Factors Affecting Motivation and Concentration of Engineering Students in Classrooms

Amin Malek; Robert Hernandez

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Conference: 2022 ASEE Zone IV Conference
Location: Vancouver
Publication Date: May 12, 2022
Start Date: May 12, 2022
End Date: May 14, 2022
Conference Session: Innovation In Teaching - II
Tagged Topics: Diversity and Conference Submission
Page Count: 10
DOI: 10.18260/1-2--44735
Permanent URL: https://peer.asee.org/44735
Download Count: 156

Paper Authors

biography

Amin Malek California State University, Bakersfield

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Professor Malek Mohammadi is a fellow of the UK Higher Education Academy (FHEA) and a Senior Member of IEEE, Member of Engineering Council (CEng), IET and Optical Society of America (OSA) and has published over 90 Scientific Research Papers and a Postgrad

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Robert Hernandez

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Abstract

Motivation, concentration and learning are highly complex aspects of student’s behavior. The relationship between student concentration in a class and learning has been a prominent research topic in educational studies [1]. Motivation is an important key for student’s success [2, 3]. Therefore, an aim of every learning-oriented entity is to investigate the factors that effects motivate of students to concentrate and learn better. Motivational theories, e.g. Expectancy Theory, which suggests that motivation has three main factors of expectancy, instrumentality (the perceptions of individuals as to get what they desire) and valence or Adam's Equity Theory [3] which was primarily attempts to explain relational satisfaction in terms of perceptions of fairness distributions of resources within interpersonal relationships, have been widely studied.

While student success is important at every educational level, it advances during the university years because this phase often represents the last formal education many students receive before competing for employment [6-8]. During their time at university, students develop their abilities and knowledge which make them ready for the job market. For this reason, education during these years is very important [1-2]. However, as in other levels of their educational careers, due to a lack of motivation students sometimes fail to achieve adequate learning/program outcomes [1].

In a study by Smilkstein [1], a group of college students were asked to list the stages of the learning process. The students developed a six-step process, with the number one step being motivation. Motivation was considered to be the necessary foundation on which the other steps follow and build [1, 4]. Student motivation translates to the students' willingness to participate in the learning process. But it also concerns the reasons or goals that underlie their involvement or non-involvement in academic activities. Although students may be equally motivated to perform a task, the sources of their motivation may differ. Lack of motivation leads to loss of interest or desire to learn or attend a class which consequently lead to withdraw or termination from university. Therefore, to maximize students’ learning process at Higher Education Level (HE), a study into the factors that affects the motivation of students is essential.

This paper examines and presents the factors affecting motivation and concentration span of engineering students in classrooms. Our work carries out most of the recommendations of the previous works but also deviates in the sense that it is studying the motivation of the students rather than their concentration span. This project examines the results from a survey conducted among the total population of 510 students from year 1 to year 4 undergraduate students in three different universities. The students responded to a questionnaire examining the factors that motivates them to work hard on their studies.

Citation
Format

Malek, A., & Hernandez, R. (2022, May), Factors Affecting Motivation and Concentration of Engineering Students in Classrooms Paper presented at 2022 ASEE Zone IV Conference, Vancouver. 10.18260/1-2--44735

TY - CPAPER
AB - Motivation, concentration and learning are highly complex aspects of student’s behavior. The relationship between student concentration in a class and learning has been a prominent research topic in educational studies [1]. Motivation is an important key for student’s success [2, 3]. Therefore, an aim of every learning-oriented entity is to investigate the factors that effects motivate of students to concentrate and learn better. Motivational theories, e.g. Expectancy Theory, which suggests that motivation has three main factors of expectancy, instrumentality (the perceptions of individuals as to get what they desire) and valence or Adam&#39;s Equity Theory [3] which was primarily attempts to explain relational satisfaction in terms of perceptions of fairness distributions of resources within interpersonal relationships, have been widely studied.

While student success is important at every educational level, it advances during the university years because this phase often represents the last formal education many students receive before competing for employment [6-8]. During their time at university, students develop their abilities and knowledge which make them ready for the job market. For this reason, education during these years is very important [1-2]. However, as in other levels of their educational careers, due to a lack of motivation students sometimes fail to achieve adequate learning/program outcomes [1].

In a study by Smilkstein [1], a group of college students were asked to list the stages of the learning process. The students developed a six-step process, with the number one step being motivation. Motivation was considered to be the necessary foundation on which the other steps follow and build [1, 4]. Student motivation translates to the students&#39; willingness to participate in the learning process. But it also concerns the reasons or goals that underlie their involvement or non-involvement in academic activities. Although students may be equally motivated to perform a task, the sources of their motivation may differ. Lack of motivation leads to loss of interest or desire to learn or attend a class which consequently lead to withdraw or termination from university. Therefore, to maximize students’ learning process at Higher Education Level (HE), a study into the factors that affects the motivation of students is essential.

This paper examines and presents the factors affecting motivation and concentration span of engineering students in classrooms. Our work carries out most of the recommendations of the previous works but also deviates in the sense that it is studying the motivation of the students rather than their concentration span. This project examines the results from a survey conducted among the total population of 510 students from year 1 to year 4 undergraduate students in three different universities. The students responded to a questionnaire examining the factors that motivates them to work hard on their studies.

AU - Amin Malek
AU - Robert Hernandez
CY - Vancouver
DA - 2022/05/12
PB - ASEE Conferences
TI - Factors Affecting Motivation and Concentration of Engineering Students in Classrooms
UR - https://peer.asee.org/44735
DO - 10.18260/1-2--44735
ER -