The purpose of the study was to gain an understanding of the factors that influence motivation of adolescent learners in the classroom. The purpose of the study was to gain an understanding of factors that influence motivation of adolescent learners in the classroom.
Theoretical location
This theory will be used as a lens to understand the dynamics of classroom interactions between teachers, students and their peers as subsystems of the school system and how these can be used to improve student motivation. This theory will be used as a lens to understand the dynamics of classroom interactions between teachers, students, and their peers as subsystems of the school system and how Tr.
Research questions
Research design and methodology
This is why a positive classroom climate and a caring relationship with student educators are seen as extremely important for the development of student motivation (Huitt, 2003: 8). Using these three theories, I argue that unless teachers understand the factors that positively influence adolescent student learning in the classroom, they cannot create learning environments that enhance learning for all students.
Sampling and research methods
Sampling and research methods
For example, it pointed to the need to obtain an equal number of learners with different academic abilities and to include more semi-structured questions to help with the main study. In the main study, data was collected using semi-structured individual interviews (Appendix D) held at Sunflower Secondary School.
Ethical considerations
I received the school timetable of the last exam results which was compiled by the school educators. Ethical clearance: A requirement of the University Research Office is that all researchers dealing with human subjects must obtain ethical clearance from the university's Research Committee.
Limitations of the study
In addition, these students may have mentioned things they thought the researcher wanted to hear. Another limitation is that the samples were not selected as friendship groups, which would have allowed the researcher to compare and verify the claims made by peers.
Structure of dissertation report
The limitations of the study are pointed out and recommendations for further research are provided. The limitations of the study are pointed out and recommendations for further research are provided.
CHAPTER TWO LITERATURE REVIEW
Introduction
What is motivation? A definition
CHAPTER TWO LITERATURE REVIEW
- What is motivation? A definition
- Sources of motivation and de-motivation
- Motivation in the classro m
- Motivation in the classro m
- The role of educators
- The role of educators
- The role of peers
- Conclusion
The above beliefs are useful for educators to assist learners in the classroom. The above beliefs are useful for educators to resist learners in the classroom.
CHAPT R THREE
THEORETICA FRAMEWORKS
Introduction
The theoretical location the study
The ecosystemic perspetive
CHAPT R THREE
THEORETICA FRAMEWORKS
- The theoretical location 1 the study
- The ecosystemic persper ve
- The systems theory
- The humanistic theory
- Conclusion
In this thesis, I focused on the role played by the educator and peers in motivating adolescents in the classroom. The more it is established, the more it becomes the "rule" of all things that happen and are expected to happen in the classroom (ibid). With this, the educator's role in the classroom would no longer be that of a dictator, but rather that of a mediator.
Students would be motivated and both students and educators would enjoy being in the classroom.
CHAPTER FOUR
RESEARCH METHODOLOGY
- Introduction
- Research design and methodology
- I ntrod uction
- Research methods
- Research process .1 The pilot study
- Pilot sample
- Research process .1 The pilot study
- Pilot sarnple
- Pilot findings and discussion
- The main sample
- Data analysis
In the main study I corrected this problem and the interviews were conducted smoothly without playing a very important role. The number of participants that I interviewed in the main study per day, was reduced to two compared to four performed in the pilot study. The researcher did not include the participants who participated in the pilot study, as these participants were aware that the research was conducted on motivation in the classroom.
The researcher did not include the participants who participated in the pilot study because these participants were aware that the study was conducted on classroom motivation.
CHAPTER FIVE
FINDINGS AND DISCUSSION
Introduction
Findings
Factors that motivate learners to learn
Sources of motivation in the classroom Some of the responses were
From the responses of the participants it is clear that most of them like these subjects because of the pleasure these subjects bring. The fun and excitement the class participant experiences is consistent with Jones &. Jones (1990) cited in Charles and Sentec, (1995: who say that the educator plays a very important role in the classroom.
The educator must be knowledgeable about the subject, must care and show interest in the students, must use strategies that are appropriate, and must also serve as good models for the students.
Sources of motivation in the classroom
The student listed several sources of motivation, but the teacher was the most popular. According to the twenty-six participants interviewed in the main study, 61% of male students attributed their motivation to the teacher encouraging them in the classroom, while 31% of female students saw the teacher as a source of motivation. A smaller percentage (38% of male and 23% of female students) saw peers as their source of motivation in the classroom.
From the statistical data obtained through the conducted interviews, it is clear that the teacher plays a greater role in encouraging students to learn than a peer in the class.
Sources of de-motivation
Noise in the classroom and people being disruptive and noisy and when teachers dominate and dictate to us. The main factors that demotivate students to learn in the classroom seem to be the following: poor teaching methods, noise in the classroom, and classmates who disturb the students. The teacher should teach us instead of talking to the blackboard and when you can't communicate with the teacher and when everyone is talking and not hearing what the teacher is saying.
The main factors that motivate students to learn in the classroom seem to be: poor teaching methods, noise in the classroom, and classmates who disturb the students.
Learners' perceptions on learning
Responses of learners with regards to their peers liking/disliking to learn
Responses of learners with regards to their peers liking/disliking to learn
Discussion
Theme 1: Educator as a source of motivation in promoting fun and exciting ways to learn
Theme 1: Educator as a source of motivation in promoting fun and exciting ways to learn
Good and 8rophy reiterate that learning should be fun and add that any motivational problems that may arise must be attributed to the teacher's attempt to turn an enjoyable activity into another. If the students see that the teacher is happy to be in the classroom and excited to teach them, then the students. Students also had other concerns about the teacher as a source of motivation in promoting fun and exciting ways of learning.
In promoting self-esteem, positive approval and praise help if the educator is self-confident.
Theme 2: Learner's expectations of educators
Theme 2: Learner's expectations of educators
Teachers should take care of you and give you the best education in the classroom. Teachers should worry about you and give you the best education in the classroom. Further responses show the joint efforts they are making to prove themselves and be strong in the future and expect their educators to support them.
Further responses show the efforts they are making to prove themselves and be strong in the future and expect their educators to support them.
Theme 3: Educators promoting a conducive classroom environment
Dorneyi presents an area of increasing student satisfaction and the issue of rewards and grades. The above refers to motivational strategies aimed at increasing student satisfaction by allowing teachers to show their work, encouraging them to be proud of themselves, celebrating success, and using rewards (Covington, 1999). However, Campbell (1997) clarifies that the educator uses an understanding of individual and group motivational behavior to create a learning environment that encourages positive social interaction in the classroom.
Theme 3: Educators promoting a conducive classroom environment
Brophy (1987) notes that students who are motivated to learn need both ample opportunities to learn and encouragement and support from teachers. 8rophy (1987) notes that students who are motivated to learn need both ample opportunities to learn and encouragement and support from teachers. In a motivational environment, students understand what they are expected to learn and why it is expected of them.
In motivating environments, students understand what they are expected to learn and why they are expected to learn it.
Theme 4: Role played by educators and peers in promoting motivation
Theme 4: Role played by educators and peers in promoting motivation
I am motivated when the teachers come up with fun activities and have crosswords, games and jokes with the students and to create a special bond with the students. I am motivated when teachers come up with fun activities and have crosswords, games and jokes with students and. I am motivated when my teacher is constantly checking me and making sure I get the work done.
This shows that they need constant approval from the educator to work in the classroom.
Emerging guidelines
- Conclusion
Educator and learner are both involved in an interaction of physical, cognitive, social, emotional and moral development that takes place throughout life. It is very clear from the above findings that there are various factors that motivate adolescents to learn in the classroom. The next chapter will summarize the findings and list guidelines for educators to provide motivation in their classrooms.
In the next chapter, the findings will be summarized and the guidelines for educators to provide motivation in their classrooms will be listed.
CHAPTER SIX
RECOMMENDATIONS AND SUMMARY OF FINDINGS
Introduction
Summary of study findings
RECOMMENDATIONS AND SUMMARY OF FINDINGS
- Proposed guidelines for educators to assist adolescent learners in the classroom
- Proposed guidelines for educators to assist adolescent learners in the classroom
- Recommendations for further research
- Conclusion
Lile (2002) also confirms that the correct explanation of the teachers would improve the motivation of the students in the classroom. Teachers should have an open door policy when negotiating classroom rules and helping students to be motivated in the classroom. This study focused on identifying the role of the educator and peer in motivating adolescents in the classroom.
Further research should be done focusing on the role of parents and the extent to which they motivate adolescent students in the classroom.
BIBLIOGRAPHY
In Ames & Ames (Eds)., Research on motivation in education, New York: Academic Press. http://www.users.g/obalnet.co.uk/ebdstudy/- /strategy/ecosys.htm. Changing problem behavior in schools, San Francisco: Jossey Bass. http://www.jonesboroweb.com/edd/theories_ol motivation.htm - retrieved. Nursing Research Applying Qualitative Approaches, 2nd ed. http://www.thefreedictionary.com/motivation-retrieved.
School and Classroom Organization, New York:. http://www.cba.uri.edu/Scholl/Notes/. 1983), Children Development through adolescence, London: Wiley & Sons Inc.
APPENDICES Appendix: A
APPENDICES
I am an educator at this School and currently completing my Masters in Educational Psychology at the University of Kwazulu Natal. I am hereby asking for your permission to conduct a research project on factors that influence motivation of adolescent learners in the classroom. I hereby give you permission to conduct a research project on factors that influence motivation of adolescent learners in the classroom.
Appendix C
Letter to Parent/Guardian
Appendix C
Interview Schedule
Appendix E
Letter of Appreciation
JKZN ethical certificate
34;PPENDIX F
KWAZULU-NATAL
