Achievement motivation and learning behavior of students during COVID-19 pandemic: gender differences

Abstract

This study aimed to describe and compare the achievement motivation and learning behavior based on male and female students in Indonesia. Respondents have involved 902 female high school students and 637 male high school students using the cluster random sampling technique. Data were collected using a scale of achievement motivation and learning behavior with has a validity coefficient of items in the range of 0.362 to 0.724, and each had Cronbach's alpha reliability of 0.811 and 0.866; data analyzed by descriptive and Mann-Whitney tests. The results showed significant differences in the level of achievement motivation and learning behavior of male and female students. Female students showed better achievement motivation and learning behavior than male students. This study discussed by compare between several countries and recommends the need for guidance and counseling services to increase achievement motivation and student learning behavior based on gender differences.

Examining Student Perception on Mobile Augmented Reality Integration, Gender Differences, Learning Styles, Feedback, Challenges, and Opportunities in an Online Physics Class

“…This discrepancy can be attributed to the mode of learning where the integration of AR technology happened. The online class brought by the pandemic made an impact on the motivation of male students to learn making it less than that of the female students (Atmoko et al, 2022). However, it was found that both male and female respondents have the same positive feedback contrary to the mixed literature that one has greater positive feedback compared to the other (Ahmad et al, 2005;Kimbrough et al, 2013;Hamza and Shah, 2014;Kongaut and Bohlin, 2016;Hsu, 2017;Chen et al, 2017;Dirin et al, 2019).…”