Correlation among motivational beliefs, learning strategies and academic performance of Bachelor of Science in Accountancy (BSA) students of De La Salle University (DLSU)

• Main Authors: Chua, Jessica T., Fajanilan, Juliane A., Orro, Allan Erikson G., Ruiz, Michael Rey R.
• Format: text
• Language: English
• Published: Animo Repository 2014
• Subjects: Academic achievement > Psychological aspects; Motivation in education; Learning strategies; Accounting
• Online Access: https://animorepository.dlsu.edu.ph/etd_bachelors/11421
• Institution: De La Salle University

The ability to understand topics discussed and to retain information varies per person. Of course, the same holds true in the case of students. One might find it more effective to read text materials while others might prefer to solve problems, as in the case of accounting subjects. Likewise, some may prefer to study in groups while others choose to study independently. The same is true for motivation. Students are also motivated differently this motivation could generally be intrinsic or extrinsic. Motivational beliefs and learning strategies are just two factors that influence academic performance. Academic performance may affect a student's future employment, which college students have been preparing for thus it is only proper that the factors influencing it be determined. The researchers studied the sophomore students taking Bachelor of Science in Accountancy at De La Salle University during the first term of the academic year 2014-2015. In doing so, a descriptive type of research was done through the utilization of a survey as adapted from the study of Douglas Lynch in 2010. A total of 110 sophomore BSA students (comprised of 68 females and 42 males) were asked to answer the Motivated Strategy for Learning Questionnaire developed by Paul Pintrinch et al. in 1991. Statistical results obtained from this study showed that correlation exists among motivational beliefs, learning strategies and academic performance. In a more specific note, the researchers found that Extrinsic Goal Orientation (motivational belief) and Help Seeking (learning strategy) emerged as the most significant factors that negatively correlate with academic performance of the sophomore BSA students. The female responses generated similar findings from the testing done to all respondents. However for the males, it was found out that only Intrinsic Goal Orientation showed a significant positive correlation with academic performance. In addition, the researchers found out that the males scored significantly higher than the females in terms of Self-efficacy, Critical Thinking, and Peer Learning.