Information Systems Undergraduates’ Reading Gains and Their Association with Learning Motivation after Small Group Discussion
DOI:
https://doi.org/10.21009/ijlecr.v12i1.66122Keywords:
Reading Gains, Learning Motivation, Small Group DiscussionAbstract
Reading comprehension is essential for ESP undergraduates to engage with complex texts, yet prior studies have often overlooked students’ reading progress and its relationship with motivation, a key factor in enhancing this engagement. This study explored reading comprehension gains and post-learning motivation following small group discussions, focusing on how these variables are interconnected. This quantitative, pre-experimental study recruited 108 second-semester Information Systems students at Universitas Indraprasta PGRI. Reading gains were measured using a 25-item pretest–posttest test and analyzed with the Wilcoxon signed-rank test, while post-learning motivation was assessed via a 25-item questionnaire adapted from the ARCS Learning Motivation Questionnaire and analyzed descriptively. Spearman’s rank-order correlation examined the association between variables. All analyses were conducted in SPSS 27. Results showed moderate reading comprehension gain of 4.07 that were not statistically significant (p > 0.05). Students’ post-learning motivation was at a medium level (M = 4.73, SD = 0.49), with no significant correlation between reading gains and motivation (ρ = -0.09, p = 0.38). These findings suggest that small group discussions may help maintain moderate levels of post-learning motivation and show potential for supporting reading engagement in ESP classrooms, although the observed improvement in reading comprehension was not statistically significant.
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