Pupil Motivation Research Articles

Generative AI and education: dynamic personalization of pupils’ school learning material with ChatGPT

The widespread use of generative AI tools like ChatGPT has seen significant growth. This rise prompted discussions on integrating these technologies into school education. However, the practical implementation, testing, and assessment of generative AI in primary and secondary education remained largely unexplored. This article examines the application of ChatGPT-3.5 and 4 in primary school education. A study involving 110 students aged 8–14 across grades 4–6 in two Uruguayan schools was conducted. The focus was on using generative AI for dynamic personalization of educational content during classroom lessons. In these sessions, instructional content followed the curriculum goals, and text, illustrations, and exercises were generated and dynamically adjusted based on generative AI. The findings indicate that generative AI effectively tailors school materials to match varying pupil knowledge levels. Real-time adjustments during lessons cater to individual learning needs, enhancing cognitive ergonomics. This approach not only boosts pupil motivation but also improves their performance, facilitating more effective achievement of the curriculum’s learning objectives. These results suggest a promising avenue for leveraging generative AI to personalize and optimize primary school education.

Pupils’ Focus and Motivations: Their Influence on Mathematics Performance

Motivation and focus are vital for academic success, particularly in Mathematics, as evidenced in this study, which explores the relationship between pupils' focus and motivation and Mathematics performance. This study examined the correlation between focus, motivation, and Mathematics performance among three hundred fourteen (314) Grade 6 pupils in the West 1 District of Cagayan de Oro City during the School Year 2023–2024.The focus of the study was measured using a previously established questionnaire by Fredricks et al. (2011) and Ersoy (2015). This approach ensured a reliable and well-tested method for gauging pupil focus. A descriptive correlational and causal research design was used. Statistical treatments used are mean, SD, and correlational relationships to analyze the data. Findings revealed that the pupils are extrinsically motivated and perform satisfactorily in Mathematics. Motivation significantly influences academic outcomes, including focus and performance. Motivation that significantly predicts performance in Mathematics, as evidenced by a regression coefficient. Stimulating and fulfilling pupil motivation and satisfaction is fundamental to promoting successful learning and academic performance. Hence, focusing on techniques like mindfulness, minimizing distractions, promoting sustained concentration, improving pupils' ability to stay focused, and potentially enhancing academic outcomes in Mathematics is recommended.

Effects of Design-Based Learning Arrangements in Cross-Domain, Integrated STEM Lessons on the Intrinsic Motivation of Lower Secondary Pupils

This study examines the influence of learning arrangements in which biology and technology (engineering) are taught in combination on the intrinsic motivation of lower secondary school students in STEM lessons. It is set in the context of STEM promotion to counter an observable decrease in motivation and interest during the school years. In a quasi-experimental design with 413 students (M = 12.53, SD = 0.818), we compare a design-based STEM learning program with two alternative teaching approaches (model building and reconstruction). A comparison of the intervention groups (ANOVA) reveals that the Design group shows significantly higher motivation than the alternatives. A multiple linear regression shows that the motivational starting position (=motivation in standard science/biology lessons), cognitive abilities, and participation in the design approach are significant predictors of intrinsic motivation. The results suggest that design-based, cross-domain learning arrangements can be an effective component of motivation-enhancing STEM instruction.

Elementary school students’ learning difficulties on distance learning during COVID-19: the psychological approach

<span lang="EN-US">During the COVID-19 period, pupils in primary schools have encountered various learning challenges. In Indonesia, this occurs in every primary school. This study intends to lighten the psychological aspect of distance learning challenges. This study employs a mixed-method methodology by integrating qualitative research, a case study technique, and quantitative description (n=414). Researchers looked at three primary school models in South Sumatra and Special Region of Yogyakarta: Model A, which used technology-based online learning; Model B, which integrated online and offline learning; and Model C, which only used WhatsApp group-based offline learning. Focus group discussions, observations, documentation, and interviews with teachers, parents, and students were all undertaken by the researchers. They also distributed open-ended and closed-ended questionnaires via Google Form. The interactive Miles, Huberman, and Saldana’s models were used to analyze data. The findings demonstrated that children in all three school models encountered similar learning challenges. Still, in Model C, the complexity of those challenges was more significant than in Model A and Model B. Learning challenges included issues with comprehending topics, struggling to solve the problems with completing tasks, and working with self-study. The lack of essential psychological needs, such as the ability to interact and actualize oneself, as well as the boredom or monotony of students when pursuing distance learning, are some of the causes of learning challenges. The findings of this study have consequences for teachers and psychologists, who should pay attention to children’s fundamental needs to improve learning motivation and academic progress in primary school pupils.</span>

Extrinsic and Intrinsic Motivation and Academic Performance of Pupils at Quezon District Public Elementary Schools

The study aimed to determine the relationship of extrinsic and intrinsic motivations to the academic performance of pupils at Quezon District Elementary Schools. Descriptive-Correlation method of research was used and was conducted at Quezon District, Division of Baguio City, SY 2017-2018. The results showed that the level of effectiveness of extrinsic motivations at Quezon District Public Elementary Schools was effective. The level of effectiveness of intrinsic motivations at Quezon District Elementary Schools was slightly effective. The level of academic performance of pupils at Quezon District Public Elementary Schools is good using extrinsic and intrinsic motivations. The academic performance of pupils and extrinsic motivations indicating of strong or high relationship. While the academic performance of pupils and intrinsic motivations indicating of weak or small relationship. Implementing the extrinsic motivations are highly recommended since this is more effective specifically using reward/token to motivate the pupils, example is adding points for their exam.

Upaya Meningkatkan Motivasi Belajar Matematika Siswa SD Melalui Optimasi Game “Moving Twins”

Elementary school (SD) students must possess fundamental mathematical abilities. One of them is the capacity to execute numerical calculation procedures. Evidence from the field indicates that the academic performance of primary school kids in mathematics remains at a poor level. This occurs due to the constraints imposed by teachers on pupils' activities at school, leading to a rapid onset of boredom during the learning process. Hence, it is imperative to establish a novel educational environment by leveraging media tools to enhance the enjoyment and dynamism of the learning process. The learning method "MOVING TWINS" will be utilized. The objective of this study is to enhance the learning motivation of primary school children in the subject of arithmetic operations by utilizing the Moving Twins game. The participants of this study consisted of elementary school kids, selected using the purposive sampling technique. This study employs a pre-experimental design known as a one group pretest-posttest design. The research findings indicate that employing the Moving Twins Game can enhance the learning motivation of primary school pupils in the domain of number counting operations. Keywords: Learning Motivation, Arithmetic Operations, Moving Twins Game.

Exploring the Social and Cognitive Factors Shaping the Acquisition of Science Concepts among Primary School Students in first and second languages

This study investigates the intricate interplay of social and cognitive factors influencing the acquisition of science concepts among primary school pupils, with a focus on their first and second language. A survey research design was carried out across different primary schools in Ijebu Ode Government Area of Ogun State, during the third term of the 2022/2023 academic year. A sample size of 268 primary four pupils, 196 from eight private and seventy-two (72) from three public primary schools, were randomly selected through simple random sampling technique. A pilot survey was conducted by administering the research instruments to 46 male and 72 female randomly selected primary 4 pupils after which the instruments were subjected to analysis. The data collected were analyzed using a t-test and hierarchical regression analysis. Regression analysis showed that pupil motivation, teacher support, parent support, and school environment have a significant contribution to pupils’ science performance test (SPT). The results revealed a significant correlation between pupil motivation, teacher support, parental involvement, and the school environment, collectively influencing pupils' science performance. The study emphasizes addressing language disparities, enhancing student motivation, fostering collaborative support from parents and teachers, and creating a conducive learning environment in primary schools to improve overall science education performance.

Assessing the Effectiveness of Microlearning on Primary School Puipils’ Academic Performance in Mathematics in Mangu Local Government Area, Plateau State

This study assessed the effectiveness of micro learning on primary school pupils’ academic performance in mathematics in Mangu Local Government Area; Plateau State. The design adopted for the study was a descriptive survey design with four research questions and one hypothesis formulated to guide the study. The population consisted of 1,432 public primary five pupils. A sample of 190 respondents was selected to participate in the study using stratified random sampling technique. A questionnaire titled Effectiveness of Micro Learning on Public Primary School Pupils’ Academic Performance in Mathematics Questionnaire (EMLPPSAPMQ) was used for data collection. The reliability of the research instrument was obtained using Cronbach alpha method with reliability coefficient of 0.87. The research questions were answered using the mean score, while hypothesis was tested using chi-square at 0.05 level of significance. Results indicated that micro learning reduced study time and improves mathematics performance by enhancing understanding of mathematical concepts, developing problem-solving skills and critical thinking and increasing pupil motivation and engagement. Arising from these findings; it was recommended that Ministry of Education should integrate micro-learning into the primary school mathematics curriculum, to leverage digital resources for enhanced learning outcomes and Government should allocate necessary funds to ensure adequate digital infrastructure and resources for micro-learning in all primary schools.

Assessing the Impact of Gamification in STEM Education: A Case Study of Middle School Classrooms

This has a look at investigates the impact of gamification on middle faculty STEM training, focusing on pupil motivation, engagement, and information of complex concepts. Employing a qualitative case look at method, statistics were gathered thru interviews and observations for the duration of an 8-week gamification intervention. The consequences reveal a massive growth in pupil motivation and engagement, as well as an improved information of complex STEM standards. Collaborative studying and crew dynamics additionally emerged as remarkable results. The findings propose that gamification, while thoughtfully integrated into the curriculum, can beautify each affective and cognitive dimensions of learning. Despite diagnosed challenges, the have a look at advocates for the tailor-made implementation of gamification in STEM schooling, emphasizing inclusivity and ongoing expert development for educators.

Formation of Learning Motivation for Schoolchildren: Practical Approach

The article presents the experience of an educational psychologist in solving current problems of educational motivation of modern schoolchildren. Based on our own practice and analysis of current research on this issue, the main reasons for the decline in schoolchildren’s motivation to study have been identified, directions in the work of a teacher-psychologist have been revealed: with the teaching staff, directly with the students themselves, with the pupils’ families. For each of the areas, the tasks and forms of work of an educational psychologist are described. Psychological and pedagogical recommendations for teachers and parents are presented, aimed at developing learning motivation in pupils. The material in this article will be interesting and useful for the work of school educational psychologists, as well as for those teachers and parents who are faced with the problem of reducing educational motivation in children.

Effectiveness of GBL in the Engagement, Motivation, and Satisfaction of 6th Grade Pupils: A Kahoot! Approach

In the modern day, educational demands necessitate student-centered instructional approaches at all levels of educational institutions. Through the integration of digital technology, these frameworks incorporate up-to-date teaching methods, encourage social engagement, and promote cultural values. Gamification in digital technologies assists in establishing an educational environment that is engaging, entertaining, personalized, and constantly available. This educational environment is based on digital learning resources and draws on stored human knowledge, articulating education by removing geographical and temporal boundaries. Kahoot! is a platform that allows the creation of and access to gamified assessment quizzes while integrating technology into the teaching and learning process. In this article, we present the results of a study based on a Kahoot! quiz used in a classroom with 27 6th-grade pupils in a Greek elementary school. Our objective is to determine the effectiveness of game-based learning by using Kahoot! as a supplementary element to traditional teaching methods. With the inclusion of a post-activity questionnaire for overall interest and motivation to learn while using Kahoot! and the Driscoll Questionnaire, we aim to explore the potential benefits of Kahoot! in the learning process, pupil engagement, and assessment. The analysis of the collected data from the questionnaire demonstrated a positive attitude toward Kahoot! as an alternative educational method and learning approach. It also revealed positive feedback on the motivation, enjoyment, sense of autonomy, creativity, and pupil interest in the learning process. In addition, the study indicated a moderate positive effect on pupils’ understanding of the learning content and a slight inclination towards the technology-based, non-traditional approach compared to traditional teaching. Based on the findings, by fostering an encouraging and creative environment, we can improve pupil engagement and overall motivation while promoting autonomous learning through a game-based experience.

Educational Assistance: Efforts to Increase Learning Motivation for Dharma Wanita Kindergarten Students in Poko Jambon Ponorogo

This service increases the learning motivation of kindergarten pupils at Dharma Wanita Poko Kindergarten in Jambon, Ponorogo, by providing educational assistance. This activity will be implemented using the mentoring and counselling approach with observational data collection techniques. Diverse mentoring activities are implemented to increase kindergarten students' interest and decrease their studying time. This assistance increased the student's motivation to learn at Dharma Wanita Poko Kindergarten, establishing a fun and productive learning environment.

Effects of Puppetry on Motivation and Academic Achievement of Primary Schools Pupils in Kuje LGA, Abuja, Nigeria

This study examined the effects of puppetry techniques on motivation and achievement of primary school pupils in Social Studies in Kuje LGA Abuja. The specific objectives are to determine the effects of puppetry techniques on the academic achievement of primary school pupils in Social Studies in Kuje of FCT, Abuja and to find out the mean score of pupils taught with puppetry techniques and those taught with traditional methods. The study used 3 research questions and 3 hypotheses. The study adopted an experimental design in which the quasi-experimental design of a separate sample pretest-posttest design was chosen. The population of the study was 205 pupils with a sample size of 100. The study adopted a simple random sampling technique. Social Studies Motivation and Achievement Test (SSMAT) for data generation and the t-test statistic was employed for data analysis. The findings from the study revealed that the achievements of male and female pupils taught using the puppetry technique were more effective than that of those taught using the traditional method; there is a significant relationship between the puppetry technique and academic achievement and that, the achievements of pupils taught using puppetry technique were more impressive technique than those taught using the traditional method. The study among many others recommended that professional associations like the Social Studies Association of Nigeria (SOSAN) should popularize the effective use of puppetry techniques in teaching Social Studies through seminars, workshops, conferences and publications and the use of puppetry techniques should be recommended in schools Social Studies curriculum.

STEM education and personnel training: systematic review

This article focuses on the generalization of foreign experiences in implementing STEM education and places particular emphasis on the areas of professional training for future teachers of STEM disciplines. By conducting bibliometric analyses of sources from Scopus (93 sources) and Web of Science (42 sources) scientometric databases, four clusters were identified using VOSviewer: 1) STEM education and training; 2) teacher training and primary education; 3) surveys on STEM education; and 4) e-learning and computational thinking in the training of future teachers of STEM disciplines. The research results demonstrate the importance and relevance of STEM education in various fields, and the leading role of the cluster “STEM education and training” has been determined based on the number and strength of links within the network of keyword links of sources on professional training of future STEM teachers. The discussion of the research findings highlights views on the prospects for STEM development in different countries. It is determined that: a) the professional training and social status of teachers are strategically important links in STEM education; b) teachers of “traditional” STEM disciplines (mathematics and natural sciences) require an increased level of knowledge in the field of information technology, particularly through the integration of programming as a component of STEM education; and c) social virtual reality platforms, hyperrealistic modeling, virtual laboratories, educational robotics, augmented, and mixed reality technologies are recommended to increase the motivation of pupils and students to study STEM disciplines.

Exploring the landscape of STEM education and personnel training: a comprehensive systematic review

This article focuses on the generalization of foreign experiences in implementing STEM education and places particular emphasis on the areas of professional training for future teachers of STEM disciplines. By conducting bibliometric analyses of sources from Scopus (93 sources) and Web of Science (42 sources) scientometric databases, four clusters were identified using VOSviewer: 1) STEM education and training; 2) teacher training and primary education; 3) surveys on STEM education; and 4) e-learning and computational thinking in the training of future teachers of STEM disciplines. The research results demonstrate the importance and relevance of STEM education in various fields, and the leading role of the cluster "STEM education and training" has been determined based on the number and strength of links within the network of keyword links of sources on professional training of future STEM teachers. The discussion of the research findings highlights views on the prospects for STEM development in different countries. It is determined that: a) the professional training and social status of teachers are strategically important links in STEM education; b) teachers of "traditional" STEM disciplines (mathematics and natural sciences) require an increased level of knowledge in the field of information technology, particularly through the integration of programming as a component of STEM education; and c) social virtual reality platforms, hyperrealistic modeling, virtual laboratories, educational robotics, augmented, and mixed reality technologies are recommended to increase the motivation of pupils and students to study STEM disciplines.

Factors that Make Pupils have High Motivation in Learning History: Pupils' Perspectives

This study aims to explore the factors that make pupils have high motivation in learning History at Sekolah Kebangsaan Seri Bonus. The objectives of this study are to explore the factors that contribute to high motivation in learning History among Year 5 pupils at Sekolah Kebangsaan Seri Bonus and to identify the most dominant factor in intrinsic and extrinsic motivation among pupils in learning History. The participants of this study consisted of 5 pupils from year 6 primary students in Sekolah Kebangsaan Seri Bonus who have been selected using grades which are 3 best pupils, 1 average and 1 below average pupil in learning History. This research instrument is an adapted semi-structured question to collect narrative data which has been validated by content experts and has good reliability value. Data collected was analysed using a thematic approach. This research has applied the Gardner (2005) Motivation Theory in observing the intrinsic and extrinsic factors that contribute to high motivation of pupils in learning History. The findings show that extrinsic factors influenced students' high motivation and interest more towards learning History. Extrinsic factors are external to the student and can include rewards, praise, recognition, which can motivate students to learn History. This study has helped identify several important factors, namely personal attitude, teacher influence, friends influence and parental influence which are among the factors that can contribute to pupils’ high motivation in learning History. Factor which is teachers’ assistance has predominantly become the main factors in learning History. Despite the weak relationship, these findings support teachers' attention to the factors that contribute to students’ high motivation in an effort to improve student performance in learning. This study found that extrinsic factors play a significant role in motivating students to learn History. Further research can investigate the specific types of extrinsic factors that are most effective in motivating students to learn History.

The impact of gamification on the motivation of primary schoolers under martial law

Ensuring an uninterrupted learning process requires new approaches that will enhance pupil motivation. The aim of the work is to ensure the possibility of including gamification in the learning process of primary schoolers under martial law. This aim was achieved through the use of the methods of questionnaire survey and analysis; calculations of significance, efficiency ratios and Spearman’s rank correlation coefficient. The study found that only 19% of teachers used gamification processes before the study. Learning approaches included core material learning through EdApps and Can’t Wait to Learn. EdApp and Google Form were used to study basic terminology in the form of a game, do homework, and test knowledge. Dynamism is of the greatest importance for teachers, as it promotes the participation of all pupils, and affects the development of independence, thinking, and creative skills. The study found that pupils of grades 2-4, who used gamification in their studies, showed a higher knowledge level. It was established that memory and sociability were developed to the greatest extent among schoolchildren. The practical significance of the work is the possibility of transformation of the educational process as a result of the use of the proposed interactive programmes. Prospects of the research may be related to the comparison of the effectiveness of using gamification techniques among primary and secondary schoolers.

Investigating the impact of a mobile learner-generated-content tool on pupils’ after-school English vocabulary behavioural learning patterns, learning performance and motivation: a case study

Investigating the impact of a mobile learner-generated-content tool on pupils’ after-school English vocabulary behavioural learning patterns, learning performance and motivation: a case study

Possibilities of 3D Printing as Modern Technology Using at Education

The article describes possibilities of 3D printing using at educational process. It focuses attention to alternative creation of new specific teaching aids as well as motivation of pupils and students towards study of: informatics, programming, using of CAD programs, design of new products, etc. Working principle of 3D printer and cardinal information concerned to successful using of new technology is described shortly.

Teachers’ changed perceptions of pupils’ motivation for learning through professional development: the moderating role of classroom ethnic composition

ABSTRACT This study assessed the effect of a teacher professional development (PD) programme that incorporated culturally responsive teaching on Chinese kindergarten teachers’ perceptions of learning motivation of ethnic minority (EM) vs. Chinese pupils in Hong Kong. The moderating role of classroom ethnic composition was examined. Forty-five teachers in the intervention group attended 20 sessions of PD courses over 10 months, whereas 40 teachers who did not attend the current programme formed a control group. Pre- and post-tests were conducted to assess teacher perceptions of learning motivation and engagement of Chinese and EM pupils. Hierarchical structure of data was accounted for with multilevel modelling. Results showed that the intervention resulted in positive changes in teacher perceptions of learning motivation of EM (vs. Chinese) pupils among teachers working in classrooms with low proportions of EM pupils when compared to teachers in the control group. The findings highlighted that teachers’ cultural diversity training programmes should be evaluated in relation to classroom ethnic composition and other contextual factors that influence the quality and frequency of interethnic contact.