Students’ Perceptions on Extrinsic Motivation Strategies to Enhance Learning Experience and Fostering Academic Excellence: A Qualitative Study

Shazalina Mohamed Shuhidan, Mohamad Ridhuan Mat Dangi and Rohana Mohd Noor
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Shazalina Mohamed Shuhidan: Faculty of Accountancy, Universiti Teknologi MARA, UiTM Cawangan Selangor, Kampus Puncak Alam, 42300, Selangor Darul Ehsan, Malaysia
Mohamad Ridhuan Mat Dangi: Faculty of Accountancy, Universiti Teknologi MARA, UiTM Cawangan Selangor, Kampus Puncak Alam, 42300, Selangor Darul Ehsan, Malaysia
Rohana Mohd Noor: Faculty of Accountancy, Universiti Teknologi MARA, UiTM Cawangan Selangor, Kampus Puncak Alam, 42300, Selangor Darul Ehsan, Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3, 3985-3999

Abstract: This study explores the perceptions of university students regarding extrinsic motivation strategies and their potential role in fostering academic excellence in higher education. Using a qualitative approach, the research involved semi-structured interviews with fifteen students to examine how extrinsic motivators influence their engagement, enthusiasm, academic discipline, and overall performance. Thematic analysis of the interview data identified five key themes: enhanced engagement and participation, learning enthusiasm and motivation, reinforcement of academic discipline, influence on learning attitudes and behaviors, and impact on academic performance. Thematic analysis revealed that students anticipate positive impacts from extrinsic motivation on classroom engagement, learning habits, and academic outcomes. Participants expressed varying preferences for specific types of extrinsic motivators, including tangible rewards, social recognition, performance-based incentives, and constructive feedback. Participants suggested that well-designed reward systems could transform passive learning approaches into proactive engagement, potentially leading to improved academic performance and the development of effective study habits. The findings indicate that when properly implemented, extrinsic motivation strategies may complement students’ intrinsic motivation, particularly in challenging courses or during periods of diminishing engagement. This research contributes to understanding how teaching practices can be adapted to better support student motivation and academic achievement in higher education settings, highlighting the importance of aligning extrinsic rewards with students’ individual preferences, career goals, and learning contexts.

Date: 2025
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