DK ASHNANI BTE PG HJ BESAR 00-127302 (K)

MASTER DEGREE RESEARCH PROPOSAL

A COMPARISON BETWEEN INTRINSIC AND EXTRINSIC MOTIVATION IN NON COED SECONDARY SCHOOLS IN BRUNEI DARUSSALAM

INTRODUCTION The field of human motivation is a complex and expansive domain, not lacking in motivational experts or approaches. Motivation is an integral feature of a human personality and is expressed in a persons behavior. Motivation is essential to educational processes, as no learning can take place without students being motivated to do so. Two types of motivations commonly identified within the school population are Intrinsic and Extrinsic. In comparison however, our students intrinsic motivation will have substantial longterm advantages. Over time students with a more intrinsic motivational orientation, working within a needssatisfying environment, will tend to outperform those who have become accustomed to extrinsic rewards. These include grades, rewards, praise, punishments, public recognition and phone calls home.

RATIONALE When one thinks of the idea of classroom motivation, it often brings to mind strategies that are used to provide incentives for students do something and/or do it with greater intensity. Yet, when we examine motivation more closely we recognize that it is not always something that is added to the situation. It can be something that comes from within us (Ryan & Deci, 2006). Contrastingly, Extrinsic Motivation are those in which there is something added that comes from an external agent, such as a reward from the teachers (Alberto & Troutman, 2003). These extrinsic rewards act as concrete representations that something of value has been accomplished. Therefore they are intended to act as the reinforcement in the process of operant conditioning. This technique originated in the field of psychology called behaviorism, and is most associated with one of its pioneers, B.F. Skinner. In operant conditioning, the operant--or desired behavior that is being conditioned-is reinforced by an extrinsic reinforcement/reward (Alberto & Troutman, 2003). In this case the operant is the act of desirable behavior on the part of the student, and the extrinsic reward is the token or prize (Reeve, 2006). While it is true that there are few absolutes in the field of motivation, it may be helpful to the school counselors to classify various motivational strategies into those that are more extrinsic and those that are more intrinsic to help motivating students into achieving better academic results. Given that it is true that at any time there are a multitude of motivational influences that exist inside and outside of any student, it is still useful to examine each strategy independently, to examine which forms of motivation will be more effective in the long term which will lead to better academic performance. OBJECTIVES:

DK ASHNANI BTE PG HJ BESAR 00-127302 (K)

1. To analyse, as a whole, the need to understand the difference between the Intrinsic and Extrinsic motivation in students. 2. With these findings, school counselors/teachers hopefully would be able to help enhancing and inculcate each value for the students better academic performance. 3. To help the students to sustain their motivation throughout their school-years for their overall success leading towards academic excellence.

LITERATURE REVIEW Church, Elliot, and Gable (2001) investigated the classroom environments influence on goal adoption and subsequent effect on Intrinsic Motivation. Results showed positive academic outcomes such as increased learning and higher levels of intrinsic motivation in the more autonomous environments. An article by Gottfried, Fleming and Gottfried (2001) investigated the continuity of academic Intrinsic Motivation from childhood through late adolescence using longitudinal study. Results indicated that Intrinsic Motivation is stable and steadily declines as we age. These findings make salient the need for early intervention in the enhancement of intrinsic motivation to learn.

HYPOTHESIS The hypotheses for this study are: 1. Does Intrinsic Motivation a stable construct for Non Co-Ed schools? 2. Does gender play a major factor in determining the types of motivation, either Intrinsic or Extrinsic? 2. Will the students who have Intrinsic Motivation result in more excellence academic performances? 3. Does Intrinsic Motivation a personal choice and self-determination rather than an autonomy? 4. With advancement in age, could academic intrinsic motivation become increasingly stable? 5. Will the Intrinsic motivation be sustained in the long term? 6. Does Intrinsic motivation alone enough to experience overall success of these students?

METHODOLOGY To test these hypotheses, I chose a qualitative method: the content analysis. This choice was made for methodological and theoretical reasons. First, this study will attempt to evaluate and compare by using questionnaires. The great majority of these questionnaires are principally focus on the comparison between Intrinsic and Extrinsic Motivation. Consequently, it will use a more qualitative approach to determine the findings

Subjects

DK ASHNANI BTE PG HJ BESAR 00-127302 (K)

Randomly selected students of Non Co-Ed Secondary Schools in Negara Brunei Darussalam.

Data Analysis 1. SPSS Version 12.0 2. Descriptive Analysis Min, Median, Percentage and Frequency 3. Inferential Analysis Correlation Pearson

Instrument 1. Rotters Lotus Of Control Internal/External Locus Of Control 2. State Trait Anxiety Inventory (STAI) Spielberger, 1973. 3. Adolescence Coping Scale General Form to test the coping skill to various elements of tests Alpha Cronbach value.

CONCLUSION In todays classroom, it is important to focus on practices that foster a learning goal orientation, which emphasize mastery of the material. Students with learning goals seek to understand content, master skills, and gain competence. Teachers focus on learning goals has a positive impact on students intrinsic motivation and other aspects of motivation. As educators we must prepare, set expectations, and adapt along the way, to get the most out of all our students. Motivation has many facets that may or may not contribute to the overall academic success of students. The research mentioned in the literature review shows both the pros and cons of using intrinsic and extrinsic motivation. It is important to note that research may be biased based on what facts researchers choose to report. Motivation in the classroom must measure the different aspects in order for results to reflect positively. Getting students to believe in themselves is one of the most powerful tools educators can use to reach a state of self-fulfillment. Teachers can make the difference, and with a little effort, the results will come. Teaching students the importance of motivation will help them share specific thoughts with each other where learning will carry over to their real world experiences. The future is unknown but the passion to succeed is the light leading the way.

REFERENCES: Alberto, P., & Troutman, A. (2003) Applied behavioral analysis for teaching (6th ed.) Upper Saddle River, NJ. Merrill/Prentice Hall.

DK ASHNANI BTE PG HJ BESAR 00-127302 (K)

Reeve, J (2006) Extrinsic Rewards and inner motivation. In C.M. Evertson & C.S. Weinstein, (Eds.) Handbook of classroom management. (p. 645-664). Lawrence Erlbaum Associates. Ryan, R.M., & Deci, E.L.(2006) Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55, 65-78.