Abstract

Some researchers find that learning intervention can stimulate learning motivation and performance through classroom characteristic. Ironically, research assessing classroom characteristic that can be used as potential learning intervention have received little attention especially among Malaysian undergraduates. Hence, the aim of this study is to determine the mediation effect of motivation to learn on the relationship between classroom characteristic and students’ grade performance. A number of 173 undergraduate students in a large Malaysian’s public university were taken as sample; data were analysed using SPSS and AMOS. Findings indicated that teaching method, followed by lecturer quality, and classroom management were significantly correlated with students’ motivation to learn and performance; wherein, motivation to learn fully mediated the relationship between the classroom characteristics and students’ grade. This has verified that classroom characteristic truly stimulate learning motivation and performance; therefore, it can be used as potential learning intervention.

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