The Impact Of Teacher-Student Interactions On Learning Motivation In Secondary Mathematics
Abstract
Teacher-student interactions on learning motivation refer to the reciprocal communication and engagement between teachers and students that influence students' enthusiasm, effort, and persistence in learning. These interactions can foster both intrinsic and extrinsic motivation, driving academic success. This study aimed to investigate the impact of teacher-student interactions on learning motivation in secondary mathematics. Therefore the objectives of the study were 1. to examine the relationship between the frequency and quality of teacher-student interactions and students' motivation to learn mathematics at the secondary level. 2. to assess the influence of specific teacher behaviors (such as encouragement, feedback, and support) on different aspects of student motivation, including interest, effort, and persistence in secondary mathematics. The research was conducted with a sample of 250 secondary school students from various schools, using a quantitative descriptive survey method. A structured 20-item Likert scale questionnaire was distributed to students, focusing on teacher responsiveness, teacher involvement, teacher encouragement, and learning motivation. Collected data was analyzed using descriptive statistics, including mean scores and standard deviations, as well as inferential statistics, specifically Pearson’s correlation analysis, to examine the relationship between teacher-student interactions and student motivation.The findings revealed a significant positive correlation between teacher-student interactions and learning motivation in mathematics (r = 0.65, p < 0.01). In particular, teacher encouragement was the strongest predictor of student motivation (mean = 4.12, SD = 0.79), followed by teacher involvement (mean = 3.95, SD = 0.82). The results indicated that students who felt more supported and engaged by their teachers were more likely to exhibit higher levels of motivation to learn mathematics. However, there was a moderate correlation between teacher responsiveness and learning motivation (r = 0.48, p < 0.05), suggesting that while teacher.
responsiveness contributed to motivation, it was not as significant as encouragement and involvement. The study concluded that teacher-student interactions, particularly through encouragement and involvement, play a crucial role in enhancing student motivation in secondary mathematics. These findings highlight the need for teacher training programs to focus on fostering positive interactions and providing personalized support to improve student engagement and learning outcomes in mathematics.
Key Words: Teacher Engagement, Learning Motivation, Student Achievement, Positive Reinforcement, Intrinsic Motivation
