2018_Intrinsic Motivation In Primary Students With Dyslexia In Inclusive Education: A Case Study In Kubang Kerian
| Format: | General Document |
|---|
| _version_ | 1860798170636746752 |
|---|---|
| building | INTELEK Repository |
| collection | Online Access |
| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 |
| copyright | Copyright©PWB2025 |
| country | Malaysia |
| date | 2018-09-02 15:55 |
| format | General Document |
| id | 16278 |
| institution | UniSZA |
| originalfilename | INTRINSIC MOTIVATION IN PRIMARY STUDENTS WITH DYSLEXIA IN INCLUSIVE EDUCATION_ A CASE STUDY IN KUBANG KERIAN (MASTER_2018).pdf |
| person | PDFsam Basic v4.2.10 Endang Erwani Bt Md Dom |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=16278 |
| sourcemedia | Server storage Scanned document |
| spelling | 16278 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=16278 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu Faculty of Islamic Contemporary Studies English application/pdf 1.5 PDFsam Basic v4.2.10 Server storage Scanned document Universiti Sultan Zainal Abidin UniSZA Private Access Universiti Sultan Zainal Abidin SAMBox 2.3.4; modified using iTextSharp™ 5.5.10 ©2000-2016 iText Group NV (AGPL-version) Copyright©PWB2025 197 Islam—Doctrines 2018-09-02 15:55 INTRINSIC MOTIVATION IN PRIMARY STUDENTS WITH DYSLEXIA IN INCLUSIVE EDUCATION_ A CASE STUDY IN KUBANG KERIAN (MASTER_2018).pdf Endang Erwani Bt Md Dom Intrinsic Motivation Primary Students Dyslexia Inclusive Education Kubang Kerian 2018_Intrinsic Motivation In Primary Students With Dyslexia In Inclusive Education: A Case Study In Kubang Kerian The interest given to the increment target of students with Special Educational Needs (SEN) in the Malaysian Inclusive Education is not parallel to the fulfillment of their needs in the classroom. Students' needs had not been met and supported well and they lack motivation. However, studies on the extent of students can contribute to fulfilling their own motivational needs like intrinsic motivation (IM) are rarely found. lnclusive Education studies that include the students' perception are also insufficient. Therefore, this qualitative case study intended to explore the belief and action experience of students with Dyslexia in fulfilling their intrinsic motivational needs in inclusive classroom settings within the lens of Self-determination Theory and Causal Agency Theory. This study is a qualitative case study that has the students with Dyslexia as the unit of analysis. The sampling for this study is a purposive sampling for the primary students with Dyslexia is the best people to answer the research questions. The participants of this study are three students with Dyslexia who study in Year Four mainstream classrooms in a govemment-funded primary school in Kubang Kerian, Kelantan and two English Language teachers who teach them. The instruments used to collect the data are observation, semi-structured interview, document analysis and memo. A pilot study was conducted before administering the self-constructed interview based on the Intrinsic Motivation Inventory scale that was used by Ryan, Koestner and Deci (1994). A few methods that were used to establish the trustworthiness of the study were, triangulation, member checking, peer review and audit trail. In observing confidentiality and ethics, the students' parents gave their written permissions while the teachers signed the informed consent agreement. The findings were analyzed using the Interpretative Phenomenological Analysis with the assistance of Atlas.Ti, a computer assisted qualitative data analysis software. The study suggests that the motivational needs of students with Dyslexia learning in mainstream classrooms were fulfilled by themselves in different levels and needs with the support of the inclusive classroom setting. Secondly, the teaching methods of English Language teachers in the inclusive classes related were found to support the students' autonomy. Thirdly, students with specific criteria showed a good level of engagement. Finally, to conclude, students with Dyslexia may have strengths in actions and beliefs to fulfill their own learning needs. Consequently, teachers should focus on the class setting that supports the students' autonomy because it is at the same time supporting the growth of intrinsic motivation of students with Dyslexia leading to their overall psychological well-being. 183 Faith (Islam) Dissertations, Academic Islamic apologetics Islamic scholars—Yemen—Biography Islamic theology—Methodology Bālifaqīh, ʻAbd al-Raḥmān—Criticism and interpretation Revealed religion (Islam) Islamic dogmatics—Sources Thesis |
| spellingShingle | 2018_Intrinsic Motivation In Primary Students With Dyslexia In Inclusive Education: A Case Study In Kubang Kerian |
| state | Terengganu |
| subject | Islam—Doctrines Faith (Islam) Dissertations, Academic Islamic apologetics Islamic scholars—Yemen—Biography Islamic theology—Methodology Bālifaqīh, ʻAbd al-Raḥmān—Criticism and interpretation Revealed religion (Islam) Islamic dogmatics—Sources |
| summary | The interest given to the increment target of students with Special Educational Needs (SEN) in the Malaysian Inclusive Education is not parallel to the fulfillment of their needs in the classroom. Students' needs had not been met and supported well and they lack motivation. However, studies on the extent of students can contribute to fulfilling their own motivational needs like intrinsic motivation (IM) are rarely found. lnclusive Education studies that include the students' perception are also insufficient. Therefore, this qualitative case study intended to explore the belief and action experience of students with Dyslexia in fulfilling their intrinsic motivational needs in inclusive classroom settings within the lens of Self-determination Theory and Causal Agency Theory. This study is a qualitative case study that has the students with Dyslexia as the unit of analysis. The sampling for this study is a purposive sampling for the primary students with Dyslexia is the best people to answer the research questions. The participants of this study are three students with Dyslexia who study in Year Four mainstream classrooms in a govemment-funded primary school in Kubang Kerian, Kelantan and two English Language teachers who teach them. The instruments used to collect the data are observation, semi-structured interview, document analysis and memo. A pilot study was conducted before administering the self-constructed interview based on the Intrinsic Motivation Inventory scale that was used by Ryan, Koestner and Deci (1994). A few methods that were used to establish the trustworthiness of the study were, triangulation, member checking, peer review and audit trail. In observing confidentiality and ethics, the students' parents gave their written permissions while the teachers signed the informed consent agreement. The findings were analyzed using the Interpretative Phenomenological Analysis with the assistance of Atlas.Ti, a computer assisted qualitative data analysis software. The study suggests that the motivational needs of students with Dyslexia learning in mainstream classrooms were fulfilled by themselves in different levels and needs with the support of the inclusive classroom setting. Secondly, the teaching methods of English Language teachers in the inclusive classes related were found to support the students' autonomy. Thirdly, students with specific criteria showed a good level of engagement. Finally, to conclude, students with Dyslexia may have strengths in actions and beliefs to fulfill their own learning needs. Consequently, teachers should focus on the class setting that supports the students' autonomy because it is at the same time supporting the growth of intrinsic motivation of students with Dyslexia leading to their overall psychological well-being. |
| title | 2018_Intrinsic Motivation In Primary Students With Dyslexia In Inclusive Education: A Case Study In Kubang Kerian |
| title_full | 2018_Intrinsic Motivation In Primary Students With Dyslexia In Inclusive Education: A Case Study In Kubang Kerian |
| title_fullStr | 2018_Intrinsic Motivation In Primary Students With Dyslexia In Inclusive Education: A Case Study In Kubang Kerian |
| title_full_unstemmed | 2018_Intrinsic Motivation In Primary Students With Dyslexia In Inclusive Education: A Case Study In Kubang Kerian |
| title_short | 2018_Intrinsic Motivation In Primary Students With Dyslexia In Inclusive Education: A Case Study In Kubang Kerian |
| title_sort | 2018_intrinsic motivation in primary students with dyslexia in inclusive education: a case study in kubang kerian |