| Autor: |
Ismail, Thaabit, Mda, Thobeka, Mashiyi, Nomakhaya |
| Jazyk: |
angličtina |
| Rok vydání: |
2022 |
| Předmět: |
|
| Zdroj: |
The Independent Journal of Teaching and Learning, Volume: 17, Issue: 1, Pages: 106-120, Published: 2022 |
| Popis: |
This study identifies factors that motivated Grade 12 learners at a quintile 3 secondary school in post-apartheid South Africa. A phenomenological qualitative approach was adopted. Semi-structured interviews were used to collect data from Grade 12 learners. Human Motivation theory and Self-determination theory were synthesised to form an underpinning theoretical structure. The results of the research study identified various factors that motivated Grade 12 learners: parental involvement, affirmation, and enjoyment of subjects. Knowing about such factors and applying motivational interventions at schools in poor areas affirms learners and empowers them to escape destitution, despair, cycles of illiteracy and poverty, and the bonds of a racist past. Teachers and parents should be cognisant of such important factors. School communities, particularly those in economically challenged areas, need to be made aware of the value of such motivating factors. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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