- : Ms Word Format
- : Pages
- : ₦3000
- : 1-5 Chapters
- Click to DOWNLOAD Materials
DETERMINANTS OF MOTIVATIONALLY-ANCHORED GHANAIAN RURAL CLASSROOMS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
Motivation plays a crucial role in enhancing the effectiveness and outcomes of classroom learning. In Ghana, rural classrooms face unique challenges that can significantly impact students’ motivation levels. This study aims to identify and explore the determinants of motivationally-anchored Ghanaian rural classrooms.
Drawing on existing literature and employing a mixed-methods research design, this study investigates the factors that influence student motivation in rural Ghanaian classrooms. The research focuses on three key determinants: teacher characteristics, classroom environment, and community involvement.
Firstly, teacher characteristics, including their qualifications, experience, and teaching methods, are examined to understand their impact on student motivation. The study explores the role of teacher enthusiasm, pedagogical strategies, and personal connections with students in fostering motivation.
Secondly, the classroom environment is analyzed to identify factors that contribute to motivation. This includes aspects such as physical infrastructure, availability of learning resources, student-teacher interaction, and the use of technology in teaching.
Lastly, the study examines the role of community involvement in fostering motivation in rural classrooms. It investigates the extent to which community support, parental engagement, and local cultural practices influence student motivation.
The research employs a mixed-methods approach, combining quantitative surveys and qualitative interviews. Surveys are administered to students, teachers, and parents in rural Ghanaian classrooms to collect data on motivation levels and the identified determinants. Additionally, in-depth interviews are conducted with key stakeholders to gain deeper insights into the factors that influence motivation.
The findings of this study will contribute to the existing literature on motivation in rural educational settings and provide valuable insights for policymakers, educators, and communities in Ghana. By understanding the determinants of motivationally-anchored rural classrooms, stakeholders can develop targeted interventions and strategies to enhance student motivation and improve educational outcomes in these contexts.
Keywords: motivation, rural classrooms, teacher characteristics, classroom environment, community involvement, Ghana.
DETERMINANTS OF MOTIVATIONALLY-ANCHORED GHANAIAN RURAL CLASSROOMS, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
