Motivation in the classroom

Abstract

The aim of this research is to determine the factors affecting students' motivation. For this purpose, a model consisting of four dimensions has been created by scanning the literature, and the created model has been supported by the opinions of the participants. The research was carried out with qualitative method. The research was conducted in accordance with the "case study" design. In this context, this research was conducted in accordance with the case study design in terms of revealing the motivational elements of the students. The study group of the research consists of 18 students studying at secondary school, high school, and who are undergraduates. The “maximum diversity” sampling method was used in the study. “Semi-structured interview form" consisting of five questions was developed by the researchers in order to reveal the views on students' motivation. The data were collected using the "semi-structured interview form" prepared by the researchers using the interview technique. Themes were formed by dividing the data obtained into similar expressions and all themes were presented as a whole. According to the first finding obtained at the end of the study, the first of the factors affecting the motivation of students is learning & teaching factor. According to the second finding obtained at the end of the research, it was found that the second factor affecting the motivation of the students is the factors during the lessons. According to another finding, the third factor affecting students' motivation is the evaluation element. According to the fourth finding, the fourth factor affecting students' motivation is educational environment & material factor.

The Effectiveness of Problem Based Learning-Based Interactive Multimedia for Elementary School Students

“…In order for students to be involved in learning activities, the subject matter must be delivered more attractively (Ditta et al, 2020). This is because the delivery of interesting material can affect students' motivation to learn (Kılıç, 2021). When digital media is used properly it will produce a good understanding for students (Hobbs, 2013).…”

Psychological-pedagogical requirements of foreign language teaching to students in technical areas.

“…When students' participation motivation is low, negative learning behaviour can be seen most of the students with low motivation are unable to concentrate on the sub-ject, are bored with the lesson and have no idea about the ease of use of the issue. lacks imagination (Kılıç, M. E., Kılıç, M. Y., & Akan, D. 2021). Also, to stimulate students' internal motivation, it is recommended that foreign language teachers, whenever possible and wherever, focus on two forms of positive external motivation -identification and integration, and use less of two forms of negative external motivation -external regulation and introjection.…”

Educational Loss at Times of Crisis: The Role of Games in Students’ Learning in Palestine and Iraq

“…The student's motivation in the classroom is affected by several factors, some of which are related to the teaching and learning process and the strategies and techniques used therein, including those related to the lesson and the study material. Other factors are related to the method of assessment and to the educational environment and materials used in teaching [54]. Schwan [55] confirmed that students' motivation increases when they are allocated a certain level of independence in their learning and allowed to make choices that support their goals.…”