Gender Influences on Motivation and Learning Achievement among Tamil-Medium Senior Secondary Students in the Colombo Education Zone

This descriptive survey study aimed to study the influence of gender in motivation and learning achievement among senior secondary students. 360 students from Grades 10 and 11 were selected by stratified random sampling from Tamil Medium schools in Colombo educational zone with equal number of male and female participants. 24 class teachers, 72 parents, and 12 principals were also included in this study. Validated adapted Academic Motivation Scale was used to assess the motivation and average examination marks from recent common examination were used to assess the learning achievement. Female students showed higher learning achievement than male students (p < 0.001). No statistically significant difference was noted in intrinsic motivation, overall extrinsic motivation, identified extrinsic motivation and introjected extrinsic motivation between boys and girls (p>0.05). However external regulation extrinsic motivation was significantly higher in females than males (p=0.023). Female students showed statistically significant higher levels of extrinsic motivation than intrinsic motivation (p = 0.009). No significant difference between intrinsic motivation and extrinsic motivation among male students (p = 0.457). Motivation of students was identified as a strong predictor of learning achievement in regression analysis (p < 0.001). Gender influence on the relationship between motivation and learning achievement was confirmed by moderation analysis using the PROCESS macro with HC3 robust standard errors (p < 0.01). Simple slope analysis showed that moderator effect of gender on relationship between motivation and learning achievement is stronger for females than males (p< 0.001). This study revealed the gender influence in motivation and its effect on learning achievement. Gender sensitive educational practices would help students improve their motivation and learning achievement. Strategies should also focus on improving intrinsic motivation and internalization among female students.

intrinsic motivation, extrinsic motivation, learning achievement, gender differences

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