Factors Affecting Students’ Academic Learning Motivation in Yeka Sub-City Second Cycle Primary Schools

Abstract

The purpose of this study was to examine factors that affect students’ academic learning motivation in Yeka Sub-city second cycle primary schools. To achieve the stated objective, a mixed method, in particular explanatory sequential design was employed. This study used a questionnaire, focus group discussion (FGD), and interview to allow flexibility and the opportunity to clarify questions and responses with the subjects. 292 teachers were selected using a stratified random sampling technique. Samples were selected considering sample Woredas’ total number of teachers using proportionate stratified sampling. Sampling for the interview was purposive.  On the other hand, all the available schools’ Parents and Teachers Association (PTA) were included in the study. The collected quantitative data were analyzed using descriptive statistics. The qualitative data was analyzed qualitatively using narration. The result of the study revealed that students’ academic learning motivation was low. Many factors seemed to impede this, including the low amount of energy students exerted, and the teaching methods used by teachers. Here, teachers’ teaching performance, administrators’ school management ability in fulfilling what the students need and students’ learning satisfaction had an influence on students’ academic learning motivation. Thus, there should be opportunities for students to plan activities according to students’ interests and needs and different concerned bodies should take measures to increase the students’ academic learning motivation. Finally, considering the results of this study extensive research on the relationship between teaching methods and strategies and student academic learning motivation should be done.