SEEU Review vol. 5 Nr. 2 (pdf) - South East European University

Iranda Bajrami, MA
Not all the teachers accepted the request to be observed.
The observations were conducted at the end of the semester, which
was not the best time for doing it.
The students had difficulties in understanding some of the items in
the questionnaire where technical terms were used.
Moreover, this study revealed eight findings and all of them are explained
separately. The first and the most important finding is that the findings
support the hypothesis of this research. In classes where the teachers used
some or most of the factors for motivating, the students confirmed that they
were motivated. However, in classes where few factors for motivating
students were present the students were not that motivated, or were not at all
motivated. All other findings are related to this one.
The second finding is that there is a correlation between what the
literature says and this study. This study has revealed some useful and
valuable outcomes from the data that was collected. It was proved that in
classes where the teachers used the majority of the factors for motivating
students as cited by scholars (the teacher was positive, showed enthusiasm,
created a stress-free atmosphere, had reasonable expectations, was
knowledgeable of the subject, praised the students, used creative techniques,
applied group work and planned the lesson effectively by creating authentic
and relevant materials) the students were highly motivated.
The third finding is that students, and the observers -- and often the
teachers -- identified most of the same factors for motivation. The
researcher, together with the co-observer, confirmed the validity of student
responses by being present in those classes and in many cases agreed with
the students’ perceptions more than with the teachers’ perceptions that in
some cases tried to show themselves in a better light and were more
subjective.
The fourth finding is that not all motivational factors identified in the
literature were valued equally by the participants in this study. The most
important factors that were valued mostly by the students were the attitudes
and the behaviour of the teacher. Next, classroom management seemed
important. Finally, the materials used were valued by the students.
Finding five is that motivation depends on the number of factors used and
the value placed on them. Classes where it was identified that the teacher
used most of the factors for motivating students, the students were highly
motivated. Then in classes where the teachers used some of them, the
students were somewhat motivated. Finally, in classes where only few
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