Examining Malaysian Schoolchildren's Academic Motivation Before and During COVID-19: A Multivariate Regression Approach

Abstract

This study examines the effects of gender, household income, and school type on Malaysian schoolchildren's academic motivation before and during the COVID-19 pandemic. Using multivariate regression analysis on survey data from 1,014 students, the research identifies how traditional sociodemographic predictors functioned differently across two contrasting educational contexts: face-to-face learning and emergency remote instruction. Results indicate that gender was a significant predictor before the pandemic, with male students reporting higher motivation. This outcome contradicts the prevailing literature and may reflect contextual classroom dynamics. However, gender lost statistical significance during the pandemic, suggesting that remote learning environments may flatten motivational disparities by removing gendered classroom norms. While household income was not a significant factor pre-pandemic, it gained significance during lockdown, likely due to the increased importance of digital access and conducive home environments in sustaining engagement. School type showed no significant influence in either period, implying that pandemic-related challenges equalized educational experiences across public and private institutions. These findings underscore the limitations of relying solely on structural indicators to predict academic motivation, particularly in times of crisis. Instead, they highlight the need to consider psychosocial, environmental, and technological variables that better capture the multifaceted nature of student engagement. The study concludes by calling for more holistic educational strategies that address resilience, equity, and digital inclusivity in the post-pandemic era.