AN EXAMINATION OF THE PREDICTIVE FACTORS ON STUDENTS' MOTIVATION FOR SUCCESS IN UNDERGRADUATE INTRODUCTORY MATHEMATICS COURSES IN THE UAE
The British University in Dubai (BUiD)
The purpose of the study is to examine whether there is a significant relationship between students' motivation to succeed in introductory mathematics courses offered by universities in the UAE as the dependent variable of the research and another five independent variables including cognitive mathematics self-concept, affective mathematics self-concept, extrinsic motivation as expectations of future career and income, students' age, and the number of mathematics courses taken by students. The rationale of the study is based on the significance of mathematics achievements for students and academic institutions in particular, as well as for the society in general. The study is designed based on a mixed research methodology that employs an explanatory approach. The sample includes a total of 685 students who were registered in different introductory mathematics courses at four academic institutions of higher education in the UAE and participated in completing a survey questionnaire. The quantitative correlation analysis among students' motivation, cognitive mathematics self-concept, affective mathematics self-concept, extrinsic motivation, students' age, and the number of mathematics courses taken by students reveals theoretically consistent interrelationships. The quantitative multiple regression analysis indicates that the five independent variables explain 71.3% of the variation in students' motivation to succeed in introductory mathematic courses. The qualitative analysis of 17 semi-structured interviews is used to refine, enhance, and expand on the quantitative findings. The qualitative findings are discussed in a relationship with several theories and are based on their implications on teaching and learning of mathematics.
Mathematics -- Education -- Evaluation., Motivation in education., United Arab Emirates (UAE)