STUDENTS’ PERSPECTIVES ON TEACHING BEHAVIORS TO ENHANCE THEIR MOTIVATION FOR PARTICIPATION IN MATHEMATICS CLASS COMMUNICATION

This study explores the factors contributing to the teaching behaviours that can enhance students' motivation to participate in classroom communication, from the perspective of students. A questionnaire, developed based on a year-long qualitative investigation, was administered to 542 junior high school students. Exploratory factor analysis was applied separately to three communication-related learning activities: listening to the lecture, asking questions, and discussing with peers. Eight factors relating to three facets — students’ cognitive needs in mathematics, a safe environment and good atmosphere, and teachers’ arrangements of modes and materials for activities — are identified. The study also revealed the inevitable intertwining between cognitive and affective facets from the factors identified.