Applying Herzberg`s motivation-hygiene theory to learning motivation and satisfaction in KIRKHS at IIUM

Abstract

Motivation-Hygiene theory or popularly known as Herzberg’s Motivation-Hygiene theory was introduced by Herzberg, Mausner, & Synderman in 1959. Originally, it explains the motivation and hygiene factors that affect job satisfaction. Motivation factors play important role in improving job satisfaction, while hygiene factors do not contribute toward job satisfaction although their absence will lead to dissatisfaction. This study was conducted to test the applicability of this theory on learning satisfaction. The objectives of the study are (1) to identify teaching approach (instructional strategies) preferred by learners in higher learning institution, specifically IIUM, (2) to examine the relationship between motivation factors and hygiene factors with learning satisfaction, (3) to test the applicability of Herzberg’s Motivation-Hygiene theory on learning satisfaction, and (4) to test the applicability of the theory in the Islamic setting in IIUM. The study employed a quantitative research, using survey method, by using questionnaire as the research instrument. Pilot study was conducted to pre-test the research instrument. The data were collected from 240 undergraduate students of different departments under Human Sciences Division of Kulliyyah of Islamic Revealed Knowledge and Human Sciences (KIRKHS), International Islamic University Malaysia (IIUM). Using stratified random sampling based on department, gender, and nationality, data were collected in April and May 2014. Data were analyzed using SPSS version 20 for descriptive statistics and inferential statistics to achieve the objectives of the study and to test their hypotheses. Four general hypotheses and five specific hypotheses were generated in this study. The finding proved that all factors were significantly correlated, but majorities of the factors showed weak relationship. The result showed that there was a similarity between motivation and hygiene factors in contributing towards learning satisfaction. This indicated that the theory was not applicable on learning satisfaction as well as in the Islamic setting, since the findings rejected the general statement of the theory.