Relevance and motivation: student reports of effective teacher strategies

Date

2000-12

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Volume Title

Publisher

Texas Tech University

Abstract

Every teacher faces unmotivated students at some point in his or her career. Teachers must effectively communicate to not only ensure student comprehension, but to motivate students to participate in class and want to learn. Scholars report a positive relationship between teacher use of relevance and teacher clarity behaviors, immediacy behaviors, and student motivation. However, scholars fail to provide student reports of what teachers say and do to make information relevant. Researchers need to examine what strategies students perceive as making information relevant and how the use of these strategies influences student motivation. These were the objectives of this study. Data were collected through qualitative methods of open-ended questionnaires and focusgroup interviews. Findings were analyzed inductively to discover recurring themes across student reports.

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Citation