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Positive learner attitude towards the study of career technology and motivational strategies at Nyanyano Kakraba District Assembly Junior High School, Gomoa East District, Ghana
Davis Mawuena Aweso
Akwasi sakyi Denteh
Abstract
Motivation is the driving force behind learning, strongly influencing learner engagement and outcomes. Educational research identifies multiple strategies that teachers can use to foster motivation and positive attitudes towards learning. The purpose of this study was to determine the reasons why learners had low interest in Career Technology lessons and to identify how motivational strategies could be used to enhance their attitudes towards learning the subject. The study was guided by Lev Vygotsky's sociocultural theory of development and Deci and Ryan's self-determination theory. The study adopted a quantitative approach and a cyclical action research design. The researchers employed the simple random sampling technique to select the study subjects. Out of fifty learners, thirty-five were chosen as the sample size for the study. The researchers then used observation and a questionnaire to collect data from the subjects, thereby aiding the success of the study. SPSS (20) was used to analyse the quantitative data. From the analyses, the researchers discovered that the teachers of the subject in the institution lacked basic motivational strategies, and the few who were privy to them seldom used them. This contributed to low interest among learners. Since this study is action research, the researchers introduced a number of motivational strategies to the learners during the Career Technology lessons, where a significant improvement was recognised in the attitudes of learners in the course. Learners fell in love with the interventions and eventually showed great interest in the course. As a result, the researchers suggested that stakeholders uphold the deliberate introduction of the suggested motivational strategies, which include gamification, support from teachers, and practical sessions, among others.
