Effect of Multidisciplinary structure of New Education Policy on Achievement Motivation among Undergraduate Students in India
Abstract
The New Education Policy 2020 was finally implemented after a 34-year delay. This study work is fascinated by the New Education Policy 2020, Multidisciplinary aspect has brought many changes in the curriculum of the Undergraduates and especially how it influences their Achievement Motivation and how much they have adopted the new education policy over time. The researcher used two variables: NEP Multidisciplinary Structure as the Independent Variable and Achievement Motivation as the Dependent Variable. The sample included 142 undergraduates. After applying the AMS scale to measure the students' achievement motivation, interview questions were arranged to support the results, and it was discovered that there were no significant differences in the achievement motivation of first- and second-year students. Overall, the results are supported by the interview responses, as they show that, while students appreciate the Multidisciplinary aspect of NEP and prefer undergraduate degrees with multiple exit options, they are having a difficult time adapting, it also indicated that the institutions are unable of offering the appropriate atmosphere and facilities that students require in order to adapt to the interdisciplinary nature of NEP. This might be because the NEP multidisciplinary feature is new for the institutions as well, and they, too, need some time to polish it in their curriculum. As this is a very new approach in the educational field, additional observations and research are needed to assess the amount of growth and adaptability over time.
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