Student Achievement Motivation in Online Collaborative Teaching for Strategic Management Courses

Abstract

The rapid digitalization of higher education has increased the demand for innovative teaching approaches that can enhance students’ motivation and engagement, particularly in challenging and analytical subjects such as Strategic Management. In response to this need, the study investigates students’ perceptions of online collaborative teaching and its influence on their achievement motivation. A quantitative approach was employed, involving 100 undergraduate students enrolled in Strategic Management courses. Data were collected using an adapted questionnaire that measured students’ perceptions of online collaborative teaching and their level of achievement motivation. Descriptive statistical analysis was used to analyse the collected data. The findings revealed that students demonstrated highly positive perceptions toward online collaborative teaching. Most respondents agreed that the approach enhanced their understanding of course content, increased classroom engagement, encouraged active participation, and created a more interactive learning environment. The results also indicated that students possessed high levels of achievement motivation, reflected in their strong desire to achieve academic excellence, willingness to face learning challenges, and commitment to completing tasks effectively. The study further suggests that online collaborative teaching contributed positively to students’ motivation by promoting interactive learning experiences and diversified instructional methods. This study contributes to the growing literature on digital pedagogy and collaborative learning by providing empirical evidence that online collaborative teaching can support achievement motivation in Strategic Management courses. The findings imply that higher education institutions should continue strengthening collaborative and technology-enhanced instructional practices to improve student engagement and academic motivation. Future studies are recommended to employ inferential and longitudinal research designs to further examine the relationship between online collaborative teaching and student achievement motivation across different academic disciplines and institutions.