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Abstract

Student motivation holds a key in educational reforms in South Korea and Saudi Arabia. Motivating students to perform well in school requires knowledge of internal and external factors within the educational system. This research used a review of literature and explored both intrinsic and extrinsic factors in students, in teachers, and in the school systems, comparing student motivation in South Korea and Saudi Arabian schools. The analysis indicated that South Korean schools performed better than Saudi Arabian schools in academics. Both nations maintain advanced school facilities with similar systems, yet in the research one major discrepancy in academic performance emerged and showed differences in student motivation. For Saudi Arabian schools to improve student motivation, recommendations include observing motivating factors used in South Korea where emphasis is placed on the student’s learning and student involvement.

Keyword: student’s motivation, classrooms, schools, internal factors, external factors, teachers.

Comparing Internal and External Factors of Student Motivation

in Saudi Arabian and South Korean Schools

Motivation is a unique phenomenon. Merriam Webster online dictionary defines motivation as an influence that causes someone to do something. This definition does not deviate from how psychological scholars define motivation. In the wider field of psychology, studies indicate that there must be a force that drives somebody to behave in a particular way, especially when it comes to fulfilling personal goals (Oniyama & Oniyama, 2005). Student motivation is described as the ability to stimulate young academic learners to behave in a desirable way that favors quality outcomes. Student motivation enhances the productivity of students in academics and also in sports among other extracurricular activities (Christiana, 2009).

Without motivational factors within a school environment or any other organizational environment in general, productivity goes down. There are two types of motivation; extrinsic (external) motivation and intrinsic (internal) motivation (Christiana, 2009). Analysts sometimes refer to intrinsic motivation as self-motivation, propelled by the need to fulfill personal desires. These aspects are relevant in promoting student motivation. Internal and external factors have to be put into perspective to achieve the full package of the intended results.

This study expounded on student motivation, an aspect that is not limited by geographical boundaries but rather it affects students worldwide. Regardless of racial, social,or economic reasons people are different; motivational force is what determines how students tend to perform in school (Tiwari, Tiwari,& Sharma, 2014). What stimulates students to perform in a particular way is a set of standards. The include simple aspects such as effectiveness of the classroom environment. Education requires enough resources for the students and teachers included to carry out their tasks. Student’s motivational levels tend to differ with various factors, which explains why students perform differently despite the fact that they all share the same academic environment. To minimize the discrepancy of academic performance between students, the issue of student motivation has to be considered (Kusurkar, Ten Cate, Vos, Westers, & Croiset, 2013).

Motivating student’s internal and external factors that define the learning environment relevant stakeholders need not to struggle with finding loopholes for establishing motivation while internal and external aspects are both available as viable options. From an intrinsic perspective, students need to be encouraged how performing well in a particular discipline such as mathematics would make them feel (Delong & Winter, 2002). Student motivators need to rely on aspects such as personal fulfillment to make students appreciate a particular subject on a more personal level (Tiwari, Tiwari ,& Sharma, 2014). Among the two types of motivation, this one is the hardest one. Despite it being the difficult one to achieve, the benefits of internal motivation are long lasting and very effective. There is also external motivation, which highly depends on the use of assorted rewards. Extrinsic motivation is appropriate, but psychologists recommend rewards for short-term goals (Delong & Winter, 2002). Regardless of its duration of effectiveness, these variables can be used to motivate students towards a desired performance.

The effects of motivation are mainly positive especially when dealing with students. When students in schools are motivated, the results are good performance in any subject they are involve in to . The quest to become prominent personalities in society is one relevant aspect that internally pushes many students to perform well academically. For those not good in academics but able to perform well in extra-curricular activities, their main motivation usually takes a different conformation but still enables them to become successful. While this may be the case, it is important to acknowledge the fact that the type of motivation approach used matters in the viability of the final outcomes (Christiana, 2009).

For longer-term effects, internal motivation is best since it forms within students. Reward based approach is only effective for a shorter term and once the headlined objectives are attained, it is easy for an individual to lose a sense of motivation. In terms of its significance, this introductory segment has already pointed out that motivation helps students to stay focused on attaining the set goals. Good academic performance in schools, therefore, depends on how well the students and the entire school is actually stimulated intellectually (Delong & Winter, 2002).

Student motivation is one of the important topics that has been researched and is still being explored further in the docket of education. It is important to point out factors that do motivate students in different regions and assess whether those factors, if effective, are applicable anywhere else. In the current technologically competitive world, it is upon the sharpness of its current education system that a country can significantly appear on the global map as a powerhouse. To make sure that sure that education is effective, student motivation is one area that needs to be constantly explored for performance enhancement (Gilakjani, Lai-Mei & Sabouri, 2012).

Regardless of different school curricula, students in Saudi Arabia and South Korea have several aspects that act as extrinsic and intrinsic motivators. Despite the presence of motivators, student performance in the two countries is very different. This particular research intended to dwell on student motivation as the phenomenon that accounts for the difference in academic performance for students in Saudi Arabia and those in South Korea explaining why the latter has more intellectual capability than the former. This will be accomplished by providing an overview of the difference between classroom environments in the two countries ,as well as, sources, reasons, and effects of student motivation. Motivating students in the classroom is a challenge for many teachers. Student motivation requires an understanding of internal and external factors. This thesis paper reports on these factors that strongly influence students in South Korean and Saudi Arabian schools.

Internal Factors

Student motivation refers to the force or stimulus to drive students needs or desires that cause them to act and learn. Student motivation is an important and necessary part of the quality education. Students should have many sources that induce interest and give value in education and motivate them. Some factors such as family support, teacher’s role, and even classmate behavior affect students’ participation and attitude towards education and motivational level. When students’ motivation in South Korea and Saudi Arabia were compared, similar and different factors were found. The intrinsic factors cover students’ involvement, curiosity, challenges, and social interaction (Faulkner, 2009).

Student Participation, Low Motivation

In South Korea, students do not feel difficulty for grading because it is not related to academic achievements. Moreover, they are not free to choose the subjects of personal interest regardless of examination scores. Students’ prior learning experience is another factor that demotivates them (Niederhauser, 2012).

In Saudi Arabia, the factors are different and involve a lack of confidence, laziness, poor planning, and negligence. The family environment and cultural issues also affect the students’ motivation, because family support is a must to keep students involved. Students do not possess work out side of the class. Therefore, Saudi students have poor attitude towards education and less motivation for success. Common factors that cause demotivation in both countries are no chances of extra-curricular activities, lack of English classes, and rude classmates (Springsteen, 2014).

Student Participation, High Motivation

In South Korea, teachers play a vital role in students’ motivation. Teachers use various strategies to develop self-confidence in learners. For example, conveying positive messages about learning and creating activities for real communication are among frequently used techniques.

In Saudi Arabia, it is considered that the teachers who teach in English support Christianity and secularism. Saudi students possess Arabic while having faith in God. Teachers can increase the motivation level of the students by connecting their personal goals with learning. Male students are supposed to have goals of doing work, while female students do not possess such goals or achievements. Therefore, lack of motivation is found in female students in Saudi Arabia (Aslam, 2014). However, the factors that positively affect students are supportive family, likeable teachers, and a safe school atmosphere.

Student Attitude

When compared to the other countries, South Korean parents spend more per children education. For example, they often pay for extra tutorial classes. The students are highly motivated towards colleges because of their association with social status and good jobs. Moreover, South Korean teachers teach with dedication, receive a good salary and have a high social status.

In Saudi Arabia, the factors that motivate students are interactive activities, attitude change, and paying attention in class. Pedagogical input is another factor that promotes students’ learning. It must be noted that the Saudi students are less intended for self-motivation than South Korean students.

The content shared in the classroom, the method or process used for teaching, and the school environment are the clustered factors that influence the motivational level of the students in both countries. The content should connect students and be relevant to real life. It should involve critical thinking and creativity. Furthermore, technology such as streaming video can be used to keep the students up-to-date and motivated (Khan, 2011). Several teaching methods for student motivation are encouragement and praise, storytelling, and quizzes. The environment in which students learn is also a key factor in motivation. The students acquire motivation while learning in a surrounding of teamwork (Williams & Williams, 2011).Thus, intrinsic motivation is tough and gives positive results to the students (Jenkins, 2008).

Reasons affecting student motivation

The teachers play a significant role in students’ motivation in South Korea, while family support has the same role in Saudi Arabia. Students’ self-motivation drives participation and attitude towards education in both countries. The internal factors in Saudi Arabia are confidence, laziness, and school environment, while social status and method of learning are the internal factors in South Korea.

The classroom plays a greater role in shaping the academic performance of any student. It is within these four walls that students tend to spend most of the time trying to work towards academic excellence. For most school leaders, classrooms do present intellectual spaces, but from an analytical point of view, classrooms are more than that. Given the fact that students spend more than seven hours, five days a week, in classrooms, the environment needs to be very captivating for academic excellence to be attained. Creating motivational classroom environment means having a conducive organization in place, that is, the physical climate needs to be comfortable (Rangachari, 2007; Dörnyei, 2007).

External Factors

Physical environment

In comprehensive studies been carried out in numerous American schools, physical environment is one aspect that accounts for the difference in performance of the students in private institutions and government entities. Private school students tend to perform well because they have access to better facilities, and public school students are deemed to perform poorly due to poor maintenance and lack of adequate government initiatives. Such discrepancy is accounted for by the lack of motivation in public schools. Lack of proper classroom environments such as poor lighting and ventilation, external noise, and cracked walls, as well as other issues act as a motivation killer. It is a natural occurrence that students in such academically hazardous environments will have less zeal to focus on studies. The other aspect of the physical climate is that students should be able to interact peacefully and share resources equally. Where resources are inadequate, students tend to spend much time fighting over them instead of using the little resources available. Therefore, to create motivation, the classroom environment has to be put into a state where students are thrilled to exist in and not the other way round where instead of concentrating on their studies, they struggle to fit in such learning conditions (Rangachari, 2007; Dörnyei, 2007).

Intellectual, social, and emotional aspects contribute a great deal to creating an acceptable classroom environment that aids in student motivation. The better the classroom environment, the more focused on academics students tend to be. From an intellectual point of view, students have to survive in an authentic environment that confers on them important and challenging tasks. To create an intellectually productive environment, teachers are the most important asset . The more organized and consistent teachers tend to be, the more streamlined and motivated students will be In an intellectually disoriented school where, for instance, the math teacher is an alcohol addict, students will develop less or no interest at all in the discipline at hand. Consistent feedback is important when establishing a viable learning environment. When a student gets constant positive or encouraging feedback from the instructor, the student tends to get serious with his or her studies (Williams & Williams, (2011).

From a social point of view, creating a motivating environment means enhancing the relationship between students to a point where they can work together peacefully. Schools fail academically and students become unmotivated due to segregation. To motivate the intellectually poor individuals, students, as peers, need to work together as a unit. In addition to the students, instructors also need to be approachable by students. Feared instructors usually do not guide students well towards academic excellence (Sarwar, Razzaq, & Saeed, 2014). In general, the behavioral expectation of each student and teacher needs to be high in order to uphold a socially habitable classroom environment.

The emotional aspect is very important for student success. From an emotional point of view, the learning environment does not need to be too competitive. Competition is healthy for promoting a good academic environment, but too much of it can cause students and instructors to deviate from the main objective. Some schools tend to be too strict on the rules, an aspect which de-motivates students and scares them off. A balanced school should have in place a situation where minor mistakes are allowed. Positive emotions tend to play a huge part in enhancing student motivation. (Cifu, 2012) When all these aspects are put into play in creating a habitable classroom environment, students will be motivated.

Student Number in Classrooms

One common condition that defines an effective classroom environment is the number of students available in each classroom. It is based on the effective number in classrooms will be able to be achieved in a harmonious way. The high number or less than normal number of students in classroom tends to spell doom for the entire system. In both Saudi Arabia and Korea, neither is the situation but this does not mean that they have similar classroom number characteristics. The population density in the two countries is one factor that accounts for the difference in how many students a classroom can hold. Statistics indicate that most OECD countries have an average of 21 students per classroom. This directly implicates the ratio between the teacher and the students is very manageable, an aspect that increases the precision and quality of education outcome while from a general perspective increases the chances for student motivation.

Saudi Arabia falls in the lower level of OECD countries, which means that it has an average of 21 students per classroom both in primary and secondary schools. As a well-developed country, there are adequate facilities and with the rate of students per classroom, a conducive classroom environment is likely to be created. On the contrary, things are a little bit different in Korea. Korea is more densely populated than Saudi Arabia therefore the number of students in each classroom is expected to be very different and the statistics prove the Point pointed. Korea exhibits an average of 35 students in every classroom. This is high than that of Saudi Arabia with an average of 21 it is behind of China that registers an average of 50 students per classroom among the OECD countries (OECD, 2011).

The significance of establishing a classroom environment is to determines the level of student teacher ratio as already indicated above. A less ratio number implicates direct contact between students and instructors, a very important factor in upholding student motivation. This is based on the grounds that an instructor gets the humble time have get in contact with every student at ease and deal with problems. The introductory part of this segment indicated that the closer students and teachers are, the more likely are the chances of student motivation occurring. In an environment where a teacher gets overwhelmed by the number of students, teachers tend to saltire with the students then deal with. Potentially for other students less, an aspect that de-motivates learning (Tomlinson et al., 2003).

Efficiency of Learning Facilities

The physical classroom environment in both of the countries is high compared to other countries in the region. In the current technologically advanced world, most aspects of life including education are conducted differently. The two countries have some of the most established IT facilities that promote a productive environment. Aside from the aspect of information technology, facilities are well developed and analytical studies do indicate that it is one of the root causes for student motivation. When students step in high tech laboratories with enough equipment at their disposal, they are naturally compelled to work hard and this is an as works well for Korea and Saudi Arabia in terms of student motivation. Early student exposure technologyelevates the motivational level (OECD, 2011). The fact that many innovations in the science department originate in the Asian countries with Korea among the top ones, shows that students have access to efficient learning facilities that increase motivation. Technology also enables institutions of higher learning in the region to offer online/distance education. Online learning propels more people despite of geographical location to access education. In a country such as Korea where there is a high number of students, the available institutions of higher learning have the capability to promote online learning (Jenkins, 2011).

Resources

Teachers and curriculum

Learning resources also do define the learning environment in a classroom. There are numerous learning resources and teaching aids that teachers can adapt to enhance the effectiveness of academic performance by students. In Saudi Arabia and Korea, different learning resources are put into use but they do not deviate from the universal ones. It is inevitable for any learning institution to perpetuate its objective while not using textbooks as teaching resources. For a long time since the advent of education in the modern age, textbooks and other literal materials have been part and parcel of the learning process. However, analysts indicate that in the advent of the digital world uprising, the use of textbooks is somehow declining in favor of digital resources. As indicated above, technology defines education in the modern era and it is one of the aspects that motivate students to behave in particular manner that favors their intellectual progression (Horsley & Sikorová, 2014).

In Korea and Saudi Arabia, textbooks and digital aids are used as learning resources in most educational complexes; the only difference is the ratio of their usage (Saqlain, Al-Qarni & Ghadi, 2013). The emphasis of textbook usage in most countries usually vary with the subject in question, for instance, in some developed countries, textbook as a learning resource is used in teaching mathematics and sciences. In the scenario of Saudi Arabia and Korea, statics show that textbooks are used regardless of the subject in question. From a more general perspective, both Korea and Saudi Arabia favored the usage of both textbooks and software. In Korea, textbook usage accounts for 98.6 % of learning resources while software application is 25.1%. In Saudi Arabia, textbook usage accounts for 93.4 % while software use accounts for 29.7 % (Horsley & Sikorová, 2014). Despite the closeness of these figures, student performance in Korea is better than that of Saudi Arabia. Statistics rank South Korea as position Two, a spot behind Singapore in terms of Grade Four mathematics performance while Saudi Arabia assumes position 45 in the same discipline. The figures given indicate a minimal gap between textbook and online resources usage in the two countries (Choudaha, 2015).

Chart 1 International Students in the US (Choudaha, 2015)

Table 1 variables affecting motivational level of reading students in King Faisal University. (Gifted Phoenix, 2014)

Table 2 the performance of less privileged students from South Korea and other selected OECD countries (Gifted Phoenix, 2014)

Chart 1 above shows the number of international students in US. Among the many students that are admitted in American universities, there are a substantial number of them from Saudi Arabia and South Korea. In the chart, the number of students from Korea is slightly above that of Saudi Arabia. This shows that more Koreans are interested and motivated to gain knowledge even if it means studying abroad. On the contrary, the low number of Saudi students indicate their unwillingness to adapt to the western culture, an aspect that affects their low motivation back at home in learning English from foreign teachers (Moores-Abdool, Yahya & Unzueta, 2009).

However, research results do indicate that despite the Koreans overtaking students from Saudi Arabian, the number of them willing to study in the US is decreasing. As research studies covering the OECD countries reveal, South Koreans are able to perform well while at their home tuft. The level of motivation there is high compared to the international level. Table 2 has been able to show that aspect with the number of less privileged students averaging a figure of above 50. Table 1 is derived from a study carried on medical students in King Faisal University in Saudi Arabia. The graded aspects show how student who score high grades in high school end loosing motivation in collage by skipping classes and deferring courses. Numerous studies have been carried out trying to establish why clinical students lose their motivation and one factor pointed out is the complexity of the curriculum (Moores-Abdool, Yahya & Unzueta, 2009).

Similarities and differences in Students Motivation in South Korea and Saudi Arabia

After comparing classroom environments in the two countries, only a minimal gap was registered. However, despite the closeness in classroom environment in the two countries, Korea still confers high intellectual student motivation compared to that of Saudi Arabia. tends to provide an analysis of aspects that motivate students in Korea to perform better that their counter parts in Saudi Arabia after having been exposed to almost the same classroom conditions. (Moores-Abdool, Yahya & Unzueta, 2009).

The difference between the two countries in terms of student’s motivation capability is because Korea has made it appear as a way of life. There is nothing more important for Korean students than appearing more intelligent which explains their hard desire to make huge leaps of academic access. In South Korea, sources of motivation are different compared to those in Saudi Arabia. Korea depends more on extrinsic aspects to motivate students. The main form of extrinsic motivation in Korea emanates from a parent level and not the personal level of the students (Faulkner, 2009). It is the parents who determine what is good academically for their students who have no alternative but to obey the rules at hand. It is more of a dictatorial relationship of parents and children where the later is given less opportunity to make their own decision. Once the parents have set the target, students have no alternative but to see that they have accomplished their already set goals. In other countries, especially in the western world, parents tend to be more lenient with the children giving them freedom to choose academically. This is not the same for the young Korean students who spend time wondering how they will fulfill the desires of their parents.

Aside from the parents, institutions of high learning also practice the same principle where fewer choices are given to the students (Faulkner, 2009). The courses that students are able to indulge in depend on the scores of the previous grades. A lot of institutions in the region end up having the last say on what course a student will indulge in. As analysts pointed out, students have no alternative but to cram their way to high scores and good graduation grades in the end (Trivedi, Diwan, Shah, Jani, & Anand, 2014).

English language learning is a major issue in Korea and this is one of the areas analysts used to determine the level of student motivation. In Saudi Arabia, English is the second language in South Korea. Despite that particular fact, students in South Korea are forced to learn English by parents after t normal school lessons. This is usually in the evening where as indicated by an English teacher in Korea, most students are not willing to attend such lessons. This is an aspect that is missing in the context of Saudi Arabia hence their low motivation in learning English (Maherzi, 2011). Once the students are forced to learn English , students usually start developing a sense of personal interest where they want to learn English for its benefits. Faulkner, 2009 indicates that since most Korean students are attracted to intellectual success, they usually brush aside the fact that they were forced into learning English and make it a personal affair. By analyzing this scenario, the dynamics of motivational force have shifted from an extrinsic level to an internal one. The cause of such shifts highly depends on the viability of the external source, in comparing the two countries, is an aspect that is missing in Saudi Arabia. To be more efficient incorporate English, Saudi Arabia could also consider changing the curriculum (Maherzi, 2011).

In current global activities, South Korea is one of the emerging economic powerhouses grad rising from the middle level status to becoming a major danger to the developed nations. One aspect that puts a country on the global map in terms of economic activity is the ability to be innovative and creative yielding ideas that can revolutionize the way the entire world operates. It is because of this factor that most countries turn to the education system. Superb educations systems where students are motivated well enough will produce results that are desirable. From a more general perspective, the difference between developed nations and third world countries is the level of ideology innovations. Countries with advanced and efficient education systems such as the US sponsor innovations that revolutionize the world. One good example is Steve Jobs who Steered Apple Company to bask in its current glory. It is hard to find such people in countries with poor education systems that do not motivate students. (Maherzi, 2011).

For South Korea, the reason for the invasive technique of student motivation is to be at the top of the world both economically and intellectually. Students from South Korea have been reared in an environment that highly values intellectual capabilities. It is through such advantages that a country comes up with solutions that are viable worldwide. The rate of innovations from South Korea is far ahead of Saudi Arabia given the fact that the country prioritizes science and math, disciplines that are not performed well in Saudi Arabia. A lesson that can be adopted from South Korea is that student motivation is an aspect that can occur naturally but when need arises; it needs to be forced in place (Faulkner, 2009).

Student motivation in South Korea explains the intellectual gap between Saudi Arabia and the country. Motivation pushes students to perform well academically. Saudi Arabia and South Korea are both very resourceful countries but the approach taken by South Korea makes the difference. There are numerous motivators that are used in Korea that automatically push students to crave for success. Numerous research studies carried out by established scholars indicated that there is a positive correlation between student motivation and good academic performance. South Korea fit well in the description but student motivation creates the positive environment and gives both students and teachers the internal energy to stay focused. Regardless of the form of motivation used to stimulate students, the results expected are still the same. South Korea uses a rather unorthodox means for student motivation on a large scale, but this does not mean that there are no alternative channels for stimulating students to learn. Western instructors who teach English in Korea usually use a more personalized approach to make students appreciate English as a second language. Whether a more invasive or a more lenient approach is used to entice students into liking the subject in question, the outcome is enhanced academic performance (Faulkner , 2009).