Motivational strategies and academic performance of learners in Ghanaian languages: The role of Akuapem twi basic school’s teachers in Abetifi Kwahu, Ghana

Abstract

Background: Teacher motivational strategies has become an important issue in language research globally. Objective: The study sought to investigate whether statistically significant relationship exist between motivational strategies use by teachers and academic performance of learners in Akuapem Twi. Methodology: A descriptive correlational design used. A total 200 pupils was selected from the population of 402 pupils. Motivational strategies questionnaire and 2019 BECE performance data in Akuapem Twi subject were used. Analysis: The data was analysed using means, standard deviations and Pearson product-moment correlation test. Findings: It was found that learners need motivational strategies such as creating a supportive classroom environment, using a short and interesting opening activity to start class and familiarizing students with the cultural background of the Akuapem Twi language. It was further found that teaching motivational strategies correlated positively with pupils’ academic performance in Akuapem Twi. Conclusion: It was concluded that successful language learning is linked to the learners’ passion, therefore, teachers should find ways to connect to this passion using variety of motivational strategies. Recommendations: It was recommended that basic school teachers use short and interesting opening activity to start class lessons in order to attract and sustain learners’ interest in learning the Akuapem Twi language in Kwahu-Abetifi.