Pertanika 7(2), 31~38 (1984)

A Correlational Study of Achievement Motivation andPupils' Performance in the Standard Five Assessment

Examination From Selected Schools in Selangor.

HABIBAH' ELIAS and ATAN BIN LONGDepartment of Education,

Faculty of Educational StudiesUniversity Pertanian MalaysiaSerdang, Selangor, Mfllaysia.

Key words: Achievement motivation; performance in examination; correlations.

RINGKASAN

Prestasi murid-murid dalam Peperiksaan Penilaian Darjah Lima telah diselidiki dalam hubungan­nya dengan beberapa angkubah iaitu motivasi pencapaian, taraf sosioekonomi, kecerdasan, lokasi tempattinggal, persekitaran sekolah dan galakan ibu bapa untuk menaksir korelasi di antara satu angkubah denganyang lain. Responden adalah terdiri daripada 90 orang murid yang dipilih secara contohan susun lapisdaripada 40 buah Sekolah Rendah di Selangor dan mewakili 3 kumpulan etnik iaitu Cina, Melayu danIndia. Temubual secara individu telah dijalankan oleh penyelidik. Responden telah diminta menjawabsoalselidik, Ujian Tematik Peramatan dan Ujian Kecerdasan Raven's Progressive Matrices. Keputusanmenunjukkan bahawa motivasi .pencapaian mempunyai korelesi yang tinggi dengan prestasi dalampeperiksaan yang berkenaan. Angkubah-angkubah lain yang menunjukkan korelasi yang signifikandengan prestasi peperiksaan ialah taraf sosioekonomi, kecerdasan, persekitaran sekolah dan galakan ibubapa.

SUMMARY

The performance of pupils in the Primary Five Assessment Examination was examined inrelation to a number of variables namely achievement motivation, socio-economic status, intelligence,area of residence, school milieu and parental encouragement to assess the correlation between them. Thesubjects were 90 pupils selected from 40 primary schools in Selangor and represented the Chinese, Malaysand Indians. Individual interviews were conducted by the researcher. Subjects were asked to answerquestionnaires, the Thematic Apperception Test, and the Raven's Progressive Matrices. The results showedthat achievement motivation correlated highly with performance in the stated examination. The othervariables which showed significant correlations with performance were socio-economic status, intelli­gence, school milieu and parental encouragement.

INTRODUCTION

Academic performance of pupils has alwaysbeen a subject of much concern to parents,teachers and the society in general. A number ofstudies especially in the West have brought tolight some of the variables which are relatedto academic performance. The tendency is tocentre on the more observable factors like socio­economic status, the school and area of residence.It is felt that the motivational aspect of thechild constitutes an important factor whichcan promote or impede the scholastic attainment

Key to authors' names: E. Habibah and L. Atan

31

of the child. Atkinson (1974) highlights theimportance of motivation when he says

"Motivation influences both efficiencyin the execution of an activity (andtherefore the level of performance)and persistence or more generally, thetime spent in a particular endeavour."

It can be inferred that if children are notmotivated adequately they will not utilzie theirpotentials to the optimum. If a large numberof children falls in this category it will amount

HABIBAH ELIAS AND ATAN BIN LONG

to a great loss to society as the human resourcesavailable are not utilized to the maximum.

As a developing nation, Malaysia strives foreconomic development and a higher standard ofliving for the people. McClelland (1967) whobelieved that economic theory must be linkedto sociological and psychological constructs, hasthe opinion that the achievement motive(n achievement) is partly responsible for economIcdevelopment. According to him the more deve­loped nations have more achievement motivatedindividuals.

McClelland (1953) who made a very intensivestudy on this particular motive, emphasized thatthe situation should involve standards ofexcelllance presumably imposed on the child bythe culture and the behaviour should reflecteither 'competition' for those standards ofexcellence or attempts to meet them. If thisis successful it will bring about a positive effect.Hence those cultures which stress 'competition'with 'standards of excellence or which insistthat the child be able to perform certain taskswell by himself, should produce children withhigh achievement motivation.

Studies were conducted at college level inthe United States of America using the ThematicApperception Test (TAT) as a measure ofachievement motivation relating it to academicperformance. McClelland (1953) and associatesfound that for a sample of male students thecorrelation between grades and achievementmotivation as measured by the TAT was .39.Burgess (1956) found that over-achievers weresignificantly higher on need for achievementthan under-achievers. Chahbazi (1956) used twoprojective measures scored for achievement moti­vation and found that when these wereadded to a battery of six tests, the multiplecorrelation of· the battery with college gradesincreased from .51 to .61. In the study byWeiss (1954) and associaties, the TAT measurecorrelated .34 with grades.

At high school level, Rosen (1956) found thata TAT measure of achievement motivation wasdirectly related to school grades for a sampleof males. Vaughn (1973) showed in hisfindings that subjects with high n achievementhad significantly higher grades than those withlow n achievement.

Other than the T AT measures, researchersalso made use of questionnaires to measureachievement motivation. At college level, sixinvestigations found positive relations between

achievement motivation and academic performance.Three studies by Bendig (1958) , Krugand Weiss(1959) used the need achievement scale fromthe Edwards Personal Preference Schedule. Theother three studies by Christensen (1956) andWorell ( 1959) used a me asure of level of aspira­tion as an index of achievement motivation.A study at high school level by Bresee (1957)found a positive relation between aspirationlevel and academic achievement.

In Malaysia, Rafaei (1972) made acomparative study on achievement motivationbetween Malay students in Malaysia andAustralian students in Australia using the TATand the Mehrabian Scale. On the Mehrabianscale, his hypothesis on the difference inachievement motivation between the Malaysand Australians was only partly supported.The TAT measures showed that the meandifference between the groups compared, wasstatistically significant beyond the .01 level(F 12.5), Comparing the two measuresused, Rafei found that the trend of thedifference between the Malay students andthe Australians using the TAT was the reverseof the trend on the Mehrabian AchievementScale.

In another study, Rafaei (1973) used twoscales for measuring achievement motivationnamely the Mehrabian Achievement Scale(MAS) and Russels Achievement MotivationScale (RAMS). Subjects were Malay Studentsattending Basic Psychology course at a universityin Malaysia. The scores for academic perfor­mance consisted of marks obtained in coursework and final examinations. The resultsindicated positive significant correlations betweenthe two scales and between MAS and coursework in female' subjects only. In addition, asignificant difference in achievementmotivation was found between males andfemales. In yet another 'study Rafaei used theChildren Achievement Scale to assess thedifference in achievement motivation betweentwo races, the Javanese and the Malays.From the findings it was observed that theJavanese were significantly higher in achieve­ment motivation compared to the Malays. Studieswhich support differences in achievementmotivation between races are those of Travis andAnthony (1975), which found, that Blackstudents had significantly higher scores inachievement motivation than white studentsregardless of the type of school system.

The present study examines the pupils'achievement motivation in relation to performance

32

A CORRELATIONAL STUDY OF ACHIEVEMENT MOTIVATION AND PUPILS' PERFORMANCE·

in the primary Five Assessment Examination.The other variables being examined in relationto performance are socio-economic status,intelligence, area of residence, school milieu,parental encouragement and race. Previousfindings have shown that these variables arerealated to performance. The present studyhelps to emphasize the importance of achieve­ment motivation and other variables inacademic performance. It is relevant especiallyto teachers in the understanding of pupils'behaviour in their learning tasks in the schoolsetting.

for male and female subjects to facilitate theirthinking and expression of thought in relationto individuals of their own sex. For instancefemale subjects were presented with pictureswith female figures. Based on the pictures andstandard questions, responses were recorded andachievement motivation was scored by usingVeroff method (1969). Responses were codedas follows:

AI Achievement Imagery (score 2)

TI Task Imagery (score 1)

METHODOLOGY VI Unrelated Imagery (score 0)

Academic performance was examined in relationto all the variables under study so as to assessthe individual correlations.

Data AnalysisThe data collected from the pupils were

analysed by simple correlation following Pearson'sProduct-Moment Correlation Coefficientformula

The ANOVA was also performed to test thesignificance between the three ethnic groupsat two levels of performance in re1<ition to theThematic Apperception Test (TAT). theChildren Achievement Scale (CAS), Socio­economic Status (SES), area of residence. schoolmilieu and parental encouragement using the2 x 3 classification.

MeasuresThe Thematic Apperception Test (TAT)

was administered during the individual interviewsby the researcher. Eight pictures taken fromHenry A. Murray (adapted to the Malaysiansituation by Atan Long) were used; four pictureswere presented to the female subjects while theother four to the male subjects to get theirresponses. Different sets of pictures were used

Intelligence was measured by Raven'sStandard Progressive Matrices. The score wasbased on the number of correct responses given.

The interview schedule which consisted ofquestionaires was designed to obtain informationregarding variables such as socio-economicstatus, motivation, area of residence andparental encouragement. For instanceinformation on socio-economic status ofsubjects was obtained from items 13 - 1738 - 42, 45 - 60 and 62 - 70. Each ite~was scored objectively, thus the total score forall the items mentioned was the socio-economicstatus Score for each sUbject.

High achievement motivation is shown byfrequent achievement themes such as riskt~king, energetic innovating activity or competi­tIOn for some standard of excellence.

The Children Achievement Scale, a question­naire form of measurement for achievement~otivation was administered to the subjectsIII the study. It has twenty items in all, withtwo answers to choose from, one positive andthe other negative. One point is scored for eachpositive answer and zero for the negativeanswer. The total score is the achievement moti­vation score for the subject.

Similar treatment was given to motivation,area of residence and parental encouragement.Items 19, 28 - 37 and 67 me asured the levelof motivation of subject. This variable wasidentified as the 'questionaire on motivation'in the analysis of data. This was separatefrom the Children Achievement scale which is astandardized questionnaire developed by Weinerand Kukla (1970). Area of Residence was mea­s.ured by items 4, 5, 6 and 78. Finally parentalencouragement received by subjects was measuredby items 8,71 - 77 and 79 - 82.

nr xy =

SubjectsSubjects were 90 Primary Six pupils from

40 schools in Selangor. They were chosen bystratified random sampling from a populationof 197 successful candidates with 5A's and 520unsuccessful candidates with 5E's in thePrimary Five Assessment Examination.Subjects were classified into two groups, 45 inthe successful group and 45 in the unsuccessfulgroup.

33

HABIBAH ELIAS AND ATAN BIN LONG

ProcedureData was collected by means of individual

interviews based on a standard interviewschedule. Subjects were interviewed forinformation regarding their home background.The average time taken for each interviewsession was 1V2 hours. Responses were recordedby the researcher herself. The items were scoredobjectively and were grouped according to socio­economic status, motivation, area of residenceand parental encouragement.

The Thematic Apperception Test was admin­istered immediately after each subject wasinterviewed. Subjects were presented with aseries of pictures adapted from Henry A. Murrayand were asked to compose imaginative storiesin response to the following questions:

1. • What is the relation of the individualsin the picture?

2. What has happened to them? What ledto this situation?

3. What are their. present thoughts andfeelings?

4. What will be the outcome?

After the projective test was administered,the subjects were given the Children. Achieve­ment Scale to answer followed by Raven'sStandard Progressive Matrices.

A separate questionnaire was prepared forthe principals of schools to obtain data regardingthe school milieu.

RESULTS

Table 1 shows the correlation coefficientsfor the nine variables under study. A high corre­lation was found between performance in theStandard Five Assessment Examination andTAT ( r = 0.805) and this was significant at 1%level. The other variables which showed highcorrelations with performance and were significantat 1% level were the questionnaire on motiva­tion (r = 0.626), socio-economic status (r = 0.745)'.The school milieu had a moderate correlation withperformance (r = 0.354) while area of residencehad a low correlation with performance (r =0.125). However the correlation betweenperformance and the Children AchievementScale was found to be negative (r = -0.112).

When the Thematic Apperception Test wasexamined in relation to the other variables,it was found to have high correlations with

34

performance (r = 0.805), motivation (r = 0.526),socio-economic status (r = 0.635) and intelligence(r = 0.704). With respect to school milieu (r =0.429) and area of residence the TAT was foundto have moderate and low correlations (r = 0.125)respectively. However the correlation betweenthe TAT and the Children Achievement scalewas negative (r = -0.539).

Motivation was found to have high correlationswith performance (r = 0.626), the TAT (r =0.526), intelligence (r = 0.507), and parentalencouragement (r = 0.573). Low correlationswere found bwtween motivation and area ofresidence (r = 0.013) as well as the school milieu(r = 0.167), while a negative correlation wasrecorded btween motivation and the ChildrenAchievement Scale (r = -0.053).

The variables which have high correlationswith socio-economic status were performance(r = 0.746), intelligence (r = 0.630) and parentalencouragement (r = 0.618}. The variable whichshowed a moderate correlation with socio­economic status was motivation (r = 0.406).Low correlations were recorded between SESand area of residence (r = 0.013) as well asbetween SES and the school milieu (r = 0.167).

The Children Achievement Scale showednegative correlations with all the variables understudy.

High correlations were found betweenintelligence and variables like performance (r =0.839), TAT (r = 0.704) motivation (r = 0.507),socio-economic status (r = 0.630) and parentalencouragement (r = 0.669). Low correlationswere found between intelligence and area ofresidence (r = 0.073) and between intelligenceand the school milieu (r = 0.354). A negativecorrelation was recorded between intelligenceand the Children Achievement Scale (r = -0.125).

The area of residence was found to havevery low correlations with all the variables understudy and it was also found that its correlationwith the Children Achievement Scale wasnegative (r = -0.021).

The school milieu showed either moderateor low correlations with most variables understudy. A moderate correlation was found betweenthe school milieu and performance (r = 0.354),the TAT (r = 0.429) and intelligence (r = 0.354).Rather low correlations were observed when theschool milieu was examined in relation tomotivation (r = 0.167) socio-economic status

A CORRELATIONAL STUDY OF ACHIEVEMENT MOTIVATION AND PUPILS' PERFORMANCE

TABLE 1Table of Correlation Coefficients

1 2 3 4 5 6 7 8 9

1 0.805 -0.112 0.626 0.745 0.839 0.125 0.354 0.754

2 0.135 0.526 0.635 0.704 0.070 0.429 0.657

3 -0.053 -0.112 -0.125 -0.021 -0.172 -0.113

4 0.406 0.507 0.013 0.167 0.573

5 0.630 0.043 0.192 0.618

6 0.073 0.354 0.669

7 0.037 0.101

8 0.216

9

Key

1. Performance in the Standard Five Assessment Examination

2.

3.

4.

5.

Thematic Apperception Test

Children Achievement Scale

Motivation

Socio-economic status

6.

7.

8.

9.

Intelligence

Area of Residence

School Milieu

Parental Encouragement

(r = 0.192), area of residence (r =0.037) andparental encouragement (r = 0.216). The schoolmilieu showed a negative correlation whencompared to the Children Achievement Scale(r=-0.172).

Parental encouragement showed high correla­tions with performance (r = 0.754), the TAT(r = 0.657), motivation (r = 0.573), socio­economic status (r =0.618) and intelligence(r = 0.667). Rather low correlations were foundbetween parental encouragement and area ofresidence (r = 0.101) as well as the schoql milieu(r = 0.216). A negative correlation was observedbetween parental encouragement and theChildren Achievement Scale (r =-0.113).

Race as a variable was analysed separatelyby means of ANOVA to assess the differencesbetween the three ethnic groups and the twolevels of performance in terms of all the variablesunder study. The results are shown in Table 2.

It was found that there was a significantdifference between the three ethnic groups in

35

terms of the TAT scores (F = 5.24, P < .01).However when' race was examined in relationto the other variables under study, no significantdifferences were recorded.

When the two levels of performance wereexamined in relation to the other eight variables.the results from ANOVA confirmed that of thecorrelation analysis.

DISCUSSION

The investigation brought to light someinteresting findings, one of which is the highlysignificant correlation between performance inPrimary Five Assessment examination and achieve­ment motivation as measured by the TAT. Thisindicates that the successful subjects were moreinclined to produce stories with more frequentachievement themes - clearly a reflection oftheir need to excel in competition with somestandards of excellence. This finding supportsthat of other researchers in the West LikeMcClelland (1953), Burgess (1956), Weiss (1959)and Vaughn (1973) which indicated the significant

HABIBAH ELIAS AND ATAN BIN LONG

TABLE 2F values for variables in the comparison

between races and between levels ofperformance

Variables Between High Between Interactionand Low Performance l~aces Between Race and

Performance

Thematic 177.0004 5.240489 0.757873Apperception Significant Significant Not SignificantTest (p < .01) (p < .01)

Children 1.145014 1.81628 1.42885Achievement Not Not Significan t

Scale Significant Significant

Questionnaire 57.68182 1.201128 1.5355on Motivation Significant Not Sigl1ificant

(p < .01) Significant

Socio-economic 109-9007 0.42173 1.74377Status Significant Not Not

(p < .01) Significant Significant

Intelligence 211.0829 1.622472 0.6314297Significant Not Not(p < .01) Significant Significant

Area of 1.42922 1.035386 2.077136Residence Not Not Significant

Significant Significant

School 12.48917 1.225663 0.2945101Milieu Significant Not Not

(p < .01) Significant Significant

Parental 112.1173 0.5830054 0.0319699Encouragement Significant Not Not

(p < .01) Significant Significant

correlation between performance and achieve­ment motivation. However this finding contradictsthe views put forward by other researchers likeParrish (1954), Haber (1957), Kurmboltz andFarquhar (1957) and Mitchell (1961) whichstate that the TAT is not related to performance.This finding also implies that the TAT could havesome predictive measure of performance inresearch. The practical implication of this findingis that if the level of performance in the aboveexamination is to be improved, it is vital thatthe child's achievement motivation be stimulatedor strengthened.' On the other hand it could also

36

be that children could have high n achievementdue to the success which they achieved in theexamination, in which case the predictivity of theTAT is very much reduced.

It was also discovered that :subjects whoperformed well in the above examination hada tendency to come from the higher socio­economic status. An implication is that animproved standard of living associated withchange of attitudes, values and way of life hasa tendency to raise the .level of performanceof children in the above examination. Socio-

A CORRELATIONAL STUDY OF ACHIEVEMENT MOTIVATION AND PUPILS' PERFORMANCE

economic status was also found to be closelyrelated to achievement motivation and parentalencouragement. This suggests that a higherstandard of living helps to promote certainimportant positive attitudes and values whichhelp parents to be aware of their role in moti­vating their children. For instance, parents inthe higher socio-economic status who take aninterest in the well being and education of theirchildren seem to have children who spend moretime on their schoolwork, consult the subjectteacher when not satisfied with a low test scoreand who will take the trouble to go to schooleven when faced with a problem. In addition,socio-economic status was also found to berelated to intelligence and parental encourage­ment. This could imply that parents in the highersocio-economic status are aware of their role inproviding various types of stimulations in orderto promote the intelligence of their children.The environment has an important role to playin enhancing the intelligence inherited by children.A rich environment in terms of stimulationsprovided by parents will widen the experiencesof children develop their mental capacities andthus make learning more meaningful.

The school milieu was round to be signi­ficantly correlated with the performance in theabove examination, achievement motivation andintelligence of subjects. This implies that a goodschool in terms of facilities, number of qualifiedteachers, location and positive history had atendency to produce pupils who perform wellacademically. There was also a tendency for sucha school to stimulate the mental development ofpupils as well as their level of motivation.

The area of residence of subjects did not showany significant correlation with either performancein the examination or achievement motivation. Itscorrelation with the other variables remainedrather. low.

The analysis of variance confirmed mostof the findings in the correlation analysis. Oneinteresting observation was that the TAT showeda significant Clifference in achievement motivation(p < .01) among the three races under study.This supports studies which found significantdifferences in achievement motivation betweenraces, for example that of Rafaei (1972),Strodtbeck (1959) and Travis and Anthony (1975)There is a need for further research to examinethe reasons for the three races to differ in achieve­ment motivation.

The TAT unlike the CAS, as a measure ofachievement motivation Was found to have a high

correlative value in the study. Although theCAS has been shown to have some predictivevalue in different cultures, this study does notprove so.

The Questionnaire on motivation gave lowercorrelation values generally compared to theTAT. This could be due to the fact that the itemsin the questionnaire on motivation were limitedand were prepared by the researcher. The TATon the other hand, being a standard projectivetechnique, allowed subjects to project theirown ideas related to achievement motivation.

The two questionnaires used that is thequestionnaire on motivation prepared by theresearcher and the Children Achievement Scalegave different results. The questionnaire on moti­vation generally was in agreement with the TATvalues although the correlation coefficients wereslightly lower. However the Children AchievementScale gave a completely different result. Thiscould be due to the cultural differences in thebackground of the CAS and the subjects them­selves as the questionnaire was developedelsewhere and was adapted to the local situation.On the other hand, although the questionnaireon motivation prepared by the researcher, hadlimited items, these were considered on thebasis of local cultural situations.

CONCLUSION

The study has its limitations as it was onlyconfined to a sample of ninety subjects fromforty English medium primary schools in Selangor.It was a corrdational study which only identifiedthe relatIonship between variables and did notreveal the cause and effect of each variable interms of the others.

It is hoped that in view of the findingsbrought to light, this study will add in somemeasure a new perspective to research in thisfield. It is further hoped that this study willhelp add a new dimension to the understandingof parents and teachers over their indispensablerole in the academic performance of children.

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HABIBAH ELIAS AND ATAN BIN LONG

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(Received 9 November 1983)