EVALUATING STUDENTS’ LEVEL OF MOTIVATION IN ALAM MPU ONLINE DISTANCE LEARNING COURSES DURING THE MOVEMENT CONTROL ORDER PERIOD IN MALAYSIA

Shamsul Rizal Haji Mohd Rosedi, Haji Mohd Asri Md. Sap

Abstract


The objective of this paper is to evaluate students’ level of motivation in the online distance learning (ODL) class of the Mata Pelajaran Umum (MPU) subjects during the period of Movement Control Order (MCO) in Malaysia. The global pandemic of COVID-19 has made maritime institutions in Malaysia shifted to the online distance learning for lesson delivery and assessments. This drastic shift posed immense challenges to educators and students since both parties were not fully prepared for ODL either pedagogical or technical thus may have affected their preparedness, focus, and most importantly, motivation in learning. Hence, a study was conducted on second year nautical students focusing on their motivation when learning Co-Curriculum 2 (Corporate Social Responsibility) and Professional Ethics subjects of the MPU (Mata Pelajaran Umum) via ODL mode, which also integrated ALAM Learning Management System (LMS) for the first time ever. The findings of the quantitative study which used Keller’s ARCS Model of Motivation and involved 136 respondents showed that there was a high level of student motivation in both subjects. Furthermore, the study also reported significance correlations between lecturers’ interesting teaching techniques with student satisfaction; and students’ active class participation with student engagement. These findings help maritime institutions to improve their ODL preparedness and delivery while sustaining student’s motivation at the optimum level. 


Keywords


student motivation, online distance learning, Mata Pelajaran Umum, learning management system

Full Text:

PDF

References


Bandura A. (1994). Self-efficacy. In: Ramachaudran VS, ed. Encyclopedia of Human

Behavior, 4. New York, NY: Academic Press, 71–81. Biggs J.B. (1991). Good learning: What is it? How can it be fostered? In: Biggs JB, ed.

Teaching for Learning: The View From Cognitive Psychology. Hawthorn, Australia: The Australian Council for Educational Research.

Chiu, T. K. F. (2022) Applying the self-determination theory (SDT) to explain student

engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(1), 14-30. DOI: 10.1080/15391523.2021.1891998

Chris, P. & Chula, K. (2020). COVID-19 Pandemic: challenges and implications for higher

education. Education, 1 (141) 2, 61-66.

Cook, D.A., Beckman, T.J., Thomas, K.G. & Thompson, W.G. (2009). Measuring

motivational characteristics of courses: applying Keller’s Instructional Materials

Motivation Survey to a web-based course. Academic Medicine, 84 (11), 1505-1509.

http://dx.doi.org/10.1097/ACM.0b013e3181baf56d

Daniel Teodorescu, Kamer Ainur Aivaz & Ana Amalfi (2022). Factors affecting motivation in online courses during the COVID-19 pandemic: the experiences of students at a Romania public university, European Journal of Higher Education, 12:3, 332-349, DOI: 10.1080/21568235.2021.1972024

Deterding, S. (2012). Gamification: designing for motivation. Interactions, 19(14), 14-17.

Díaz-Noguera, M. D., Hervás-Gómez, C., De la Calle-Cabrera, A. M., & López-Meneses, E.

(2022). Autonomy, motivation, and digital pedagogy are key factors in the perceptions of Spanish higher-education students toward online learning during the COVID-19 pandemic. International Journal of Environmental Research and Public Health,19(2),654.MDPIAG. Retrieved from http://dx.doi.org/10.3390/ijerph19020654

Fraenkel, J.R and Wallen, N.E., (1996). How to Design and Evaluate Research. USA: Mc.

Graw-Hill Inc.

Gagne´ R.M. (1985). The Conditions of Learning and Theory of Instruction. 4th ed. New

York, NY: Holt, Rinehart, and Winston.

Hartley, J. (2013). Some thoughts on Likert-type scales. International Journal of Clinical and

Health Psychology, 13, 83-86. doi:10.1080/13645570802648077

Kapp, K.M. (2012). The gamification of learning and instruction: game-based methods and

strategies for training and education. USA: John Wiley & Sons.

Keller J.M. (1979). Motivation and instructional design: A theoretical perspective. Journal of

Instructional Development., 2(4):26 –34. http://dx.doi.org/10.1007/BF02904345

Leo, S., Alsharari, N.M., Abbas, J., Alshurideh, M.T. (2021). From offline to online learning:

a qualitative study of challenges and opportunities as a response to the COVID-19

pandemic in the UAE higher education context. In: Alshurideh, M., Hassanien, A.E.,

Masa’deh, R. (eds) The Effect of Coronavirus Disease (COVID-19) on Business

Intelligence. Studies in Systems, Decision and Control, 334, Springer, Cham.

https://doi.org/10.1007/978-3-030-67151-8_12.

Locker, D., Jokovic, A., & Allison, P. (2007). Direction of wording and responses to items in

oral health-related quality of life questionnaires for children and their parents. Community Dentistry and Oral Epidemiology, 35(4), 255-262. doi:10.1111/j.1600- 0528.2007.00320.x

M Rosedi, S. R. (2021). Evaluating students’ level of motivation in learning maritime English

during the Movement Control Order (MCO) period: Preliminary findings on online

distance learning of an STCW course. Journal of Research, Policy & Practice of Teachers and Teacher Education,11(2), 139-151.

https://doi.org/10.37134/jrpptte.vol11.2.10.2021

Maatuk, A.M., Elberkawi, E.K., Aljawarneh, S. et al. (2022). The COVID-19 pandemic and E-learning: challenges and opportunities from the perspective of students and instructors. Journal of Computer Higher Education 34, 21–38 (2022). https://doi.org/10.1007/s12528- 021-09274-2

Maslow AH. (1943). A theory of human motivation. Psychol Rev., 50, 370 –396.

Mathews, B. P., Shepherd, J. L. (2002). Dimensionality of Cook and Wall’s (1980) British

Organizational Commitment Scale revisited. Journal of Occupational and Organizational Psychology, 75, 369-375. doi:10.1348/096317902320369767

Merritt, S. M. (2012). The two-factor solution to Allen and Meyer’s (1990) Affective

Commitment Scale: Effects of negatively worded items. Journal of Business Psychology, 27, 421-436. doi:10.1007/s10869-011-9252-3

Montenegro-Rueda, M., Luque-de la Rosa, A., Sarasola Sánchez-Serrano, J. L., & Fernández-Cerero, J. (2021). Assessment in higher education during the COVID-19 pandemic: A systematic review. Sustainability, 13(19), 10509. MDPI AG. DOI:

http://dx.doi.org/10.3390/su131910509.

Roszkowski, M., & Soven, M. (2010). Shifting gears: consequences of including two

negatively worded items in the middle of a positively worded questionnaire. Assessment & Evaluation in Higher Education, 35(1), 117-134. DOI:10.1080/0260293080261834.

Song, S.H., Keller, J.M. (2001). Effectiveness of motivationally adaptive computer-assisted

instruction on the dynamic aspects of motivation. Educational Technology Research and Development, 49(2), 5.

Stracke, C. M., Burgos, D., Santos-Hermosa, G., Bozkurt, A., Sharma, R. C., Swiatek

Cassafieres, C., dos Santos, A. I., et al. (2022). Responding to the initial challenge of the COVID-19 pandemic: analysis of international responses and impact in school and higher education. Sustainability, 14(3), 1876. MDPI AG. DOI:

http://dx.doi.org/10.3390/su14031876.

Turnbull, D., Chugh, R. & Luck, J. (2021). Transitioning to E-Learning during the COVID- 19 pandemic: How have higher education institutions responded to the challenge? Educ. Inf. Technol. 26, 6401–6419 (2021). DOI: https://doi.org/10.1007/s10639-021- 10633.


Refbacks

  • There are currently no refbacks.


This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0), permitting copy and redistribute the material in any medium or format.