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             \author[1]{Dr. Mohamed A.  Khairi}

             \author[2]{Adlan Balola  Ali}

             \affil[1]{  Najran University}

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\date{\small \em Received: 13 December 2015 Accepted: 1 January 2016 Published: 15 January 2016}

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\begin{abstract}
        


The study of computer science and information systems requires commitment and dedication. Students must learn above and beyond the standard requirements in order to compete in the job market. Hence the motivation is the major driver to accomplish such requirements. This paper investigates the possible factors affecting students' motivation at Computer Science and Information System College in Najran University. To find the best ways to improve student performance, academic planning, and improve college performance in general was behind the reason for the authors to study the motivation factors.Fifty undergraduate students from a computer and information college participated in this research. The students completed Academic Intrinsic Motivation Questionnaire (MSLQ) questionnaires. In addition, instructors answered interview questions related to factors affecting their students' motivation.Instructors who participated in seminars and interview believes the English language is the major barrier affecting motivation. In addition, instructors believes incentives and strict regulation may help improving students' motivation. Adding to incentives, the sense of completion is missing beside no enough recognition from college and instructors.

\end{abstract}


\keywords{Power, Fear, Authority, and Peers motivation factors.}

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\let\tabcellsep& 	 	 		 
\section[{Introduction}]{Introduction}\par
his paper investigated the possible factors affecting students' motivation at Computer Science and Information System College in Najran University. It was very important to know which factors affecting them and if other known intrinsic and extrinsic factors affecting their motivation or not.\par
There are many reason drives the authors to study these factors such as find best ways to improve student performance, academic planning, and improve college performance in general. The survey conducted among students using MSLQ standard survey to better understand the intrinsic and extrinsic factors impacting students' performance. In addition, the researchers conducted interviews and seminars with instructors to better understand on which factors affecting students' motivation.\par
The college success essentially depends on intrinsic motivation factors. The motivations behind academic performance vary across many intrinsic and extrinsic factors (Needs, Mastery, Fears, Peers, Power, Authority).\par
The research objectives include: 1) Identifying factors which affecting the motivation of the CS and IS students; 2) Discussing the factors roles on positively or negatively impacting students' motivation; 3) Analyzing the interviews and surveys data conducted with faculty members and students; 4) Determining recommendations for instructors to address the motivation issues; 5) Producing guidelines for CS and IS college leaders to deal with motivation issues; and 6) Improving the quality of learning outcome for CS and IS. 
\section[{II.}]{II.} 
\section[{Literature Review/Background}]{Literature Review/Background}\par
This study is unique in addressing specific college at Najran University (CS and IS). However, the study of students' motivations has rich of literature that could be useful for the study. Robert Harris (1991) believe that, there are 9 best ways to motivate students such as explain, reward, and care. However Harris doesn't have explanation on how to overcome background factor.\par
Incentives are important factor to enhance motivation as Beltz, Link, Ostermaier, (2012) explained in their book Incentives for Students: Evidence from Two Natural Experiments. In addition the authors explained their findings when students performs badly especially when their effort is rewarded belatedly. How can the academic achievements of students be improved? This is a concern shared by students, who strive for excellence in their education; universities, which aim to satisfy this demand; and society in general, as human capital is a driver of economic growth and wealth (Hanushek and Wößmann, 2011).\par
They are no longer an effective, let alone efficient means of improving student performance in point  {\ref (Hoxby, 2000)}. Research interest has therefore turned to incentives for universities, faculties, and students. Incentives for students directly affect effort, which is an essential input in the production of education  {\ref (Bishop and Wößmann, 2004)} "Intrinsic motivation refers to behavior that is driven by internal rewards. In other words, the motivation to engage in a behavior arises from within the individual because it is intrinsically rewarding. This contrasts with extrinsic motivation, which involves engaging in a behavior in order to earn external rewards or avoid punishments."\par
"Intrinsic motivation has been defined as (a) participation in an activity purely out of curiosity, that is, for a need to know about something; (b) the desire to engage in an activity purely for the sake of participating in and completing a task; and (c) the desire to contribute \hyperref[b3]{(Dev, 1997)}. Intrinsic motivation requires much persistence and effort put forth by an individual student. Students with intrinsic motivation would develop goals such as, the goal to learn and the goal to achieve. A mastery goal, the desire to gain understanding of a topic, has been found to correlate with effective learning strategies, positive attitudes toward school, the choice of difficult tasks as opposed to a simple task, perceived ability, effort, concern of future consequences, self-regulation, the use of deep cognitive processes, persistence, achievement, choice and initiative \hyperref[b1]{(Archer, 1994;}\hyperref[b7]{Miller,} Greene, Montalvo, Ravindran, \& Nichols, 1996; \hyperref[b4]{Garcia \& Pintrich, 1996)}." To help students develop academic intrinsic motivation, it is important to define the factors that affect motivation \hyperref[b3]{(Dev, 1997)}.However, intrinsic motivation factors include: mastery goals and the need for achievement \hyperref[b0]{(Shia, 1998)}. 
\section[{b) Extrinsic motivation}]{b) Extrinsic motivation}\par
Refers to motives that are outside of and separate from the behaviors they cause;the motive for the behavior is not inherent in or essential to the behavior itself \hyperref[b5]{(Hoyenga \& Hoyenga, 1984)}.\par
However, Hoyenga \& Hoyenga, believe that adding an extrinsic incentive to study or complete a task has also been found to decrease intrinsic motivation. Extrinsic students prove one's competence while intrinsic students improve their competence (Schraw, Horn, Thorndike-Christ, \& Bruning, 1995).\par
Extrinsic motivation has four factors which are:authority expectations (family and professor), peer acceptance, powermotivations, and fearoffailure \hyperref[b0]{(Shia, 1998)}. 
\section[{i. Power}]{i. Power}\par
Power motivations are often seen in students, especially in a college setting. A student who is motivated by power feels the need to control his/her environment. The best way they find to do this is to prove their competence to others. Power motivations are difficult to spot in students because unlike other extrinsic motivations, they increase achievement measures \hyperref[b5]{(Hoyenga \& Hoyenga, 1984)}.\par
Power motivation can be seen as an individual need that must be met in order to feel competent as a student. Fortier, Valler and, and Guay (1995), performed a study that confirmed perceived academic competence to be directly related to autonomous academic motivation, which is directly related to school performance. However when a block occurs in the process of reaching the goal, the intrinsic motivator will find a strategy to get around the block: the power motivator may feel frustrated and helpless \hyperref[b5]{(Hoyenga \& Hoyenga, 1984)}. 
\section[{ii. Fear of failure}]{ii. Fear of failure}\par
Fear of failure motivation is inhibitory no matter which theory or example one uses to explain it. It brings about avoidant approaches to situations in order to avoid such fear. The motive to avoid failure is a general disposition to avoid failure or the capacity to react with shame and embarrassment when the outcome of an achievement task is failure.\par
The only way to avoid failure is to avoid achievement tasks. One can see that this avoidant behavior lacks intrinsic motivation \hyperref[b0]{(Shia, 1998)}. Research shows that fear of failure is noticed most when such students are given moderately difficult task to achieve  {\ref (Hoyenga\&Hoyenga, 1984)}.\par
Both of these factors (Power and Fear of failure) clearly inhibit the characteristics of intrinsic motivation. Not only do they inhibit positive behavior, but they may cause students to avoid academics altogether \hyperref[b0]{(Shia, 1998)}.\par
In addition, researchers increasingly are linking the motivational, cognitive, and social/environmental aspects of learning (Bandura, 1993; Boekaerts, 1997; Pintrich\&Schunk, 1997; Pintrich\&  {\ref Garcia, 1991;} {\ref Vander Stoep, Pintrich\&Fagerlin, 1996;} {\ref Zimmerman, 1995)}. 
\section[{III.}]{III.} 
\section[{Method a) Participants}]{Method a) Participants}\par
Fifty undergraduate students from a computer and information college participated in this research. The students completed Academic Intrinsic Motivation Questionnaire (MSLQ) questionnaires. The completed questionnaire did not include the students name to ensure confidentiality. In addition, the researchers conducted seminars with instructors to answer research questions. 
\section[{b) Materials and Procedures}]{b) Materials and Procedures}\par
The proposed Academic Intrinsic Motivation Questionnaire (MSLQ) (Questionnaires appear in Appendix A). Responses were analyzed by performing are liability analysis (coefficient alpha) on the proposed inventory to check for unreliable items. The second set of analysis was achieved by performing descriptive analysis to identify factors affecting students' motivation. The hypothesis are as follows: The first set of results were found by performing a reliability analysis on the entire inventory to test forreliability. The results obtained was a coefficient alpha score of .7748 (standardized reliability is .70).Reliability analysis is displayed in Appendix C. These results suggest that the test is a reliable test. In other words, if the inventory were to be filled out by the same individuals at a later time, then the results should besimilar.\par
The second set of results was conducted by SPSS for the following motivation's factors using 7-likert scale:? Needs ? Power ? Authority ? Fears ? Master ? Peers\par
The following statistical table represents the descriptive results using SPSS:\par
? Needs Factor   
\section[{d) The qualitative result}]{d) The qualitative result}\par
Instructors who participated in seminars and interview believes the English language play major role on motivation barrier. The language barrier affect students' ability to understand, learn, and ask questions. In addition, instructors believes incentives and strict regulation may help improving students' motivation. The interview and seminars questions in (Appendix D). Adding to incentives, the sense of completion is missing beside no enough recognition from college and instructors.\par
IV. 
\section[{Discussion}]{Discussion}\par
Needs and Mastery factors results prove the hypothesis that at least one factor affecting student motivation and rejected the negative hypotheses. Needs and Mastery results show that student agreed these factors affect their motivation. Having intrinsic motivation (mastery goals and the need for achievement) is encouraging result because it is an indication that student want to learn for sake of learning if they found the suitable environment.\par
Instructors agreed the lack of good English language prohibit students from achieving and impact their intrinsic motivation negatively. However, instructors believe have extrinsic motivation such as authority and fear of failure may help students to perform better.\par
V. 
\section[{Recommendations a) Recommendation for college leaders}]{Recommendations a) Recommendation for college leaders}\par
Students shows having sufficient intrinsic motivation but have some barriers; we recommend the following: revisit the English language level accepted in the college, provide incentive, encourage completion, treat students equally, listen to graduate feedback, force the ABET and NCAAA standards, and strengthen the rule and regulation. 
\section[{b) Recommendation for college instructors}]{b) Recommendation for college instructors}\par
Students shows having sufficient intrinsic motivation but have some barriers; we recommend the following: encourage students to improve their English language; provide regular recognition; show willing to help; focus on course learning outcome; understand students' needs; and get students feedback regularly. 
\section[{VI.}]{VI.} 
\section[{Conclusion}]{Conclusion}\par
The survey and interviews that conducted with students and instructors were very necessary to better understand the students' motivation. The paper were able to identify mastery and need as factors that affect positively the motivation of the CS and IS students. The paper discussed the factors roles on positively or negatively impacting students' motivation, analyzed the interviews and surveys data conducted with faculty members and students. In addition the paper provide recommendations for instructors and college leaders to address the motivation issues. In addition, the recommendation to improve the quality of learning outcome for CS and IS.\begin{figure}[htbp]
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\noindent\textbf{11} \par 
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N\tabcellsep Valid\tabcellsep 50\\
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\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep 45\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Volume XVI Issue V Version I\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep G )\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep (\\
Valid\tabcellsep Disagree Disagree Somewhat Undecided Agree Somewhat Agree Total\tabcellsep Frequency 1 6 12 23 8 50\tabcellsep Percent 2.0 12.0 24.0 46.0 16.0 100.0\tabcellsep Valid Percent 2.0 12.0 24.0 46.0 16.0 100.0\tabcellsep Cumulative Percent 2.0 14.0 38.0 84.0 100.0\tabcellsep Global Journal of Human Social Science -\\
? Power Factor\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_2}Table 1 . 2 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{21} \par 
\begin{longtable}{P{0.3510869565217391\textwidth}P{0.2217391304347826\textwidth}P{0.27717391304347827\textwidth}}
N\tabcellsep Valid\tabcellsep 50\\
\tabcellsep Missing\tabcellsep 0\\
Mean\tabcellsep \tabcellsep 4.1800\\
\multicolumn{2}{l}{Std. Deviation}\tabcellsep .80026\end{longtable} \par
 
\caption{\label{tab_3}Table 2 . 1 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{22} \par 
\begin{longtable}{P{0.06982142857142858\textwidth}P{0.32785714285714285\textwidth}P{0.11839285714285715\textwidth}P{0.08196428571428571\textwidth}P{0.14875\textwidth}P{0.10321428571428572\textwidth}}
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Cumulative\\
\tabcellsep \multicolumn{2}{l}{Frequency}\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Percent\\
Valid\tabcellsep Dsiagree Somewhat\tabcellsep 11\tabcellsep 22.0\tabcellsep 22.0\tabcellsep 22.0\\
\tabcellsep Undecided\tabcellsep 20\tabcellsep 40.0\tabcellsep 40.0\tabcellsep 62.0\\
\tabcellsep Agree Somewhat\tabcellsep 18\tabcellsep 36.0\tabcellsep 36.0\tabcellsep 98.0\\
\tabcellsep Agree\tabcellsep 1\tabcellsep 2.0\tabcellsep 2.0\tabcellsep 100.0\\
\tabcellsep Total\tabcellsep 50\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\
? Authority Factor\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \multicolumn{4}{l}{Table 3.1 : The Mean and STD of Authority Factor}\tabcellsep \\
\tabcellsep N\tabcellsep \multicolumn{2}{l}{Valid}\tabcellsep 50\tabcellsep \\
\tabcellsep \tabcellsep \multicolumn{2}{l}{Missing}\tabcellsep 0\tabcellsep \\
\tabcellsep \tabcellsep Mean\tabcellsep \tabcellsep 4.2600\tabcellsep \\
\tabcellsep \tabcellsep Std. Deviation\tabcellsep \tabcellsep 1.04608\tabcellsep \end{longtable} \par
 
\caption{\label{tab_4}Table 2 . 2 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{32} \par 
\begin{longtable}{P{0.06434262948207171\textwidth}P{0.30139442231075697\textwidth}P{0.06772908366533864\textwidth}P{0.12191235059760956\textwidth}P{0.14223107569721113\textwidth}P{0.15239043824701196\textwidth}}
\tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\
Valid\tabcellsep Strongly Disagree\tabcellsep 1\tabcellsep 2.0\tabcellsep 2.0\tabcellsep 2.0\\
\tabcellsep Disagree\tabcellsep 1\tabcellsep 2.0\tabcellsep 2.0\tabcellsep 4.0\\
\tabcellsep Disagree Somewhat\tabcellsep 6\tabcellsep 12.0\tabcellsep 12.0\tabcellsep 16.0\\
\tabcellsep Undecided\tabcellsep 24\tabcellsep 48.0\tabcellsep 48.0\tabcellsep 64.0\\
\tabcellsep Agree Somewhat\tabcellsep 13\tabcellsep 26.0\tabcellsep 26.0\tabcellsep 90.0\\
\tabcellsep Agree\tabcellsep 4\tabcellsep 8.0\tabcellsep 8.0\tabcellsep 98.0\\
\tabcellsep Strongly Agree\tabcellsep 1\tabcellsep 2.0\tabcellsep 2.0\tabcellsep 100.0\\
\tabcellsep Total\tabcellsep 50\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\
? Fears Factor\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_5}Table 3 . 2 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{41} \par 
\begin{longtable}{P{0.3510869565217391\textwidth}P{0.2217391304347826\textwidth}P{0.27717391304347827\textwidth}}
N\tabcellsep Valid\tabcellsep 50\\
\tabcellsep Missing\tabcellsep 0\\
Mean\tabcellsep \tabcellsep 4.1600\\
\multicolumn{2}{l}{Std. Deviation}\tabcellsep .95533\end{longtable} \par
 
\caption{\label{tab_6}Table 4 . 1 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{42} \par 
\begin{longtable}{P{0.022972972972972974\textwidth}P{0.2664864864864865\textwidth}P{0.0872972972972973\textwidth}P{0.13783783783783785\textwidth}P{0.1654054054054054\textwidth}P{0.17\textwidth}}
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Cumulative\\
\tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Percent\\
Valid\tabcellsep Disagree\tabcellsep 2\tabcellsep 4.0\tabcellsep 4.0\tabcellsep 4.0\\
\tabcellsep Disagree Somewhat\tabcellsep 10\tabcellsep 20.0\tabcellsep 20.0\tabcellsep 24.0\\
\tabcellsep Undecided\tabcellsep 19\tabcellsep 38.0\tabcellsep 38.0\tabcellsep 62.0\\
\tabcellsep Agree Somewhat\tabcellsep 16\tabcellsep 32.0\tabcellsep 32.0\tabcellsep 94.0\\
\tabcellsep Agree\tabcellsep 3\tabcellsep 6.0\tabcellsep 6.0\tabcellsep 100.0\\
\tabcellsep Total\tabcellsep 50\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \end{longtable} \par
 
\caption{\label{tab_7}Table 4 . 2 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{61} \par 
\begin{longtable}{P{0.3510869565217391\textwidth}P{0.2217391304347826\textwidth}P{0.27717391304347827\textwidth}}
N\tabcellsep Valid\tabcellsep 50\\
\tabcellsep Missing\tabcellsep 0\\
Mean\tabcellsep \tabcellsep 4.0200\\
\multicolumn{2}{l}{Std. Deviation}\tabcellsep .84491\end{longtable} \par
 
\caption{\label{tab_8}Table 6 . 1 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{62} \par 
\begin{longtable}{P{0.0228494623655914\textwidth}P{0.26505376344086023\textwidth}P{0.08682795698924732\textwidth}P{0.13709677419354838\textwidth}P{0.16451612903225807\textwidth}P{0.17365591397849464\textwidth}}
\tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\
Valid\tabcellsep Disagree\tabcellsep 1\tabcellsep 2.0\tabcellsep 2.0\tabcellsep 2.0\\
\tabcellsep Disagree Somewhat\tabcellsep 13\tabcellsep 26.0\tabcellsep 26.0\tabcellsep 28.0\\
\tabcellsep Undecided\tabcellsep 21\tabcellsep 42.0\tabcellsep 42.0\tabcellsep 70.0\\
\tabcellsep Agree Somewhat\tabcellsep 14\tabcellsep 28.0\tabcellsep 28.0\tabcellsep 98.0\\
\tabcellsep Agree\tabcellsep 1\tabcellsep 2.0\tabcellsep 2.0\tabcellsep 100.0\\
\tabcellsep Total\tabcellsep 50\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \end{longtable} \par
 
\caption{\label{tab_9}Table 6 . 2 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{10} \par 
\begin{longtable}{P{0.045972382048331414\textwidth}P{0.607422324510932\textwidth}P{0.022497123130034522\textwidth}P{0.045972382048331414\textwidth}P{0.12813578826237054\textwidth}}
\tabcellsep Statement\tabcellsep N\tabcellsep Mean\tabcellsep Direction\\
N1\tabcellsep I want to learn everything I need to learn.(Need)\tabcellsep 50\tabcellsep 5.58\tabcellsep Agree\\
N22\tabcellsep I work best in a group environment.(Need)-R\tabcellsep 50\tabcellsep 3.58\tabcellsep Disagree somewhat\\
N23\tabcellsep I do all that I can to make my assignments turn out perfectly.(Need)\tabcellsep 50\tabcellsep 5.06\tabcellsep Agree\\
N25\tabcellsep I sign up for the classes that will prepare me for the future.(Need)\tabcellsep 50\tabcellsep 4.76\tabcellsep Agree somewhat\\
N26\tabcellsep I have high expectations of myself.(Need)\tabcellsep 50\tabcellsep 5.30\tabcellsep Agree somewhat\\
N28\tabcellsep I get frustrated when I find out that I did not need to study as much as I did for a test.(Need)\tabcellsep 50\tabcellsep 2.74\tabcellsep Disagree\\
N33\tabcellsep I wait till the last minute to complete my assignments.(Need)-R\tabcellsep 50\tabcellsep 3.88\tabcellsep Disagree somewhat\\
N34\tabcellsep I would only sign up for a club if it helped me to reach a long-term goal.(Need)\tabcellsep 50\tabcellsep 4.46\tabcellsep Undecided\\
N48\tabcellsep I feel good about myself when I finish a difficult project.(Need)\tabcellsep 50\tabcellsep 5.78\tabcellsep Agree\\
N60\tabcellsep I set high goals for myself.(Need)\tabcellsep 50\tabcellsep 5.28\tabcellsep Agree somewhat\\
\tabcellsep Needs\tabcellsep 50\tabcellsep 4.6\tabcellsep Agree somewhat\\
\multicolumn{2}{l}{Valid N (listwise)}\tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_10}Table 10 :}\end{figure}
 			\footnote{© 2016 Global Journals Inc. (US)} 		 		\backmatter  			 			 			  				\begin{bibitemlist}{1}
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\end{document}
