Predictive analysis of motivation and learning strategies on academic achievement of postgraduate students

Year 2024, , 22 - 34, 31.03.2024

Stella Eteng-uket , Eteng Effiom

https://doi.org/10.24289/ijsser.1382135

Abstract

In today's rapidly evolving educational landscape, attaining excellent academic achievement and outcome is often characterized by a multifaceted interaction, such as the intricate prediction and relationship between motivation, learning strategies, and academic outcomes. This thus prompted the study, which sought to carry out a predictive analysis of motivation and learning strategies on the academic achievement of postgraduate students. It adopted the correlational research design; a sample of 333 was drawn using a multi-stage sampling procedure. The Motivated Strategies for Learning Questionnaire was the instrument used. Validity and reliability measures were established. The data were analyzed using simple and multiple regression. The results revealed that motivational and learning strategies significantly predict the academic achievement of postgraduate students, both independently and jointly. Considering the findings, it was suggested, among others, that educators should promote effective cognitive strategies to improve the performance of postgraduate students.

Keywords

Motivation, Learning strategies, Academic achievement, Postgraduate students

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