Most African students enrolled in the SuaCode smartphone coding course for intrinsic rather than extrinsic reasons (68.7% vs 31.3% of coded motivations)¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2026 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Intrinsic motivators comprised 68.7% of codes assigned to African students' enrollment reasons in SuaCode, while extrinsic motivators comprised 31.3%. → Michael Addo 2026

Evidence¶

Michael Addo 2026¶

Michael Addo, Nana Maryam Munagah, Victor Kumbol, Judith Uchidiuno, and George Boateng. (2026). “Why SuaCode?”: Understanding African Students’ Motivations for Taking a Smartphone-Based Online Coding Course. arXiv. https://arxiv.org/abs/2607.22940 doi:10.48550/arxiv.2607.22940

q2 · i? · qualitative · r2

Open-ended survey of SuaCode enrollees analyzed with a grounded theory approach; a systematic random sample of 450 responses from over 3000 was coded by two raters into 19 themes. The results section reports that "intrinsic motivators comprised 68.7%" of codes versus 31.3% extrinsic. No effect size is printed.

"Extrinsic motivators comprised 31.3 % of codes assigned, while intrinsic motivators comprised 68.7%. This is in line with current literature on motivations in MOOCs [ 4, 8], as participants of SuaCode are intrinsically motivated learners."

Discussion¶

Learner Variables¶

• Motivation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Free, understandable, and accessible content ranked low (4%) as an enrollment motivator for SuaCode students, unlike in comparable MOOC motivation studies — related
• The most frequent specific enrollment reasons among analyzed SuaCode students were interest in learning to code (20.3%), contributing to society (19.2%), and developing skills for advanced work (12.0%) — a narrower finding that bears on this claim
• Intrinsically motivated students show significantly higher proportions of evaluation and elaboration messages, while extrinsically motivated students concentrate in planning and orientation — related
• Intrinsically motivated students form reflective-iterative metacognitive co-occurrence networks, but overall ENA centroid positions do not differ significantly between motivational groups — related
• Motivational orientation is strongly associated with the role students assign to GenAI: intrinsically motivated students most often position it as an instructor, extrinsically motivated students as a replacement tool — related
• Expected tangible rewards reduce later free-choice engagement with a rewarded task, while verbal praise does not — a broader claim this one bears on