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The purpose of this study is to look into and develop a better understanding on how students are motivated to learn through the tasks of creating their own learning content. In this study, students are exposed to question-generation activity, which employed Peer Wise as a platform — a web-based application that allows students to create, answer and share multiple choice questions. A self-report instrument were used to measure students motivational construct of intrinsic goal orientation, extrinsic goal orientation, perception of task value and control of learning beliefs and selfefficacy for learning and performance with the students’ level of engagement in the question-generation activity. The instrument was adapted from Motivated Strategies for Learning Questionnaire (MSLQ). T-test results indicated that there were significant differences between most-active and least-active contributors in the component of intrinsic goal orientation, perception of task value, and control of learning beliefs; whereby, most-active contributors tends to develop higher motivation drive in the mentioned motivation component. Correlation analysis revealed that the strongest correlation is between intrinsic motivation and the perception of task value between the most-active contributors. The result further revealed that most-active contributors valued the task given, which is to create, share and answer multiple-choice online as important and beneficial as compared to least-active contributors.

Assessing Students Engagement in an Online Student Question-Generation Activity towards Their Learning Motivation