EFFECT OF COLLABORATIVE LEARNING ON INTRINSIC MOTIVATION: A GENDER-WISE ANALYSIS

Abstract

The present study investigates the Effect of Collaborative Learning on Intrinsic Motivation, particularly gender-related inequalities. Data were collected from 300 students across social sciences departments using a self-developed Likert scale questionnaire having both male and female undergraduate students in the two different universities of Rahim Yar Khan. The collected data was analyzed through regression techniques using SPSS. Findings revealed that collaborative learning significantly predicts Intrinsic Motivation across both genders, with male students showing a slightly stronger relationship.