Comparison of Regarding Students’ Learning Motivation by Gender During the Online Learning

Abstract

This study's objectives were to investigate and analyze comparisons of students' learning motivation during online learning based on gender. This quantitative study used a survey design. The subject study consisted of 331 students in the high school selected from science majors using the convenience sampling technique. The Instrument was adopted by The Motivated Strategies Learning Questionnaire (MSLQ), which consisted of five aspects (self-efficacy, intrinsic value, test anxiety, strategy use, self-regulation). The Instrument was tested valid and reliable to use. Data analyzed was used descriptive statistics and Mann Whitney test. These findings that the female student's mean score of learning motivation is higher than the male student's mean score. Based on the Mann-Whitney test results, there is a significant difference in the mean score of learning motivation between male and female students. Finally, we suggest further research on gender differences in learning motivation using a larger population and more extensive research about investigating the relationship or influence of students' learning motivation toward gender.

Influence of Students’ Learning Motivation and Classroom Environment on Innovative Thinking of Fine Arts in Chinese Universities

“…According to the research table there is a significant difference in intrinsic motivation between boys and girls (Spinath, Eckert, & Steinmayr, 2018). Researchers measuring male and female students' learning motivation for online learning have found significant differences, with the mean score for female students' learning motivation being significantly higher than the mean score for male students' learning motivation (Puspitaningrum, Prodjosantoso, & Pulungan, 2021). Ramdani et al's study showed differences in thinking between boys and girls (Ramdani & Yustiqvar, 2021).…”