Business with Accounting

(SQA RAK Centre)

UNIT CODE HP07 48

Unit Name: Graded Unit 2

Student Name: Anosha Zahid

SCN: 227002077
Date: 10th May 2023
Identifying factors affecting Student Motivation at The
University of Stirling, RAK to improve overall
Academic Performance.

Table of Contents
Stage 2: Part 1 – Developing a plan.
Overview of The University of Stirling RAK, and review of literature to assess Student
Motivation and Academic Performance

Conceptual Framework

Stage 2: Part 2 – Analysis of Primary and Secondary data

Stage 2: Part 3 – Assessment of the implications

Stage 2: Part 4 – Conclusion and Recommendations

Reference Lists.

Stage 2 – Development Stage

Summary of findings
One of, if not the most important, factors in academic performance has always been and remains
student motivation. Many aspects affect student motivation and academic performance but it's
important to know whether these aspects have a benefit or a drawback for academic performance.
According to (Afzal, 2010) Student motivation is frequently classified as either intrinsic or
extrinsic. Intrinsically motivated students do their learning out of interest, enjoyment, or to further
their own academic and personal objectives. Extrinsically motivated students as referenced by
(Dev, 1997) study only to obtain rewards or stay out of trouble. However, the primary focus of
this article is on whether student motivation influences academic performance at the University of
Stirling Ras Al Khaimah, United Arab Emirates. Depending on the findings and conclusions, the
Stirling management in Ras Al Khaimah might use the research findings to help them improve or
maintain their students' motivation and academic performance. Lastly, the concepts used in this
section is drawn from the knowledge acquired as part of my learning from the Unit HP71 47:
Managing People and Organizations.

Acknowledgements
I would like to express my heartfelt gratitude and appreciation to everyone who has helped me
along the way, as well as everyone who has assisted me in successfully completing my
dissertation. First and first, I want to express my gratitude to Shanthi Rajan, my mentor and
professor, who has encouraged me since the beginning of my SQA course and has assisted me in
successfully completing this project research. I would also like to thank everyone who helped with
the research study, including Mr. Nikhil, Mrs. Zareena Kennedy, Mrs. Annie, and Mrs. Tasneem,
as well as those who supported and cooperated during the study.
Section 1 – Overview of The University of Stirling RAK, and review of literature to assess
student motivation and academic performance.
In UAE, the University of Stirling RAK has a branch campus called the University of Stirling
RAK which was founded in 2002, and provides a variety of undergraduate and graduate degrees
in several subject areas. The University of Stirling RAK is committed to providing an excellent
education, developing skills, and improving the local academic scene. It strives to provide
students with the information, abilities, and worldwide perspectives they need to contribute
significantly to their professions and the community as a whole. This accomplishment can be
attained through student motivation. Academic success at The University of Stirling RAK is
significantly influenced by student motivation.

Universities and colleges are facing more difficult economic times, making it more crucial than
ever to attract and retain students, satisfy and enhance them, and make sure they graduate with the
skills to become successful, contributing citizens. In contrast to what a student brings to the
classroom or where they decide to study, Kuh's 2003 research found that students' academic
performance is more influenced by what they achieve while they are attending classes. If student
motivation can deliver on its promises, it might be the wand of opportunity that makes everything
possible. In light of this, examining the course of a student's academic career and figuring out
whether they will succeed in finishing their education or drop out can be significantly improved
by examining the relationship between motivation and academic performance. Students in
colleges and universities should be motivated to learn, behave properly, and perform well on
assessments. According to Bell (2012), colleges and universities usually evaluate their
performance based on their students' academic development. The current state of affairs, however,
demonstrates that students often perform below standards and are not continually engaged in their
academic assignments. How well students use the easily available academic resources often
determines their level of motivation and academic performance (Krause & Coates 2008).
Regularly studying, understanding coursework, showing up to class regularly, and doing projects
can aid with retention and allow establishing oneself as an expert on the subject. Academic
performance, the accumulation of social networks (Harper, 2008), academic achievement (Kuh,
Cruce, Shoup & Kinzie, 2008; Reyes, Brackett, Rivers, White & Salovey, 2012), and one's
adaptation to universities (Kuh, Palmer & Kish, 2003) are a few variables that academic
performance is shown to positively influence. Similarly, multiple studies (Bridges, Cambridge,
Kuh & Leegwater, 2005; Pascarella & Terenzini, 2005; Tinto, 2005) indicated that students who
show higher standards of academic performance and are subsequently more actively engaged in
their method of university coursework, show more determination during their degrees, and
eventually graduate.

Despite focusing on student motivation and engagement at the educational level, Fredricks,
Blumenfeld, and Paris (2004, 62–63) helpfully establish three aspects of student engagement by
referencing Bloom (1956). Behavioural engagement, Students that are behaviourally engaged
usually adhere to behavioural standards, such as attendance and participation, and they show no
signs of acting out or acting negatively. Emotional involvement, Students who are emotionally
involved are more likely to exhibit affective responses like interest, enjoyment, or a sense of
community. Lastly, cognitive engagement, Students who are cognitively engaged will be invested
in their education, strive to go above and beyond expectations, and enjoy a challenge.

According to Reschly and Christenson (2012), engagement has been used to characterize a variety
of behaviours, ideas, perceptions, feelings, and attitudes. In addition, to Hart, Shelley, Kaitlin, and
Jimerson (2011), engagement is characterized as a growth-promoting action in which a person
responds to his or her surroundings with intense focus and attention. By observing attitudes,
conduct, and actions that support effective learning of the topic, teachers can determine how
engaged their students are in the classroom. Without routinely reviewing its academic procedures,
a university's commitment to delivering academic quality would be difficult to discern. With input
from the key university stakeholders, the review should be conducted thoroughly and jointly. One
of the most effective methods for gathering the necessary data is a student engagement
questionnaire, which offers a way to look at the entire student experience. Second, interaction has
a significant intrinsic value for both university students and instructors. Finally, researching
student participation offers a way to learn about what students are doing as opposed to what is
assumed or expected of them

Behavioural Engagement
Although they concentrate on student motivation and engagement at an academic level, Fredricks,
Blumenfeld, and Paris (2004, 62–63) effectively outline three characteristics of student
engagement by citing Bloom (1956). Behavioural engagement: Students who are behaviourally
engaged typically follow behavioural expectations, such as attendance and involvement, and they
don't act out or behave adversely. Students that feel emotionally invested are more inclined to
display affective behaviours like curiosity, delight, or a feeling of belonging. Last but not least, is
cognitive engagement. Students that are intellectually engaged will care about their studies, work
to exceed expectations, and relish a challenge. This engagement has been used to describe a wide
range of behaviours, thoughts, opinions, emotions, and mindsets, as stated by Reschly and
Christenson (2012).

Additionally, Hart, Shelley, Kaitlin, and Jimerson (2011) define engagement as an action that
fosters growth and involves paying close attention to one's environment. Teachers can gauge how
involved students are in a class by looking at mindsets, conduct, and behaviours that promote
efficient comprehension of the subject. It would be challenging to determine a university's
dedication to producing academic excellence without continually evaluating its academic
practices. The study should be carried out extensively and collaboratively with participation the of
important university stakeholders. A student engagement survey, which provides a tool to
consider the overall experience of students, is one of the more efficient ways to acquire the
information needed. For both university students and teachers, involvement has a high intrinsic
value. The final approach for acquiring knowledge regarding what students are engaged in rather
than what is presumed or anticipated of them is to investigate student involvement.

Extrinsic & Intrinsic Motivation

As stated by Ali et al (2014), Dev (1997), Lepper (1988) and Duncan & Pintrich (1996), student
motivation is frequently classified as either intrinsic or extrinsic. Intrinsically motivated students
do their learning out of interest, enjoyment, or to further their own academic and personal
objectives. Extrinsically motivated students study only to obtain rewards or stay out of trouble.
Intrinsically driven students often use methods that demand more work but also give them more
time to concentrate on the material. They also like more difficult tasks, as opposed to extrinsically
driven students who favour easier ones. Students that are extrinsically driven are more likely to
work as little as possible to achieve the greatest benefit.

While students with extrinsic motivation strive to drag themselves through academic projects, feel
obligated to learn, and always put up the bare minimum effort to receive the maximum
appreciations, students with intrinsic motivation tend to be more passionate, independent and
enjoy their coursework. Students who are intrinsically driven often choose tactics that demand
more work but also give them more time to concentrate on the material. According to Condry and
Chambers (1978), students who were intrinsically motivated employed simpler collecting data and
decision-making tactics than extrinsically motivated students when they were presented with a
variety of cognitive challenges. Students who are intrinsically motivated also favour projects that
are somewhat tough, while students who are extrinsically motivated favour projects that are not
very demanding.

Universities, including those like the Stirling RAK Centre, usually create a close-knit community
where students, teachers, and staff have more chances to interact and make lasting connections.
This feeling of being a member can encourage a social and cooperative atmosphere where you can
easily make friends and take part in university events. A tight knit environment, individualized
attention, and practical resources can all help students feel more motivated.

The motivation of students and their academic success are related. Student motivation and
desirable academic results, such as critical thinking and high grades, have been linked, according
to research by Garrini, Kuh, and Klein (2006). The research study mentions a few demographic
characteristics that also influence student motivation. However, there is little proof that University
of Stirling, RAK students' motivation levels impact their academic performance. This study
attempts to advance research on this topic.
Conceptual Framework

FACTORS AFFECTING
STUDENT MOTIVATION
1. Behavioural Engagement Academic performance
2. Intrinsic Motivation
3. Extrinsic Motivation

Section 2 – Analysis of Primary and Secondary data

The purpose of the current study was to examine the connection between student motivation and
academic performance for students taking classes in University of Stirling, RAK's programmes.
Student engagement is a relatively recent, and broad concept that is used for measuring students'
academic performance, involvement, and commitment to higher education (Finn & Zimmer,
2012; Fredricks, Blumenfeld, & Paris, 2004; Reschly et al., 2014). The three types of student
motivation that were examined were behavioural engagement, intrinsic motivation, and extrinsic
motivation. It was predicted that each of these groups would have a major effect on variables
linked to students' overall academic performance. The study's respondents were 24 students
enrolled in the Business with Accounting year 1 and Computer Software Development and
Management courses at the University of Stirling, RAK Centre. A questionnaire was used to ask
the respondents about their level of participation and the factors that affected it.

24 University of Stirling, RAK students made up the participants (62.5% men, 37.5% women).
Participants comprised Accounting & Finance and SQA first-year students (54.4%), as well as
those studying Management (33.3%) and Computer Software Development (8.3%). 75% of the
participants were between the ages of 19 and 21. In addition, 8.3% and 16.7% of those surveyed
said they were under 25 years old and between the ages of 16 and 18 respectively. There were
many different replies for nationalities, but Indian made up the largest percentage (33.3%).
When asked, “In a class like this i prefer course material that really challenges me so i can learn
new things.” Majority of the respondents claimed that difficult course material is preferred since it
accelerates their learning of new topics for their coursework. When students choose difficult
course material it means that they prefer academic material that forces them to go outside of their
comfort zones and use critical thinking so this preference could indicate that students could
benefit from intellectually demanding situations which motivates to work on difficult ideas and
topics.

When asked “I am very interested in the content area of this course and I'm confident I can
understand the most complex material presented by the instructor in this course.” Most of the
respondents responded by saying that they were confident they can understand the most complex
material presented by the instructor in there courses while they were some students who disagreed
saying that they were not confident in their understandement of their courses. This preference
indicates that students show understanding of what is being taught in class.

When asked “In a class like this I prefer course material that arouses my curiosity even if its
difficult to learn.” Majority of the respondents responded by saying that they prefer difficult
course material when it arouses their curiosity. This preference indicates that students are driven
to learn and delve more into the course content since it grabs their interest and piques their
curiosity.

When asked “I am very interested in the content area of this course.” Majority of the respondents
responded by saying that they are interested in the content area of their courses. This preference
indicates that students are curious, enthusiastic, and engaged in what they are learning. This
means that the subject or area of study fits well with their preferences, desires, or professional
goals.

When asked “I think the course material in this class is useful for me to learn.” Majority of the
respondents responded by saying that they think the course material in their class is useful for
them to learn. This preference indicates that students value and consider the course’s materials
and assignments to be appropriate according to their academic objectives. This means that the
students think the content area of their courses will help them to advance their knowledge,
abilities and grasp of their courses.
When asked “I’m certain I can master the skills being taught in this class.” and “Considering the
difficulty of this course, the teacher and my skills, i think I will do well in this class.” Majority of
the respondents responded by saying that they are certain that they can master the skills being
taught in their classes. This preference indicates that students are confident that they can acquire
and utilize the information and abilities presented in their courses.

When asked “I want to do well in this class because its important to show my ability to my family,
friends, employer, or others.” Majority of the respondents responded by saying that they want to
do well in their classes because its important to show their ability to their family, friends,
employer, or others. This preference indicates that students demonstrate the impact of outside
motivation and societal standards on their academic performance.

When asked “I often find myself questioning things I hear or read in this course to decide if I find
them convincing.” Most of the respondents responded by saying that they often find themselves
questioning things they hear or read in their courses to decide if they find them convincing while
they were some students who disagreed with the statement. This preference shows students
engaging in critical thinking and assessing the given data. This means that students are
consciously evaluating the authenticity, and consistency of the information they come across in
their courses.

When asked “Even if I have trouble learning the material in this class I try to do the work on my
own without help from anyone.” Majority of the respondents responded by saying that if they
have trouble learning the material in their class they try to do their work on my own without help
from anyone. This preference indicates that students demonstrate a sense of independence and
would rather take control of their education and make an effort to solve problems on their own
rather that excessively rely on outside help.

When asked “I try to work with other students from this class to complete the course
assignments.” Most of the respondents responded by saying that they try to work with other
students from their class to complete their course assignments while they were some students who
disagreed with the statement. This preference indicates that students are actively searching for
collaborative possibilities to exchange ideas and make collective contributions to shared academic
objectives.
When asked “I work hard to do well in this class even if I don't like what we are doing.” Majority
of the respondents responded by saying that they work hard to do well in their classes even if they
don't like what they are doing. This preference indicates that students demonstrate a high degree
of intrinsic motivation and sense of accountability regarding their academic performance.

When asked “I find it hard to stick to a study schedule.” Most of the respondents responded by
saying that they find it hard to stick to a study schedule while they were some students who
disagreed with the statement. This preference indicates that students are have trouble maintaining
focus and routine in adhering to an organized schedule to carry out their studies.

When asked “I try to change the way I study in order to fit the course requirements and the
instructor’s teaching style.” Most of the respondents responded by saying that they change the
way they study in order to fit the course requirements and the instructor’s teaching style while
they were some students who disagreed with the statement. This preference indicates that students
flexibility and desire to modify their study methods to improve their learning process. This also
indicates students understanding of the significance of matching their study strategies with the
course requirements and the instructor’s teaching style.

The majority of respondents indicated that they were satisfied with the overall aspect of the
educational programs at the University of Stirling, RAK, however one respondent did add that
they wished for more programmes to be introduced especially in the masters degrees in response
to the question that was addressed in the qualitative parts of the questionnaire. Students did,
however, respond that they believe the institution is beneficial from a teaching standpoint and that
they are able to work better and more efficiently when speaking and debating the issues at hand
with the class representatives.
Section 3 – Assessment of the implication
This section presents a brief explanation of the conceptual framework and analysis on the
independent and dependent variables. It also focuses on the findings of primary data and the
linkage with secondary data. Student motivation is the dependent variable, and extrinsic and
intrinsic motivation are the independent variables, according to the conceptual framework.
Because student motivation is linked to an independent variable, the university must focus on both
extrinsic and intrinsic motivation to increase or achieve higher motivation. Student motivation is
linked to both types of motivation, indicating that, in addition to extrinsic drive, intrinsic
motivation is required in universities. The majority of students dispute that their motivation is not
negatively affected by the University, and none of the students strongly disagree. Few students, on
the other hand, strongly agree that their motivation is not negatively affected by the University.

The highest number of students have responded that they agree and strongly agree proving that
interacting with other students helps them to understand them better which motivates them and
creates a friendly environment. Few students have disagreed with the statement. Students would
be dissatisfied if they did not do a good job or if their ideas were ignored by others.

To sum up, the researcher has concentrated on how motivation affects overall Student Motivation.
The study concentrated on the elements that drive students in universities. Student motivation is
influenced by a variety of factors such as behavioural engagement and extrinsic and intrinsic
motivation. Grades and Assessments, for example, is both extrinsic and intrinsic element that
occurs when students perform well on a test to avoid failing. Grades and Assessments are a crucial
extrinsic element. Teachers who motivate students through Grades and Assessments may focus on
students paying focus and rewarding those students, which might encourage other students as well
to focus on their work. Parental Expectations are an extrinsic component that parents’ high
expectations for their child’s academic performance. To keep students motivated, parents can use
their future expectations for them as a motivation. The relationship between parents and children
is an extrinsic factor that influences motivation and academic performance. Parents can examine
strategies that aim to boost their children’s motivation and academic performance to find out what
children want and need. The results will support ongoing attempts by researchers to address the
issue of students' low motivation while learning.

The results of this study would also offer empirical information on the relationship between
student engagement in learning and academic performance as well as on how it affects academic
performance. Finally, the research would be very helpful to researchers who have an interest in
this field, including teachers, students, and possibly future researchers.
Section 4 – Conclusion and Recommendations
In Conclusion, by assessing the impact of engagement on academic performance among RAK
students at The University of Stirling, the current study aimed to close a gap in the literature. We
looked into the connections between the three components of engagement and academic success.
The research offers factual support for the idea that students' emotional and behavioural
involvement in school affects their academic development. In simpler terms, if students fully
commit to the learning objectives of the module, they are likely to do better on their final
assessments compared to if they did not. This result is consistent with the notion that academic
performance is a linear combination of both desire (motivation) and capacity (skill, proficiency,
abilities) and that having the motivation to put in the time and effort would lead to higher
academic performance than relying only on abilities. The results of this study confirm earlier
findings that extrinsic and intrinsic motivation along with behavioural engagement are necessary
for students to do well academically. Since they will be more invested in their education and more
likely to study for tests and exams, students who take ownership of their learning opportunities
may be more motivated to learn.

Apart from two factors, all the aspects had a positive impact on student motivation, according to
the results of the questionnaire. University of Stirling, RAK is doing an excellent job in terms of
providing a safe learning environment, a multicultural environment, faculty quality, having a good
relationship with its students as well as ensuring that the students themselves have a good
relationship, and providing promotions and opportunities to future students.

According to the study's results and thorough evaluation of the data, the researcher recommends:
Faculty members should employ more student-oriented teaching strategies. Students should be
able to participate as fully as possible in the process of learning and instruction using these
strategies. To provide students with optimal learning opportunities, tutors should be given courses
that are appropriate to their fields of specialization. The University of Stirling RAK should
develop a workshop or training program for faculty and staff on effective instruction that
prioritizes students. It should be clear how the teacher determines the student's marks. Students
should be allowed to view and contest their calculated marks, according to this. Students who
queried about their marks should have the teacher provide a thorough explanation.

University of Stirling, RAK management should look at spending more time correcting how
information in courses is given, since there has been a lot of complaints about students not
knowing half portion of work taught one day before the exam and not completing course portions
that are coming in exams on time. This could be due to the management's lack of time with its
employees, as there are many employees working for University of Stirling, RAK. As a result,
management does not have the opportunity to get connected with each employee, let alone ask
every individual employee whether or not they completed their portions. To solve these problems,
some rotational meetings could be introduced into the system, allowing every employee to meet
with management in person at least once every 2-3 weeks, and some employees should be put in
charge of collecting their fellow employees' responses, rather than waiting for management to
come in and organize the meetings.

Word Count of Stage 2: 3500 words

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