS OF THE SAMPLE STUDY
• The study shows that the students have come from diversified socio-economic backgrounds. Every student has dissimilar experience of knowledge. They are with different abilities, skills and aspirations and all these have affected their motivation to learn in one way or the other.
• The study shows that only 26% of the respondents are nicely inspired and motivated while 37% are averagely motivated for studying and for increasing their overall performance.
• The study shows that approximately 13% of the students have amazing amount of ability because of better schooling and others or vice versa.
• The study shows that rejection of alternative options for study, pressure of career and removal of social pressure may also in reality instill the overall academic performance.
• With co-efficient of determination, R2=72%, this study shows very strong relationship between student motivation and academic performance.
• Further, the study shows that extrinsic and intrinsic motivation may increase the academic performance of the sampled students in a range from 20% to 35%.
• When we checked on some elements of extrinsic and intrinsic motivation like - rejection of alternative options for study, pressure of career and removal of social pressure, we have found that overall educational performance would possibly increase by 15% due to rejection of an alternative option. Again, academic performance might improve by 7% when there will be no relation between occupation and qualification. Similarly, academic performance might increase by 9%
because of release of social pressure.
From these findings, we can conclude that students who are intrinsically inspired usually carry out nicely. In other words, even as educational overall performance is undoubtedly stimulated through motivation, it is the intrinsic motivation which impacts the general consistency of overall performance.
4. IDENTIFYING BEST PRACTICES
The link between engagement and accomplishment is apparent and motivation will do a great deal in this regard. But, this issue often times slips through the cracks in discussions concerning pedagogy, higher education institutional reform and improvement.
Following is an effort to summarise much of the suggestions written concerning student motivation. To be noted here, no case is being created that one should follow these points to enhance the standard of higher education within the said colleges. Rather, these are some suggestions that may be thought of. If not, alternative measures could be tried.
4.1 At the College Level
• Making student motivation improvement a priority in college reform and restructuring efforts (Renchler, 1992; Skinner & Belmont, 1991).
• Creating a culture that emphasises the importance of educational accomplishment.
Planning symbols to let students know that learning is efficacious and that the entire staff is invested in students' success (Renchler, 1992).
• Supporting teachers' efforts to extend student motivation, encouraging student- centered learning and outcome-based instruction (McCombs & Whisler, 1997;
Renchler, 1992). Additionally, recognising teachers' individual learning desires and being supportive of them continuing their learning and involvement in research (McCombs & Whisler, 1997).
• There is an urgent need to establish a personality development cell in every college to exclusively deal with the psychological and private problems of the students and to coach them in varied skills viz. communication skills, public speaking skills, developing confidence, drawback resolution ability, goal setting and time management skills, etc. Stress management coaching is also an emerging area where all colleges should give urgent attention (M. Aruchami, 2004).
• Finally, if attainable, developing ways to involve parents. Discussing the issue of motivation with parents, involving them within the efforts of the college to extend student engagement, and "give them guidance in fostering [motivation] in their children" (Renchler, 1992).
4.2 At the Classroom Level
4.2.1 Ensuring a pleasing and substantiating environment
Ensuring that classroom expectations for performance and behavior are clear and consistent (Skinner & Belmont, 1991).
Working to create quality relationships with students, particularly those thought of being at-risk. It is a critical issue of student engagement that enables them to foster a sense of connection with the college (McCombs & Pope, 1994).
Establishing the relevancy of the course material. If students do not see the course as relevant (often the case with required courses), spending the time to clarify intimately why the course is needed. The utilisation of queries, problems, case studies etc. to demonstrate relevancy may yield smart result. Using examples of how the course may be useful in their careers and discussing the ways in which the students can find their course interesting (Cashin, 1979).
Responding positively to student queries, and praising students verbally for work well done (Dev, 1997).
4.2.2 Encouraging a mastery orientation
As teachers we all have seen that some of our students (the mastery oriented ones) have an interest, willing to do new things, raise queries in class, and search out for new ideas. And that we have seen students who are solely fascinated by what is needed for the grade (the performance oriented ones), the “will that be on the test?”
kind. Always encourage a mastery orientation because it promotes mastery learning.
The bottom line on encouraging students to adopt a mastery orientation involves giving worthy assignments, targeting learning and creating progress instead of being excellent.
4.2.3 Developing a culture of giving Home assignments
In higher educational institutes, the practice of giving home assignment to students is not seen usually. Home assignment keeps both students and teachers attentive, vigilant and cautious. So, if this practice may be enforced, it will yield good result.
Now, while giving the home assignment, teachers should keep in their mind not making tasks too easy or too hard. However, initially it may be better to take the side of too easy; because success breeds success. Always set realistic standards in a supportive rather than a threatening way. For instance, if a teacher discovers that a student is far behind, he or she should not tell the student that “You are way behind” but rather indicate that “these are the things you need to learn”.
Supportiveness expressed by phrases like “How can I assist?” can have a significant impact on students and their relationships with teachers.
Since success motivates, encourage self-competition. Facilitate students to focus upon their continuing improvement. Some monthly tests may be made obligatory in the interest of the student community. This will help not only to know the progress of the student but also make the student more study-oriented. But always remember that an excessive amount of motivation also creates anxiety and interferes with learning (Cashin, 1979).
Evaluate students work as soon as attainable and make sure that feedback is obvious and should be constructive. Both positive and negative comments can stimulate learning, but positive comments appear to be more practical. At least, do not give only negative feedback. Praise what the student has done right. It tends to build self-esteem. This sense of inner satisfaction is commonly the best motivation.
Offering rewards to the task accomplished seems to be most effective. But, rewards should only be given when they clearly deserve it. On the other hand, giving a prize for minimally successful work sends the message that minimum effort is acceptable, and the reward then becomes meaningless (Brooks et al., 1998).
5. CONCLUSION
The present paper wants to conclude the following –
In the conventional colleges of Assam, nearly two third of the college student‟s are either poorly or averagely motivated for their study. Along with many other issues, this low level of motivation is one of prime issue why these colleges are facing a very low engagement of students in the learning process and why the results of these colleges seldom cross 50 per cent. However, this situation can be modified by simply
developing strategies to motivate the students to learn and perform on the far side of the minimum requirement to pass. This may guarantee active participation of students throughout learning and create an environment for quality education.
Educators will and do have an effect on students' level of engagement in learning by simply motivating them. By understanding the roots of motivation, teachers can create positive motivation and facilitate effective learning for all their students.
Negative motivation may become positive motivation if teachers can recognise what motivates students and create a learning environment that supports these motivational factors.
REFERENCES
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