Active Learning for Keeping Students Engaged

Казакова, Елена Ивановна; Kruchek, Marina; Moshkina, Elena; Sergeeva, Olga A.; Тихомирова, Елена В.

doi:10.21125/iceri.2020.0268

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“…The Older group indicated that they are less likely to allow learners to assess each other's writing ability and reading comprehension level because learners may not be capable of doing so. As cited by Kazakova et al (2020), teachers believe motivation is important to student learning. As such, methods they employ to address student motivation may prove ineffective.…”

Section: Resultsmentioning

confidence: 99%

Motivational Strategies of Teachers in Relation To Learners’ Academic Performance

Pulana¹

2022

IJMRA

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Motivating learners is one of the most critical and challenging parts of teaching. As such, they differ in how they motivate students and their motivational strategies. This quantitative inquiry determined the motivational strategies of teachers and students’ academic performance according to age, civil status, teaching experience, highest educational attainment, and average monthly income. To answer the descriptive and inferential questions, a researcher-made questionnaire was utilized. It was revealed that the level of motivational strategies of teachers in the areas of (1) introduction of the lesson, (2) discussion of the lesson, and (3) assessment of lesson we're all on a high level. However, the results indicated that the respondents least prefer helping learners prepare for the discussion using a pre-formed questionnaire, informal classroom debates, and a strategy that allows learners to assess their peers and classmates' writing abilities and comprehension skills. Consequently, the level of learners’ academic performance was very satisfactory. Likewise, no significant differences in the level of teachers’ motivational strategies in the first and second areas when grouped according to age, civil status, teaching experience, and highest educational attainment. Additionally, no significant difference showed when teachers were grouped according to average monthly income in the first and third areas. It can conclude that most teachers are proceeding directly to lesson discussion and skipping the introduction to maximize class hours. Also, teachers have different motivational strategy preferences in engaging their learners. Likewise, they have a different mindset in motivating the lesson. As such, different strategies will positively influence academic performance. It is recommended that teachers be regularly subjected to seminars and training in pedagogical and instructional methods and other classroom management skill training to improve teaching practices and to help improve students’ academic performance.

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Section: Resultsmentioning

confidence: 99%

Motivational Strategies of Teachers in Relation To Learners’ Academic Performance

Pulana¹

2022

IJMRA

View full text Add to dashboard Cite

show abstract

Active Learning for Keeping Students Engaged

Cited by 1 publication

References 0 publications

Motivational Strategies of Teachers in Relation To Learners’ Academic Performance

Motivational Strategies of Teachers in Relation To Learners’ Academic Performance

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