Assessing indicators of motivation for learning in a TQM class

Abstract

Purpose

The average mark in the mid-semester examination of a group of total quality management students turned out to be 52 percent with a SD of 11 percent. They are to score a minimum of 60 percent to enable them graduate with a diploma. The purpose of this paper is to investigate the vital Xs or variables that will help improve a student’s score from 52 to 60 percent.

Design/methodology/approach

The main objective of the study is to relate variables that will improve the learning outcome, hence the author chose a structural equation modeling using 15 latent constructs (Pintrich et al., 1991) to identify the vital Xs.

Findings

Results show that students study time, learning motive, and learning strategy will have significant effect on the learning outcome.

Research limitations/implications

This study is restricted to students in a particular university in Ghana, and may not necessarily be applicable universally.

Practical implications

This study used the (Pintrich et al., 1991) Motivated Strategies for Learning Questionnaire to gather information about student’s study habits, learning skills, and motivation for schoolwork. Students who participated in the study were provided with the necessary feedback to help improve on their examination scores.

Originality/value

This study contributes to literature by examining how the attitude(s) of the student in the classroom has a significant effect on the learning outcome.

Citation

Tetteh, G.A. (2015), "Assessing indicators of motivation for learning in a TQM class", The TQM Journal, Vol. 27 No. 4, pp. 412-434. https://doi.org/10.1108/TQM-03-2015-0037