The Relationship of Motivation for Learning and Perceptual Learning Style Preferences with Academic Achievement of Chineses Grade 8 Students in English Language Class

Abstract

This study’s objective was to determine if there is a significant relationship of motivation for learning and perceptual learning style preferences in English language class with academic achievement of Grade 8 students at a Junior Middle School, Xuanwei, Yunnan, China. A sample of 231 Grade 8 students at a Junior Middle School during the academic year of 2021 attended. In order to measure students' motivation levels and perceptual learning style preferences, two questionnaires were used. In order to determine the students' academic achievement in English learning, the final test score of English class from August of this academic year 2021 was taken as the instrument. After the data was collected, the research objectives and hypothesis were examined by means, standard deviations, frequency, percentage and multiple correlation coefficient. The findings showed that Grade 8 students had slightly high motivation for learning, and their most preferred perceptual learning style was auditory, followed by mixed, kinesthetic, group, tactile, individual and visual learning style. They had a good level of English achievement. There was a positive and significant relationship between the motivation for learning and perceptual learning style preferences with academic achievement in English language class of Grade 8 students at the Junior Middle school.