Influence of academic motivation on online learning outcomes among students in public universities in the Western Region of Kenya

Carolyne Mukenye; Manson B. Sichari; Rose Opiyo

doi:10.51867/ajernet.6.3.60

Authors

Carolyne Mukenye
mukenyecarol@gmail.com
Masinde Muliro University of Science and Technology, Kenya
Manson B. Sichari Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0001-9881-814X
Rose Opiyo Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0001-6881-7859

Keywords:

Self-Regulation Behavior, Student Online Learning Outcomes, Public Universities, Western Region, Kenya

Abstract

Higher education institutions are experiencing significant changes propelled by the urgent need to digitalize educational and training methodologies swiftly. Colleges maintain a focus on online education to address the varied requirements of students, promoting accessibility, adaptability, and continuity in their learning. For students to truly gain from online learning, academic motivation serves a vital role. Even with the increasing focus on online education, numerous students at public universities in the Western region of Kenya encounter difficulties concerning self-discipline, involvement, and motivation, impacting their academic performance. The research aimed to evaluate the effects of self-regulation techniques on students’ online learning results. McClelland and Atkinson's Need Achievement Theory guided this research. A mixed-methods research approach was utilized, focusing on 4,551 participants, which included 4,475 undergraduates from the Department of Education, 24 Education Department leaders, 39 teachers, and 4 Open and Distance e-learning (ODEL) administrators. The sample size was calculated using Yamane’s (1967) and Cochran’s formulas. Information was gathered through questionnaires and interviews with key informants. A pilot study was carried out to verify reliability, applying Cronbach’s alpha to evaluate the internal consistency of the research tools. The validity of the instruments regarding face, content, and criterion was determined. Data analysis included correlation to evaluate connections between variables and multiple regression to forecast their interactions. The qualitative findings from the interview revealed that academic motivation influences students' online learning achievements in public universities in this area. The findings revealed a robust positive connection (correlation coefficients of 0.733) between students' performance in online learning and their academic motivation. Linear regression analysis indicated that academic motivation had a positive and significant effect on students' online learning outcomes (regression coefficient of 1.137). The research revealed that academic motivation collectively accounted for approximately 70.3% of the variation in students' online learning outcomes. These results carry profound implications for education stakeholders, particularly in assessing preparedness for the competency-based curriculum (CBC) in Kenya by 2026, which incorporates online learning methods. The Teachers Service Commission (TSC), Kenya Institute of Curriculum Development (KICD), and Ministry of Education (MOE) can apply these results to develop effective teacher training programs for online teaching and to tackle obstacles that impede the implementation of online learning. Boosting students' academic motivation will be crucial for a successful digital learning journey.

Dimensions

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