A Rasch Analysis of Students’ Academic Motivation toward Mathematics in an Adaptive Learning System

Abstract

Despite the criticality of considering student academic motivation as it influences learning, research within the field of adaptive learning technologies for education has so far focused more on customising instruction to implement personalised learning, than investigating how personalised learning is associated with learners’ motivation. Given this, a robust instrument is required to gather information about student academic motivation within the context of adaptive learning technologies. This study sought to validate the Academic Motivation Toward Mathematics Survey (AMTMS) currently used to measure motivation based on self-determination theory in mathematics education at pre-tertiary levels (grades 11 and 12) in Asia. A total of 196 participants recruited via availability sampling took part in this study, after interacting with an in-house mathematics adaptive learning system within a tertiary educational institution. The validation was performed based on modern test theory given that it overcomes some limitations of classical factor analytic approaches. Results supported the factorial structure of the AMTMS but 12 of the original 21 items had to be rescored to establish ordered thresholds. Further, the bifactor equivalent solution suggested the possibility of reporting a singular motivation index comprising the five factors within the AMTMS. Along with the results, this study offers researchers a robust and validated instrument to measure motivation toward mathematics that can be used within an adaptive learning environment.