Motivation to learn business mathematics among UiTM students affected by design of Business Mathematics textbook / Nor Hayati Shafii, Noraini Noordin and Azlan Mohd Daham

Textbook is the main reference for students and lecturer. Reading texts that are not simplified important to improve student's critique level and thinking capabilities. However many students in most of subject find it a problem to read textbooks or even study the problem solving examples in the textbooks. In fact, lecturers need to change the style of contents in the textbooks in order to make it easier for students to understand. Research done by Lawson (1995) and Tunku Intan (2002) also show that the design of textbooks does not induce interest to read. Many factors determine achievement and motivation is one of the factors (Brigg, 1984). Shneiderman (1998) states that "memorable educational experiences are enriching, joyful, and transformational". However, once a learner's attention is lost, motivation is lost and learning does not occur. Thus, it is important that motivation elements be included in textbook (Briggs 1984, Robert 1993). These elements are needed to increase student's interest in continue learning (Briggs 1984, Robert 1993). The ARCS Model identifies four essential strategy components for motivating instruction, namely, Attention strategies for arousing and sustaining curiosity and interest; Relevance strategies that link to learners' needs, interests, and motives; Confidence strategies that help students develop a positive expectation for successful achievement for effort (Keller, 1993). It would be an advantage to know whether the "Business Mathematics for UiTM" textbook has these four motivation elements, and if so, what is the motivational level of the students towards the design of this textbook.