The Influence of Curriculum Relevance on Students’ Learning Motivation: The Mediating Role of Classroom Engagement

Abstract

This study examined the influence of curriculum relevance on students’ learning motivation, with particular focus on the mediating role of classroom engagement among university students in Pakistan. The study was conducted to understand how meaningful, useful, and contextually relevant curriculum content can contribute to students’ motivation and active participation in the learning process. A quantitative research design was used, and data were collected from 311 university students through an adopted structured questionnaire administered online using Google Forms. The questionnaire included established measures of curriculum relevance, classroom engagement, and students’ learning motivation. The respondents were approached through online communication channels, and participation was voluntary. The collected responses were first organized and coded in Microsoft Excel and were then transferred to IBM SPSS for statistical analysis. Descriptive statistics, Cronbach’s alpha reliability analysis, Pearson Product-Moment Correlation, simple linear regression, and mediation analysis were used to examine the study variables and their relationships. The findings indicated that curriculum relevance was positively associated with students’ learning motivation, suggesting that students were more motivated when they perceived their learning content as meaningful and connected with their academic and practical needs. Curriculum relevance was also positively related to classroom engagement, indicating that relevant curriculum content can encourage students to participate more actively and become more involved in classroom activities. Furthermore, classroom engagement was positively associated with students’ learning motivation. The mediation findings showed that classroom engagement significantly mediated the relationship between curriculum relevance and students’ learning motivation, indicating that greater curriculum relevance may strengthen motivation partly by encouraging active classroom involvement. The study is significant because it provides an integrated understanding of how curriculum relevance and classroom engagement can contribute to students’ motivation and learning experiences. The findings may assist teachers, curriculum developers, and educational institutions in developing meaningful learning content and classroom practices that connect academic knowledge with students’ interests, experiences, educational needs, and future goals.