Positive learner attitude towards the study of career technology and motivational strategies at Nyanyano Kakraba District Assembly Junior High School, Gomoa East District, Ghana

Francis Kwesi Nsakwa Gabriel-Wettey; Davis Mawuena Aweso; Vida Eshun; Akwasi sakyei Denteh

doi:10.51867/ajernet.6.3.38

Authors

Dr. Francis Kwesi Nsakwa Gabriel-Wettey Department of Educational Studies & Leadership, University of Ghana, Legon, Accra,, Ghana https://orcid.org/0000-0002-6332-5991
Dr. Davis Mawuena Aweso National Centre for Research into Basic Education, University of Education, Ghana https://orcid.org/0000-0001-8252-9810
Ms. Vida Eshun Ghana Education Service, Ghana
Mr. Akwasi sakyi Denteh Ghana Education Service, Ghana https://orcid.org/0009-0006-1380-5459

DOI:

https://doi.org/10.51867/ajernet.6.3.38

Keywords:

Career Technology Lessons, Learners’ Attitude, Learners' Low Interest, Motivational Strategies

Abstract

Motivation is the driving force behind learning, strongly influencing learner engagement and outcomes. Educational research identifies multiple strategies that teachers can use to foster motivation and positive attitudes towards learning. The purpose of this study was to determine the reasons why learners had low interest in Career Technology lessons and to identify how motivational strategies could be used to enhance their attitudes towards learning the subject. The study was guided by Lev Vygotsky's sociocultural theory of development and Deci and Ryan's self-determination theory. The study adopted a quantitative approach and a cyclical action research design. The researchers employed the simple random sampling technique to select the study subjects. Out of fifty learners, thirty-five were chosen as the sample size for the study. The researchers then used observation and a questionnaire to collect data from the subjects, thereby aiding the success of the study. SPSS (20) was used to analyse the quantitative data. From the analyses, the researchers discovered that the teachers of the subject in the institution lacked basic motivational strategies, and the few who were privy to them seldom used them. This contributed to low interest among learners. Since this study is action research, the researchers introduced a number of motivational strategies to the learners during the Career Technology lessons, where a significant improvement was recognised in the attitudes of learners in the course. Learners fell in love with the interventions and eventually showed great interest in the course. As a result, the researchers suggested that stakeholders uphold the deliberate introduction of the suggested motivational strategies, which include gamification, support from teachers, and practical sessions, among others.

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Author Biographies

Dr. Francis Kwesi Nsakwa Gabriel-Wettey, Department of Educational Studies & Leadership, University of Ghana, Legon, Accra,, Ghana

Dr. Francis Kwesi Nsakwa Gabriel-Wettey is a lecturer at the Department of Educational Studies and Leadership, University of Ghana, Legon, Accra-Ghana. His research interests lie in the areas of educational administration, management and leadership, teacher education and professional development, human resource management in education, technology integration in education management, and management development training.

Dr. Davis Mawuena Aweso , National Centre for Research into Basic Education, University of Education, Ghana

Dr. Davis Mawuena Aweso is a research fellow with the National Centre for Research into Basic Education, University of Education, Winneba, Ghana. His areas of expertise include curriculum studies, adult education and teaching and learning, and qualitative research.

Ms. Vida Eshun, Ghana Education Service, Ghana

Ms. Vida Eshun is a basic school teacher at the Nyanyano Kakraba D/A Junior High School, Nyanyano Kakraba, Ghana. Her research interests are in teaching education, classroom management, basic education, and curriculum instruction.

Mr. Akwasi sakyi Denteh, Ghana Education Service, Ghana

Mr. Akwasi Sakyi Denteh is a professional teacher with the Ghana Education Service (GES), holding a valid license from the National Teaching Council (NTC), registration number PT/009783/2010. He has served in the teaching profession for over 15 years and is currently the Head of the Mathematics Department at Owerriman Senior High/Technical School. Mr. Denteh also serves as the leading coordinator for the school’s Professional Learning Community (PLC), School Improvement Plan (SIP), and is the designated Focal Person for academic development initiatives. He is currently pursuing a Master of Philosophy (MPhil) in Mathematics Education at the Kwame Nkrumah University of Science and Technology (KNUST). His research interests focus on curriculum and pedagogy.

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