Result and Discussion of Qualitative Analysis †MyAssignmenthelp.com

Question: Discuss about the Result and Discussion of Qualitative Analysis. Answer: Introduction: This section of the study reveals the findings of the data. The research methodology has adopted both qualitative and quantitative approaches and the analysis shall be made on both types of primary data collected. For the analysis of the quantitative analysis mangement, in order to understand the relationship of the financial condition of the students that motivates them to achieve academic success, SPSS Moderator Hierarchical Regression Analysis using Pearson Correalation and ANOVA has been used. For the qualitative analysis, the significant statements from the data transcript have been taken and theme based analysis has been done. Quantitative analysis: Model Summaryc Model R R Square Adjusted R Square Std. Error of the Estimate Durbin-Watson 1 .404a .163 .156 9.36791 2 .409b .167 .153 9.38486 1.850 Table: Model Summary (Source: As created by the author) a. Predictors: (Constant), Average score of Satisfaction b. Predictors: (Constant), Average score of Satisfaction, Average score of FS c. Dependent Variable: Average score of AM Analysis: For the first model, the financial strength is shown as a non-significant contributor on academic motivation, R2 = .001, F (1, 121) = .112, p = .738. The financial strength accounts for 0.1% of the variation on academic motivation. For the second model, one of the two contributors is significant and accounts for 16.7% of the variation on academic motivation management, R2 = .167, F (1, 120) = 23.94, p .001 For the third model, one or two of the three contributors is a non significant contributor on academic motivation. One or two of the three contributors accounts for 18.2% of the variation on academic motivation, R2 = .182, F (1, 119) = 2.21, p = .194 ANOVAa Model Sum of Squares df Mean Square F Sig. 1 Regression .113 1 .113 .112 .738b Residual 121.887 121 1.007 Total 122.000 122 2 Regression 20.384 2 10.192 12.036 .000c Residual 101.616 120 .847 Total 122.000 122 3 Regression 22.236 3 7.412 8.841 .000d Residual 99.764 119 .838 Total 122.000 122 Table: ANOVA (Source: As created by the authors) a. Dependent Variable: Zscore (Average score of AM) b. Predictors: (Constant), Zscore (Average score of FS) c. Predictors: (Constant), Zscore (Average score of FS), Zscore (Average score of Satisfaction) d. Predictors: (Constant), Zscore(AveragescoreofFS), Zscore(AveragescoreofSatisfaction), moderation According to this table, when the financial strength factor was analysed, the result showed that the financial strength was not a significant contributor on academic motivation, p = .738 When student satisfaction factor was added, the result shows p value was significant, p .001. Thus, one of the two factors is a significant contributor on academic motivation. When interaction factor (financial strength x student satisfaction) was added, the results shows p value was significant, p .001. Thus, one of the three factors could be a significant contributor on academic motivation. Coefficientsa Model Unstandardized Coefficients Standardized Coefficients t Sig. Correlations Collinearity Statistics B Std. Error Beta Zero-order Partial Part Tolerance VIF 1 (Constant) -2.357E-015 .090 .000 1.000 Zscore (Average score of FS) -.030 .091 -.030 -.335 .738 -.030 -.030 -.030 1.000 1.000 2 (Constant) -2.010E-015 .083 .000 1.000 Zscore (Average score of FS) -.063 .084 -.063 -.751 .454 -.030 -.068 -.063 .994 1.006 Zscore (Average score of Satisfaction) .409 .084 .409 4.893 .000 .404 .408 .408 .994 1.006 3 (Constant) -.008 .083 -.098 .922 Zscore (Average score of FS) -.055 .083 -.055 -.657 .513 -.030 -.060 -.054 .990 1.010 Zscore (Average score of Satisfaction) .385 .085 .385 4.554 .000 .404 .385 .378 .959 1.042 moderation .104 .070 .126 1.486 .140 .198 .135 .123 .963 1.038 Table: Coefficient (Source: As created by the author) a. Dependent Variable: Zscore (Average score of AM) Analysis: According to this table, the p value for the financial strength factor was p = .738 at the first model, p = .454 at the second model and p = .513 at the third model. Hence, it can be clearly stated that financial strength is not a significant factor that contribute to the academic motivation. The p value for the student satisfaction factor was p .001 for the second and third model. Thus, it can be said that student satisfaction is a significant factor on academic motivation. The p value for the interaction factor was p = .140 at the third model. Thus, interaction is another factor that shows significant contributor on academic motivation. Qualitative analysis: Four themes have been selected for the purpose of analysing the qualitative data management. The discussion can be made below: Good learning environment: While conducting the interview, one of the respondents said that they find the lecture notes really helpful as it tells us in details about the topic and made things clear that is not supported from the general text books. In fact, the staffs of the University also help the Students in many ways thereby reducing the extra burden from them. High Self-Efficiency: The Students are also motivated when they get high self esteem and better self determination. According to one of the respondents, it is when the situation becomes favourable in terms of gaining confidence in oneself; one becomes ready to face any kind of challenges in life. These challenges might also include monetary constraints but the situations can be easily handled by them. Social Support: The various social support ideas include supportive friends, helpful peers, supportive parents and supportive family. It has been already observed that the education quality largely depends on the social environment where the particular student lives or studies. In order to perform better, it is very important to get constant support from those who are the near and dear ones. Academic oriented Goals: The academic goals include the desire of a particular student to study further for example the desire to do Master degree or PHD (Blackwell Pinder, 2014). This automatically creates an urge among the students that they have to perform better in the study and it is the only way that they can become successful in their lives. Nothing else really matters to them. According to the respondents, it has been known that they are much confident about themselves that if they finish their education properly, they can achieve anything and everything in their life. This motivation is the key to their success. Discussion: It has been clearly noted that financial condition is not the only major motivating factor for a student to carry on studies and education. A human being needs other factors to get fulfilled as well in order to be encouraged towards studies. On interviewing, it has been found that there are certain factors apart from the financial condition that actually motivate the students to study better. These factors are helpful lectures, supportive lectures, plenty of opportunities available to the students, when the University is very supportive and if the students get good facilities and good staffs to deal with (Venkatesh, Croteau Rabah, 2014). From the literature, it has been known that confidence in a student is very important in order to overcome any trouble (Hamayan et al., 2013). If they get this confidence, they are able to perform better in their studies. According to the cognitive theory as well, it has been stated that when one starts believing in self, there remain no issues to t he student and they are more inclined towards achieving their life goals and objectives (Acar, 2014). If a student gets the support of the friends and families, they are sure to perform better than otherwise (Hitka BalÃ… ¾ov, 2015). Therefore, it can be easily said that not only monetary support but emotional support is equally important. Therefore, those who get the support from their families and friends, they are found to perform better in their studies. Many students are found who are self motivated and want to carry on education as their only motive in their life (Ahmad Buchanan, 2017). This is the reason, it can be clearly stated that monetary motivation cannot be regarded as the only motivation for studying. Conclusion: From the detailed analysis, it is clear that financial strength is not at all a significant factor that motivates the students to study. There are definitely other factors that actually help them to be more inclined towards their goals and objectives of life. These are emotional and supportive factors management that actually help them to tackle the life distresses and help them to concentrate on their study and education. It is when these factors are fulfilled, the students can easily achieve their desirability of education. References: Acar, A. B. (2014). Do intrinsic and extrinsic motivation factors differ for Generation X and Generation Y.International Journal of Business and Social Science,5(5), 12-20. Ahmad, S. Z., Buchanan, F. R. (2017). Motivation factors in students decision to study at international branch campuses in Malaysia.Studies in Higher Education,42(4), 651-668. Blackwell, E., Pinder, P. (2014). What are the motivational factors of first-generation minority college students who overcome their family histories to pursue higher education?.College Student Journal,48(1), 45-56. Hamayan, E. V., Marler, B., Lopez, C. S., Damico, J. (2013).Special education considerations for English language learners: Delivering a continuum of services. Philadelphia: Caslon Publishing. Hitka, M., BalÃ… ¾ov, Ã… ½. (2015). The impact of age, education and seniority on motivation of employees.Business: Theory and Practice/Verslas: Teorija ir Praktika,16(1), 113-120. Venkatesh, V., Croteau, A. M., Rabah, J. (2014, January). Perceptions of effectiveness of instructional uses of technology in higher education in an era of Web 2.0. InSystem Sciences (HICSS), 2014 47th Hawaii International Conference on(pp. 110-119). IEEE.