Motivational Aspects Influencing the Choice for English Medium School in Delhi India

Greener Journal of Educational Research

Vol. 9(2), pp. 77-89, 2019

ISSN: 2276-7789

DOI Link: http://doi.org/10.15580/GJER.2019.2.070119124

http://gjournals.org/GJER

Motivational Aspects Influencing the Choice for English Medium School in Delhi India

Dr. Mohd Muzahir Ali; Mrs. Rana Rafi Khan

¹ Associate Professor, Department Of Education, Al-Falah University, Dhauj (Haryana), Faridabad, India. mohdmuzahirali@ gmail.com, +919266152786

² Research Scholar, Department Of Education, Al-Falah University, Dhauj(Haryana), Faridabad, India. ranajameel@ gmail.com, +919868327016

ARTICLE INFO

ABSTRACT

Article No.:070119124

Type: Research

DOI: 10.15580/GJER.2019.2.070119124

The study was intended to investigate motivational aspects influencing the choice for English Medium schools. Data was collected with the help of a self-developed scale. 900 respondents from the nine English medium schools from the various parts of Delhi, India constituted the sample of the study. Findings revealed both intrinsic and extrinsic aspects of motivation that influence the choice for English medium schools.

Submitted: 01/07/2019

Accepted: 16/07/2019

Published: 24/07/2019

*Corresponding Author

Rana Rafi Khan

E-mail: ranajameel@ gmail.com

Keywords: Motivation; English Medium; Intrinsic; Extrinsic

INTRODUCTION

Motivation is the main reason to direct the behaviour of an individual towards a particular goal. An idea, observation, need, emotion, or organic state can produce motivation that stimulates a person towards the source of fulfillment of the need. The motivational state is characterized by needs and desires requiring satisfaction. Needs and desires are influenced by culture, society, lifestyle, etc. Choice for English medium school is very much influenced by needs and desires emerged from culture, society, lifestyle, and future prospects. The rational aspects of motivation are closely associated with the utility functions. This implies that choice for English medium schools will also be influenced by utility functions of the school as well as affective aspects that emerge from socio-cultural environment and lifestyle. Similarly the learning performance inside the school is also influenced by both cognitive (rational/utility) and affective (emotional) aspects. Kraft, Sarogi, Husman, Semken, and Fuhrman (2018) emphasized on affective aspects of motivation for better learning performance. They said, “To motivate student learning, the affective domain—emotion, attitude, and motivation—must be engaged”. The learning performance comes after joining the school while choice for English medium school is a situation of taking decision to join the English medium school. In both the cases cognitive and affective aspects of motivation play an important role. In this perspective it can be assumed that English medium school chosen on the bases of motivational aspects will also facilitate the learning performance of the students. The motivational aspects influencing the choice for English medium school are closely associated with better prospects which, beyond any doubt, will facilitate the learning performance of the students. Here it would be worthwhile to discuss about English medium schools.

An English medium system is one that uses English as the medium of instruction, particularly where English is not the native language ( Dearden, 2014; Parruck, Ghosh, Sheppard, and Sip, 2014). Initially associated with the expansion of English from its homeland in England and the lowlands of Scotland and its spread to the rest of Great Britain and Ireland, the British empire increased the language’s spread, as has the increased economic and cultural influences of United States since World War II.

Perception of working knowledge of English yields its high level value as in most of the working environments English language has achieved special prominence. As, for instance, English is very dominant in the world of computing. As a consequence, quite a large number of countries around the world where English is not their native language are inclining towards the use of English as the normal medium of instruction.

The main objective of English medium schools in India is to motivate students by arousing them regarding the importance of English and then gradually helping them to attain their desired goals. The basic objective is to make the students capable of communicating in English. In India English occupies the position of associate official language. It is being taught for many decades and is used widely as a link language in offices. In schools, colleges and universities it is not only a compulsory subject but also a medium of instruction to the larger extent. English is the main language of science and technology and hold the position of a second language in the school curriculum (Graddol, 2006). English language has been assigned the role of library language. Without exception, every secondary school child has to learn English as a subject, usually for seven years but in some cases fewer. At the primary and secondary school level, India has a large private school system complementing the government run schools, with 29% of students receiving private education in the 6-14 years age groups (NIOS web portal)[1]. Most of the post secondary technical schools are also private school.

As per the Annual Status of Education Report (ASER) 2012, 96.5% of all rural children between the ages of 6 and 14 were enrolled in schools. This is the fourth annual survey to report enrolment above 96%. Another report (ASER, 2013) stated that there were 229 million students enrolled in different accredited urban and rural schools of India. From Class I to XII, representing an increase of 23 hundred thousand students over the total enrolment in 2002, and a 19% increase in girls’ enrolment. While quantitatively India is inching closer to universal education, the quality of its education has been questioned particularly in its government run school system. It is important to clarify that while there are private schools in India, they are highly regulated in terms of what they can teach, and in what form they can operate. In view of the growing number of enrolment of students and growing importance of English language it is imperative to identify motivational aspects influencing the choice of English medium school. Findings of the study will help in providing better educational services.

Objectives of the Study

1. To identify motivational aspects influencing the choice for English medium schools

2. To explore strength of agreement with the motivational aspects influencing the choice for English medium schools

Hypotheses

H₁. Both the intrinsic and extrinsic aspects of motivation will influence the choice for English medium school.

H₂. The extent of agreement for motivational aspects influencing the choice for English medium school will be at high level among the students.

Research Methodology

Methodology of the research is the description of manner in which the research problem is systematically solved. It is a science of studying how research is done scientifically. The investigator took a sequence of steps in a systematic way to solving the research problem along with appropriate logic behind each step.

Research Design

The design of the present research was descriptive in nature in which primary data was collected from the students of secondary level studying in Delhi. Information obtained from these students provided detailed description of the motivational aspects influencing their choice for English medium schools.

Variables Under Study: Motivational aspects influencing students’ choice for English medium schools.

Type of Data: In the present study Primary data were collected to identify the motivational aspects influencing students’ choice for English Medium School.

Data Source: The data was collected from the secondary level students studying in English Medium School of Delhi. Care was taken to cover entire Delhi at the time of selection of schools. Open choice was not available to the investigator. Data were collected from those schools only that were willing to cooperate.

TOOL OF MEASUREMENT: Self developed scale to assess motivational aspects

About the Scale

Name of Scale: Scale for measuring Motivational Aspects Influencing Choice for English Medium School

On the bases of the opinion of experts of education field eleven statements/items related to motivational aspects that influence the choice of English medium school were identified. Experts selected the most relevant items which were arranged on a paper in the form of a questionnaire. Each item has five category responses namely: strongly agree, agree, undecided, disagree, strongly disagree. Students were required to tick one of them. Data was obtained on all these items then after factor analysis was carried out. These items are listed below.

1. Students want to choose English Medium School just to learn English because it is an influential language in their friendship.

2. A supportive teaching style in English Medium School allows students’ freedom which fosters increased student interest, enjoyment, engagement and performance that makes them motivated to choose the school.

3. The main motive, that influences students to choose English Medium School, is to become accepted as a talented child in the society.

4. I would always regret my decision if I had not availed opportunity to choose English Medium School.

5. English Medium Schools are defined to have an academic environment and therefore students feel academic confidence to choose such a school for study.

6. Children’s wishes to choose the English Medium School are just for the fun of learning spoken English.

7. It is felt that English Medium Schools allow some sort of autonomy in the learning process among students and therefore they have increased motivation to choose such school for study.

8. I would still choose English Medium School even if that would mean study for 18 hours a day.

9. Students are motivated to choose English Medium School for study as they believe that they are valued members of a learning community.

10. Students who are very grade oriented, are extrinsically motivated to choose English Medium School to study.

11. Students who desire to learn are intrinsically motivated to choose English Medium School to study.

Table 1.01: Result of Factor Analysis

Item No.	Components
Item No.	1	2	3
1	.783	-.164	.214
2	.718	.237	.007
3	.663	.296	-.038
4	.587	.299	.039
5	.528	.464	-.108
6	.129	-.024	.872
7	.259	.610	.204
8	-.087	.566	.508
9	.102	.739	.064
10	.305	.632	-.210
11	.132	.533	.072

Extraction Method: Principal Component Analysis,

Rotation Method: Varimax with Kaiser Normalization

Table 1.02: Factor-wise Description of Items

Factors	Item Nos.
Extrinsic Motivation (Component 1)	1,2,3,4,5
Intrinsic Motivation (Component 2)	7,8,9,10,11

Component 3 was not considered a factor as it contained only one item, moreover extent of agreement of the students with this item was very low.

Table 1.04: Case Processing Summary

Cases

Valid

899

99.9

Excluded^a

Total

900

100.0

a. Listwise deletion based on all variables in the procedure.

Reliability Statistics

Cronbach's Alpha

N of Items

.767

Sample Type: Systematic random sampling method was used in each school

Sample Frame: Sample frame refers to the information regarding whereabouts of the sample units to be selected. The roll list of the students was used as the sample frame.

Sample Extent: Secondary/Senior secondary English medium school located in Delhi

Sample Testing: The questionnaire was administered on small groups of students. After selecting all sample units through the aforesaid method, the investigator took them in a separate room arranged by the school administration. After distributing questionnaire to each respondent, the investigator explained instructions clearly and asked to clear doubt, if any. When respondents replied that they have understood all the instructions, the investigator gave a signal to start filling up the questionnaire. Data thus obtained pooled group wise and statistically treated with the help of factor analysis andchi square

RESULTS AND DISCUSSION

Motivation can occur with an idea, observation, need, emotion, or organic state that stimulate person towards the source of fulfillment of the need. Literature in Educational psychology contains enough evidences about the classifications of motivation. Basically there are two categories: One intrinsic motivation and second extrinsic. Intrinsic motivation stimulate due to its inherent interests, for self-fulfillment, enjoyment and to achieve mastery. The extrinsic motivation stimulate person to perform and succeed for the sake of accomplishing a specific result or outcome. Students who are very much grade-oriented are extrinsically motivated, whereas students who seem to truly embrace their work and take a genuine interest in it are intrinsically motivated. In the choice process both intrinsic and extrinsic motivation play important role. As per the results of factor analysis item no. 1,2,3,4, and 5 pertained to extrinsic motivation and item no. 7,8,9,10, and 11 pertain to intrinsic motivation. Item wise analysis of each item was carried out that include meaning and interpretation of the statement, analysis of extent of agreement of the respondents with the statement and assessment of significance of difference between agreed and disagreed responses with the help of chi square test. Description is given below:

“Students want to choose English Medium School just to learn English because it is an influential language in their friendship”.

Table 2.01: Observed and Expected Frequencies of the Responses and the Value of Chi Square

Level of Agreement

Observed N

Expected N

Residual

Strongly Agree

Agree

Undecided

Disagree

Strongly Disagree

75(8.3%)

325 (36.1%)

187 (20.8%)

216 (24.0%)

97(10.8%)

180 (20%)

-122.0

06.0

-85.0

153.0

-122.0

N=900, Value of Chi Square= 223.800, df= 4, Sig.=000

Students showed their agreement with the item/statement- Students want to choose English Medium School just to learn English because it is an influential language in their friendship. Table 2.01 reveals that the percentage of strongly agreed and agreed respondents (8.3%+36.1%= 44.4%) is much higher than the percentage of strongly disagreed and disagreed (10.8%+24.0%=34.8%) respondents. The difference is significant beyond the 0.01 level of significance. The extent of agreement with this statement is diagrammatically depicted in figure 2.01 which also show a higher level of agreement.

Name of School	Respondents		Total
Name of School	Male	Female	Total
1. MCD School, North-East Delhi	50	50	100
2. Bharat National Public School, East Delhi	50	50	100
3. Gardenia School, East Delhi	50	50	100
4. Govt. Boys Sr. Secondary School, North-East Delhi	50	50	100
5. Scholar School, South Delhi	50	50	100
6. RajdhaniSchool, North-West Delhi	50	50	100
7. Devine Happy School, North-east Delhi	50	50	100
8. LalMandirSchool, West Delhi	50	50	100
9. SKR Public School, Central Delhi	50	50	100
Total	900

Kraft K. J. H., Sarogi L., Husman J., Semken S., and Fuhrman M (2018). Engaging Students to Learn Through the Affective Domain: A new Framework for Teaching in the Geosciences. Journal of Geoscience Education. Vol 59 (2): 71-84. (Accepted 29 Oct 2010, Published online: 27 Jun 2018)