The Relationship Among Motivation, The Implementation Of Learning Approaches and Students’ Performance: A Study From Accounting Education Students

Extant studies highlight that different motivation and learning approach contributes to the different result of study outcomes. This condition reflects in students in Accounting Education Department where they experienced two learning approaches namely: Deep Learning and Surface Learning applied during the completion of their study in the respective university. In students’ batch of 2015 where they refer to the block-curriculum mechanism assuming that students in this batch are in the stream of surface learning. Likewise, students above the 2016 batches are practicing deep learning approach following the implementation of six (6) assignments under KKNI namely: regular assignment, critical book report, critical journal report, mini research, project and idea engineering embedded in each of subjects in the curriculum. Based on the data collection from 142 students using questionnaires that further tested with a multiple regression analysis method, it is found that students’ motivations and learning approaches influence the students’ performance positively and significantly. The study confirms relevant prior research and the Social Constructivism Theory to the extent that students’ collaboration in various learning activities the have engaged both in and outside classrooms complement the outcome of surface learning approach toward stepping the deep learning one.