Learner-Centered Practices (LCP) and Students' Intrinsic Motivation: The Case of the Hashemite University, Jordan

Jehad Alaedein, Jamal Abu Al-Ruz, Mohammed Abu Alia

Abstract


The authors examined the relationship between Learner-Centered Practices (LCP) and Students' Intrinsic Motivation (IM) and Midterm Grades (MG). Random sample (N= 971) (584 females, 387 males) of Hashemite University graduate and undergraduate students completed Learner-Centered Practices Students' Perceptions Inventory (LCPSPI) (McCombs and Whisler, 1997), and Intrinsic Motivation Inventory (IMI). The results showed significant correlations between students' (LCPSPI) scores and their intrinsic motivation (IMI) scores (r= 0.46, p<0.01), between (LCPSPI) scores and Midterm Grades (MG) (r =0.31, p<0.01), as well as between (IMI) and (MG) scores (r = 0.20, p <0.01). In addition, results revealed that the two levels (high – low) of exposure to learner-centered practices lead to differential effects on intrinsic motivation (IMI) scores (t =13.42, p<0.001), and on the midterm grades (MG) (t=8.56, p<0.001); that the highest and lowest 27% students’ scores on intrinsic motivation yielded significant differences on MG (t=5.48, p<0.001). In addition, the results provide further evidence for gender, year and college significant effects on students’ perceptions of teaching practices and intrinsic motivation.


Keywords


Correlational Study; Learner-Centered Practices (LCP); Learner-Centered Practices Students’ Perceptions (LCPSPI); Intrinsic Motivation (IM); Self-Determination Theory (SDT); Cognitive Evaluation Theory (CET); Academic Achievement, Midterm Grade (MG);

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