Name: Nguyen Thanh Tra My.

Code: 2180178.

MIDTERM PAPER
In recent years, determining learning motivation (DLM) and the relationship between DLM and
learning outcomes of learners have been attracting special attention of many researchers
particularly in Vietnam and generally in all around the world because it is considered a “golden key”
to help educators access and discover the potential of learners. This article is a compilation of three
studies on the subject.

Each study focuses on a different aspect of learning motivation. The first one is the topic of
academic underachievement among ethnic minority students in Lam Dong Province, Vietnam, is
examined in this paper through an analysis of factors contributing to low educational motivation and
its implications for academic success. (Tran, 2013). On the other hand, personality and gender
disparities in university entrance and educational route selection were investigated in this study
(Guo et al., 2015). The last study analyzed the effect of grade retention in elementary school on
students' enthusiasm for educational achievement in grade 9 was studied in this research. (Cham et
al., 2015). The above articles used different methodology – quantitative or qualitative to analysis for
variety of scopes. The study of Tran N.T. in 2013 used qualitative method that included semi-
structured in-depth interviews, casual interactions, group debates, and insights. The study was
conducted in Lam Dong Province, Vietnam, in 2010 in the provincial capital city and three other
districts. Guo et al. (2015) used quantitative method to investigated participants (N = 10,370) were
drawn from a nationally representative prospective group of 15-year-old Australian teenagers.
Meanwhile, Cham et al. (2015) used propensity score weighting to compare retained and promoted
students on 67 covariates measured in grade 1, also considered as a quantitative research.

These experiments provide different results due to their different goals. Tran N.T. pointed out
that underrating education and inadequate educational confidence, priorities, and interests were
some of the reasons for low educational success, which may have been caused by insufficient
educational outcomes, parental expectations and lack of participation in their children's education,
teacher and majority student attitudes toward ethnic minority students (2013, p.133). According to
(Guo et al., 2015), the findings suggest that math self-concept and intrinsic value interact in
predicting advanced math course selection, matriculation results, university entrance, and STEM
fields of study; also prior reading achievement has negative effects on advanced math course
selection and STEM fields by math motivational beliefs; and last one is gender differences in
educational outcomes are mediated by math motivational beliefs. Cham et al. (2015) supposed that
grade retention may not have the detrimental consequences that have been commonly believed in
the literature; it is a costly intervention with no proof of gains to the retained pupil. However, some
results are unreliable due to shortcomings in the methodologies used. For example, the study of
Tran N.T. in 2013 just occurred in Lam Dong Province, Vietnam, and it happened in 2010 so this
result when extended to the present time may no longer be accurate because everything in the
world changes and develops over time. However, it was not only thoroughly examined, but it was
still endorsed Kalof, Dan and Dietz's cogent theory, so their conclusion is still beneficial. The
technique used in Guo et al's analysis is also problematic when they just interviewed and questioned
15-year-olds. Since these young students can not completely comprehend the questionnaire and
have unintentional responses, the study's conclusion's validity is limited and uncountable. The last
joumal article of Cham et al. has the same weakness as the previous one when it is only evaluated
based on interviews with 1st grade students.
 In summary, the articals mentioned on the above have contributed to the analysis of the
dynamics of individuals in general and collectives in particular in the world. With the hope to help
and contribute to the development of plans and strategies to improve student motivation on Earth.