Submit a Manuscript

Publishing with us to make your research visible to the widest possible audience.

Propose a Special Issue

Building a community of authors and readers to discuss the latest research and develop new ideas.

Research Article |

Strategies Employed by Teachers to Motivate Students in Secondary Schools of Melo Koza Woreda Gofa Zone, South Ethiopia

This study examined the strategies used by teachers to motivate students’ classroom learning in secondary school of Melo Koza Woreda. For this study, a mixed research methods was used. The sample for the study consisted of eight randomly selected secondary school teachers (six males and two females) and forty students (thirty-one males and nine females) were purposely selected from the two schools (Laha secondary and Mashira secondary schools. Questionnaire, Interview and classroom observations were used as the data gathering tools of this study. The findings indicate that the secondary school teachers in the sampled schools have good awareness on the different strategies of student motivation in classroom teaching. According to the findings of this study, teachers frequently use motivation strategies such as asking questions to determine whether students were following the lesson or not, providing positive and constructive feedback, asking them brain storming questions, and demonstrating their eagerness to teach. The study also found that big class sizes and a lack of money allotted by schools to reward high-achieving students are variables influencing student motivation. The woreda education office, in partnership with administrative authorities, should construct additional classrooms to allow for effective instruction and motivation while keeping the number of students in the classroom manageable.

Teachers Awareness, Student Motivation, Motvation Strategies

Milkiyas Asso Goshu. (2023). Strategies Employed by Teachers to Motivate Students in Secondary Schools of Melo Koza Woreda Gofa Zone, South Ethiopia. Advances, 4(4), 130-136.

Copyright © 2023 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

1. Astuti, S. P. (2016). Exploring motivational strategies of successful teachers. Teflin Journal, 27 (1).
2. Brophy, J. (2003). Conceptualizing Students Motivation. New Jersey: Routledge.
3. Butler, R., & Nisan, M. (2003). Effects of no feedback, task-related comments, and grade on intrinsic instruction and performance. Journal of Educational Psychology, 78, 210-216. (In Covington, 1998, p. 158).
4. Deci, E. (2000). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum.
5. Deci, E. L., R. Koestner & R. M. Ryan. (2001). Extrinsic rewards and intrinsic motivation ineducation: Reconsidered once again. Review of Educational Research, 71, 1–27.
6. Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
7. Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42, 55-77.
8. Krause, K. L., S. Bochner, & S. Duchesne. (2003). Educational psychology for learning and teaching. Australia: Thomson.
9. Madrid, D. (2002). The Power of the FL Teacher Motivational Strategies. Spain: University of Granada. Retrieved from
10. Morris, C. G. & A. A. Maisto. (2002). Psychology: An introduction. Southern Africa Mathematical Sciences Association Conference (pp. 540-550). Developing the quality of pupil learning: Prentice Hall.
11. Nandola, V. (2011). Teachers’ Motivation In The Higher Secondary Classrooms. Sharda University: India.
12. Papi, M., & Abdollahzadeh, E. (2012). Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context. Language Learning, 62 (2), 571-594.
13. Nichols, J. (2014). Perceptions of school leaders: Exploring school climate data based on principal gender and student achievement. Advancing Women in Leadership Journal, 34, 28-37.
14. Ryan, M. R. & E. L. Deci (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
15. Stojakovic, P. (2011). Psychology for teachers. Luka.