Browsing by Subject "Motivational factors"
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Item Factors’ Motivating Teachers in the Use of Information Communication and Technology in English Language Teaching(Department of English Education, 2022) Shrestha, SabinaThis study is entitled Factors’ Motivating Teachers in the Use of Information Communication and Technology in English Language Teaching. The main objectives of this study were to explore the motivational factors that influence English language teachers to use ICT in ELT and to suggest some pedagogical implications on the basis of the findings of the study. For this study, survey research design has been used as a research design. The data were collected from forty English language teachers who were teaching in secondary level schools in Khotang district. Similarly, the data were collected using closed- ended survey questionnaires. Whereas, the data were converted into percentage and kept in table and then analyzed. The finding of the study shows that most of the teachers were positive towards the role of motivational factors. Similarly, it shows that the use of ICT in the classroom helped the teachers for their better teaching and learning activities. It motivated and encouraged teachers and students to take part in teaching learning activities actively. In the same way, regarding the implication of the ICT, the finding shows that the government schools lacked sufficient ICT tools in the schools. Motivational factors really encourage the teachers to use ICT in ELT classroom teaching and learning activities. It was found that majority of the teachers said that motivational factors play crucial role to implement the newly developed technologies in English language teaching and learning activities. This thesis consists of five chapters. The first chapter deals with background of the study, statement of the problem, objectives of the study, research questions, significance of the study, delimitations of the study, and operational definitions of the study. Similarly, second chapter deals with the review of the theoretical as well as empirical literature and its implication for the study. Moreover, it also includes the conceptual framework. Likewise, the third chapter deals with the methodology adopted for the study, which covers design and methods of the study, population, sample and sampling strategy of the study, research tools, sources of data, data collection procedures, and data analysis and interpretation procedures, and ethical considerations. In the same way, the fourth chapter includes interpretation of the data. Similarly, the fifth chapter presents the findings based on analysis and interpretation of the data, conclusion derived from the findings and recommendations. This chapter is also followed by references and appendices.Item Female Teachers’ Motivational Factors in Teaching English(Department of English Education, 2019) Pant, NarayaniThis research entitled Female Teachers' Motivational Factors in Teaching English was an attempt to explore the Female Teachers' motivational Factors in teaching English. The objectives of my study were to explore and analyze motivational factors that influence in the female teachers' teaching at basic level and to suggest some pedagogical implications. I used to qualitative approach, under this approach I used to narrative inquiry for the data collection. The sample of the study included four female English teachers of basic level from Kanchanpur district. They were purposively selected. I collected data through face to face interview. The study was mainly based on primary sources of data. It also included secondary sources of data. The primary sources were the four female teachers teaching at four different public schools at Kanchanpur. The findings of the study showed that the female teachers are motivated to their profession by their teaching responsibility and accountability, family support, respect by society; their interest and desire to work, student's behaviour, support from the colleagues, whereas the hindering factors are insufficient salary, gender inequality, and lack of administration support, transport problem and lack of training. The findings showed that female teacher faced most of the challenges and tension due to their gender. Dual responsibility makes them even more depressed. Transport is the major problem for women. Poor socio-economic condition of the area where school is situated decreases the teacher's motivation. This thesis consists of five chapters. The first chapter deals with the introduction of the topic in which background of the study, statement of the problem , objective of the study, research questions, significance of the study, delimitation of the study and operational definition for the key terms are included. The second chapter consists of the review of related theoretical literature, review of empirical literature, implication of the study and conceptual framework. In the same way, chapter three includes design of the study, population, sample and sampling strategy, research tools, sources of data, data collection procedures, data analysis procedure and ethical consideration. The fourth chapter is about analysis of data and interpretations of result. And the fifth chapter deals with findings, conclusion and recommendations which are summed up from the analysis and interpretations of the collected data for the purpose of research. The references and appendixes have been included in the last part of the thesis.Item Motivational factors for choosing mathematics as a major subject at higher secondary level(Department of Mathematics Education, 2022) Joshi, Shiv RajThis study focuses on the Motivational Factors for Choosing Mathematics as a Major Subject at Higher Secondary Level. This is a qualitative research with case study research design. The objectives of this study were to explore the motivational factors of girls and boys choosing mathematics as a major subject and to dig out the strategies for making mathematics learning meaningful. This study was conducted on the sample from the Laboratory Secondary School, Kirtipur selected through purposive sampling. One mathematics teacher and two boys and two girl's students were chosen purposively as the sample for the study. Direct interview with students and math's teacher were taken. Classroom observation was done for two times in different days during teaching learning activities. The collected information from teachers and students were analyzed with the help of theoretical and conceptual framework developed by the researcher. This study concluded that, there exist different motivational factors for choosing mathematics as a major subject and there are different ways of constructing mathematical knowledge. Opportunity for good job, motivation to learn mathematics, special priority for mathematics learner and priority for mathematics students in society are the major factors to chose mathematics as a major subjects. There is a lack of knowledge which motivating students to study mathematics as a major. It is recommended that priority should be given to the mathematics students in our society and positive attitudes should be created towards learning mathematics to increase the students with majoring mathematics.Item Motivational factors for selecting optional mathematics at secondary level(Department of Mahematics Education, 2017) Dhami, Bharat SinghThe main target of this research was to find out the motivational factor toselect optional mathematics atsecondary level. The research was conducted in only on school Omega Higher Secondary School Kumaripati, Lalitpur by purposive sampling method. The tools used in data collection procedure are class observation noteand face to face interview for students, optional mathematics teacher, parents and principal of the school.The obtained data was collected on the basis of conceptual understanding of the study and then data was analyzed by descriptive survey. Though the nature of the study was qualitative to achieve the objectives. The previousstudy of research reports and journals were guide to the study. The researcher categorized themotivationalfactors into four different parts as: Students related factor, parents related factor, teacher related factor, science and technology related factor. The above motivational factors are due toschool policy of admission,student’sgood pre-knowledge,and regularity, labor in learning mathematics, good economic and educational back ground of parents, teachers’ motivation towards students, good qualityof teacher, proper teaching learning environment and better opportunityof mathematics rather than other subject. Overall, student’s interest and positive feeling, pre concept of mathematics, positive explanation about mathematics from teacher, parents and other person side and school policy motivated the students in optional mathematics. Hence, this research was successful to identify the motivational factors forselecting optional mathematics atsecondary level.