Exploring Students’ Motivation and Interest: A call for reform in Mathematics Education in Nigeria

Abstract

This study explored students’ active participation and performance in mathematics lessons, with a focus on the role of motivation and interest in classroom learning experiences. It was stated among others that in mathematics classrooms, motivation stimulates learners to think, concentrate, and learn effectively. It influences the rate of learning, the retention of information, and the desire to learn and increase the speed of work that a learner is putting to achieve a goal. Similarly, students’ interest in mathematics help to sustain their curiosity, support their development of scientific skills, technological values and enhance overall achievement. Effective mathematics teaching therefore requires strategies that actively involve students in classroom tasks such as discussions, groupwork, and problem-solving activities. When teachers create a supportive and thrilling classroom environment, learners are more likely to take ownership of their learning, participate willingly and actively, and exhibit improved performance in assessments. The theoretical framework for this study was based on John Mills Keller’s ARCS Theory of Motivation in Learning. This study highlights the need for student-centered instructional strategies that place learners at the core of classroom activities. Teachers are encouraged to adopt strategies that promote exploration and inquiry, while school management ensures provision of a conducive classroom environment for effective mathematics education. Holistically, the strategies should enhance students’ motivation and interest that would enable them to perform better and achieve the objectives of mathematics education.