An Examination of Fourth-Grade Primary School Students’ Intrinsic Motivation in Mathematics and Their Mathematics Achievement in Terms of Their Favorite Subject

Oct 15, 2026

The study examines the relationship between fourth-grade primary students’ intrinsic motivation in mathematics and their mathematics achievement, while accounting for the effect of students’ favorite subject. It investigates whether intrinsic motivation and achievement differ across favorite-subject categories. A convergent parallel design is adopted with 142 students in faceto-face data and 109 students in online data across the 2019/2020 and 2020/2021 academic years. Quantitative and qualitative results show both data collection modes yield significant differences, intrinsic motivation aligns with better expected performance, yet motivation toward the course can occur regardless of achievement, and the most successful student lacked intrinsic motivation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Abstract

Introduction

Constructivist Approach

Mathematics

Motivation

An Examination of Fourth-Grade Primary School Students’ Intrinsic Motivation in Mathematics and Their Mathematics Achievement in Terms of Their Favorite Subject 1 Merve ORTA2 Ministry of National Education Barış ÇETİN3 Çanakkale 18 Mart University Abstract The aim of this study is to explore the correlation between the intrinsic motivation of fourth-grade primary school students in mathematics and their academic performance in mathematics while considering the factor of their favorite subject. The goal is to determine whether there is a difference in intrinsic motivation and achievement in terms of their favorite subject. A convergent parallel design was used in the study. The sample of the research consisted of 142 students who participated in faceto-face research in the city center and districts of Çanakkale in the 2019/2020 academic year, as well as 109 students who participated in online research in the 2020)2021 academic year. The study group was comprised of 10 students, for whom the data were collected in face-to-face sessions, and 12 students who participated in the research online. The data for this study were collected using the “Mathematics Lesson Motivation Scale” developed by Balantekin and Oksal (2014), as well as the “Mathematics Lesson Achievement Test”,“Demographic Form”, and “Semi-Structured Interview Form” developed by the researchers. When examining the results of the research related to intrinsic motivation, significant differences were observed in both online and face-to-face data collection, with respect to the obtained data. According to the qualitative data obtained from this study, those students with intrinsic motivation were expected to perform well in the course. However, it was observed that regardless of their academic performance, all students were motivated towards the course. As a contrasting result, it was determined that the most successful student in the school did not possess intrinsic motivation towards the course. Keywords: Mathematics, Motivation, ARCS Model of Motivation, Self-Determination Theory, Constructivist Approach DOI: 10.29329/epasr.2023 .631.9 Submitted: 12 October 2023 Accepted: 14 December 2023 Published: 30 December 2023 1 It is derived from the master’s thesis titled “Examination of Various Variables the Correlation Between Fourth Grade Primary School Students’Mathematics Course Achievement and Motivations for Mathematics Course”.(Thesis Number: 708996) 2 Correspondence author: Merve Orta, Ministry of Education, Gaziantep, ORCID: 0000-0002-9964-3692, [merveorta96@gmail.com](merveorta96@gmail.com) 3 Barış Çetin, Assoc. Prof. Dr., Elementary Education, Çanakkale Onsekiz Mart University, ORCID: 0000-0003- 4416-8000, [Email: bcetin@comu.edu.tr](Email: bcetin@comu.edu.tr) Introduction The theoretical framework of this research is formed at the intersection of the Constructivist Approach, Self-Determination Theory, and the ARCS Model of Motivation. Constructivist Approach In Turkey, the term "yapılandırmacılık" is used as the equivalent of the word "constructivism" . Other terms and word groups that correspond to this approach include "oluşturmacılık", "kurmacılık","bütünleştiricilik", "yapılandırıcı-yapısalcı öğrenme", and "oluşumcu yaklaşım" (Demirel, 2001) . From an educational perspective, constructivism is a concept or framework of learning (Karadağ et al., 2008) . It is based on the fundamental idea of constructing knowledge, not through teaching but through the engagement with knowledge and learning (Demirel, 2000) . Socrates, one of the early proponents of constructivism, is known for his idea that "teachers and learners should build knowledge by conversing and asking each other various questions, interpreting the knowledge hidden in their souls" (cited in Erdem and Demirel, 2002). According to Arslan (2007), the pioneers of constructivist thinking in past centuries include Giambattista Vico, Jean-Jacques Rousseau, and Immanuel Kant, wh

FAQs

What does the study investigate about intrinsic motivation and mathematics achievement?

The study explores the correlation between intrinsic motivation in mathematics and students’ mathematics achievement, considering how students’ favorite subject may influence both.

How was the research designed and what were the sample sizes?

A convergent parallel design was used. The study includes 142 face-to-face students in Çanakkale (2019/2020) and 109 online students (2020/2021).

How were intrinsic motivation and achievement data collected?

Intrinsic motivation was measured with the “Mathematics Lesson Motivation Scale,” and achievement with the “Mathematics Lesson Achievement Test,” alongside a demographic form and a semi-structured interview form.

Oct 15, 2026

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