The Relationship of Learning Style with the Intrinsic Motivation for Building Works Measurement Course

(1)

The Relationship of Learning Style with the Intrinsic Motivation for Building Works Measurement Course

S. A. Muzafar^1*, Nurulaini Hafizah Mohd Hafir¹, Noor Afzila Mohamad¹

1 Politeknik Sultan Azlan Shah, Behrang Stesyen, 35950 Behrang, Perak, Malaysia

*Corresponding Author: [email protected] Accepted: 15 October 2022 | Published: 1 November 2022

DOI:https://doi.org/10.55057/ijares.2022.4.3.18

__________________________________________________________________________________________

Abstract: Learning style is a very important element in a teaching and learning process and has an impact on intrinsic motivation especially among students. An appropriate and correct learning style is the main factor to ensure that students continue to excel and are confident in the learning process. This correlational survey study seeks to test the association between learning style and intrinsic motivation of civil engineering students for the building works measurement course. The objective of this study is to ascertain if there is a correlation between learning styles (visual, auditory, kinaesthetic, and tactile styles) with students' intrinsic motivation. A total of 157 students were involved as a study sample. The study instrument is an adaptation of the Perceptual Learning Style Preferences and Intrinsic Motivation Inventory questionnaires which are confirmed by expert assessors in the field and have good reliability values. Data were analysed inferentially using SPSS. The study findings show a significant positive linear relationship between intrinsic motivation and learning style for the building works measurement course covering all four learning styles namely visual, auditory, kinaesthetic, and tactile styles with intrinsic motivation. The implications of this study show that learning style together with intrinsic motivation are very important components that need to be accentuated in the process of teaching and learning of a building works measurement course.

Keywords: learning style, intrinsic motivation, building works measurement

___________________________________________________________________________

1. Introduction

Learning style is a consistent method to act and to be used as stimulation in a learning context.

In other words, learning style does not emphasise what is learned but rather how an individual student chooses their learning technique. Learning is an effort to understand and master concepts that can also be applicable in everyday life. Therefore, it is imperative to adapt learning style with activities to avoid the feeling of boredom and uninterested during the learning process.

Generally, learning style is a touch on a way or technique of learning of an individual. In the education psychological context, learning style is how students pay attention to their learning and as well as the action that they will take in processing and gathering information, knowledge, or new experience. Apart from this, learning style is part of planning in a learning system that consists of note-taking style, arrangement of priority notes, and style of completing an assignment either systematically or otherwise. Learning style is also notated

(2)

as the technique individuals process and maintain new knowledge and information (Dunn &

Dunn, 1979).

Motivational-driven students will always maintain their focus during classes, and thus, they will always be ready and eager to learn new things. Unmotivated students, on the other hand, will always feel disinterest during the learning process. These students, however, will force themselves to learn. This second scenario will indirectly accumulate a sense of hate towards learning, and consequently, they will lose the inclination to learn. As a result of decreasing interest in studying, students will start skipping classes due to the notion that what they are doing, and learning is meaningless.

Bruner (1966) associated intrinsic motivation with the instinct to know and together with the encouragement to achieve competency through learning and experience. The author then added that these two characteristics could provide students with a sense of satisfaction. This association shows that intrinsic motivation is a stimulator to the students to gain strength in achieving distinction, especially in their academic education. Mohamadi (2006) stated that there are four factors influencing motivation. These four factors are environment, the inner side of something, behavioural target, purpose and tendency, and instruments to achieve the target or aim. To achieve goals and needs, an individual needs to have enough motivation. As for students specifically, academic motivation is necessary. Because with it, they will be inspired to complete their assignment, and achieve a target or a degree in their professional qualification successfully. From the perspective of education, motivation can have various dimensions of a structure that is interconnected with academic learning and motivation.

This study's objective is to ascertain if there would be a relationship between learning styles, namely, visual, auditory, kinaesthetic, and tactile with intrinsic motivation among students undertaking a building works measurement course. The study question is: would there be a relationship between visual, auditory, kinaesthetic, and tactile learning styles with intrinsic motivation?

There are five hypotheses developed to achieve the objectives of this study, and they are:

Ho1 There is no significant relationship between learning styles and intrinsic motivation.

Ho2 There is no significant relationship between visual learning style and intrinsic motivation.

Ho3 There is no significant relationship between auditory learning style and intrinsic motivation.

Ho4 There is no significant relationship between kinaesthetic learning style and intrinsic motivation.

Ho5 There is no significant relationship between tactile learning style and intrinsic motivation.

Based on the literature review by previous researchers, Table 1 summarises studies related to learning styles.

(3)

Table 1: Literature Review Matrix

No. Reference Summary Main Findings Instrument

Local

1 Panekutty (1999) Identify academic achievement level and learning styles of Form 4 technical stream students.

No correlation between academic achievement with learning styles.

Learning Style Inventory Dunn, Dunn & Price (1985) 2 Rosmin (1996) Identify the inclination of

learning styles between Malay and Chinese ethnic.

There is a substantial relationship between learning styles and ethnics.

Grasha-reichman Learning Style Inventory 3 Jemali (1999) Investigate a relationship

between learning styles and students’ attainment in Arabic Language subject.

Learning style of top students is motivation and memorisation while the style of weak students is motivation and discussion.

Learning Inventory in School (Selmes, 1987)

4 Abd Aziz et. al.

(2006)

Investigate a relationship between motivational learning style with Additional Mathematics achievement of Form Four students.

There is no substantial correlation between learning styles and gender, ethnic and prior

achievement.

Learning Inventory in School (Selmes, 1987)

5 Kaviza (2019b) Investigate a relationship between learning styles and intrinsic motivation in History subject.

A very high positive linear relationship between learning styles and intrinsic motivation.

Perceptual Learning Style Preferences Questionnaires Intrinsic Motivation Inventory 6 Farah Wazera &

Mohammad Mujaheed (2021)

Investigate a relationship between self-concept and learning styles with academic motivation amongst university students.

Visual and kinaesthetic learning styles influencing academic motivation.

There is significant difference between gender with self-concept, visual learning style and academic motivation.

Learning Channel Preference Academic Motivation

Overseas

7 Geiser-William (1999)

Comparison of learning styles among Grade 18 rural students for Mathematic subject.

Students who practice learning style responsive are more significant compared to traditional style.

8 Mcgowan (1998) Correlation between learning styles and academic attainment.

There is no correlation between learning styles and academic attainment.

9 Cavanagh &

Stephen (1995)

Correlation between learning styles and academic attainment.

There is no correlation between learning styles and academic attainment.

Kolb Learning Styles Inventory 10 Sadler-Smith

(1996)

Investigate the effect of gender, age and learning programme in learning methods.

There is a different between learning style which is deep learning practices by male students compared to female students that incline towards surface learning.

Revised Approaches to Studying

Inventory (RASI)

Source: Adaptation from Abd Aziz et. al. (2006)

(4)

Overall, previous studies indicated that there are no differences between learning styles according to gender (Watson, 1997). At the same time, there is also no consistent positive relationship between academic achievement and learning styles. Nevertheless, prior studies stipulated that there is a correlation between motivation and learning styles (Rashid, 2007); a deep learning style is associated with inner motivation. Hence, this study is conducted to identify the correlation between intrinsic motivation and learning styles.

2. Methodology

This study is conducted using a correlation survey to investigate the relationship between intrinsic motivation and learning styles for building works measurement courses. In other words, to ascertain the association between intrinsic motivation and learning styles among Civil Engineering students undertaking building works measurement courses. According to research sampling tabulation by Krejcie and Morgan (1970), the sampling size should be around 128.

However, the total samples collected for this study is 157. Research instruments are adopted from Perceptual Learning Style Preferences (Reid, 1984) and Intrinsic Motivation Inventory (Deci & Ryan, 1985). Both instruments' items have been verified by three experts in the building works measurement courses that have more than ten (10) years of teaching experience.

Information and data regarding research variables are collected using a questionnaire. The instruments used have been verified and validated first under the pilot survey (Creswell, 2014).

IBM SPSS version 23 is used to analyse quantitative data of inference statistics using the Pearson correlation test. The coefficients of correlation in this study as shown in Table 3 below is interpreted based on Davies (1971).

Table 2: Correlation Coefficients Interpretation

Mean Score Interpretation

0.70 – 1.00 Very high

0.50 – 0.69 High

0.30 – 0.49 Moderate

0.10 – 0.29 Low

0.00 – 0.09 Very low

Source: Adaptation from Davies (1971)

3. Analysis dan Results

Ho1 There is no significant relationship between learning styles and intrinsic motivation Table 3 below shows that Pearson correlation coefficient value of mean score learning styles and intrinsic motivation [r=0.425, p=0.00] is significant. For that reason, there is a moderate positive relationship between intrinsic motivation and learning styles. Therefore, Ho1 is rejected as there is a substantial relationship between learning styles and intrinsic motivation among students undertaking building works measurement course. Result indicated that if there is a high inclination towards learning style, thus students’ intrinsic motivation is also high.

Table 3: Mean Correlation of Learning Styles and Intrinsic Motivation

Learning Styles Intrinsic Motivation

Pearson Correlation 0.425**

Sig 0.00

N 157

** Correlation is significant at the 0.01 level

(5)

Ho2 There is no significant relationship between visual learning style and intrinsic motivation

Based on Table 4 below, findings indicated that the Pearson correlation coefficient value between the mean score of visual style and intrinsic motivation [r=0.320, p=0.00] is significant.

Therefore, there is a moderate positive relationship between intrinsic motivation and visual style. In this case, Ho2 is rejected as there is a significant correlation between the two. The result suggested that if there is a high inclination toward visual learning style, thus the students’

intrinsic motivation will concurrently be high as well.

Table 4: Mean Correlation of Visual Style and Intrinsic Motivation

Visual Style Intrinsic Motivation

Sig 0.00

N 157

Ho3 There is no significant relationship between auditory learning style and intrinsic motivation

Table 5 below illustrates the significant Pearson correlation coefficient value [r=0.345, p=0.00]

between the mean score of auditory style and intrinsic motivation. The result shown that there is a moderate positive correlation between intrinsic motivation and auditory style among the students undertaking building works measurement course. Ho3 is thus rejected as there is a high inclination toward the auditory style that simultaneously intrinsic motivation would be high as well.

Table 5: Mean Correlation of Auditory Style and Intrinsic Motivation

Auditory Style Intrinsic Motivation

Sig 0.00

N 157

Ho4 There is no significant relationship between kinaesthetic learning style and intrinsic motivation

Table 6 shows the finding that illustrate Pearson correlation coefficient value between the mean score of kinaesthetic style and intrinsic motivation [r=0.305, p=0.00] that is significant. The value indicated a moderate positive relationship between the two among the students undertaking the building works measurement course, and thus, Ho4 is rejected. This result suggested that a high kinaesthetic learning style inclination would also mean a high intrinsic motivation among the students.

Table 6: Mean Correlation of Kinaesthetic Style and Intrinsic Motivation

Kinaesthetic Style Intrinsic Motivation

Sig 0.00

N 157

(6)

Ho5 There is no significant relationship between tactile learning style and intrinsic motivation

Table 7 below shows that Pearson correlation coefficient value of mean score tactile styles and intrinsic motivation [r=0.368, p=0.00] is significant. For that reason, there is a moderate positive correlation between tactile styles and intrinsic motivation. Therefore, Ho5 is rejected as there is a substantial relationship between intrinsic motivation and tactile styles amongst students undertaking building works measurement course. Result indicated that if there is a high inclination towards tactile style, thus students’ intrinsic motivation is also high.

Table 7: Mean Correlation of Tactile Style and Intrinsic Motivation

Tactile Style Intrinsic Motivation

Sig 0.00

N 157

4. Discussion

Study findings indicate a substantial moderate positive association between intrinsic motivation and learning style among the students undertaking the building works measurements course. The tactile learning style has the highest correlation value. This outcome is probably due to students that would prefer to use this approach because of the nature of the course that requires high concentration in reading and understanding building drawings. The usage of models for this course would also be effective. The course does not need discussion and idea and information exchange for problem-solving but necessitates calculation skills involving the usage of mathematics like formulas based on their understanding of the building drawings. This study is parallel with the study of Mahfurdz and Semail (2009) reported that there is a considerable moderate coefficient between students’ motivation and learning styles while Engineering Mathematics at Politeknik Mukah Sarawak. Daud and Mukhlisa (2016) stated that there is a correlation between motivation and learning styles in a biology subject.

Students thus require having a learning style that suits them to help them pay attention to their learning. A suitable learning style will also help them be more active in boosting their motivation that consequently increasing their academic achievement. A study by Kaviza (2019b) also showed that learning styles, namely visual, auditory, kinaesthetic and tactile portrayed a significantly high positive linear correlation with intrinsic motivation among Form Four students undertaking a History subject.

5. Conclusion

This study has achieved its objectives through a quantitative approach. In conclusion, findings showed that learning style and intrinsic motivation have a significant moderate correlation. The relationship between the two is associated with the teaching and learning process specifically for the building works measurement course. In this instance, lecturers must play a part in understanding teaching styles that are suitable dan effective to increase students' interest and motivation. Suitability of teaching styles to cater for the differences among the students undertaking the course. Consequently, while facing the challenges of the science and technology era, teaching and learning will run effectively and efficiently in increasing the quality and value of education. Students are thus encouraged to figure out their learning style to practice to gain an effective learning process. Apart from that, through practising the style,

(7)

students would also discover their strengths and weakness. The realization will become a stimulation for them to develop a new learning style that can elevate their accomplishment in the building works measurement course. Future studies could use the qualitative approach in gaining higher verified findings. Findings from this study can be used in preparing students in their learning processes with suitable learning styles specifically in the building works measurement course. A motivational programme is also important and should be parallel with learning style to increase students’ interest in learning especially for this course in this study.

References

Abd Aziz, N., Meerah, M. T. S., Halim, L. & Osman, K. (2006). Hubungan antara Motivasi, Gaya Pembelajaran dengan Pencapaian Matematik Tambahan Pelajar Tingkatan Empat.

Jurnal Pendidikan, 31, 123-141.

Bruner (1966). Toward a Theory of Instruction. Newton: New York.

Bryant. E. G. (1974). Associations between Educational Outcomes and Background Variables.

Washington D.C.: National Assessment of Educational Progress.

Creswell, J. W. (2014). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (4th ed.). United States: Pearson International.

Daud, F. & Mukhlisa, N. (2016). The Correlation between Learning Style and Learning Motivation: It’s Influence on Students; Learning of Biology.

Davies, J. A. (1971). Elementary Survey Analysis. New Jersey: Prentice Hall.

Deci, E. L. & Ryan, R. M. (1985). Intrinsic Motivation and Self-determination of Human Behaviour. New York: Plenum.

Dunn, R. & Dunn, K. (1979). Learning Style/ Teaching Styles: Should They…. Can They be Matched? Educational Leadership. January, 238 – 244.

Farah Wazera Mohamed Jaafer Sadiq & Mohammad Mujaheed Hassan (2021). Konsep Kendiri dan Gaya Pembelajaran terhadap Motivasi Akademik dalam Kalangan Mahasiswa. Malaysian Journal of Social Science and Humanities (MJSSH), 6(2), 75-105.

Jemali, M. (1999). Hubungan antara Gaya Pembelajaran dengan Pencapaian Bahasa Arab Komunikasi Sekolah Menengah Rendah di Negeri Perak. Projek Sarjana Pendidikan.

Fakulti Pendidikan, Universiti Kebangsaan Malaysia. Bangi.

Kaviza, M. (2019a). Pengaruh antara Gaya Pembelajaran dan Pencapaian Mata Pelajaran Sejarah: Satu Tinjauan di Sekolah Menengah. Malaysian Journal of Social Science and Humanities (MJSSH), 4(4), 98-108.

Kaviza, M. (2019b). Hubungan antara Gaya Pembelajaran dan Motivasi Intrinsik dalam Mata pelajaran Sejarah. Malaysian Journal of Social Science and Humanities (MJSSH), 4(5), 61-68.

Krejie, V. R. & Morgan, W. D. (1970). Determining Sample Size for Research Activities, Educational and Psychological Measurement. Duluth: University of Minnesota.

Mahfurdz, A. & Semail. S. (2009). Hubungan Gaya Pembelajaran, Motivasi dan Pencapaian Pelajar Semester Satu dalam Modul Matematik Kejuruteraan. Jurnal Digest Politeknik &

Kolej Komuniti Zon Sarawak, 1-10.

Mcgowan. B. W. (1998). An Investigation of Student and Faculty Learning Style Congruency and Academic Achievement in an Undergraduate Industrial Technology Program (African Americans). Disertasi Ph.D. Mississipi State University. Dissertation Abstracts International 58 (12): 4555A.

Mohamadi Y, (2006). Understanding Motivation and Emotion. Reev JM. 4th ed.

Tehran:Virayesh.

Nunnally, J. C. (1978). Psychometric Theory (2nd ed.). New York: McGraw Hill.

Panekutty, A. (1999). Gaya Pembelajaran dan Pencapaian Akademik Pelajar Tingkatan 4

(8)

Sekolah Menengah Teknik Juasseh, Kuala Pilah, Negeri Sembilan, Darul Khusus. Tesis Sarjana. Fakulti Pendidikan, Universiti Malaya, Kuala Lumpur.

Reid, J. (1984). Perceptual Learning Style Preferences of ESL Students. TESOL Quarterly, 21, 87-111.

Rosmin, T. (1996). Faktor-faktor yang Mempengaruhi Gaya Pembelajaran dan Kesannya terhadap Pencapaian Akademik. Projek Sarjana Sains (Pengurusan). Universiti Utara Malaysia, Sintok.

Susabda, E. (1992). The Relationship between Matched/Mismatched Students Learning Styles to Faculty Teaching Style and Academic Performance in Christian Secondary School in Southern California Talbot School of Theology. Biola University. Dissertation Abstracts International 53 (11): 3854A.

Sadler – Smithm, E. (1996). Approaches to Studying: Age, Gender and Academic Performance. Educational Studies 22 (3): 367 – 379.

Selmes. I. P. (1987). Improving Study Skills: Changing Perspective in Education. Great Britain: Hodder and Stoughton Ltd.

Trayer, M. (1991). Learning Styles Differences: Gifted vs Regular Language Students. Foreign Language Annals, 24, 419 - 425.

Treacy, A. L. (1996). Learning Styles, Feelings and Beliefs about Technology and Mathematics Achievement. Ph.D. Dissertation. The Claremont Graduate School. Dissertation Abstracts International, 56 (12), 4691.

Watson. S. A. (1997). Learning Style Preferences: A Comparison of Traditional and Nontraditional Interior Design Students. Disertasi Education Doctor. University of Arkansas. Dissertation Abstracts International 59 (01): 2999A.