Factors affecting students’ academic motivation to achieve Excellence in Level 1 NCEA English

Abstract

The purpose of this study was to identify factors influencing students’ academic motivation to achieve at a high level (for the purpose of this study, “high level” is defined as “Excellence” in the NCEA English). Students’ perceptions regarding the factors that motivated them to want to achieve at this high level were analysed using four social-cognitive theories of motivation: self-efficacy theory, self-determination theory, achievement goal theory, and expectancy-value theory.

The targeted population was Level 1 NCEA English students sitting external examinations in nine South Island Catholic secondary schools. The study explored from students’ perspectives those factors that might motivate them to aspire for Excellence achievement in the NCEA Level 1 English. Data were collected using a mixed methods approach. Initially, 497 students completed a 57 item self-report questionnaire, including items relating to aspirations, performance, and motivation orientations in the NCEA generally, and in Level 1 English specifically. One hundred and two follow-up interviews were conducted in focus groups and one-to-one situations, in order to further investigate the issues raised in the questionnaire. Thus, the study employed both quantitative and qualitative methodologies to examine and attempt to answer the following research questions: (1) What factors affect students’ motivation in the NCEA Level 1 English? (2) How do these factors contribute to students’ motivation? (3) What kinds of messages encourage students’ motivation orientations toward high achievement in the NCEA Level 1 English? (4) How do students become motivated to achieve at a high level in the NCEA? The quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) Version 14 (SPSS, 2005). Descriptive statistics were calculated and a factor analysis yielded six factors which were labelled High Aspirations (16 items), Perceptions of Lack of Ability (9 items), Motivation in English and Teacher Effectiveness (10 items), Learning Goals (10 items), Performance Goals (7 items) and Absence of Academic Goals to Achieve Excellence (5 items). Reliability statistics and total scores were calculated for each factor, and group differences based on the demographic data were examined using the total scores. Multiple regression was also used to analyse whether gender, ethnicity, and employment status predicted the number of expected Excellence grades. It was found that there were no significant predictors in this analysis. The qualitative data were examined and coded manually, and then to test if these coding categories were reliable units of analysis an independent-coder method was used. Then, in order to establish a comprehensive understanding of the explanations and themes that emerged from the qualitative data, a qualitative research software package called NVivo 8 was utilised to examine the data generated from participant interviews. The findings from this study confirmed support for the hypothesis that given positive outcome expectations and adequate skills, students may be academically motivated to learn and achieve at a high level. High Aspirations, Perceptions of Lack of Ability, Motivation in English and Teacher Effectiveness, Learning Goals, Performance Goals, and Absence of Academic Goals to Achieve Excellence were all factors affecting students’ academic motivation to achieve Excellence in Level 1 NCEA English. Central to forming positive outcome expectations and adequate skills is the impact that parents/whānau, teachers and students themselves can have on students’ academic motivation. It is anticipated that these findings may lead to improved instructional strategies for Excellence achievement, parental/whānau involvement, teacher effectiveness, teacher-student relationships and classroom environment.