Students’ Learning Motivation in Mathematics Learning: It is Effects on Students’ Learning Approaches​ on Surface Approach of Learning and Deep Approach of Learning

This quasi-experimental study investigates the impact of learning motivation on students’ learning approaches in mathematics education, focusing on intrinsic motivation, extrinsic motivation, and task value. In the study, divided into experimental group (N = 56) and control groups (N = 47). The experimental group received targeted interventions designed to enhance intrinsic motivation and emphasize the task value of mathematics, while the control group followed standard instructional methods. Data were collected through pre- and post-intervention surveys measuring motivation levels and learning approaches, categorized as surface learning and deep learning. The findings reveal that students in the experimental group exhibited a significant increase in intrinsic motivation and perceived task value, leading to a marked shift from surface learning approaches to deep learning strategies. Specifically, the experimental group demonstrated increase in deep learning engagement compared to increase in the control group. These results underscore the critical role of learning motivation in shaping effective learning approaches in mathematics education. The study highlights the importance of fostering intrinsic motivation and emphasizing task value to enhance students’ learning experiences and outcomes in mathematics.