The Influence of Teacher-students’ Interaction on Motivation to Learn Mathematics Among High School Students

The Influence of Teacher-students’ Interaction on Motivation to Learn Mathematics Among High School Students in Laikipia County, Kenya

Mbuthia Ngunjiri (PhD)

Laikipia University, Kenya.

American journal of educational research and reviews

The purpose of this study was to examine the influence of teacher-students’ interaction on motivation to learn mathematics among high school students. The study was guided by Keller ARCS model of motivation. Descriptive research design was employed in the study. The target population was all 8357 Form Four students from 113 public high schools in Laikipia County. Simple random sampling was used to select sample schools, sample classes and respondents. The sample consisted of 392 mathematics students who participated in this study. A self-administered questionnaire was used in data collection. Cronbach’s alpha was used in estimating the reliability coefficients of research instruments which were acceptable and above 0.7. Data was analyzed using simple regression analysis.The finding showed that teacher-students’ interaction has a significant influence on motivation to learn mathematics. The study concludes that in order to improve effectiveness of teaching and learning, teachers need to use the relevant classroom interaction practices wisely so as to guide and monitor students in the learning process for better motivation so as to enhance acquisition of knowledge.

Keywords: Teacher-students’ interaction; Motivation to learn

Free Full-text PDF

How to cite this article:
Mbuthia Ngunjiri. The Influence of Teacher-students’ Interaction on Motivation to Learn Mathematics Among High School Students in Laikipia County, Kenya. American Journal of Educational Research and Reviews, 2020; 5:78. DOI: 10.28933/ajerr-2020-08-1505

1. Ahmad, C.N.C., Shaharim, S.A. & Abdul-lah,M.F.N.L. (2017). Teacher-student interactions, learning commitment, learning environment, and their relationship with student learning comfort. Journal of Turkish Science Education, 14(1), 57-72.
2. Ahmed, C.C.N., Osman, K., & Halin,L. (2013). Physical and psychosocial aspects of the learn-ing achievement in the science laboratory and their relationship to teacher satisfaction. Learning Environ Research, 16,367-385
3. Akey, T. (2006). School context, student attitudes and behavior, and academic achievement: An ex-ploratory analysis. Tech.Rep: MDRC.
4. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. New jersey: Prentice Hall
5. Brophy, J. (2004). Motivating students to learn. Mahwah NJ: Lawrence Erlbaum Associates.
6. Clement, R., Dornyei, Z., & Noel, K.A. (1994). Motivation, self-confidence, and group cohen- sion in the foreign language classroom. Language Learning, 44(3), 417-448.
7. Cockroft, W.H. (1982). Mathematics counts: Re-port of the committee of inquiry into the teaching of Mathematics in schools. London HMSO.
8. Cruickshank, D.R., Jenkins, D,B., & Metcalf, K.K. (2009). The act of teaching (5th Ed). Boston: McGraw Hill.
9. Driscoll, M. (2005). Psychology of learning for in-struction. Boston: Allyn and Bacon.
10. Fisher,D., Fraser,B., & Cresswell, J. (1995). Using the questionnaire on teacher interaction in the professional development of teachers. Australian Journal of Teacher Education, 20(I), 8-18.
11. Fraser, B.J., Aldridge, J.M. & Soerjaningsih, W. (2010). Instructor-student interpersonal interaction and student outcomes at the university level in Indonesia. The Open Education Journal, 3,21-33
12. Independent Project Trust (1999). Protecting your school from violence and crime. Kwa –Zulu Natal: Government Printing Office.
13. Jia,X. (2013). The application of classroom inter-action in english lesson. Retrieved april 2020 from http:/ pa-per. php? Id=7895
14. Keller,J. (1999). Motivation in cyber learning en-vironments. International Journal of Educational Technology, 1(1), 7-30
15. Keller,J. (2006). Development of two measures of learner motivation (version 06022). Available from jkeller@arcsmodel.
16. Khamis,V., Dukmak,S.,& Elhoweris, H. (2008). Factors affecting motivation to learn among United Arab Emirates middle and high school students. Educational studies,34(3), 191-200.
17. Krejcie, R., & Morgan, D. (1970). Determining sample size for research activities. Educational and Psychological Measurement,30,607-610
18. KICD (2020). Upper primary level curriculum de-signs. Nairobi: Kenya Institute of Curriculum De-velopment.
19. KIE (2002). Secondary education syllabus (vol 2). Nairobi: Kenya institute of Education.
20. KNEC (2020). Kenya national examinations council statistics. Available from
21. Lazarides,R., Rohowski, S, Ohlemann, S, & It-tel,A. (2016). The role of classroom characteris-tics for students’ motivation and career explora-tion. An International Journal of Experimental Educational Psychology, 36(5), 992-1008.
22. Meece, J.L., Anderman, E.M; & Anderman, L.H (2016). Classroom goal structure, student moti-vation and academic achievement. Annual Review of Psychology, 57,487-503.
23. Middleton, J.A. & Spanias, P.A. (1999). Motiva-tion for achievement in Mathematics:Findings, generalizations and criticisms of the research. Journal for Research in Mathematics Education, 30(1), 65-68.
24. Stipek, D. (1998). Motivation to learn: From theory to practice. Boston: Allyn and Bacon
25. Ugyen, P. (2018). The impact of motivation on student’s achievement and learning outcomes in mathematics. Journal of Education Action Re-search, 1(3), 41-54,
26. Vaughan, W. (2002). Effects of cooperative learning on achievement and attitudes among students. Journal of Educational Research, 95(6), 359-364
27. Zakaria, E.,& Iksan, Z. (2007). Promoting coop-erative learning in science and mathematics education: A Malaysian perspective. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 35-39