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Impact of Learning Motivation on Students’ Academic Achievement: Mediating Role of Constructive Feedback
Abstract
The study aimed to find out the impact of learning motivation after the intervention of constructive feedback on students’ academic achievement. A true-experimental research with randomization pretest-posttest control group design was used in the study. The study sample comprised 97 students of grade IX that was selected purposively. The chemistry achievement test was used to measure the academic achievement. Learning motivation in the Chemistry questionnaire was used to measure learning motivation. Both the instruments were administered twice, as pretest and posttest before and after the intervention. Overall learning motivation through constructive feedback was found a significant impact on students’ academic achievement. Students’ task-value was found as the best predictor of students’ academic achievement, whereas the students’ self-efficacy and students’ self-regulation also showed significant impact on students’ academic achievement in Chemistry subject. It is recommended that constructive feedback should be incorporated in daily formative assessment practices in the classroom setting.
Authors
Rabia Aslam
PhD Scholar, Department of Education, Shaheed Zulfiqar Ali Bhutto Institute of Science and Technology, Karachi, Sindh, Pakistan
Najmonnisa Khan
Associate Professor, Department of Education, Shaheed Zulfiqar Ali Bhutto Institute of Science and Technology, Karachi, Sindh, Pakistan
Victoria Joseph
PhD Scholar, Department of Education, Shaheed Zulfiqar Ali Bhutto Institute of Science and Technology, Karachi, Sindh, Pakistan
