Strategies Employed by Teachers to Motivate Students in Secondary Schools of Melo Koza Woreda Gofa Zone, South Ethiopia

Milkiyas Asso Goshu

doi:doi:10.11648/j.advances.20230404.13

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Strategies Employed by Teachers to Motivate Students in Secondary Schools of Melo Koza Woreda Gofa Zone, South Ethiopia

Milkiyas Asso Goshu

Published in Advances (Volume 4, Issue 4)

Received: 5 October 2023 Accepted: 27 October 2023 Published: 11 November 2023

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Abstract

This study examined the strategies used by teachers to motivate students’ classroom learning in secondary school of Melo Koza Woreda. For this study, a mixed research methods was used. The sample for the study consisted of eight randomly selected secondary school teachers (six males and two females) and forty students (thirty-one males and nine females) were purposely selected from the two schools (Laha secondary and Mashira secondary schools. Questionnaire, Interview and classroom observations were used as the data gathering tools of this study. The findings indicate that the secondary school teachers in the sampled schools have good awareness on the different strategies of student motivation in classroom teaching. According to the findings of this study, teachers frequently use motivation strategies such as asking questions to determine whether students were following the lesson or not, providing positive and constructive feedback, asking them brain storming questions, and demonstrating their eagerness to teach. The study also found that big class sizes and a lack of money allotted by schools to reward high-achieving students are variables influencing student motivation. The woreda education office, in partnership with administrative authorities, should construct additional classrooms to allow for effective instruction and motivation while keeping the number of students in the classroom manageable.

Published in	Advances (Volume 4, Issue 4)
DOI	10.11648/j.advances.20230404.13
Page(s)	130-136
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Teachers Awareness, Student Motivation, Motvation Strategies

References

[1]	Astuti, S. P. (2016). Exploring motivational strategies of successful teachers. Teflin Journal, 27 (1).
[2]	Brophy, J. (2003). Conceptualizing Students Motivation. New Jersey: Routledge.
[3]	Butler, R., & Nisan, M. (2003). Effects of no feedback, task-related comments, and grade on intrinsic instruction and performance. Journal of Educational Psychology, 78, 210-216. (In Covington, 1998, p. 158).
[4]	Deci, E. (2000). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum.
[5]	Deci, E. L., R. Koestner & R. M. Ryan. (2001). Extrinsic rewards and intrinsic motivation ineducation: Reconsidered once again. Review of Educational Research, 71, 1–27.
[6]	Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
[7]	Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42, 55-77.
[8]	Krause, K. L., S. Bochner, & S. Duchesne. (2003). Educational psychology for learning and teaching. Australia: Thomson.
[9]	Madrid, D. (2002). The Power of the FL Teacher Motivational Strategies. Spain: University of Granada. Retrieved from
[10]	Morris, C. G. & A. A. Maisto. (2002). Psychology: An introduction. Southern Africa Mathematical Sciences Association Conference (pp. 540-550). Developing the quality of pupil learning: Prentice Hall.
[11]	Nandola, V. (2011). Teachers’ Motivation In The Higher Secondary Classrooms. Sharda University: India.
[12]	Papi, M., & Abdollahzadeh, E. (2012). Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context. Language Learning, 62 (2), 571-594.
[13]	Nichols, J. (2014). Perceptions of school leaders: Exploring school climate data based on principal gender and student achievement. Advancing Women in Leadership Journal, 34, 28-37.
[14]	Ryan, M. R. & E. L. Deci (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
[15]	Stojakovic, P. (2011). Psychology for teachers. Luka.

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APA Style

Asso Goshu, M. (2023). Strategies Employed by Teachers to Motivate Students in Secondary Schools of Melo Koza Woreda Gofa Zone, South Ethiopia. Advances, 4(4), 130-136. https://doi.org/10.11648/j.advances.20230404.13

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Asso Goshu, M. Strategies Employed by Teachers to Motivate Students in Secondary Schools of Melo Koza Woreda Gofa Zone, South Ethiopia. Advances. 2023, 4(4), 130-136. doi: 10.11648/j.advances.20230404.13

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AMA Style

Asso Goshu M. Strategies Employed by Teachers to Motivate Students in Secondary Schools of Melo Koza Woreda Gofa Zone, South Ethiopia. Advances. 2023;4(4):130-136. doi: 10.11648/j.advances.20230404.13

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@article{10.11648/j.advances.20230404.13,
  author = {Milkiyas Asso Goshu},
  title = {Strategies Employed by Teachers to Motivate Students in Secondary Schools of Melo Koza Woreda Gofa Zone, South Ethiopia},
  journal = {Advances},
  volume = {4},
  number = {4},
  pages = {130-136},
  doi = {10.11648/j.advances.20230404.13},
  url = {https://doi.org/10.11648/j.advances.20230404.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.advances.20230404.13},
  abstract = {This study examined the strategies used by teachers to motivate students’ classroom learning in secondary school of Melo Koza Woreda. For this study, a mixed research methods was used. The sample for the study consisted of eight randomly selected secondary school teachers (six males and two females) and forty students (thirty-one males and nine females) were purposely selected from the two schools (Laha secondary and Mashira secondary schools. Questionnaire, Interview and classroom observations were used as the data gathering tools of this study. The findings indicate that the secondary school teachers in the sampled schools have good awareness on the different strategies of student motivation in classroom teaching. According to the findings of this study, teachers frequently use motivation strategies such as asking questions to determine whether students were following the lesson or not, providing positive and constructive feedback, asking them brain storming questions, and demonstrating their eagerness to teach. The study also found that big class sizes and a lack of money allotted by schools to reward high-achieving students are variables influencing student motivation. The woreda education office, in partnership with administrative authorities, should construct additional classrooms to allow for effective instruction and motivation while keeping the number of students in the classroom manageable.
},
 year = {2023}
}

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TY  - JOUR
T1  - Strategies Employed by Teachers to Motivate Students in Secondary Schools of Melo Koza Woreda Gofa Zone, South Ethiopia
AU  - Milkiyas Asso Goshu
Y1  - 2023/11/11
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AB  - This study examined the strategies used by teachers to motivate students’ classroom learning in secondary school of Melo Koza Woreda. For this study, a mixed research methods was used. The sample for the study consisted of eight randomly selected secondary school teachers (six males and two females) and forty students (thirty-one males and nine females) were purposely selected from the two schools (Laha secondary and Mashira secondary schools. Questionnaire, Interview and classroom observations were used as the data gathering tools of this study. The findings indicate that the secondary school teachers in the sampled schools have good awareness on the different strategies of student motivation in classroom teaching. According to the findings of this study, teachers frequently use motivation strategies such as asking questions to determine whether students were following the lesson or not, providing positive and constructive feedback, asking them brain storming questions, and demonstrating their eagerness to teach. The study also found that big class sizes and a lack of money allotted by schools to reward high-achieving students are variables influencing student motivation. The woreda education office, in partnership with administrative authorities, should construct additional classrooms to allow for effective instruction and motivation while keeping the number of students in the classroom manageable.

VL  - 4
IS  - 4
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Author Information

Milkiyas Asso Goshu

Department of Curriculum and Instructional Supervision, Institute of Education and Behavioral Sciences, Dilla University, Dilla, Ethiopia

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APA Style

Asso Goshu, M. (2023). Strategies Employed by Teachers to Motivate Students in Secondary Schools of Melo Koza Woreda Gofa Zone, South Ethiopia. Advances, 4(4), 130-136. https://doi.org/10.11648/j.advances.20230404.13

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ACS Style

Asso Goshu, M. Strategies Employed by Teachers to Motivate Students in Secondary Schools of Melo Koza Woreda Gofa Zone, South Ethiopia. Advances. 2023, 4(4), 130-136. doi: 10.11648/j.advances.20230404.13

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AMA Style

Asso Goshu M. Strategies Employed by Teachers to Motivate Students in Secondary Schools of Melo Koza Woreda Gofa Zone, South Ethiopia. Advances. 2023;4(4):130-136. doi: 10.11648/j.advances.20230404.13

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@article{10.11648/j.advances.20230404.13,
  author = {Milkiyas Asso Goshu},
  title = {Strategies Employed by Teachers to Motivate Students in Secondary Schools of Melo Koza Woreda Gofa Zone, South Ethiopia},
  journal = {Advances},
  volume = {4},
  number = {4},
  pages = {130-136},
  doi = {10.11648/j.advances.20230404.13},
  url = {https://doi.org/10.11648/j.advances.20230404.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.advances.20230404.13},
  abstract = {This study examined the strategies used by teachers to motivate students’ classroom learning in secondary school of Melo Koza Woreda. For this study, a mixed research methods was used. The sample for the study consisted of eight randomly selected secondary school teachers (six males and two females) and forty students (thirty-one males and nine females) were purposely selected from the two schools (Laha secondary and Mashira secondary schools. Questionnaire, Interview and classroom observations were used as the data gathering tools of this study. The findings indicate that the secondary school teachers in the sampled schools have good awareness on the different strategies of student motivation in classroom teaching. According to the findings of this study, teachers frequently use motivation strategies such as asking questions to determine whether students were following the lesson or not, providing positive and constructive feedback, asking them brain storming questions, and demonstrating their eagerness to teach. The study also found that big class sizes and a lack of money allotted by schools to reward high-achieving students are variables influencing student motivation. The woreda education office, in partnership with administrative authorities, should construct additional classrooms to allow for effective instruction and motivation while keeping the number of students in the classroom manageable.
},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Strategies Employed by Teachers to Motivate Students in Secondary Schools of Melo Koza Woreda Gofa Zone, South Ethiopia
AU  - Milkiyas Asso Goshu
Y1  - 2023/11/11
PY  - 2023
N1  - https://doi.org/10.11648/j.advances.20230404.13
DO  - 10.11648/j.advances.20230404.13
T2  - Advances
JF  - Advances
JO  - Advances
SP  - 130
EP  - 136
PB  - Science Publishing Group
SN  - 2994-7200
UR  - https://doi.org/10.11648/j.advances.20230404.13
AB  - This study examined the strategies used by teachers to motivate students’ classroom learning in secondary school of Melo Koza Woreda. For this study, a mixed research methods was used. The sample for the study consisted of eight randomly selected secondary school teachers (six males and two females) and forty students (thirty-one males and nine females) were purposely selected from the two schools (Laha secondary and Mashira secondary schools. Questionnaire, Interview and classroom observations were used as the data gathering tools of this study. The findings indicate that the secondary school teachers in the sampled schools have good awareness on the different strategies of student motivation in classroom teaching. According to the findings of this study, teachers frequently use motivation strategies such as asking questions to determine whether students were following the lesson or not, providing positive and constructive feedback, asking them brain storming questions, and demonstrating their eagerness to teach. The study also found that big class sizes and a lack of money allotted by schools to reward high-achieving students are variables influencing student motivation. The woreda education office, in partnership with administrative authorities, should construct additional classrooms to allow for effective instruction and motivation while keeping the number of students in the classroom manageable.

VL  - 4
IS  - 4
ER  -

Copy | Download