Mehmood Assignment

ABSTRACT
ABSTRACT The over riding purpose of this research is to study gender

pattems inclassroom interactions. There are two components to this, namely
a) to study girls' and boys contacts with teachers in the classroom and b) to
study how teachers and male and female students perceive one another, and
how they perceive gender differences in student-teacher contacts in the class
as well as in the university at large Two perspectives concerned with gender
differences in social orientation and the results suggest that the conditions for
teacher-student interactions in the classroom are more likely to suit boys'
social orientation and thus provide for male rather than female interests. Boys
have more frequent teacher-interactions. In five out of seven classes, while the
reverse gender pattern is found in two classes. Gender differences also
hetween subjects and different kinds of interaction. Comparisons between
classes where-girls and boys respectively have the more prominent position
suggest that their dominance in the classroom has gender-specific
characteristics, both in respect of content and ways of relating to class-mates.
Gender differences in behavior corresponding to social orientations are also
found in teachers' and students descriptions of student- teacher relations. On
the whole. those descriptions indicate that girls are more oriented towards
personal contacts with teachers, while boys are more oriented towards
teachers as professionals Interviews with teachers show that whereas boys are
always identified as individuals, the publicly active girls are more likely to be
identified as groups. Girls usually appear to have less influence on the
classroom process than boys have, To some extent however, they seem to be
able to benefit from gender- related expectations of accommodation; both
teachers and girls assume teachers to be more indulgent towards girls. Girls
themselves also think that they can create strategies. to draw on expectations
of accommodation, by exaggerating and refining eadde yym the role of" the
good pupil" in order to gain influence and attention from teachers. It is argued
that students' various strategies for gaining control are to be seen as resistance
to subordination and, further more, that girls' and boys' resistance in university
differ, both in content and form; because of differences in social positions and
social orientations.
INTRODUCTION
Rationale for the Study
There has been a national concerm for the United States' educational
poesition and rank when compared to other powerful countries in our world.
Concern for our Nation's dropout rate and the prevalence of standardized
testing in public. private, and parochial university as well as suggestions and
considerations for a longer university year all demonstrate the reality of this
situation. Over 10 years ago. Gottfried (1990) stated that the impact of
motivation on student's education certainly could not be more critical as
professionals and the public are concerned about declining test scores and
escalating drop-out rates. Intelligence is not the only determinant of academic
achievement. High motivation and engagement in learning have consistently
been linked to reduced dropout rates and increased levels of student success
(Kushman, Sieber, & Harold. 2000). Development of academic intrinsic
motivation in young students is an important goal for educators because of its
inherent importance for future motivation. as well as for student's effective
university functioning (Gottfried, 1990). The purpose of this study is to
investigate whether young students who are characterized as intrinsically
motivated are better academic achievers than young students who are
characterized as extrinsically motivated. Previous research characterized
motivation as being biologically driven in order to satisfy personal needs.
White (1959), Harter (1981), and Deci and Ryan (1985) have stipulated that
while physiological drives play a role, the bulk of behavior initiation rest
upon the need to feel effective and master the environment (Weist, Wong, &
Kreil. 1998). White (1959) was the first person to challenge these traditional
drive and instinct theorics of motivation by stating behaviors such as curiosity
and exploration are an urge toward competence. White (1959) proposed that
people are innately motivated to gain mastery over their environment and gain
what he termed feelings of effectance. This solution he called 'effectance,' was
defined as one which impels the organism toward competence and His theory
was is satisfied by a feeling of efficacy or capability (Harter, 1978).
revolutionary in that it clearly put forth a motivational system that was
independent of drive reductions as a reinforcer (Goldberg. 1994).
Since that time. Harter (1978) has extended White's work by
translating and operational zing theoretical concepts related to motivation into
researchable formulations that can be empirically tested within a
developmental context. Unfortunately, the body of literature reviewed has not
focused on young students. The few studies that have examined motivation in
young students have found that it is a weak predictor of achievement (Stipek &
Ryan, 1997). The current study has the potential to reveal= relationship
between intrinsic motivation and academic achievement in young student and
provide further support for the examination and study of motivation as a vali
educational construct.
Hypothesis
The general hypothesis for this study is that a positive relationship
exists between classroom motivation and academic achievement among
university students. As intrinsic motivation increases, academic achievement
will increase.
Objectives
The following are the objectives for the current study:
1. To measure the level of voung student's intrinsic motivation in the
classroom.
2. To measure academic achievement among university.
3. To investigate the relationship, if any, between motivation and academic
achievement.
Limitations
The following limitations governed the interpretation of results,
conclusions, and recommendations:
1. The sample is limited to BZ University from a Pakistan,
2. No control group is utilized.
METHODOLOGY
Design
The current study is part of a larger, longitudinal project being
conducted by Dr. Gun at the Louisiana State University Agricultural Center
investigating the relationshins anns si jo asodind au uaudojaaap s, Juapnus pue
sassaoad ssans Kuung usamjaq correlational study is to determine it there is a
relationship between student's classroom motivation and their academic
achievement. The following are the specific hypotheses for the current study:
A positive relationship exists between mastery motivation and academic
achievement for university students.
1. A positive relationship exists between judgment motivation and
2. A academic achievement for university students.
Data Collection
The students were interviewed at their university during 2017. Prior to
interviewing, participation in the study was requested from the university
administration. BZ university administration granted permission to conduct the
study in its campus. Consent forms due to a late decision to participate. Two
university received consent forms, but failed to pass them out to the students.
One university passed out consent forms, but the forms were not returned by
the parents.) Students from 18 of the public university participated in the
study. One of the university laboratory university also agreed to participate
yielding a total of 19 university for this study. A rough estimate of the socio-
economic and demographic characteristics of the participating BZ University
indicated that the sample adequately represented the population of the
student from BZU.
Variables and Assessment
Data for the proposed study were collected using one instrument.
Students motivation was measured by using Harter's (198O, 1981) Scale of
Intrinsic versus
Extrinsic Motivational Orientation in the Classroom.
Academic achievement was assessed by the student's teacher and
represented by the student's cumulative CGPA for the semester in reading and
math.
Control Variables
Two control variables were considered in the analysis of this study. The
race and gender of the students was used as control variables.
Data Analysis
Separate analyses was performed for university students for two
reasons (1) Pevious analyses have indicated statistically signifisant grade
differences (Cramer. 2002), and (2) as previously mentioned, nominal values of
the CGPA first year and Hext all year students are not same eg GPA and CGPA
for university students are not he same. To test relationships between
classroom motivation and academic achievement as measured by student
interviews and grades, simple and multiple regression analyses was employed.
RESULTS
Table No.1
Percentage regarding age of the respondents.
Categories Frequency Percent
18-20 Years 40 29.0
21-25 Years 41 41.0
26-30 Years 15 18.0
Above 30 Years 04 12.0
Total 100 100.0
The Categories of age lies from 18-20,21-25,26-30 and above 30 years.

The total number of respondents in 18-20 are 40 years are 21-25 are 41, 26-30
years are 15 and above 30 are 04.
Table No.2
Percentage regarding Gender of respondents
Male 50 50.0
Female 50 50.0
Total 100 100.0
The respondent to this research were Male and Female the total number of
respondent Male is 50 and Female respondents are 50, Our data collection lies
between this sample size of 100 including male and female.

Table No.3
Q1: Do some students would rather play outdoor games in theirspare time?
Yes 70 70.0
No 30 30.0
Total 100 100.0
In question NO. I there two types of respondent. The table who say yes and no
and bar chart clearly shows of frequency yes and no.
In table it is shown that yes is 70% and no is 30%. The result shows that
student like to play outdoor games more in their free time. They do not like
much studying and reading in their free time. 61

Table No.4
Q2: Do some students like hard work because it is a challenge?
Yes 68 68.0
No 32 32.0
Total 100 100.0
In question NO. 2 fhere twG types of respondents who say pes or ne clearty
diows dhat frequency of yes is no and no is 32.
The results shows that students are mors band working and accept work like a
dhalenge So, if the work is given to student they do pot esitate and accept it as
a challenge.
Table No.5
Q3. Do some students almost always think that what the teacher says is ok?
Yes 42 42.0
No 58 58.0
Total 100 100.0
In question no.3 there are two categories, yes and no. the frequency of
responde regarding this question is 42 and 58. The respondents who say yes
are 42 and who say are 58. The table shows that 42% respondents say yes and
58% say no.
The result shows that more students thinks that they do not understand what
the teacher saying and other students thinks saying it is ok.

Table No.6
Q4. Do some students like difficulty problems because they enjoy trying to
figure them out?
Yes 80 80.0
No 20 20.0
Total 100 100.0
In question no.4, there are two categories yes and no. the frequency of
respondents regarding this question is 80 and 20. The respondents who say yes
are 80 and who say no are 20. The table shows that 80% respondents say yes
and 20% say no.
The result shows that more student's difficulties & problems that they do not
understand what the teacher is saying. 22

Table No.7
Q5. Do some students their work because the teacher tells them do?
Yes 63 63.0
No 37 37.0
Total 100 100.0
In question no.5, there are two categories, yes and no. the frequency of
and 37% say no.Because students thought that teacher advise and teacher
plan the question ay of educating is acceptable and for that's reason students
says ok.
Table No.8
Q6. Do some students like the teacher to help them plan what to do next?
Yes 52 52.0
No 48 48.0
Total 100 100.0
In question no.6, there are two categories, ves and no. the frequency of
and 48% say no.
Students strongly believe in teachers and students share ideas with the
teachers. Teachers are always helpful for students and give best ideas for the
better future of the students.

Table No.9
Q7. Do some students think they should have say in what work they do in
university?
Yes 40 40.0
No 60 60.0
Total 100 100.0
Yes No (In question no.7, there are two categories, yes and no. the frequency
of respondents regarding this question is 40 and 60. The respondents who say
yes are 40 and who say no are 60 The table shows that 40% respondents say
yes and 60% say no. The result shows that the stadents are willing to do the
work of their own choice but in limited was Le concerts Annual Dinners and
other activitiec.
Table No.10
Q8. Do some students like university subjects where it is pretty easy to just
learn the answers?
Yes 32 32.0
No 68 38.0
Total 100 100.0
and 68% say no. 68% students select no option the reason is that in university
subject it didn't mean that answers are just easy but there is also an reason
that by reading university subjects it is also way to gain more knowledge.) 26

Table No.11
Q9. Do some students aren’t sure if their work is really good or not until the
teacher tells them?
Yes 60 60.0
No 40 40.0
Total 100 100.0
and 40% say no. These type of students depend all their work on teachers and
can never have any interest to do their work by themselves.

Table No.12
Q10. Do some students do extra projects so they can get better position?
Yes 44 44.0
No 56 56.0
Total 100 100.0
respondents *egarding this question is 44 and 56. The respondents who say
yes are 44 and who say no are 56. The table shows that 44% respondents say
yes and 56% say no. Students can take part in other educational activities a
part from their class like conducting research different ways and many other
projects which make students to get better position.

Table No.13
Q11. Do some students think is best if they decide when to work on each
university subject?
Yes 73 73.0
No 27 27.0
Total 100 100.0
and 27% say no. 73 % percent student get their replies towards yes because
successful students can focus on each and every subject of university.

Table No.14
Q12. Do some students know they didn’t do their best on an assignment

when they turn it in?
Yes 30 30.0
No 70 70.0
Total 100 100.0
and 70% say no. Mostly students didn't believe in themselves and didn't work
hard and this thing make themselves to think ) that didn't do their best.
Table No.15
Q13. Do some students don’t do their work in class?
Yes 48 48.0
No 52 52.0
Total 100 100.0
and 52% say no. Mostly student don't do their work in class because they were
involved in other activities, :) like use cell phone in their class room.
Table No.16
Q14. Do some students don’t like difficult university work because they have
to work too hard?
Yes 49 49.0
No 51 51.0
Total 100 100.0
In question no. 14, there are two categories, ves and no. the frequency of
and 51% say no. The reason is that some students did not like to work hard and
didn't like difficult university work.

Table No.17
Q15. Do some students like to do theor university work without help?
Yes 49 49.0
No 51 51.0
Total 100 100.0
and 51% say no. This table shows the ratio of 49/51. 49% students select yes
and 51 select No option. This means that genius students can not take any help
and do their work by self. )

Table No.18
Q16. Do some students know whether or not they’re doing well in university
without position?
Yes 65 65.0
No 35 35.0
Total 100 100.0
and 35% say no. 65% students think that getting result without any position
and they believe that they are not doing well in university without position.
Table No.19
Q17. Do some students like to learn things on their own that interest then?
Yes 86 86.0
No 14 14.0
Total 100 100.0
In question no. 17, there are two categories, yes and no. the frequency of
and 35% say no. These type of students are extra genius and have greater mind
to do any work that interest them.

Table No.20
Q18. Do some students read things because they are interested in the
subject?
Yes 42 42.0
No 58 58.0
Total 100 100.0
and 58% say no. Different type of students can like to read different subjects
and find different type of new things and conducting research and analyzing to
gain knowledge.
Table No.21
Q19. Do some students need to get their report cards to tell them how they
are doing in university?
Yes 26 26.0
No 74 74.0
Total 100 100.0
In question no. 19, there are two categories, yes and no. the frequency of
and 74% say no. Students can get their report cards to how they are capable
and what their CGPA. By getting report cards students can also justify their
positions.
Table No.22
Q19. Do some students get stuck on a problem they ask the teacher for help?
Yes 89 89.0
No 11 11.0
Total 100 100.0
In question no.20, there are two categories, ves and no. the frequency of
respondents regarding this question is 89 and 11. The respondents who say
yes are 89 and who say no are 11. The table shows that 89% respondents
say yes and 11% say no. Students can ask teacher for help because teacher
is a big authority for students so that's why students ask teacher for help.
1. De Some students would rather play outdoors in their spare time?
a) Yes b) No
2. Do some students like hard work because it is a challenge?
a) Yes b) no
3. De Some students almost always think that what the teacher says is OK?
a) Yes b) no
4. Do some students like difficult problems because they enjoy trying to figure
them out.
a) Yes b) no
5.Do some students do their school work because the teacher tells them to?
a) Yes b) no
6. Do some students like the teacher to help them plan what to do nexr?
a) Yes b) no
7. Do some students thing they should thave a say in what work they do in
university.
a) Yes b) no
8 Do some students like university subjects where it is pretty easy to just learn
the answers.
a) Yes b) no
9. Do some students aren't sure if their work is really good or not until the
teacher tells them.
a) Yes b) no
10. Do some students do extra projects so they can get better grades?
a) Yes b) no
11. Do some students think its best if they decide when to work on each
university subject.
a) Yes b) no
12. Do some students know they didn't do their best on an assignment when
they turn it in?
a) Yes b) no
13. Do some students don't their do their work in class?
a) Yes b) no
14. Do some students don't like difficult university work because they have to
work too hard?
a) Yes b) no
15. Do some students like to do their university work without help?
a) Yes b) no
16. Do some students know whether or not they're doing well in university
without grades?
a) Yes b) no
17. Do some students like to learn things on their own that interest them?
a) Yes b) no
18. Do some students read things because they are interested in the subject?
a) Yes b) no
19. Some students need to get their report cards to tell them how they are
a) Yes b) no doing in university.
20. If some students get stuck on a problem they ask the teacher for help?
a) Yes b) no

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ABSTRACT

ABSTRACT The over riding purpose of this research is to study gender

Categories Frequency Percent

18-20 Years 40 29.0

21-25 Years 41 41.0

26-30 Years 15 18.0

Above 30 Years 04 12.0

Total 100 100.0

The Categories of age lies from 18-20,21-25,26-30 and above 30 years.

Percentage regarding Gender of respondents

Categories Frequency Percent

Total 100 100.0

between this sample size of 100 including male and female.

Categories Frequency Percent

Total 100 100.0

and bar chart clearly shows of frequency yes and no.

much studying and reading in their free time. 61

Q2: Do some students like hard work because it is a challenge?

Categories Frequency Percent

Total 100 100.0

diows dhat frequency of yes is no and no is 32.

Categories Frequency Percent

Total 100 100.0

58% say no.

the teacher saying and other students thinks saying it is ok.

Categories Frequency Percent

Total 100 100.0

and 20% say no.

understand what the teacher is saying. 22

Categories Frequency Percent

Total 100 100.0

Categories Frequency Percent

Total 100 100.0

and 48% say no.

better future of the students.

Categories Frequency Percent

Total 100 100.0

Categories Frequency Percent

Total 100 100.0

that by reading university subjects it is also way to gain more knowledge.) 26

Categories Frequency Percent

Total 100 100.0

can never have any interest to do their work by themselves.

Categories Frequency Percent

Total 100 100.0

projects which make students to get better position.

Categories Frequency Percent

Total 100 100.0

successful students can focus on each and every subject of university.

Q12. Do some students know they didn’t do their best on an assignment

Categories Frequency Percent

Total 100 100.0

Q13. Do some students don’t do their work in class?

Categories Frequency Percent

Total 100 100.0

Categories Frequency Percent

Total 100 100.0

didn't like difficult university work.

Q15. Do some students like to do theor university work without help?

Categories Frequency Percent

Total 100 100.0

and do their work by self. )

Categories Frequency Percent

Total 100 100.0