Effect of Fun Learning Enrichment Program (FLEP) on At-Risk Students’ Motivation and Aspiration to Learn

Noriah Mohd Ishak, Melor Md Yunos, Salleh Amat, Abu Yazid Abu Bakar, Mhd Subhan


The purpose of this study is to examine effects of the Fun Learning Enrichment Program (FLEP) on motivation and aspiration to learn among population of low-achieving students. The study used quasi experimental design with pre-post control group. A total of 596 students participated in the study for three consecutive years. The students were given a module consisted of 120 fun learning enrichment activities in mathematics and science that promotes self-motivation and aspiration to learn. Results show significant increase in motivation and aspiration to learn among the students after attending the FLEP program. In conclusion, low-achieving students can develop motivation and aspiration to learn when given environment that promotes positive learning experience.

Full Text:



Alderman, M. K. (1990). Motivation for at-risk students. Educational Leadership, 48(1), 27-30.

Brophy, J., & Good, T. (1988). Teachers’ behavior and students’ achievement. Educational Psychologist, 23(3), 235-286.

Cheung, C.S. & Chang, C.M. (2008). Relation of perceived maternal parenting styles, practices and learning motivation to academic competence in Chinese children. Merrill-Palmer Quarterly, 54(1), 1-22.

DeBacker, T. K., & Nelson, R. M. (1999). Variations on an expectancy-value model of motivation in science. Contemporary Educational Psychology, 24(2), 71-94.

Eisenberg, N., Martin, C. L., & Fabes, R. A. (1996). Gender development and gender effects. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of Educational Psychology. New York: Simon & Schuster/Macmillan

Elliott, J. G., Hufton, N., Illushin, L., & Fraser, L. (2001). Motivation in the Junior Years: International perspectives on children's attitudes, expectations and behaviour and their relationship to educational achievement. Oxford Review of Education, 27(1), 37-68.

Frank, J. D. (1935). Individual differences in certain aspects of the level of aspiration. The American Journal of Psychology, 47(1), 119-128.

Ganci, S. A., Dantas, A. M., William, D.A. & Kemm, R.E. (2009). Promoting student-centered active learning in lectures with a personal response system. Advance Physiological Education, 33(1), 60-71.

Gebhard, M. E. (1948). The effect of success and failure upon the attractiveness of activities as a function of experience, expectation, and need. Journal of Experimental Psychology, 11(4), 37-49.

Hargis, C. H. (2006). Teaching low achieving and disadvantage students. Springfield: Charles C. Thomas Publishers.

Harper, G. F. & Maheady, L. (2007). Peer-mediated teaching and students with learning disabilities. Intervention in Schools and Clinics. 43(2), 101-107.

Henal Shah (2007). Psychological aspects of academic failure among children. Exceptional Children, 52(1), 535-542.

Kagan, S. (1992). Cooperative Learning (7th Ed). San Juan: Kapistrano, CA Resources for Teachers.

Kajamies, A., Vauras, M., Kinnunen, R. (2010). Instructing low-achievers in mathematical word problem solving. Scandinavian Journal of Educational Research, 54(4), 335-355.

Lau, K. L., & Chan, D. W. (2001). Motivational characteristics of underachievers in Hong Kong. Educational Psychology, 21(4), 417-430.

Maheady, L., Harper, G. E., & Mallette, B. (2000). Peer-mediated interventions and students with mild disabilities. Remedial and Special Education, 22(1), 12-55.

Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading and Writing Quarterly, 19(2), 139-158.

Pajares, F., & Valiante, G. (2001). Gender differences in writing motivation and achievement of middle school students: A function of gender orientation? Contemporary Educational Psychology, 26(3), 366-381.

Pajares, F., Britner, S. L., & Valiante, G. (2000). Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology, 25(4), 406-422.

Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and Mathematics performance of entering middle school students. Contemporary Educational Psychology, 24(2), 124-139

Pajares, F., Miller, M. D., & Johnson, M. J. (1999). Gender differences in writing self-beliefs of elementary school students. Journal of Educational Psychology. 91(1), 50-61.

Perkins-Gough, D. (2006). Accelerating the learning of low achievers. Educational Leadership, 63(5), 88-89.

Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In Ames, C. and Maehr, M. (Eds), Advances in motivation and achievement: Vol. 6. Motivation enhancing environments. Greenwich, CT: JAI Press.

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.

Secretan, L. K. (2005). Inspiring people to their greatness. Leader to Leader, 36(1), 11-14.

Schick, H., & Phillipson, S. N. (2009). Learning motivation and performance excellence in adolescents with high intellectual potential: what really matters? High Ability Studies, 20(1), 15-37.

Slavin, R. E. (1995). Cooperative leaming: Theory, Research, and Practice (2nd ed.). Boston: Allyn & Bacon.

Rogers, C. (1980). A way of being. Boston, MA: Houghton Mifflin.

Tan, I. G. C., Sharan, S., & Lee, C. K. E. (2007). Group investigation effects on achievement, motivation, and perceptions of students in Singapore, The Journal of Educational Research, 100(1), 142 – 154.

Wong, B. Y. C., Butler, D. L., Ficzere, S. A., & Kuperis, S. (1996). Teaching low achievers and students with learning disabilities to plan, write and revise opinion essays. Journal of Learning Disabilities, 29(2), 197-212.

DOI: http://dx.doi.org/10.24014/egcdj.v2i2.8260


  • There are currently no refbacks.

Copyright (c) 2019 Educational Guidance and Counseling Development Journal



EGCDJ is published by Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Syarif Kasim Riau.

Mailing Address:

Gedung PMU Lt. II Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Syarif Kasim Riau  
Jl. H.R. Soebrantas Km. 15 No. 155, Pekanbaru - Riau 28293, Email: egcdj.bk@uin-suska.ac.id

Creative Commons License
EGCDJ is licensed under a Creative Commons Attribution 4.0 International License.

View My Stats