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- W3201214094 abstract "The data and information show that student participation in juniorsecondary schools in Sri Lanka, particularly in low socio-economic districts isconsiderably low. There are many reasons behind this. It seems that students’low motivation and engagement might be one of the reasons. One of the problemsfor that might be school-related conditions. Therefore, this study investigated the perceptions of students regardingschool-related conditions impacting their motivation and engagement inlearning. Self-determination theory to understand students’ intrinsicmotivation was used as the theoretical base of this study. This study employedexplanatory sequential mixed methods research design. Data were gathered fromseven Tamil medium and five Sinhala medium type, twogovernment schools located in the Monaragala and Nuwara Eliya districts. At thefirst phase (quantitative) of the study, theMotivation and Engagement Scale-Junior School was administered among twohundred grade, eight students and at the second phase (qualitative) of the studyaccording to the scale scores, 12 male and 12 female students, identified asleast motivated, were selected to be interviewed. Semi-structured interviewswere conducted to collect data from the selected 24 students. The second phase(qualitative) data was used for this study. Thematic analysis was applied foranalysing data. Analysis of interviews revealed two main themes in relation to the school-related conditions that impactedstudents’ motivation and engagement in learning: 1) quality of classroomrelationships; and 2) quality of curriculum and resources. In theme one, quality ofclassroom relationships; negativeteacher-student relationship and influence of peers were emerged as sub-themes. Under the sub-theme, negativeteacher-student relationship, four categories were identified: harshpunishments, inadequate encouragement, un-engagingteaching, and unfriendly teaching-learning environment. In theme two, quality ofcurriculum and resources; inadequate quality learning activities, difficultsubject matters, difficult and excessive homework, regular tests, inadequate classroom resources, and inadequatequality teaching-learning resourceswere emerged as sub-themes. It is imperative that the negative school-relatedconditions impacting students’ motivation and engagement should be taken intoconsideration to increase students’ participation in learning." @default.
- W3201214094 created "2021-09-27" @default.
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- W3201214094 date "2021-01-01" @default.
- W3201214094 modified "2023-10-17" @default.
- W3201214094 title "Students’ Perceptions of School-Related Conditions Impacting Their Motivation and Engagement in Learning" @default.
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- W3201214094 doi "https://doi.org/10.4236/jss.2021.99025" @default.
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