Luận án Tiến sĩ: Ảnh hưởng Định hướng Mục tiêu Thành tích đến Học sinh Tiếng Anh THPT

EFFECT OF ACHIEVEMENT GOAL ORIENTATION ON STUDENTS PERFORMANCE IN THE SUBJECT OF ENGLISH AT SECONDARY LEVEL IN KHYBER PAKHTUNKHWA Abdul Basit Roll No. Y-804345 SECONDARY TEACHER EDUCATION DEPARTMENT FACULTY OF EDUCATION ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD 2017 i EFFECT OF ACHIEVEMENT GOAL ORIENTATION ON STUDENTS PERFORMANCE IN THE SUBJECT OF ENGLISH AT SECONDARY LEVEL IN KHYBER PAKHTUNKHWA Abdul Basit Roll No. Y-804345 Submitted in partial fulfillment of the requirements for the Doctor of Philosophy degree in Secondary Teacher Education at the Faculty of Education, Allama Iqbal Open University, Islamabad i ii iii iv ACKNOWLEDGMENTS During the study of achievement goal orientation, I became aware that it has a large impact on students' lives. Schools are like mini societies and reflect cultures of home and community.

Although research on schools and students in Pakistan has focused on various variables, work on achievement goals is limited. This study would not have been possible without the help of others. I am indebted to Dr. Fazalur Rahman, who being my supervisor of the study, extended full support, cooperation, and motivation, thus enabling me to complete the task in time.

He gave advice and active support in the analysis and interpretation of data, and in the development of instruments. I admire his patience during the whole work. I would like to thank Prof. Nasir Mehmood, Chairman Department of Early Childhood & Elementary Teacher Education, Allama Iqbal Open University Islamabad for his personal interest in evaluation of the thesis, and for his encouragement and feedback of the study.

I am also indebted to Prof. Nabi Bux Jumani, Dean Faculty of Social Sciences International Islamic University Islamabad, for his help in developing the synopsis of the study. Special appreciation for Dr. Muhammad Ajmal, Chairman, Department of Distance, Non-Formal and Continuing Education, Faculty of Education Allama Iqbal Open University Islamabad.

Thanks to Mr. Jaddi Khan Khalil, Ex-Deputy District Education Officer (Male) Peshawar who helped in the data collection process and for his material and moral support. I would like to acknowledge the effort and understanding of my younger brother, Dr. Mian Muhammad Atif KakaKhel (PhD) for his help and support in reviewing the manuscript.

His thought provoking suggestions helped improve the quality of this academic work. v A number of colleagues and friends gave me advice on how to proceed with the problems faced during this study. I would like to mention Dr. Jamshed Khan (SST) GHS Muhabbatabad Mardan for his help and support.

My gratitude to Mr. Hidayat Ullah Programmer, District Education Information System (DEMIS) Peshawar who contributed to this study by putting data collected from the instruments into spreadsheets for further analysis. Thanks to Mr. Shah Husain (CT) and Mr.

Fahim Jan, Assistant Sub Divisional Education Officer Peshawar, for their involvement and support in the data entry process. Thanks to Mr. Rashid Husain (CT) GHSS No.1 Peshawar city for his help in the marking of achievement test for students. Special thanks to Mr.

Muhammad Sajid, Subject Specialist (English), GHSS Daag Peshawar for his review of the manuscript for any syntactic or grammatical error, thus further strengthening and sharpening the text I would also like to thank all the principals/Headmasters/Headmistresses for their support and cooperation. This work would not be possible without the participation of students and teachers who provided valuable data for the study. I was impressed by the dedication of some teachers for students of their school. Additionally, I would like to thank the most important people in my life; my parents and family who supported me through these years and provided a pleasant and stimulating environment for my work.

Abdul Basit vi DEDICATION I would like to dedicate this study to my father, Mr. Mian Qavi Ullah KakaKhel, who encouraged me for completing this dissertation. He would have expressed his pride in my work had he not parted away. May his soul rest in Peace.

vii ABSTRACT Title Effect of achievement goal orientation on students performance in the subject of English at secondary level in Khyber Pakhtunkhwa Number of pages 237 Researcher Abdul Basit Advisor Dr. Fazal Ur Rahman University Allama Iqbal Open University, Islamabad Year 2017 Subject area Secondary Teacher Education Degree PhD This study aimed to determine the effect of achievement goal orientation on student performance in the subject of English at secondary level. It was conducted in conventional classrooms in government High/Higher Secondary schools in district Peshawar. The sample consisted of 224 male and female teachers and 2240 boys and girl students.

Items from the Patterns for Adaptive Learning Scale (PALS) developed and revised by Midgley, et.al, (2000) was used for the study. Students’ achievement was measured by using a multiple-choice test in the subject of English. Descriptive statistics, correlation, and regression analysis were applied to identify significant predictors of achievement and to study the effects of students’ achievement goal orientation on their performance. The analysis revealed that teacher perceived school goal structure for students as more performance oriented than mastery viii oriented with more stress on high performance goals.

Similarly teachers’ approached to instruction with multiple goals. They were more performance oriented than mastery oriented with slightly high performance approach to instruction than high mastery approach. It was found that teachers’ performance approach to instruction was significantly but negatively correlated to students’ mastery as well as performance- approach goal orientation. Students had a multiple goal orientation.

Majority of students had mastery goal orientation, followed by performance-avoid and performance-approach goal orientation. They were slightly more mastery oriented in general but in high-low category, they had more high performance-avoidance goal orientation, followed by high performance-approach goal and then by high mastery goal orientation. It was concluded that boys and girls differed in their achievement goal orientation. Students perceived their teachers as having multiple goals with focus on mastery and performance goals.

They also perceived their teachers as having slightly high performance-avoidance goals than high performance-approach or high mastery goals. Students’ perception of teachers’ goals was significantly correlated to students’ goal orientation. Students viewed their classrooms as slightly more performance-approach oriented than mastery oriented. Majority of rural girls perceived their classroom to have high mastery goal structure, while majority of urban girls perceived them to have high performance-approach goal structure.

Greater number of boys perceived their classrooms as having high performance-avoid goal structure than girls. Majority of urban boys perceived their classrooms as having high performance-avoid goal structure. Students’ perception of classroom goal structure was significantly correlated with students’ goal orientation, ix Students perceived their parents as asserting multiple goals with slightly more performance orientation than mastery orientation. However the difference was minimal.

Students’ perception of parent goal was significantly correlated with students’ goal orientation. Students having high mastery goal orientation performed higher on performance test than students having low mastery goal orientation. Similarly students having high performance-approach goal orientation scored higher than those having low performance-approach goals. Furthermore, students having high performance- avoid goal orientation had slightly higher performance test score than students having low performance-avoid goal orientation.

The study concluded that students’ performance was significantly correlated with students’ goal orientation and students’ mastery goal orientation was a strong predictor of achievement. The study recommended that teachers may provide students with meaningful activities to increase motivation and should encourage them for learning. Teachers may give attention to students’ abilities and their perceptions of learning and performance to help them to develop proper orientations resulting in adaptive learning patterns. x TABLE OF CONTENTS No Title/heading page Chapter 1 INTRODUCTION 1 1.1 Statement of the Problem 8 1.2 Objectives of the Study 9 1.3 Significance of the Study 10 1.4 Delimitations of the Study 12 1.5 Assumptions of the Study 13 1.6 Hypotheses of the Study 13 1.7 Definition of Terms 14 Chapter 2 REVIEW OF RELATED LITERATURE 16 2.1 General Context of the Study 18 2.3 Identifying Research Gaps 25 2.4 Achievement Goal Orientation 27 2.1 Mastery goal orientation 31 2.2 Performance Goal Orientation 35 A.

Performance-approach goal orientation 38 B. Performance-avoid goal orientation 39 2.3 Social Goal Orientations 40 2.4 Work-avoidance Goal Orientation 41 2.6 Goal Orientation and Adaptive and Maladaptive Behavior 45 Patterns 2.7 Change in Achievement Goal Orientations 48 xi No Title/heading page 2. Goal orientation and gender 51 2. Goal Orientation and the Learning Environment 54 2.

Achievement Goal Orientations and School Goal structure 56 2. Achievement Goal Orientation and Classroom Goal 58 Structure 2. Achievement Goal Orientation and Parents Goals 65 2. Achievement Goal Orientation and Teachers’ Goal 68 2.

Conceptual Framework of the Study 73 2. Goal Orientation and Students’ Performance 75 2.12 Studies about goal orientation and Achievement 77 2.13 Concluding Remarks 84 Chapter 3 METHODOLOGY OF THE STUDY 90 3.1 Population of the study 91 3.1 Scale used for the study 96 3.4 Validity and Reliability of instruments 100 3.5 Pilot test of Instruments 101 3. Analysis of Data 106 xii No Title/heading page Chapter 4 ANALYSIS AND INTERPRETATION OF DATA 108 4. Descriptive Statistics of teacher and Students scales 109 4.

Testing of Research Hypotheses 112 4. Regression analysis 154 Chapter 5 SUMMARY, FINDINGS, CONCLUSIONS, 159 RECOMMENDATIONS & DISCUSSION 5.6 Recommendations 186 REFERENCES 188 ANNEXURES Annexure-A Patterns of Adaptive learning scales (Student scales) 212 Annexure-B Patterns of Adaptive learning scales (Teacher scales) 218 Annexure-C English test for students 222 Annexure-D Application for data collection 225 Annexure-E Permission for data collection 226 Annexure-F Letter to principals/Headmasters 227 Annexure-G Demographic information about teachers 228 Annexure-H Demographic information about students 230 Annexure-I Patterns of Adaptive learning scales (Student scales) 231 Urdu Translation for Boys Annexure-J Patterns of Adaptive learning scales (Student scales) 234 Urdu Translation for Girls Annexure-L Sample size selection chart 237 xiii LIST OF TABLES Table No Title Page 3. Population of the study 92 3.2 Sample of the study 94 3.3 Detail of pilot sample 101 3. Statistics for the pilot test for student scale 103 3.

Statistics for the pilot test for teacher scale 104 4. Descriptive statistics for teacher scales 109 4. Descriptive statistics of students Scales 110 4. Types of achievement goal orientations of boys 112 4.

Types of achievement goal orientations of girls 114 4. Types of achievement goal orientations of all the students 115 4. Types of achievement goal orientations of boys and girls 116 4. Boy students’ perceptions of classroom goal structure 118 4.

Girls students’ perceptions of classroom goal structure 120 4. Perceptions of classroom goal structure of boy and girl students 121 4. Perceptions of classroom goal structure of all the students 123 4. Effect of Students’ perceptions of classroom goal structure on 124 their achievement goal orientation 4.

Boy students’ perception of parents’ goals 126 xiv Table No Title Page 4. Girls students’ perception of parents’ goals 127 4. Perception of parents’ goals of boy and girl students 128 4. Perception of parents’ goals of all the students 129 4.

Students’ perception of parent goals and students achievement 130 goal orientation 4. Male and Female teachers’ perceptions of school goal structure 131 for students 4. Teachers’ perceptions of school goal structure for students 132 4. Effect of teachers’ perception of school goal structure on 133 students’ achievement goal orientation 4.

Male and Female teachers’ approaches to instruction 135 4. Teachers’ approaches to instruction of all teachers 136 4. Effect of teachers’ approaches to instruction on students’ 137 achievement goal orientation 4. Boys Students achievement goal orientations and performance 139 4.

Girl Students achievement goal orientations and performance 141 4. Students achievement goal orientations and performance of boy 143 and girl students 4. Students achievement goal orientations and performance of all 145 students 4. Students achievement goal orientations and performance 146 xv Table No Title Page 4.

Boy students’ perceptions of teachers goals 147 4. Girl students’ perceptions of teachers goals 149 4. Boy and Girl students perception of teachers goals 150 4. Students perception of teachers goals of all the students 152 4.

Effect of students’ perception of teacher goals on students’ goal 153 orientation 4. Model Summary of regression analysis showing how well the 155 predictors were able to predict students’ performance 4.