The Development and Validation of Mathematics Learning Motivation (MLM) Instrument and the Effect of MLM on Academic Achievement: The Case of Undergraduate Students in Selected Public Universities of Ethiopia

Abstract

This study aimed at developing and validating MLM instruments in the context of Ethiopia and accordingly exploring the influence of MLM on mathematics achievement and academic achievement of university undergraduates in Ethiopia. Quantitative approach was employed and data was obtained on a random sample of 400 undergraduate students (M=245 and F=155) from three Ethiopian public Universities by using self-reported questionnaire and Math achievement test. The instrument, which was adapted from Butler (2016), Al Mutawah (2015), Vallerand and Blssonnette (1992), Lubienski, Robinson, Crane and Ganley ( 2013), and Ayodele(2011) consists of measures of self-efficacy, self-concept, self-determination, expectancy-value, anxieity, attribution, and achievemen-goal related motivation. In addition, a 25-item Mathematics Achievement Test (MAT) was developed and validated to measure mathematics achievement. The internal consistency reliability of the MAT was found to be high (alpha =0.84). Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were employed to assess systematic relationship between math self-beliefs and math achievement. Univariate Analysisis of Covariance (ANCOVA) and Multivariate Analysis of Covariance(MANCOVA) were also employed. Results reveal that self-concept, anxiety, and achievement-goal theories contribute to the valid 22-items MLM instrument in the case of Ethiopia; mathematics self-concept, and anxiety have a significant influence on mathematics achievement, whereas achievement goal have no significant influence on mathematics achievement. There is significant main effect and pair-wise interaction effect of self-concept, anxiety, and achievement-goal on math achievement. Mthematics achievement significantly predicts the academic achievements of university underaduates in Ethiopia. In conclusion, the self-concept, anxiety and achievement-gaol are the dominant determints of MLM in the case of selected Public Univerisites of Ethiopia. Finally, the study delineates the inferences for teaching and learning, and research.