Speaker
Description
Student engagement is a cornerstone of successful learning. While research has extensively explored pedagogical approaches, the specific influence of teacher motivation techniques on students still needs to be studied. This research delves into the intricate connection between teachers' motivational strategies and students' engagement levels in a research methodology course - a "dry” academic subject. A quantitative survey of 141 ULIS-FELTE students was conducted to identify frequently used motivational strategies, assess student engagement across cognitive, emotional, and behavioral dimensions, and examine their correlation. Results indicate that while students valued teacher enthusiasm, the use of humor, casual conversation, and tangible rewards was less prevalent. Students demonstrated above-average engagement overall, yet a subset expressed disinterest and apprehension. The study revealed moderate correlations between specific motivational strategies and student engagement dimensions. This research contributes to understanding how teachers can foster a more engaging learning environment for ULIS-FELTE students, opening avenues for future exploration of additional factors influencing student engagement.
Keywords: motivational strategies, student engagement, research methodology course.
