Effectiveness of Motivational Package on Academic Motivation and Performance Among Nursing Students: A Randamized Controlled Trial
DOI:
https://doi.org/10.31305/rrijm.2026.v11.n04.008Keywords:
Academic Motivation, Academic Performance, Nursing Education, Motivational Intervention, Student EngagementAbstract
Background: In education, academic motivation both intrinsic and extrinsic plays a critical role in student engagement, learning strategies, and achievement. However, challenges such as low engagement, academic stress, and fluctuating motivation continue to hinder outcomes. To address this, the present study evaluated the effectiveness of a Motivational package in improving academic motivation and performance among nursing students. Methods: A quasi-experimental study was conducted with 80 nursing students, equally divided into control and intervention groups. Baseline socio-demographic and academic variables were assessed, including age, domicile, parental education, medium of instruction, prior academic performance, and self-confidence. The intervention group received a two-week MEP comprising lectures, presentations, time and stress management strategies, positive behaviour therapy, videos, group activities, and humour/laughter therapy. Academic motivation was measured using the AMS-C 28 scale, alongside amotivation and academic performance indicators. Pre-tests and post tests were administered to both groups. Data were analyzed using descriptive statistics, chi-square tests, paired t-tests, and independent t-tests. Results: Baseline characteristics were comparable between groups except for age (p = 0.001). Pre-intervention, most students demonstrated average to good motivation and performance. Post-intervention, the intervention group showed a significant increase in motivation scores (118.30 ± 19.27 vs. 131.53 ± 11.53; p < 0.001) and a reduction in amotivation (11.35 ± 5.45 vs. 8.53 ± 1.80; p = 0.007). Good academic performance rose from 27.5% to 60%, while level of perceived performance improved from 55% to 75%. The control group showed no significant changes. Between-group comparisons revealed significant post-test differences in motivation and amotivation (p = 0.001). Correlations between motivation and performance were weak and non-significant. Conclusion: The motivational package effectively improved academic motivation and performance among nursing students, highlighting its potential as a structured intervention to support early undergraduate learning.
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