Institutional merit scholarships as a motivational factor for undergraduate students

Abstract

The objective of this study is to explore whether the merit scholarship is a force to motivate students towards learning or not. This qualitative research follows a hermeneutic phenomenological approach. Data was collected using purposive sampling from students in the education and special education departments. The study involved 20 participants, comprising 10 students from public universities and 10 from private universities, all enrolled in Honors Degree programs. Semi-structured interviews were conducted to gather participants' responses, which were subsequently transcribed and analyzed thematically. The major themes are Intrinsic and extrinsic motivation, academic resilience, and self-efficacy, and the subthemes are motivation from parents, teachers and the institute, self-determination, financial aid, valuable reward, motivation to maintain CGPA, academic goal setting and its achievement, high achievers, self-regulated learning, time management skills. Based on student responses, it is evident that merit-based scholarships serve as a strong motivator for learning, but they do not provide adequate financial support. Participants believed that the scholarship amounts should be revised, as the current funding is insufficient. There is a dire need to increase the scholarship amounts within the fee structures. This effort will motivate them more for learning and enhance their enthusiastic academic behavior.