The Relationship between Students’ Motivation and Learning Gains in Five Thai Universities.

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Zhao Xingran
Supinda Lertlit


This study aimed to review the relationship between students' motivation and students' learning gains in Thailand universities. Additionally, the study aimed to investigate Keller's ARCS model dimensions that were tested against students' learning gains. However, empirical research focusing on motivation in relation to students' learning gains is mostly limited to secondary schools or specific subject contexts. Five largest universities in Thailand were purposely selected as sampling units and 348 students were selected proportionately as samples of this study. A closed-ended questionnaire was administered online by sharing the link to the contact points of the five universities. Data collection was conducted for two weeks, after which participation was closed. Inferential statistics were generated to test the hypotheses. Data were analysed by a statistical analysis package. Findings from the study revealed that attention (p=0.002), relevance (p=0.000), confidence (p=0.011), and satisfaction (p=0.004) are significantly correlated and related to students' learning outcomes. It was recommended that Universities in Thailand train their faculty to use the ARCS model to enhance students' motivation and learning gains.


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