The relationship of learning style with the intrinsic motivation for building works measurement course
List of Authors
  • Nurulaini Hafizah Mohd Hafir , S. A. Muzafar

Keyword
  • learning style, intrinsic motivation, building works measurement

Abstract
  • Learning style is a very important element in a teaching and learning process and has an impact on intrinsic motivation especially among students. An appropriate and correct learning style is the main factor to ensure that students continue to excel and are confident in the learning process. This correlational survey study seeks to test the association between learning style and intrinsic motivation of civil engineering students for the building works measurement course. The objective of this study is to ascertain if there is a correlation between learning styles (visual, auditory, kinaesthetic, and tactile styles) with students' intrinsic motivation. A total of 157 students were involved as a study sample. The study instrument is an adaptation of the Perceptual Learning Style Preferences and Intrinsic Motivation Inventory questionnaires which are confirmed by expert assessors in the field and have good reliability values. Data were analysed inferentially using SPSS. The study findings show a significant positive linear relationship between intrinsic motivation and learning style for the building works measurement course covering all four learning styles namely visual, auditory, kinaesthetic, and tactile styles with intrinsic motivation. The implications of this study show that learning style together with intrinsic motivation are very important components that need to be accentuated in the process of teaching and learning of a building works measurement course.

Reference
  • 1. Abd Aziz, N., Meerah, M. T. S., Halim, L. & Osman, K. (2006). Hubungan antara Motivasi, Gaya Pembelajaran dengan Pencapaian Matematik Tambahan Pelajar Tingkatan Empat. Jurnal Pendidikan, 31, 123-141.

    2. Bruner (1966). Toward a Theory of Instruction. Newton: New York.

    3. Bryant. E. G. (1974). Associations between Educational Outcomes and Background Variables. Washington D.C.: National Assessment of Educational Progress.

    4. Creswell, J. W. (2014). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (4th ed.). United States: Pearson International.

    5. Daud, F. & Mukhlisa, N. (2016). The Correlation between Learning Style and Learning Motivation: It’s Influence on Students; Learning of Biology.

    6. Davies, J. A. (1971). Elementary Survey Analysis. New Jersey: Prentice Hall.

    7. Deci, E. L. & Ryan, R. M. (1985). Intrinsic Motivation and Self-determination of Human Behaviour. New York: Plenum.

    8. Dunn, R. & Dunn, K. (1979). Learning Style/ Teaching Styles: Should They…. Can They be Matched? Educational Leadership. January, 238 – 244.

    9. Farah Wazera Mohamed Jaafer Sadiq & Mohammad Mujaheed Hassan (2021). Konsep Kendiri dan Gaya Pembelajaran terhadap Motivasi Akademik dalam Kalangan Mahasiswa. Malaysian Journal of Social Science and Humanities (MJSSH), 6(2), 75-105.

    10. Jemali, M. (1999). Hubungan antara Gaya Pembelajaran dengan Pencapaian Bahasa Arab Komunikasi Sekolah Menengah Rendah di Negeri Perak. Projek Sarjana Pendidikan. Fakulti Pendidikan, Universiti Kebangsaan Malaysia. Bangi.

    11. Kaviza, M. (2019a). Pengaruh antara Gaya Pembelajaran dan Pencapaian Mata Pelajaran Sejarah: Satu Tinjauan di Sekolah Menengah. Malaysian Journal of Social Science and Humanities (MJSSH), 4(4), 98-108.

    12. Kaviza, M. (2019b). Hubungan antara Gaya Pembelajaran dan Motivasi Intrinsik dalam Mata pelajaran Sejarah. Malaysian Journal of Social Science and Humanities (MJSSH), 4(5), 61-68.

    13. Krejie, V. R. & Morgan, W. D. (1970). Determining Sample Size for Research Activities, Educational and Psychological Measurement. Duluth: University of Minnesota.

    14. Mahfurdz, A. & Semail. S. (2009). Hubungan Gaya Pembelajaran, Motivasi dan Pencapaian Pelajar Semester Satu dalam Modul Matematik Kejuruteraan. Jurnal Digest Politeknik & Kolej Komuniti Zon Sarawak, 1-10.

    15. Mcgowan. B. W. (1998). An Investigation of Student and Faculty Learning Style Congruency and Academic Achievement in an Undergraduate Industrial Technology Program (African Americans). Disertasi Ph.D. Mississipi State University. Dissertation Abstracts International 58 (12): 4555A.

    16. Mohamadi Y, (2006). Understanding Motivation and Emotion. Reev JM. 4th ed. Tehran:Virayesh.

    17. Nunnally, J. C. (1978). Psychometric Theory (2nd ed.). New York: McGraw Hill.

    18. Panekutty, A. (1999). Gaya Pembelajaran dan Pencapaian Akademik Pelajar Tingkatan 4 Sekolah Menengah Teknik Juasseh, Kuala Pilah, Negeri Sembilan, Darul Khusus. Tesis Sarjana. Fakulti Pendidikan, Universiti Malaya, Kuala Lumpur.

    19. Reid, J. (1984). Perceptual Learning Style Preferences of ESL Students. TESOL Quarterly, 21, 87-111.

    20. Rosmin, T. (1996). Faktor-faktor yang Mempengaruhi Gaya Pembelajaran dan Kesannya terhadap Pencapaian Akademik. Projek Sarjana Sains (Pengurusan). Universiti Utara Malaysia, Sintok.

    21. Susabda, E. (1992). The Relationship between Matched/Mismatched Students Learning Styles to Faculty Teaching Style and Academic Performance in Christian Secondary School in Southern California Talbot School of Theology. Biola University. Dissertation Abstracts International 53 (11): 3854A.

    22. Sadler – Smithm, E. (1996). Approaches to Studying: Age, Gender and Academic Performance. Educational Studies 22 (3): 367 – 379.

    23. Selmes. I. P. (1987). Improving Study Skills: Changing Perspective in Education. Great Britain: Hodder and Stoughton Ltd.

    24. Trayer, M. (1991). Learning Styles Differences: Gifted vs Regular Language Students. Foreign Language Annals, 24, 419 - 425.

    25. Treacy, A. L. (1996). Learning Styles, Feelings and Beliefs about Technology and Mathematics Achievement. Ph.D. Dissertation. The Claremont Graduate School. Dissertation Abstracts International, 56 (12), 4691.

    26. Watson. S. A. (1997). Learning Style Preferences: A Comparison of Traditional and Nontraditional Interior Design Students. Disertasi Education Doctor. University of Arkansas. Dissertation Abstracts International 59 (01): 2999A.