Examination of Teachers’ Motivational Skills for Fostering Students’ Interest in Learning Mathematics in Secondary Schools in Jos Metropolis

Abstract

This study used exploratory and descriptive survey to examine the use of various motivational skills for arousing, developing and fostering students’ interest in learning mathematics. The sample comprised of 30 full-time mathematics teachers from SS schools in Jos Metropolis. Data was collected using TMSQ made of 26 items drawn on a nominal scale of Observed, Used well and not observed. The TMSQ was validated by experts. It was administered by 15 trained research assistants (Observers). At the end of the observations, data was gathered and analyzed using frequency counts, percentages and chi-square statistics at 0.05 level of significance. The findings revealed that teachers use different skills, with varying intensity, to help in motivating students to develop and sustain interest in learning mathematics. For example, it was observed that teachers significantly used and maintained eye contact with students, used voice effectively and spread questions evenly in class but their ability to control the pace of lessons and vary their style of instruction was insignificant. Also, it was found out that the use of motivational skills is not significantly associated with teachers’ years of teaching experience and qualification. It was recommended among other things that research should be conducted on the influence of various motivational skills on achievement of learning goals and attention span and teachers should devise new motivational skills that will help promote students’ interest in mathematics.