Factors affecting motivation of adolescent learners in central Durban.

Abstract

The aim of the study was to gain an understanding of factors that affect motivation of adolescent learners in the classroom. The pilot and main research study was conducted with 42 adolescent learners in Grades 8 to 12 at Sunflower Secondary School1 in Durban. The theoretical frameworks that underpinned this study were the ecosystemic perspective, the systems theory and the humanistic theory. These frameworks guided my focus on the interactions that learners, peers, and educators and the whole system of education have with each other as well as on the role they play in motivating each other. The study used a qualitative research methodology. This approach allowed the researcher to interview the participants of Sunflower Secondary to ascertain rich data as to what factors motivate adolescent learners in the classroom. A semi structured interview schedule was used. The interviews were tape recorded, transcribed and analysed. Central themes emerged, revealing that educators and peers motivated adolescent learners to learn in the classroom. A list of guidelines was also developed to assist educators in motivating adolescent learners to learn in the classroom.