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European Journal of Applied Sciences – Vol. 10, No. 5
Publication Date: October 25, 2022
DOI:10.14738/aivp.105.13218. Edison, J. S., Ahmad, H. H., Sallam, S. A. G., Alanazi, A. A., & Alrashidi, L. K. (2022). Motivational Domains in Learning and Academic
Performances Among Undergraduate Nursing Students of University of Hail, Kingdom of Saudi Arabia. European Journal of Applied
Sciences, 10(5). 404-413.
Services for Science and Education – United Kingdom
Motivational Domains in Learning and Academic Performances
Among Undergraduate Nursing Students of University of Hail,
Kingdom of Saudi Arabia
J. Silvia Edison
Faculty of Medical Surgical Nursing Department
University of Hail
Hanan Haj Ahmad
Department of Basic Science, Preparatory Year Deanship
King Faisal University, Al-Ahsa 31982, Saudi Arabia
Salwa Abdel Gawad Sallam
Lecturer of Medical Surgical Nursing Menoufia University
Currently Hail University
Aishah Aladham Alanazi
Faculty of Medical Surgical Nursing Department
University of Hail
Lamya Kalaf Alrashidi
Faculty of Medical Surgical Nursing Department
University of Hail
ABSTRACT
This research studies the relationship between motivational domains and academic
performances of nursing students at the University of Hail region, Kingdom of Saudi
Arabia. The Methodology is a descriptive cross-sectional study design, and it
considers a sample of 86 nursing students enrolled in BSC Nursing during the
academic year 2021-2022 at the University of Hail. Regression and correlation
analysis are obtained and the main results state that: A positive correlation is
established between the domains such as active learning strategies, learning values,
performance goal, learning environment stimulation, and self- regularity at 0.05
level of significance, while there is no correlation between the student grade and all
the motivational domains at 0.05 level. There was no correlation between the
student grade and the motivational domains.
Key Words: Academic Performance; Learning Motivational domains; Active learning
strategies; Learning values, Performance goal; Learning environment stimulation; self- regulatory.
INTRODUCTION
The quality of the educational process dost not depend only on the selection of courses, the
good presence of the teaching faculties, and the assessment methods, but on the way the
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Edison, J. S., Ahmad, H. H., Sallam, S. A. G., Alanazi, A. A., & Alrashidi, L. K. (2022). Motivational Domains in Learning and Academic Performances
Among Undergraduate Nursing Students of University of Hail, Kingdom of Saudi Arabia. European Journal of Applied Sciences, 10(5). 404-413.
URL: http://dx.doi.org/10.14738/aivp.105.13218
beneficiaries are guided, advised, and directed towards their goal of Education. Motivation is a
fundamental recipe for academic success. It involves internal and external factors that
stimulate desire and energy in people to be continually interested and committed to Education,
job, role, or subject, or to try to attain a goal (Artino 2012).
Students’ academic performance is affected by several factors, including motivation, which may
be easily ignored. motivational beliefs are essential to the academic achievement of students
because they help to determine the extent to which students will consider, value, put in the
effort, and show interest in the task (Worzi. A,2016) For example, self-efficacy influences how
learners feel, think, motivate themselves, and behave. There is a positive significant
relationship between academic motivation and academic achievement (Amrai K, 2011). It is
essential for nursing instructors to identify motivating factors for students to complete nursing
education programs and get positive results. Motivation is a crucial factor in effective nursing
performance, ( Hanifi ,2012) declared that nurses’ clinical competency is effective in motivating
nursing students. (Hsiao-Lin Tuana 2008). Motivation plays a key role in explaining behaviors,
predicting the effects of actions, and guiding behavior to achieve objectives. Motivation not only
promotes learning but also is an intermediate to learning; while students are motivated during
the learning process, everything will be paved well, relationships will run smoothly, stress will
decrease, and creativity and learning will be more open (Cook,2011)
Learners experience several types of motivation, such as intrinsic and extrinsic motivation (P.
Darvas and P. Darvas, 2015), as well as motivational orientations, such as instrumental and
integrative motivation (Sunshine B. Alos2015); goal-orientation, expectancy value, and
expectancy of success. Changes in the primary source of motivation and these orientations
influence the learning process.
The students' interest and commitments vary during their education. It is therefore interesting
to systematically study the students' own experiences of how motivated they felt.Learning is a
long-term process and learners are likely to experience changes in motivation throughout this
process (Shay M. Daily 2019). Achievement motivation is the motivation associated with the
expectancy of success and the perceived value of a task as well as ability, beliefs, and motivation
to perform tasks (Liele Soltanzadeh, 2013). As the perceived likelihood of success increases, the
perceived task value increases and consequently, the learner’s positive motivation increases
(Wlodkowski RJ, 2008). The development of competence beliefs, expectancies for success, and
achievement values from childhood through adolescence.
Mastery goals focus on learning for the sake of learning, whereas performance goals emphasize
high achievement (Kusurkar R. A.,2013). Mastery goals are associated with high perceived
ability, task analysis and planning, and the belief that effort improves one’s ability. On the other
hand, performance goals are associated with judgments about achieving, grades, or external
rewards (Rose S, 2011 & Sunshine B. Alos,2015)
Self-regulated learners have been shown to use a variety of strategies, have high self-efficacy,
and set goals for themselves. Self-regulated learners also monitor their own activities, evaluate
their performance, and experience reactions to evaluation outcomes.
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Active learning requires students to do meaningful learning activities and think about what
they are doing (Liele Soltanzadeh, 2013)
Loss of confidence due to poor performance and unwillingness of students to adapt to the rigor
of the Educational program results in dropping out ( Abdelhamid Tayeb 2021)
Therefore, if a teacher is aware of the learner’s individual needs and motivations, then, the
teacher may use strategies to reduce learner-teacher conflicts in the classroom, which may
encourage more effective learning by addressing the specific needs of the learners and bring
out better academic performance
Objective of the study
To find the relationship between motivational domains and student’s academic performance.
Operational Definition of Key words
1.Academic Performance: It refers to the student success in educational activities in terms of
grades obtained.
2. Learning Motivational domains: refer to the students' behavior that makes him/herself
move towards their academic performance, which is measured by a questionnaire that includes
academic learning strategies, learning values, performance goal, Learning environment
stimulation and self-regulatory.
RESEARCH METHODOLOGY
Research Design: A cross-sectional study design is used for this study
Sample and Sampling techniques : The target population consisted of all nursing students
who satisfied the inclusion criteria. A nursing students at Level 2-8 enrolled in an RN-BSN
program, attending regularly the lectures, who are able to read and write English and
voluntarily participate in the study are involved . Utilizing the statistical software G-Power
version 3.1.3 with the following input parameters (one tailed independent sample t-test, alpha
error probability = 0.05, power = 0.80 and effect size of 0.5), the estimated sample size needed
is 86 and the same number of samples are selected by Non-probability purposive sampling
technique.
Setting: The study was conducted in the College of Nursing at University of Hail.
Tool: A self-administered questionnaire SMTSL for Students’ motivation towards science
learning was adapted from Hsiao et al. (2008) and needed modification were made. Content
validity of the questionnaire was established by giving it to 5 experts from Medical Surgical
Nursing faculty. The questionnaire consists of 4 levels of agreement with scale measurement as
follows:
Degree Strongly Agree Agree disagree Strongly
disagree
Scale 4 3 2 1
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Edison, J. S., Ahmad, H. H., Sallam, S. A. G., Alanazi, A. A., & Alrashidi, L. K. (2022). Motivational Domains in Learning and Academic Performances
Among Undergraduate Nursing Students of University of Hail, Kingdom of Saudi Arabia. European Journal of Applied Sciences, 10(5). 404-413.
URL: http://dx.doi.org/10.14738/aivp.105.13218
The questionnaire includes: Section A: Subjects in the course and Grades. Section B:
Motivational domains survey Questionnaire with 30 items pertaining to Active learning
strategies ( 6 items ) , learning values ( 5 items ) , performance goal (4 items), learning
Environment stimulation ( 6 items) and self- regulatory ( 9 items ) was used. Each factor has
subset indicators which were given corresponding rating by the respondents using a Scale of 4
composed of 4 (strongly agree), 3 (agree) , 2 ( disagree ) and 1 ( strongly disagree ) Using
Cronbach Alpha, the said instrument was found to be reliable as indicated by the value of
0.769.
Data collection: All the participants were informed about the aim of the study and those who
were willing to take part in the study were included in the study.
All the students were asked to rate their answers. Each student was asked to complete a
questionnaire. The researcher was present and provided clarification to the students when
necessary. It took 15 minutes to fill out their answers.
Ethical Consideration: The study was carried out with the approval of the ethical committee
of the University of Hail. Permission was obtained from the Dean of the College of Nursing.
Informed consent was received from each participant, and they were assured that their
responses would be confidential.
RESULTS
Table 1: Frequency and Percentage of Samples according to their Demographic Variables n=86
Demographic
Variable
Categories Frequency Percentage (%)
Subjects Basic Nursing 47 54.7
Fundamentals of
Nursing
14 16.3
Advanced adult
Nursing
25 29.1
Total 86 100
Grade A+
A
B+
B
C+
C
D+
D
F
9
10
11
18
15
11
6
5
1
10.5
11.6
12.8
20.9
17.4
12.8
7.0
5.8
1.2
Total 86 100
Table (1) shows the distribution of subjects among the sample that 54.7% of the sample are
basic Nursing and 29.1% are advanced adult Nursing, while only 16.3% are fundamental of
Nursing.
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Table (1) also contains the distribution of the grades, so the highest percentage is for grade B
which is 20.9% and the lowest is for grade F which is only 1.2%. This indicates particularly good
student level in our sample.
Table (2A) Mean and Std. Deviation for Active learning strategies under the domain Active
learning strategies
Item Mean Std.Devia
tion
Rank
Q1. Attempt to understand new concept 3.23 0.821 3
Q2. Connect new concept to previous experiences 3.18 0.889 5
Q3. Find relevant resources to understand new concept 3.16 0.866 6
Q4. Discuss with the teacher or other students to clarify
understanding
3.21 0.922 4
Q5. Try to find out why mistake happens 3.26 0.785 1
Q6. Try to learn that not understood 3.24 0.920 2
Total 3.21 0.865
Table (2A) shows an overall mean of 3.21 out of 4 which indicates positive agreement level, the
fifth item came in the first rank (Mean=3.26) which illustrates that students are doing their best
to avoid the mistakes they made before, while the third item came in the last rank (Mean=3.16)
it also indicates positive agree level.
Table (2B): Mean and Std. Deviation for Active learning strategies under the domain of
Learning Value
Item Mean Std.
Deviation
Rank
Q1. Learning new concepts is important to use in daily
experience
3.30 0.882 2
Q2. Learning is important because it stimulates thinking. 3.16 0.944 4
Q3. Nursing subjects are important to learn to solve
problems while caring sick
3.27 0.860 3
Q4. It is important to participate in inquiry activities 3.06 0.925 5
Q5. It is important to have the opportunity to satisfy own
curiosity when learning new concepts
3.36 0.839 1
Total 3.23 0.893
Table (2B) shows an overall mean of 3.23 out of 4 which indicates a positive agreement level,
the fifth item came in the first rank (Mean=3.36), this proves that nursing students have
interests and are curious about learning new concepts. The fourth item came in the last rank
(Mean=3.06) still it indicates a positive agreement level.
Table (2C) shows an overall mean of 3.12 which indicates a positive agreement level, the second
item came in the first rank (Mean=3.21), it illustrates the main goal of students' participation
in nursing courses which is to "perform better", while the third item came in the last rank
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Edison, J. S., Ahmad, H. H., Sallam, S. A. G., Alanazi, A. A., & Alrashidi, L. K. (2022). Motivational Domains in Learning and Academic Performances
Among Undergraduate Nursing Students of University of Hail, Kingdom of Saudi Arabia. European Journal of Applied Sciences, 10(5). 404-413.
URL: http://dx.doi.org/10.14738/aivp.105.13218
(M=3.03) which shows that students are less interested in participation for the goal of "become
smart".
Table (2C): Mean and Std. Deviation for Active learning strategies under the domain of
Performance Goal
Item Mean Std.
Deviation
Rank
Q1. Participate in nursing courses to get a good grade. 3.12 0.913 2
Q2. Participate in nursing courses to perform better 3.21 0.869 1
Q3. Participate in nursing courses to become smart 3.03 0.963 4
Q4. Participate so that the teacher pays attention 3.10 0.868 3
Total 3.12 0.902
Table (2D): Mean and Std. Deviation for Active learning strategies under the domain of
Learning Environment Stimulation
Item Mean Std.
Deviation
Rank
Q1. Willing to participate because the content is exciting
and interesting
2.99 0.914 1
Q2. Willing to participate because the teacher uses a
variety of teaching methods
2.93 0.955 2
Q3. Participate because the teacher does not put a lot of
pressure
2.78 1.056 6
Q4. Participate because the teacher pays attention 2.84 0.981 3
Q5. Participate because it is challenging 2.81 0.976 4
Q6. Participate because the students are involved in
discussions.
2.78 0.987 5
Total 2.85 0.978
Table (2D) shows an overall mean 2.85, which indicates a good agreement level, the first item
came in the first rank (Mean=2.99) it shows an almost good agreement level, it demonstrates
the reason behind students willing of participation which is "the content is exciting and
interesting", and this is a good learning environment. We notice that the second item came in
the last rank (Mean=2.78) and with large standard deviation, this is straightforward evidence
of a good teaching environment which has no pressure by teachers in the class.
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Table (2E): Mean and Std. Deviation for Active learning strategies under the domain of Self- Regulatory
Item Mean Std.
Deviation
Rank
Q1. Ask questions to make sure the material have been
studying.
3.19 0.914 3
Q2. When work is hard either give up or study only the
easy
Parts
2.75 1.101 8
Q3. Work on practice exercises and answer end of
chapter
questions even when don't have to.
2.86 0.935 5
Q4. Even when study materials are dull and
uninteresting, keep working until finished
2.97 0.951 4
Q5. Before begin studying, think about the things, will
need to do to learn
3.22 0.803 2
Q6. Find that have been reading for class but don't
know
what it is all about
2.79 1.030 7
Q7. when the teacher is talking , think of other things
and don't really listen to what is being said
2.41 1.162 9
Q8. When reading stop once in a while and go over
what
Have been read
2.86 0.972 6
Q9. work hard to get a good grade even when don't like
a class
3.27 0.900 1
Total 2.92 1.008
Table (2E) shows an overall mean of 2.92 which indicates a good agreement level, the ninth
item came in the first rank (Mean=3.27) which shows a strong agreement level, and it supports
the positive thinking of students about active learning strategies, while the seventh item came
in the last rank (Mean =2.41) indicates a moderate agreement level and a large standard
deviation value.
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Edison, J. S., Ahmad, H. H., Sallam, S. A. G., Alanazi, A. A., & Alrashidi, L. K. (2022). Motivational Domains in Learning and Academic Performances
Among Undergraduate Nursing Students of University of Hail, Kingdom of Saudi Arabia. European Journal of Applied Sciences, 10(5). 404-413.
URL: http://dx.doi.org/10.14738/aivp.105.13218
Table (3) Pearson correlation coefficient between the domains and students’ grades
Item N Correlation sig
Pair 1 Q 3 & Q4 86 .540 .000
Pair 2 Q 3 & Q5 86 .619 .000
Pair 3 Q 3 & Q6 86 .618 .000
Pair 4 Q 3 & Q7 86 .576 .000
Pair 5 Q 4 & Q5 86 .565 .000
Pair 6 Q 4 & Q6 86 .500 .000
Pair 7 Q4 & Q7 86 .360 .000
Pair 8 Q 5 & Q6 86 .660 .000
Pair 9 Q 5 & Q7 86 .565 .000
Pair 10 Q 6 & Q7 86 .585 .000
Pair 11 Total & Q3 86 .828 .000
Pair 12 Total & Q4 86 .695 .000
Pair 13 Total & Q5 86 .818 .000
Pair 14 Total & Q6 86 .843 .000
Pair 15 Total & Q7 86 .819 .000
Pair 16 Grade & Q3 86 .065 .551
Pair 17 Grade & Q4 86 .125 .252
Pair 18 Grade & Q5 86 .139 .202
Pair 19 Grade & Q6 86 .064 .556
Pair 20 Grade & Q7 86 -.023- .834
Pair 21 Grade & All Domains 86 .075 .494
To check the relation between every domain and students’ grades Pearson correlation
coefficient is used, Table (3) summarizes the results which are as follows:
• There are significant positive correlations among all the motivational domains at 0.05
level of significance. In other words, there is a positive relationship between the
directions of the students toward motivation domains (paired to paired).
• There is a significant positive correlation between the motivational domains and the
scale at 0.05level of significance.
• There is no significant correlation between students’ Grades and all the motivational
domains at 0.05 level of significance.
• There is no significant correlation between students’ Grades and the total score of
motivational domains at 0.05 level of significance. In other words, there is no
relationship between the grade of students and their directions toward motivation
domains.
DISCUSSION
Results of the study revealed that the majority of participants were studying Basic medical
surgical Nursing and all the participants are female students. Regarding the grades, most of
them were obtained by the students range from A+ ( 10.5 % ), A ( 11.6%), B+ (12.8%), B (20.9%
), C+ (17.5% ) and C ( 12.8 %). Around one fourth of the respondents (14 % ) had low grades.
It is supported by Keith Trigwell (1991), Fortier MS, (1995) that the academic achievement
motivation is the extent to which a learner is profiting from instruction in a given area of
learning(Lee-Hsieh,2003 ).In this study , there is no significant difference between the active
involvement in learning and understanding the value of learning. Consequently it leads to
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teacher’s behavior that occupies a dominant position in the whole learning process, which
cannot provide students with a chance to enjoy learning by having active participation (Jeffrey
R. Albrecht 2018). Learning environment stimulation plays a vital role in active learning
process as the p value at 0.05 level. This is consistent with various studies over the years,
academic achievement motivation becomes extremely important for a student. Their academic
achievement motivation can be related to their Learning Environment Stimulation. (Hadi
Hassankhani, 2015).It is also observed that there is a significant difference between mean of
active learning strategies and mean of self – regulatory at p value 0.05 level. The self –
regulatory domain of learning consists of nine items and it refers to how the students
themselves can monitor, direct and manage the process of their own learning. So it significantly
linked with an individual’s feelings and beliefs of control over individual learning tasks .Table
3 shows the correlations among and between the motivational domains and grades .As can be
seen , almost all motivational domains are significantly correlated with each other . Links
between active learning strategies, learning values, performance goal, learning environment
Stimulation and self- regulatory are having significant positive correlations (Yoo MS, Son YJ,
Yoo IY,2006 ) But there is no significant correlation between motivational domains and
students grades in the subjects .
CONCLUSION
Learning environment stimulates active learning and it enhances self –regulatory and it is
significant . But obtaining grades does not have relationship with the motivational domains. It
is needed to increase the level of self-regulatory among nursing students to have high level of
achievement and obtain mastery in the nursing subjects.
RECOMMENDATIONS
Longitudinal studies to determine the effectiveness of motivational domains in teaching
program may be conducted with large number of sample.
ACKNOWLEDGMENT
We wish to acknowledge all the students who participated in this research. We thank the
authorities at University of Hail for their support.
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