The perspectives of twelfth-grade students on the role of the academic curriculum in fostering learning motivation

Abstract

The aim of this study is to examine The perspectives of twelfth-grade students on the role of the academic curriculum in fostering learning motivation. A descriptive–analytical design with a quantitative method was employed. Initially, the relationship between the role of curriculum and students' learning motivation was investigated theoretically. The sample of the study consisted of 160 twelfth-grade students, from both the scientific and literary branches and of both sexes, Simple Random Sampling from the center of Said Sadiq District. The research tool was a questionnaire designed by the researchers according to a five-point Likert-type scale (1 = Always, 2 = Often, 3 = Sometimes, 4 = Rarely, 5 = Never), used to analyze the data obtained from the sample. The researchers applied the independent-samples T-test in SPSS (version 26).

The study reached several outcomes. Concerning the first aim, a statistically significant difference was found in favor of the female variable, indicating that female students had higher learning motivation. Regarding the second aim, a statistically significant difference was found in favor of the scientific branch variable. Finally, with respect to the third aim, the study revealed that students’ external motives were stronger than their internal ones, regardless of sex or branch, Regarding the fourth objective, the findings indicate that students’ learning motivation is at a high level.