RESEARCH MOTIVATIONAL FACTORS FOR

COMSAT’S STUDENTS
RESEARCH MOTIVATIONAL FACTORS FOR COMSAT’S STUDENTS MMK

TABLE OF CONTANTS

FOREWORD

Great works are performed not by strength but by persistence. Research is the key for the

development of all economic activities. In this research work I have compiled all motivational

factors influencing COMSAT’s student for research i.e. faculty, library, educational research

grants, etc. Mostly variables were found from previous research papers review by using internet

and print media. Framework is generated by using most important variables of student

motivational factors. As well as framework is supported by respected possible hypotheses.

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ACKNOWLEDGEMENT

I am heartily thankful to my supervisor, Sir Rashid Waheed Sahib, whose encouragement,

guidance and support from the initial to the final level enabled me to develop an understanding

of the subject. Lastly, I offer my regards and blessings to all of those who supported me in any

respect during the completion of the project.

Muhammad Muavia Khan

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PREAMBLE

As we know research is an organized, systematic data based, critical, objective & scientific

investigation Process of business related specific problem. Now a day the research is paramount

important to solve the modern era problems. In past Pakistani educational institution did not

focused on the researched based study. Now the numbers of institutions are promoting &

introducing the research special courses. Because of without research work the concept of

development is impossible. American & European countries touching the peak of

success/development due to the proper research work. About all educational institutions are now

focusing thon research base study to enhance the skills to solve the problems. And also

.Providing the specific environment and instruments which motivate the students for doing

research work.

COMSATs institute of information technology is also developing the researched based

motivational environment with in the institution premises.

“Factors influencing the COMSATs Student for research” is the topic of the research

work assigned to me.

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Ames & Carole stated in their journal of Educational that examines the classroom

learning environment in relation to achievement goal theory of motivation. Classroom structures

are described in terms of how they make different types of achievement goals salient and as a

consequence elicit qualitatively different patterns of motivation. Task, evaluation and

recognition, and authority dimensions of classrooms are presented as examples of structures that

can influence children's orientation toward different achievement goals. Central to the thesis of

this article is a perspective that argues for an identification of classroom structures that can

contribute to a mastery orientation, a systematic analysis of these structures, and a determination

of how these structures relate to each other. The ways in which interventions must address the

independency among these structures are discussed in terms of how they influence student

motivation. [By: Ames, Carole, and Sep 1992]

Martin L. Maehr and Carol Midgley stated in their research “Enhancing Student

Motivation” that what little motivational research is directed toward the practical world of

education is primarily addressed to classroom teachers. We presume to speak to those in school

leadership roles. Building on current interest in restructuring schools as well as the recent

attention to motivational issues, we suggest how the school as a whole can be redesigned so as to

enhance student motivation and learning. Our proposal is based firmly on an established program

of research and is framed by goal theory. In addition to presenting a rationale for school change

and a process to effect that change, we describe an ongoing project based on the theory and

directed toward school change. [By: Martin L. Maehr; Carol Midgley , 1991]

Mccombs Barbara L & Whisler Jo Sue stated in their book “Strategies for Increasing

Student Motivation and Achievement” about dynamic approach to education that is responsive to

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the needs of the learner and produces students who are motivated for success. The Learner

Centered Classroom and School show educators and administrators how they can fill their

classrooms with students who are eager for success and motivated to learn. The learner centered

approach focuses on designing instruction that is sensitive to the individual student’s needs,

abilities, and interests rather than rigidly tied to the subject matter. This unique approach

emphasizes cooperation, is respectful of the learner, and trusts individuals to be responsible their

own lerning. The book is filled with useful examples and practical suggestions for implementing

learner centered concepts into any school or classroom. [By: Mccombs Barbara L & Whisler

Jo Sue; 1997]

Timothy L. Seifert stated in their research theory on the topic of “Understanding Student

Motivation”, Contemporary theories of academic motivation seek to explain students' behaviors

in academic settings. While each theory seems to possess its own constructs and unique

explanations, these theories are actually closely tied together. In this theoretical study of

motivation, several theories of motivation were described and an underlying theme of the

influence of emotions was used to unify the theories. In these theories, emotions and beliefs are

thought to elicit different patterns of behavior such as pursuit of mastery, failure avoidance,

learned helplessness and passive aggression. Implications emerged which focused upon creating

classroom contexts that foster feelings of autonomy, competence and meaning as the catalysts for

developing adaptive, constructive learning. [By: Timothy L. Seifert; June 2004]

Edmund J. Sass discusses in his article “Motivation in the College Classroom“ in his

article about student perceptions of those college classes likely to result in high and low

classroom motivation. Eight characteristics of classes in which students had high motivation are

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identified; students ranked enthusiasm, relevance, and organization as being most important. The

classroom activity used to gather this information is also described. [By: Edmund J. Sass;

1989]

Nichols, Joe D., Miller & Raymond B. Examined in their research on the topic of

“Cooperative Learning and Student Motivation “ the effects of cooperative group learning on

students' motivation and achievement in Algebra II. 62 11th–12th graders were randomly

assigned to either a cooperative learning or traditional lecture group. Ss took pretests and

posttests that assessed efficacy, intrinsic valuing, and goal orientation. Algebra achievement was

assessed at the same time using a teacher-made exam. Ss in the cooperative classroom exhibited

significantly greater gains than the control group in algebra achievement, efficacy, intrinsic

valuing of algebra, and learning goal orientation. [Nichols, Joe D.; Miller, Raymond B; Apr

1994

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2. Variable Identified:

here is the list of variables which are obtained form research papers and by observation of
COMSATs university environment relating the student motivation and research. Variables which
effects the student within COMSATs University are listed blow

♦ Highly Qualified Faculty

♦ Educational Trip To Organization
♦ Speech Competition
♦ Seminars
♦ Workshops
♦ Scholarship For Research
♦ Research Supported Teaching Strategies
♦ Education Research Grants
♦ Course Related Certifications
♦ Teacher-Student Friendly Relationship
♦ Group Collaboration
♦ Assigned Projects
♦ Syllabus Requirement
♦ Future Needs
♦ Senior Student Leadership
♦ Communication Resources
♦ Research Supported Educational Environment

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♦ Availability Of Books
♦ Availability Of CDs
♦ Availability Of Databases
♦ Availability Of Journals
♦ Availability Of Internet Facility
♦ Faculty Guidance
♦ Library
♦ Learning Based On Case Study
♦ Understandability
♦ Academic Material
♦ Class incentive
♦ Grading system
♦ Encouragement
♦ class room

3. Significance of Important Variables:

3.1. Educational Trip to Organization:

Educational trip to field visit is most important factors to motivate the student for
research. COMSATs arrange the educational trip to the small and large organization to boost the
practical knowledge and skills. These trips motivate the student for research.

3.2. Seminars:

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Seminars also have its on importance to enhance the knowledge by finding the solution of
educational problem which indirectly affect the student motivational level. COMSATs also
arrange a number of seminars.

3.3. Workshops:

Workshops have there on importance. Workshops are the simulator for academic
knowledge. Workshops boost the conceptual skills of the students and prepared the students for
facing the professional environment without hesitations. COMSATs also provide the platform
for the workshops for there students.

3.4 Scholarship For Research:

Provision of funds to the deserving persons motivates the students for performing batter
in assigned research work. COMSAT is only platform providing the scholarship to their students
and faculty for within and across the border study and research works.

3.5 Group Collaboration:

Due to group collaboration the brain storming boosts the skills and motivates the students
for research work in respected fields. COMSATs promote the group collaboration of students.

3.6. Library:

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Library is only platform to provide supporting material for students in there academic
activaties and research work. COMSATs have a large central library consist on CDs, Research
papers, Books, Reports, Journals, Newspapers, databases, access to digital library etc.

3.7. Faculty Guidance:

Faculty guidance is paramount important to enhance the basic skills. Faculty

encouragements, teaching method, management etc play important role to motivate the students.
COMSATs have the strong and well educated faculty.

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4. Theoretical Framework & Hypotheses Generation:

Workshops

Awarding Scholarships
Class Room
Education Research Grants

Communication
Resources
Internet Facility
Group Collaboration
Books
CDs

Data Bases
Journals
Library

Student’s Motivation Certifications

Case Study
Grading Systems
Encouragement
Conceptual Study

Academic Assignments
Environment
Academic Material
Teaching Strategies

Future Needs
Qualified Faculty

Trip to Organization
Speech Competitions
Fig: 3.1
Seminars

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4. Population:

COMSATs students are the population from which I take the samples for the purpose of finding
solution of the problems.

Sample Size: 75 Students

5. Specimen of Multiple Response Questionnaire:

COMSATs Student’s Motivational Factors

COMSATs institute of information Technology, Lahore.

Name: ……………………... Program: ……………………..

Check  the most important factors; that are motivating the COMSATs students for Research
work?

 Qualified Faculty
 Modern Communications Resources (i.e. internet, Digital labs, etc).
 Educational Environment
 Library
 Scholarships for research work
 Future Needs
 Teaching Strategy
 Research Based Assignments
 Computer Labs
 Online Data Base Access
 Organizational Field Trips
 Seminars
 Workshops
 Competitions
 Encouragement
 Course Related Certifications
 Group Collaboration
 Assigned Projects
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 Case Study
 Teacher Student Relationship

6. Summary Pie Chart:

Motivational Factors
Faculty
11%
Relationships
5%
Library
CaseStudy 2%
7% Environment
8%
AssignedProjects Communication
7% Resources
2%
Scholarships
Collaboration
2%
7% FutureNeeds
Certifications 1%
4% TeachingStrateg
Encouragement y
6% 10%

Competitions
Assignments
3%
4%
Workshops
4% ComputerLabs
Seminars Trips Database
5% 2% 7%
4%

Fig: 3.2

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7. Hypotheses:

H0:if Less qualified faculty; then low students’ motivation

H1: if high qualified faculty; then high students’ motivation

H0 : if Less student organizational trip; then low students’ motivation

H1: if high student organizational trip; then high students’ motivation

H0: if less competition; then low students’ motivation

H1: if More competition; then high students’ motivation

H0: if less number of seminars; then low students’ motivation

H1: if more number of seminar; then high students’ motivation

H0: if less number of workshops; then low students’ motivation

H1: if more numbly of workshops; then high students’ motivation

H0: if less number of scholarships; then low students’ motivation

H1: if more number of scholarships; then high students’ motivation

H0: if non-proper research supported teaching strategies; then low students’ motivation

H1: if proper research supported teaching strategies; then high students’ motivation

H0: if fewer students are granted for research; then low students’ motivation

H1: if more students are granted for research; then high students’ motivation

H0: if less related certifications; then low students’ motivation

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H1: if more related certification; then high students’ motivation

H0: if less friendly relationship; then low students’ motivation

H1: if more friendly relationship; then high students’ motivation

H0: if less group collaboration; then low students’ motivation

H1: if more group collaboration; then high students’ motivation

H0: if less number of projects assigned; then low students’ motivation

H1: if more number of projects assigned; then high students’ motivation

H0: if less syllabus requirement; then low students’ motivation

H1: if more syllabus requirement; then high students’ motivation

H0: if less future needs; then low students’ motivation

H1: if more future needs; then high students’ motivation

H0: if less help by senior students; then low students’ motivation

H1: if high help by senior student; then high students’ motivation

H0: if less communication resources; then low students’ motivation

H1: if high communication resources; then high students’ motivation

H0: if non-highly educated university environment; then low students’ motivation

H1: if highly educated university environment; then high students’ motivation

REFERANCE:
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1. Classrooms: Goals, structures, and student motivation.

PSYCNET:
http://psycnet.apa.org/journals/edu/84/3/261/

2. Enhancing Student Motivation: A School wide Approach

Authors:
Martin L. Maehr; Carol Midgley
Published in:
[Educational Psychologist, Volume 26, Issue 3 & 4 June 1991 , pages 399 – 427 ]
InformaWorld:
http://www.informaworld.com/smpp/content~content=a784752917&db=all

3. [BOOK] The learner centered classroom and school: strategies for increasing student
motivation and achievement
Auteur(s):
MCCOMBS Barbara L., WHISLER Jo Sue 03-1997;
Date de parution:
URL: http://www.lavoisier.fr/notice/frWWOX2SOA6LWSLO.html

4. Understanding student motivation

Author:
Timothy L. Seifert a
Published in:
Educational Research, Volume 46, Issue 2 June 2004 , pages 137 - 149
InformaWorld:
http://www.informaworld.com/smpp/content~content=a715710351&db=all

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5. Motivation in the College Classroom: What Students Tell Us

Author:
Edmund J. Sass
Published in:
Teaching of Psychology, Volume 16, Issue 2 April 1989, pages 86 – 88
InformaWorld:
http://www.informaworld.com/smpp/content~content=a785864596&db=all

6. Cooperative learning and student motivation.

By:
Nichols, Joe D.; Miller, Raymond B.

Contemporary Educational Psychology. Vol 19(2), Apr 1994, 167-178.

PSYCNET:
http://psycnet.apa.org/?fa=main.doiLanding&uid=1994-35264-001

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