The Effects of Online Learning in the Intrinsic Motivation of Students in Learning Mathematics

Abstract

Intrinsic motivation was defined as one of the best types of motivation. Some research shows that students who have high intrinsic motivation for learning tend to explore new learning and achieve higher than other students because they are not expecting tangible rewards, but they find such tasks interesting and fulfilling (Deci and Ryan). This study aimed to determine how distance learning during the new normal affects the intrinsic motivation of elementary students towards Mathematics. Quantitative methods through the administration of survey among Grade 3-6 elementary students at Chiang Kai Shek College was conducted. Results showed that most of the respondents were aged 11 years old, 51.6% are female, 56.1% like Mathematics. Additionally, the study revealed that elementary students are intrinsically motivated to acquire mathematics through distant learning through attention with highest mean and standard deviation (3.25, 0.48), grit/persistence (3.24, 0.50), learning environment (3.19, 0.57), and anxiety with mean and standard deviation (3.19, 0.57). However, students were found to encounter challenges during the online classes, such as poor internet connection, environment distractions, etc. Thus, the researcher suggests that by applying the EIM Guide Plan, the intrinsic motivation of the elementary students in learning Mathematics can be enhanced through distance learning