June 14, 2015
June 14, 2015
June 17, 2015
Educational Research and Methods
26.1172.1 - 26.1172.13
Motivation and Learning Strategies of Students in Kyrgyzstan To understand the success attributes of students in Kyrgyzstan, a study was conducted using themotivated strategy and Learning Questionnaire (MSLQ). The primary objective of this investigation wasto evaluate whether the students in private and public universities demonstrates any significantdifferences in their motivation that may also influence the strategies used by them. The studyattempted to respond to the inquiry of stakeholders in higher education system, as there is no suchcomparison is available at this time. Assuming that the students at different stages of their post-secondary level education may have different levels of motivation, comparisons were also made amongfirst year, second year, third year and senior students. The MSLQ contains 81 items, out of which 18 ofthem seeks response in motivation and learning strategy with 6 motivation, and 9 learning strategyscales. The survey was distributed to a random student population with 506 responses that includes257 first and second year students and 249 junior and senior student. The responses were analyzedusing independent t-test and one way ANOVA. The results indicated a significant difference between thetypes of school (Public/ private) in 3 of motivational strategy. It was eminent the gender of the students(Males and Females) had significant difference in both private and public universities in 6 ofmotivational learning strategies. Additionally, there is a significant difference in the level/year of studentin both the public and private universities in learning strategy scales. Results of this study may be usefulto the institutions towards development of appropriate plan of actions to improve the quality.
Dakeev, U., & Mazumder, Q. H., & Yildiz, F., & Baltaci, K., & Mamadiev, B. (2015, June), Motivation and Learning Strategies of Students in Kyrgyzstan Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24509
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015