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  • Scholar: AU Graduate School of Education Journal
  • Scholar: Vol. 7, No. 2 (2015)
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  •   AU-IR Home
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  • Journal Articles
  • Scholar: AU Graduate School of Education Journal
  • Scholar: Vol. 7, No. 2 (2015)
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A comparative study of matriculation students' motivation for learning mathematics according to gender in five Burmese Migrant Learning Centers in Mae Sot, Thailand

by Lwin, Sandar; Lynch, Richard

Title:

A comparative study of matriculation students' motivation for learning mathematics according to gender in five Burmese Migrant Learning Centers in Mae Sot, Thailand

Author(s):

Lwin, Sandar
Lynch, Richard

Issued date:

2015

Publisher:

Digital Production Press, Assumption University

Citation:

Scholar: Au Graduate School of Education Journal 7, 2 (2015), 57-71

Abstract:

Among the several components of motivation for learning, the individual's sense of goal orientations, the impression and value of learning tasks, control of learning beliefs and perceptions of personal self-efficacy for learning are important components of the Social Cognitive Theory of Motivation for Learning, which provides the theoretical framework for this study. A number of studies have found that the gender gap in mathematics is highly correlated to perception of the culture of gender inequality in a society. The objectives of this study were to measure the levels of the matriculation students' motivation in learning mathematics and to investigate if there was any difference according to gender in five Burmese Migrant Learning Centers in Mae Sot. One hundred seven students (51 male and 56 female), aged 15-29 years, participated in the survey. The results of this study showed that the differences between genders on average motivation in learning mathematics were small among the migrant learning centers' matriculation students. However, female students had a lower level in overall motivation, higher motivation in control of learning beliefs and lower motivation in the factor of perceived self-efficacy. The reasons for this are likely culturally rooted and sustained. Traditionally, in Burmese culture, boys are regarded and treated as being superior to girls. This cultural perspective most likely affects the girls' motivation and self-confidence in their learning. The article concludes with recommendations for practice and for future research.

Subject(s):

Scholar: -- AU Graduate School of Education Journal
Scholar: -- AU Graduate School of Education Journal -- 2015

Keyword(s):

Motivation
Social cognitive theory of motivation
Gender equality
Goal orientations
Task value
Control of learning beliefs
Self-efficacy

Resource type:

Journal Article

Extent:

15 pages

Type:

Text

File type:

application/pdf

Language:

eng

Rights:

This work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner.

URI:

http://repository.au.edu/handle/6623004553/18010
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  • Scholar: Vol. 7, No. 2 (2015) [16]


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Copyright © Assumption University.
All Rights Reserved.

Contact Us

The St. Gabriel's Library   
Hua Mak Campus  
Ramkhamhaeng 24, Hua Mak  
Bangkok Thailand 10240  
Tel.: (662) 3004543-62 Ext. 3402  
Fax.: (662) 7191544  
E-Mail Library : library@au.edu  


The Cathedral of Learning Library
Suvarnabhumi Campus
Bang Na-Trad Km. 26 Bangsaothong
Samuthprakarn Thailand 10540
Tel.: (662) 7232024, 7232025
Fax.: (662) 7191544
E-Mail Library : library@au.edu
 

 

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