Abstract:
Motivation plays an important role in learning achievement. Although Sri Lanka is known for free education, Discrepancies in school contextual factors are noted among selected administrative school factors. This descriptive cross-sectional survey study aimed to study the influence of selected administrative factors on motivation and learning achievement. This study was conducted among grade 10 and 11 Tamil-medium school students in the Colombo educational zone. 360 students were selected using stratified random sampling, and 24 teachers, 72 parents, and 12 principals also participated in the study. The validated Adapted AMS was used to assess motivation, and average examination marks were used to assess learning achievement. 1AB school students showed the highest levels of intrinsic and extrinsic motivation and learning achievement, followed by 1C, whereas type II school students showed comparatively lower levels (p < .001). A significant difference in learning achievement was observed between national and provincial schools (p < .001). Both intrinsic and extrinsic motivation levels are higher in national schools than in provincial schools (p < .001). The Borella educational division showed the highest learning achievement, intrinsic motivation, and extrinsic motivation, with a significant difference in learning achievement across educational divisions (p < .001). Extrinsic motivation was higher than intrinsic motivation in national schools and 1AB schools, while intrinsic motivation was higher than extrinsic motivation in provincial schools, 1C, and type II schools. This study showed the significant influence of school type, educational division, and governance on motivation and learning achievement. School-level inequalities should be addressed to ensure that all students have equal opportunities for quality education. Further action should be taken to improve motivation among students in disadvantaged schools.
