Teachers’ attitudes:

Students’ learning motivation is directly affected by the teacher and the teaching techniques that are supported with appropriate guidance and advice. Learners appreciate the distinctive paths offered to them to follow for better understanding and learning. Appropriate guidance or advice to students and fully-developed learning strategies support the flow of knowledge from the teacher to the learner. Motivation acts as a driving force that encourages the learner to learn, initiate the learners to adopt appropriate skills as well as facilitate them to use for gaining knowledge.

Parental factors:

Learning begins in the family. So, parents, as a noteworthy social-relevant element impacting kids’ inspiration and the accomplishment, have gotten considerable consideration in general education (Butler, 2015). parental factors in terms of the nurture or upbringing of the child influences his or her behavior while learning process. There are lot of other family problems between father and mother do impact on the cognitive growth of the child.

 Instructor’s enthusiasm:

In most of the cases teachers are found less motivating and less enthusiastic towards the teaching and learning process which results in student’s demotivation towards learning.

· Relevance of the material

 Relevance of the learning material has become the major factor which is affecting student’s readiness for learning and resulting in lack of attention towards studies and however affecting the overall performance of the students.

· Organization of the course

Students feel less motivated and bored when the instructors are using the material that is irrelevant with the course they are studying, it can be in terms of organization of the course because if the course is not organized in a proper sequence it creates hurdles and mismatch for the learners.

· Appropriate difficulty of the material:

teaching aids or learning material which is used while teaching and learning process, the purpose of using that material to create easiness for the students to understand in a better way by doing with activities or using audio visual aids. Teachers are sometimes using complex aid that is difficult for students to understand, as a result no learning objective will be achieved.

 · Active involvement of student:

sometimes the teachers are following only teacher centered approach that results in demotivation of the students in a sense that when there is only teacher as a active participant in the class obviously the rest of the class or students become passive, because  teachers prefer lecture method or avoid collaborative approach ,in such class there is no any involvement of the students so they feel hghly demotivated towards learning.

· Variety:

variety of learning material of innovative methods as per the need of the students is necessary, without that students feel boredom and demotivated,

· Rapport between teacher and student:

Relationship between teacher and student must be strong in terms of effective learning to achieve the objectives and maintain the better performance of the students. Teachers should behave equally with all the students irrespective of their caste, creed, religion, color etc.

 · Use of appropriate examples which are understandable and concrete

Use of appropriate which are based on the lessons taught, when the students involve in the process themselves following the approach of learning by doing they feel highly motivated instead they just read without looking and understanding concrete examples. 

7 Replies to “FACTORS AFFECTING LAERNERS MOTIVATION AT UNIVERSITY LEVEL:”

  1. “Sometimes the teachers are following only teacher-centered approach,” I think this is common trend in education system around the world.
    Thanks

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