Asian Journal of Education and Social Studies

Aims: This research seeks to explore higher education students’ motivation level under the ODL mode of study and compare the motivation level with respect to gender based on Keller’s ARCS model.

Place and Duration of Study: The study was conducted among the higher education students who enrolled in different ODL programs under the dual-mode University in West Bengal. Survey was administered for two weeks during Personal Contact Programme (PCP) for the academic session of 2023-2024.

Methodology: The present research used a quantitative research method. We used the IMMS questionnaire based on the Kellers ARCS model. There are 36 items and 4 dimensions in the IMMS. On the standardized Cronbach Alpha, the overall reliability of all the scales was 0.92. The level of motivation was then assessed using some basic statistics.

Results: The minimum and maximum overall motivation levels among the 77 ODL students were 2.83 and 4.97, respectively. The overall motivation levels mean score was 4.32, meaning it is very positive. Depending on independent t-test result, no significant difference was found in motivation levels among ODL students related to gender. ARCS model indicates that the motivation level of students under ODL mode of study is in a high category range (4.00-5.00) with an average value of 4.32.

Conclusion: The success and effectiveness of the ODL system largely depends on self-learning materials. The learning material in open and distance learning should promote autonomy, motivation, and self-regulated learning while fostering a sense of community and belonging despite physical separation. It is recommended that the ODL professionals should offer more engaging teaching-learning environment that increases ODL students’ competence, giving ODL students more opportunities to learn independently, and involve them in planning learning activities that might enhance their motivation level.