research motivational factors for comsat’s students

8/9/2019 RESEARCH MOTIVATIONAL FACTORS FOR COMSAT’S STUDENTS

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RESEARCH MOTIVATIONAL FACTORS FOR COMSAT’S STUDENTS MMK

TABLE OF CONTANTS

FOREWORD

Great works are performed not by strength but by persistence. Research is the key for the

development of all economic activities. In this research work I have compiled all motivational

factors influencing COMSAT’s student for research i.e. faculty, library, educational research

grants, etc. Mostly variables were found from previous research papers review by using internet

and print media. Framework is generated by using most important variables of student

motivational factors. As well as framework is supported by respected possible hypotheses.

COMSATs Institute of Information Technology, Lahore, Pakistan.

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ACKNOWLEDGEMENT

I am heartily thankful to my supervisor, Sir Rashid Waheed Sahib, whose encouragement,

guidance and support from the initial to the final level enabled me to develop an understanding

of the subject. Lastly, I offer my regards and blessings to all of those who supported me in any

respect during the completion of the project.

Muhammad Muavia Khan


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PREAMBLE

As we know research is an organized, systematic data based, critical, objective & scientific

investigation Process of business related specific problem. Now a day the research is paramount

important to solve the modern era problems. In past Pakistani educational institution did not

focused on the researched based study. Now the numbers of institutions are promoting &

introducing the research special courses. Because of without research work the concept of

development is impossible. American & European countries touching the peak of

success/development due to the proper research work. About all educational institutions are now

focusing thon research base study to enhance the skills to solve the problems. And also

.Providing the specific environment and instruments which motivate the students for doing

research work.

COMSATs institute of information technology is also developing the researched based

motivational environment with in the institution premises.

“Factors influencing the COMSATs Student for research” is the topic of the research

work assigned to me.


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the needs of the learner and produces students who are motivated for success. The Learner

Centered Classroom and School show educators and administrators how they can fill their

classrooms with students who are eager for success and motivated to learn. The learner centered

approach focuses on designing instruction that is sensitive to the individual student’s needs,

abilities, and interests rather than rigidly tied to the subject matter. This unique approach

emphasizes cooperation, is respectful of the learner, and trusts individuals to be responsible their

own lerning. The book is filled with useful examples and practical suggestions for implementing

learner centered concepts into any school or classroom. [By: Mccombs Barbara L & Whisler

Jo Sue ; 1997]

Timothy L. Seifert stated in their research theory on the topic of “Understanding Student

Motivation”, Contemporary theories of academic motivation seek to explain students' behaviors

in academic settings. While each theory seems to possess its own constructs and unique

explanations, these theories are actually closely tied together. In this theoretical study of

motivation, several theories of motivation were described and an underlying theme of the

influence of emotions was used to unify the theories. In these theories, emotions and beliefs are

thought to elicit different patterns of behavior such as pursuit of mastery, failure avoidance,

learned helplessness and passive aggression. Implications emerged which focused upon creating

classroom contexts that foster feelings of autonomy, competence and meaning as the catalysts for

developing adaptive, constructive learning. [By: Timothy L. Seifert; June 2004]

Edmund J. Sass discusses in his article “Motivation in the College Classroom“ in his

article about student perceptions of those college classes likely to result in high and low

classroom motivation. Eight characteristics of classes in which students had high motivation are


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http://www.lavoisier.fr/fr/livres/index.asp?togo=detail.asp%3Ftexte%3D836503%26action%3Dnew%26select%3Dauteur










identified; students ranked enthusiasm, relevance, and organization as being most important. The

classroom activity used to gather this information is also described. [By: Edmund J. Sass;

1989]

Nichols, Joe D., Miller & Raymond B. Examined in their research on the topic of

“Cooperative Learning and Student Motivation “ the effects of cooperative group learning on

students' motivation and achievement in Algebra II. 62 11th–12th graders were randomly

assigned to either a cooperative learning or traditional lecture group. Ss took pretests and

posttests that assessed efficacy, intrinsic valuing, and goal orientation. Algebra achievement was

assessed at the same time using a teacher-made exam. Ss in the cooperative classroom exhibited

significantly greater gains than the control group in algebra achievement, efficacy, intrinsic

valuing of algebra, and learning goal orientation . [Nichols, Joe D.; Miller, Raymond B; Apr

1994


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2. Variable Identified:

here is the list of variables which are obtained form research papers and by observation of

COMSATs university environment relating the student motivation and research. Variables which

effects the student within COMSATs University are listed blow

♦ Highly Qualified Faculty

♦ Educational Trip To Organization

♦ Speech Competition

♦ Seminars

♦ Workshops

♦ Scholarship For Research

♦ Research Supported Teaching Strategies

♦ Education Research Grants

♦ Course Related Certifications

♦ Teacher-Student Friendly Relationship

♦ Group Collaboration

♦ Assigned Projects

♦ Syllabus Requirement

♦ Future Needs

♦ Senior Student Leadership

♦ Communication Resources

♦ Research Supported Educational Environment


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♦ Availability Of Books

♦ Availability Of CDs

♦ Availability Of Databases

♦ Availability Of Journals

♦ Availability Of Internet Facility

♦ Faculty Guidance

♦ Library

♦ Learning Based On Case Study

♦ Understandability

♦ Academic Material

♦ Class incentive

♦ Grading system

♦ Encouragement

♦ class room

3. Significance of Important Variables:

3.1. Educational Trip to Organization:

Educational trip to field visit is most important factors to motivate the student for

research. COMSATs arrange the educational trip to the small and large organization to boost the

practical knowledge and skills. These trips motivate the student for research.

3.2. Seminars:


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Seminars also have its on importance to enhance the knowledge by finding the solution of

educational problem which indirectly affect the student motivational level. COMSATs also

arrange a number of seminars.

3.3. Workshops:

Workshops have there on importance. Workshops are the simulator for academic

knowledge. Workshops boost the conceptual skills of the students and prepared the students for

facing the professional environment without hesitations. COMSATs also provide the platform

for the workshops for there students.

3.4 Scholarship For Research:

Provision of funds to the deserving persons motivates the students for performing batter

in assigned research work. COMSAT is only platform providing the scholarship to their students

and faculty for within and across the border study and research works.

3.5 Group Collaboration:

Due to group collaboration the brain storming boosts the skills and motivates the students

for research work in respected fields. COMSATs promote the group collaboration of students.

3.6. Library:


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Library is only platform to provide supporting material for students in there academic

activaties and research work. COMSATs have a large central library consist on CDs, Research

papers, Books, Reports, Journals, Newspapers, databases, access to digital library etc.

3.7. Faculty Guidance:

Faculty guidance is paramount important to enhance the basic skills. Faculty

encouragements, teaching method, management etc play important role to motivate the students.

COMSATs have the strong and well educated faculty.


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4. Population:

COMSATs students are the population from which I take the samples for the purpose of finding

solution of the problems.

Sample Size: 75 Students

5. Specimen of Multiple Response Questionnaire:

COMSATs Student’s Motivational Factors

COMSATs institute of information Technology, Lahore.

Name: ……………………... Program: ……………………..

Check the most important factors; that are motivating the COMSATs students for Researchwork?

Qualified FacultyModern Communications Resources (i.e. internet, Digital labs, etc).Educational EnvironmentLibraryScholarships for research work Future NeedsTeaching StrategyResearch Based AssignmentsComputer LabsOnline Data Base AccessOrganizational Field TripsSeminarsWorkshopsCompetitionsEncouragementCourse Related CertificationsGroup CollaborationAssigned Projects


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Case StudyTeacher Student Relationship

6. Summary Pie Chart:

Fig: 3.2


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Motivational Factors

Scholarships2%

Environment8%

Library2%

Faculty11%Relationships

5%CaseStudy

7%

AssignedProjects7%

Collaboration7%

Certifications4%

Encouragement6%

Seminars4%

Workshops4% Trips

5%Database

2%

ComputerLabs7%

Assignments4%

TeachingStrategy

10%

FutureNeeds1%

CommunicationResources

2%

Competitions

3%




7. Hypotheses:

H 0:if Less qualified faculty; then low students’ motivation

H 1: if high qualified faculty; then high students’ motivation

H 0 : if Less student organizational trip; then low students’ motivation

H 1: if high student organizational trip; then high students’ motivation

H 0: if less competition; then low students’ motivation

H 1: if More competition; then high students’ motivation

H 0: if less number of seminars; then low students’ motivation

H 1: if more number of seminar; then high students’ motivation

H 0: if less number of workshops; then low students’ motivation

H 1: if more numbly of workshops; then high students’ motivation

H 0: if less number of scholarships; then low students’ motivation

H 1: if more number of scholarships; then high students’ motivation

H 0: if non-proper research supported teaching strategies; then low students’ motivation

H 1: if proper research supported teaching strategies; then high students’ motivation

H 0: if fewer students are granted for research; then low students’ motivation

H 1: if more students are granted for research; then high students’ motivation

H 0: if less related certifications; then low students’ motivation


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H 1: if more related certification; then high students’ motivation

H 0: if less friendly relationship; then low students’ motivation

H 1: if more friendly relationship; then high students’ motivation

H 0: if less group collaboration; then low students’ motivation

H 1: if more group collaboration; then high students’ motivation

H 0: if less number of projects assigned; then low students’ motivation

H 1: if more number of projects assigned; then high students’ motivation

H 0: if less syllabus requirement; then low students’ motivation

H 1: if more syllabus requirement; then high students’ motivation

H 0: if less future needs; then low students’ motivation

H 1: if more future needs; then high students’ motivation

H 0: if less help by senior students; then low students’ motivation

H 1: if high help by senior student; then high students’ motivation

H 0: if less communication resources; then low students’ motivation

H 1: if high communication resources; then high students’ motivation

H 0: if non-highly educated university environment; then low students’ motivation

H 1: if highly educated university environment; then high students’ motivation

REFERANCE:


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1. Classrooms: Goals, structures, and student motivation.

PSYCNET:

http://psycnet.apa.org/journals/edu/84/3/261/

2. Enhancing Student Motivation: A School wide Approach

Authors:

Martin L. Maehr; Carol Midgley

Published in:

[Educational Psychologist, Volume 26, Issue 3 & 4 June 1991 , pages 399 – 427 ]

InformaWorld:

http://www.informaworld.com/smpp/content~content=a784752917&db=all

3. [BOOK] The learner centered classroom and school: strategies for increasing studentmotivation and achievement

Auteur(s):

MCCOMBS Barbara L., WHISLER Jo Sue 03-1997;

Date de parution: URL: http://www.lavoisier.fr/notice/frWWOX2SOA6LWSLO.html

4. Understanding student motivation

Author:

Timothy L. Seifert a

Published in:

Educational Research, Volume 46, Issue 2 June 2004 , pages 137 - 149

InformaWorld:



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5. Motivation in the College Classroom: What Students Tell Us

Author:

Edmund J. Sass

Published in: Teaching of Psychology, Volume 16, Issue 2 April 1989, pages 86 – 88

InformaWorld:


6. Cooperative learning and student motivation.

By: Nichols, Joe D.; Miller, Raymond B.

Contemporary Educational Psychology. Vol 19(2), Apr 1994, 167-178.

PSYCNET:

http://psycnet.apa.org/?fa=main.doiLanding&uid=1994-35264-001


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