Quantitative research involves collecting and analyzing numerical data to explain phenomena. With quantitative research, investigators use strategies of inquiry such as experiments and surveys to collect data on variables that can be measured statistically and analyzed using techniques such as descriptive, correlational or inferential statistics. This research paper provides a sample quantitative research paper in PDF format that examines the relationship between motivation and student academic performance.
Sample Quantitative Research Paper on Motivation and Academic Performance
Introduction
Student academic performance has been an area of interest for researchers, teachers and other stakeholders in education. One factor that has consistently been linked to academic achievement is student motivation. Motivation plays an important role in how students approach tasks, challenges and their willingness to engage in learning activities. The purpose of this study was to examine the relationship between various dimensions of motivation and student academic performance.
Literature Review
Motivation is a multidimensional concept with several theories focused on explaining what drives individuals to engage in certain behaviors. According to self-determination theory, there are intrinsic and extrinsic dimensions of motivation (Ryan & Deci, 2000). Intrinsic motivation refers to doing something because it is inherently interesting or enjoyable. Extrinsic motivation on the other hand involves doing something for external rewards or to avoid punishment. Research has shown intrinsic motivation to be more effective for engagement and performance on complex tasks requiring creativity compared to extrinsic motivation which is better for simple and routine tasks (Deci et al., 1999).
Expectancy-value theory focuses on individuals’ expectations of success and the importance they place on doing well on a task (Wigfield & Eccles, 2000). Expectancy refers to beliefs about how well one will do on an upcoming task while value involves the importance, interest and usefulness one attaches to the task. Students who have high expectancy of success and place high value on academic tasks have been found to have higher levels of motivation and performance. Goal orientation theory also recognizes performance goal orientation which involves demonstrating ability relative to others and learning goal orientation which involves developing ability through effort and learning (Dweck, 1986). A learning goal orientation is linked to greater persistence, use of more effective strategies and higher performance especially in the face of challenges.
These theories informed the measures of motivation used in this study which included intrinsic motivation, extrinsic motivation, expectancy of success, task value, performance goal orientation and learning goal orientation. Previous research has found a positive relationship between these dimensions of motivation and student grades, test scores and overall academic achievement (Mattern, 2005; Wolters, 2004). This study sought to replicate the findings using a sample of local high school students.
Method
Participants
The participants were 210 high school students from a public high school in a Northeastern city in the United States. There were 104 males and 106 females with ages ranging from 14 to 18 years (M = 16.08, SD = 1.37). All participants were currently enrolled in the 10th, 11th or 12th grades.
Measures
Academic motivation was assessed using a 52-item self-report questionnaire adapted from several established motivation scales. It included items measuring intrinsic motivation (sample item – “I enjoy learning new concepts in my classes”), extrinsic motivation (sample item – “Getting good grades is important to me”), expectancy of success (sample item – “I’m certain I can understand the ideas taught in my classes”), task value (sample item – “What I learn in my classes is useful for me”), performance goal orientation (sample item – “It’s important for me to do well compared to others in my classes”) and learning goal orientation (sample item – “I want to learn as much as possible from my classes”).
Participants responded on a 5-point Likert scale ranging from 1 (Not at all true of me) to 5 (Very true of me). Scores on each dimension were calculated as mean ratings of items comprising that dimension. Internal consistency reliabilities for the subscales ranged from .78 to .86 indicating good reliability.
Academic achievement was operationalized as students’ most recent semester grade point average (GPA). Participants self-reported their cumulative GPA which was the average percentage grade across all subjects for that semester on a scale from 0 to 100.
Procedure
Following approval from the school administration and institutional review board, parental consent and student assent forms were distributed. Students whose parents consented and who themselves assented to participate completed the paper-and-pencil motivation questionnaire during a regular class period. They were informed their responses were confidential and would not affect their grades. At the end, they reported their GPAs.
Results
Descriptive statistics revealed mean scores on intrinsic motivation, extrinsic motivation, expectancy of success, task value, performance goal orientation and learning goal orientation fell above the midpoint indicating moderate to high levels of these dimensions of motivation among the students. The mean GPA was 88.42 (SD = 5.95) which was approximately a B+ average.
Bivariate correlation analysis showed intrinsic motivation (r = .23), task value (r = .28), expectancy of success (r = .32) and learning goal orientation (r = .26) were positively and significantly correlated with GPA at p < .01 level. The relationships between extrinsic motivation (r = .18), performance goal orientation (r = .15) and GPA were also significant but slightly weaker at p < .05 level. A stepwise multiple regression analysis was conducted to determine the extent to which the motivation dimensions predicted GPA while controlling for the effects of other dimensions in the model. Together, expectancy of success, intrinsic motivation and task value explained 24% of the variance in GPA, F(3,206) = 21.08, p < .001. Specifically, expectancy of success (ß = .28, p < .001) and task value (ß = .21, p < .01) uniquely predicted higher GPA when the effects of the other variables were controlled. Discussion The results support previous findings that motivation is positively related to academic performance. Of the dimensions examined, expectancy, intrinsic motivation, task value and learning orientation had the strongest bivariate relationships with GPA. In the regression model only expectancy and task value emerged as unique predictors of GPA after accounting for shared variance between variables. This highlights the relative importance of students' beliefs about how well they will do and the value they place on academic tasks over other constructs in relation to achievement.
Intuitively, students who are confident in their abilities and find meaning and usefulness in their schoolwork tend to get better grades. Enhancing these dimensions of motivation through supportive instruction and highlighting career relevance may help improve students' academic performance according to expectancy-value and self-determination theories. The cross-sectional design limits causal conclusions. Future research could employ an experimental or longitudinal approach to establish direction of effects between motivation and achievement over time. Also, motivation is multifaceted and this study only examined a few components. Other constructs from goal orientation, need satisfaction and interest theories may provide additional explanation. Nevertheless, this study provides a useful overview of relationships in a sample of high school students and quantitative empirical evidence to guide educational practice and policy aimed at boosting student motivation and grades. It presents a typical quantitative research paper format with an introduction, literature review, method, results and discussion sections examining the testable hypothesis that motivation relates to academic performance. Conclusion This sample quantitative research paper examined the links between six dimensions of motivation and student academic achievement operationalized as GPA in a sample of high school students. The findings were consistent with previous motivation theories in demonstrating generally positive relationships between intrinsic motivation, expectancy, task value, learning orientation and GPA. Specifically, expectancy of success and task value emerged as the strongest unique predictors of academic performance in the multiple regression model. The paper followed standard quantitative research paper components to empirically test relationships between measurable variables and discuss implications and limitations, providing an example for students to follow when conducting and writing up their own quantitative studies.
Andrew Stroud