Developing an Instrument for Measuring Student Motivation among High Schools in Educational Jordan Context

This study aims to enhance the literature by validating every item and making it reliable of student motivation (SM) construct through the Exploratory Factor Analysis (EFA). Toward Jordan’s educational sector, measuring instrument from the literature was adapted by the researcher for the sake of latent construct, and the items were modified to suit the study. To establish (SM) construct reliable instrument, a cross-sectional research design was employed in the study. IBM-SPSS Version 21.0 was used to analyze the data, and a structured questionnaire from 100 students was utilized. It was subsequently revealed by the research outcome that the construct achieved validity and reliability tests and each item was maintained as it suits (SM) construct measurement. Thus, a suitable, reliable, and validated instrument has been established for (SM) construct measurement among high public schools in the Jordan educational sector. Therefore, the current research's findings provide a reliable source of information to further researchers, teachers, administries, academicians, and decision-makers of student Motivation in the Jordan Context


Introduction
It is important to value performance evaluation while providing information and feedback to teachers and students in making decisions. Academic performance could be measured by policymakers through students' behavior and traits. Through identification, students could achieve great and excellent performance in their academic (Mat et al., 2019). As such, many academic institutions focus more on investing in enhancing students' performance. Asif et al (2017) argued that can be possible to predict students' performance with accuracy. According to Amazona and Hernandez (2019), a student's academic performance represents a student's understanding about a course. Darkwa and Antwi (2021) contended that knowledge acquisition, skill development, student's grade, course, or program completion constitute a student's performance.
Hence, it is the aim of the researcher to develop a model that guarantees successful and fruitful outcomes of the educational process. It is within the target of the researcher to develop and design a framework that encompasses students' academic performance, student characteristics and students' motivation in the Jordanian government schools. As such, toward attaining the research purpose, Exploratory Factor Analysis shall be applied to obtain the validity and reliability of evaluating the questionnaire SM items.

Objective of this Study
The study aims at developing a measuring instrument for the motivation of students construct in the educational context of Jordanian government high schools.

Literature Review
This section consists of a literature review on relevant variables for further discussion and thus develops the research hypotheses.

Hypothesis Development and Research Framework
Motivationon and Student Academic Performance According to Chepkirui and Huang (2021), motivation means an individual's incentive towards a specific task. Motivation is a salient instrument that determines academic success. It encourages students and people at large to remain committed and interested in their respective subject, job, role, and position, thus crown their efforts with the achievement of goals (Gbollie and Keanu, 2017). In the current study, motivation refers to a student's desire towards improving his performance. As a matter of reality, many researchers submitted that motivation is vital and significant in getting good academic performance for students (Claver et al. 2020;Sarkis et al., 2020;Winter, 2018).
Students' Characteristics and Student Academic Performance Personal Characteristics are described as personal qualities, features and traits possessed by someone, which in turn, produce high potential results and effective work performance (Aye, 2018;Neneh, 2011). In this study, risk-taking, perseverance, assertiveness, independence, work-capacity, self-esteem, self-confidence, flexibility, versatility, persuasion, determination, imagination, emotional stability, motivation, tolerance, and experience-knowledge represent students' characteristics (Santos and Harrison, 2015). The available literature showed that the relationship between student's academic performance and students' characteristics is robust and rigid (Cárdenas Moren et al., 2020;Carvalho and Abreu, 2018;Chepkirui and Huang, 2021).

Research Questions
The following research questions and objectives were generated from the afore-listed objectives and review of literature: RQ1: Does motivation significantly influence students' academic performance? RQ2: Do Students' characteristics influence students' academic performance?

The Research Framework
The review of literature produces the development of a conceptual framework, and the connections between the proposed variables were explored through a model. The framework has three constructs. The independent constructs comprise student motivation and Students' characteristics. students' academic performance the dependent construct. The framework, as stated in Figure 1 investigated the connection between these variables. The study hypotheses include H1: Student motivation has a positive and significant effect on the students' academic performance. H2: Students' characteristics have a positive and significant effect on students' academic performance.

Methodology
As opined by Dehisat and Awang (2020); Shkeer and Awang (2019) pilot-test and pre-test are imperative to be controlled to verify the changed instruments, if the original tool was vigorously progressed in a community of several nations and cultures from the current research. Thus, the investigator finds the measuring tool suitable for the construction of SM from the past literature and amended the items to be of standard with the present study. Once the preparation of the primary questionnaire is decided, the content validity and face validity of the questionnaire is read subsequently by a panel of capable knowledgeable persons to be certain that the measures are appropriate to the planned goal and comprehensible. In this context, applicable remarks for part of the questions are reduced and rephrased by extraordinarily skilled people. In addition, there was an initial conversion process of the questionnaire conscripted from English to Arabic translation (Brislin, 1980) the translation was properly reassessed by the teams of experts, making the required adjustment for the definite context (Brislin, 1980). After minor modifications based on their feedback, the Arabic version was finalized. The questionnaire was then back-translated into English to ensure conceptual equivalence (Chang et al., 1999). Another expert who was a statistician decided the authenticity of the criterion and verified that the balance used to quantify data are relevant for the statistical analysis (Notelaers et al., 2019). For instance, in Karak city, South Jordan, a preliminary test using five different high school students samples was used. To avoid being biased, the questionnaire was amended to stop main tools (Woodside, 2013). Aside from that, design was used to structure appropriate measures to motivate high school students in the Jordanian context. The current study is approached quantitatively, and literature is reviewed to measure the concept of SM. Most of the objects used were found appropriate and some were amended accordingly for the sake of the study. In the public schools at Karak city, a population of 100 students were randomly selected on-campus, and empty questionnaires were distributed to them. The Exploratory Factor Analysis (EFA) procedure using IBM-SPSS version 21.0 was carried out. The target population consists of students of high public schools in the Jordan educational sector specifically in Karak schools. the study employed simple random sampling to obtain a representative sample from each school. Self-administered questionnaires were handed over to respondents to respond at a suitable and advantageous time.

Research Tool
To measure students' motivation, a structured questionnaire was proposed for data collection with 10 items on a 10-point interval scale ranging from 1 = strongly disagree to 10 = strongly agree. A ten-item questionnaire was used to measure SM construct in this study which was drawn from the study of (Martin, 2003;Nauzeer and Jaunky, 2019).
The basis to acquire the suitable measurement of SM among Jordanian education context. Table 1 shows the adapted items in each of the SM dimensions. One of the sample items include "I believe I can do my schoolwork well". "I believe learning at school is important". "I feel very pleased for understanding what I'm taught at school". "I plan well before I start an assignment". "I usually study in places where I can concentrate". I keep going overstudy until I understand my schoolwork". They were extracted from (Martin, 2003).
"I'm always energetic". "I think our educators are good". "I believe that I'm not wasting my time at school". "I try to find out when and why I make a mistake". They were composed by (Nauzeer and Jaunky, 2019). Nauzeer and Jaunky, 2019 I try to find out why When I make a mistake Nauzeer and Jaunky, 2019

Exploratory Factor Analysis (EFA) and Reliability Analysis
Since this research entails a new concept which exists from the adjustment of previous studies, the set of survey questions must pass through the EFA test in a way to be adapted with the current research model from 100 students, which were materialized to the method of Principal Component Analysis (PCA) and Varimax rotation (Dehisat and Awang, 2020a). The PCA usage is proposed in the determination of preliminary solutions in EFA (Pett et al., 2003). The choice of Varimax was over the oblimin since the factors were autonomous of one another.
To conduct the suitability of the data for running factor analysis, the Kaiser-Meyer-Olkin Measure of Sampling Adequacy (KMO) and Bartlett's Test of Sphericity (BTOS) were checked. A KMO value of 0.60 and above (Baistaman et al., 2020;Kaiser, 1974), and a statistically significant Bartlett's Test of Sphericity with P-Value < 0.05 (Alias et al., 2019) were used as indicators of data factorability. This research chooses to retain objects with factor loadings higher than 0.60 from a pool of created objects (Awang, 2015), and the number of objects per factor certainly must be at least three of the factor to be kept in possession (Hair et al., 2010).
Finally, a construct must also be reliable, in this regard, the dependability of the student motivation construct was calculated using the internal consistency dependability. This internal reliability shows how capable the respective objects are binding to one another in the measurement of the same concept. Hence, this research is of necessity to estimate the value of Cronbach's Alpha in a way to determine the internal reliability of the kept objects.

Results and Discussion
This construct was measured using 10 items, and each item was measured using a Likert scale of 10. The mean response, standard deviation, and item statement, for each item, are listed in Table 2.   .000 All items in this construct belonged to two components. The scree plot in Figure 2 shows that two-component have emerged from the EFA. The results in Table 4 shows there are two components that emerged from the EFA procedure based on the computed Eigenvalue >1.0. The total variance explained for measuring this construct is 82.648. The total variance explained is acceptable since it exceeds the minimum of 60% (Noor et al., 2015).  Table 5 for each item, the results indicate the factor loading for every item >0.6 Thus all items will be retained as indicted by (Yahaya et al., 2018).  Table 6 illustrates that values of Cronbach's Alpha are 0.931, 0.961, and 0.871. This value indicates how strong the respective items are holding to each other in measuring the same construct.

Discussion
The results show that each component exceeded the limit of the threshold, therefore, the items in this questionnaire can be used to measure the construct of this study. Thus, items can be adopted and used for future research.

Conclusion
Exploratory Factor Analysis (EFA) displays that the SM construct in the concept was detected by the use of two components. This study succeeded in gathering items from the research construct and formed an instrument to measure SM. According to high Cronbach's Alpha value, Bartlet Test achievements (significant), KMO (> 0.6), and exceed 0.60 of factor loadings were concluded through this instrument which passed the authenticity and dependability trials of all objects, and are suitable for usage in the later review. On the basis of the research findings, the investigator proposes that future researchers should use this tool in future research specifically in the educational sector in Jordan. to understand the critical role of student motivation in boosting student academic performance among their schools.

Theoretical and Practical Contribution
Theoretically, the study findings contribute to enhancing future studies by confirming the items that contribute to student motivation construct. The major significance of the current study is to explore the items that ensure and guarantee student motivation in Jordanian educational schools. Practically, the findings of the study help in highlighting conditions and procedures that contribute to the improvement of student's performance. The study increases the need for creating awareness about the role of student's motivation toward enhancing student's academic performance.