Teachers’ Motivating Methods to Support Thai Ninth Grade Students’ Levels of Motivation and Learning in Mathematics Classrooms


  •  Sansanee Nenthien    
  •  Jyrki Loima    

Abstract

The aims of this qualitative research were to investigate the level of motivation and learning of ninth grade students in mathematics classrooms in Thailand and to reveal how the teachers supported students’ levels of motivation and learning. The participants were 333 students and 12 teachers in 12 mathematics classrooms from four regions of Thailand. The results showed, first, that the students’ levels of learning ranged from low to moderate-high while the levels of motivation were from moderate to high. In addition, most students had intrinsic motivation; however, some students still lacked motivation and were only motivated by external sources. Second, teachers enhanced students’ learning by encouraging them to learn as a whole class the most by using lectures and asking questions. The other top methods were allowing time for self-paced learning and answering, and relying on internal sources of motivation using positive interpersonal and group activities. Most teachers employed both autonomy-supportive and controlling motivating styles in classroom. Even with a variety of motivating methods, the students’ learning did not seem to be supported adequately, especially for students who showed a low level of learning.



This work is licensed under a Creative Commons Attribution 4.0 License.
  • ISSN(Print): 1927-5250
  • ISSN(Online): 1927-5269
  • Started: 2012
  • Frequency: bimonthly

Journal Metrics

h-index (February 2018): 13

i10-index (February 2018): 29

h5-index (February 2018): 11

h5-median (February 2018): 20

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