This study aims to investigate the relationship between motivation to participate in learning and academic achievement of adult learners in a part-time programme. Efforts are also made to find out the predictors for the academic achievement of adult learners. This is a descriptive-correlational study using questionnaire as the mode of data collection. Fifty adult learners who enrolled in a parttimeprogramme at UMS and UNIRAZAK in Kota Kinabalu, Sabah were selected as samples of the study. A thirty-item questionnaire, adapted from Boshier’s EPS (1991) and Neill’s TUSMSQ2 (2004), was used to measure the five motivational factors i.e. personal development, career advancement, social pressure, social andcommunication improvement, and escapism. The findings indicated a positive relationship between personal development and academic achievement of adult learners, while social pressure and escapism have a negative impact on academic achievement. In contrast, social and communication improvement, and careeradvancement do not correlate with academic achievement. Intrinsic motivation is found to be significant in influencing academic achievement while extrinsic motivation is insignificant in doing so. Lastly, some recommendations and proposals for future study are discussed.
|Title of host publication||Language Teaching and Learning|
|Subtitle of host publication||New Dimensions and Interventions|
|Editors||Ambigapathy Pandian, Christine Liew, Debbita Tan|
|Place of Publication||Newcastle upon Tyne, United Kingdom|
|Publisher||Cambridge Scholars Publishing|
|Number of pages||16|
|Publication status||Published - 2014|