Learning from Within: As Correlates of Intrinsic Motivation and Mathematics Achievement in Urban and Rural Secondary School Students in Kerala

Abstract

This study investigates the relationship between intrinsic motivation and mathematics achievement among 150 secondary school students (75 urban, 75 rural) from Thrissur District, Kerala. Data were collected using Personal Data Sheet to gather demographic information, the Intrinsic Motivation Inventory (IMI) to assess the intrinsic motivation level of students, and an Achievement test to measure Mathematics performance. The IMI, grounded in Self-Determination Theory, measures five dimensions: Enjoyment, Perceived Competence, Pressure/Tension, Perceived Cho ice, and Value/Utility (Vera Monteiro et al., 2015). The study examines whether urban-rural differences exist in intrinsic motivation levels and their relationship to mathematics performance. The collected data were analysed using appropriate statistical techniques such as Measures of Central tendency and Variability for finding comparison used as Measures of Correlation and regression analysis. Results revealed a statistically significant positive relationship between intrinsic motivation and mathematics achievement, indicating students with higher intrinsic motivation demonstrate superior mathematics performance. This finding aligns with established research showing intrinsic motivation as a significant positive predictor of academic achievement. These results have important implications for teachers, school counsellors, and educational policymakers in designing strategies to strengthen the Intrinsic Motivation and Achievement link across diverse educational settings, particularly considering urban-rural contextual differences in motivation patterns.