Factors Influencing Student Motivation in Online Education: A Study of Secondary Schools in Kampala, Uganda During the COVID-19 Pandemic
Year: 2024
Type: article
Study design: Observational Study
Abstract: This is the author’s self-archived published version of an article originally published in Cognizance Journal of Multidisciplinary Studies. PUBLISHED: https://doi.org/10.47760/cognizance.2024.v04i12.020. Since two DOIs exist, use citation below. Official citation (please use this when citing in APA): Besigomwe, K. (2024). Factors Influencing Student Motivation in Online Education: A Study of Secondary Schools in Kampala, Uganda During the COVID-19 Pandemic. Cognizance Journal of Multidisciplinary Studies, 4(12), 184–191. https://doi.org/10.47760/cognizance.2024.v04i12.020 Abstract: This study explored the factors influencing student motivation in online education among 300secondary school students in Kampala during the COVID-19 pandemic. The objectives of the study were to (i)assess the impact of interactive content, teacher feedback, and peer collaboration on student motivation, (ii)examine the relationships between these factors and student motivation, and (iii) evaluate the overall level ofstudent motivation in online education. The results revealed significant positive correlations between interactivecontent (r = 0.65, p < 0.01), teacher feedback (r = 0.58, p < 0.01), and peer collaboration (r = 0.72, p < 0.01)with student motivation, supporting the principles of Self-Determination Theory (SDT). A multiple regressionanalysis showed that these factors collectively explained 56% of the variance in student motivation (R² = 0.56, F(3, 296) = 82.5, p < 0.001). Specifically, interactive content enhanced students' autonomy, teacher feedbackboosted their competence, and peer collaboration fulfilled their need for relatedness, leading to highermotivation levels. The study consequently recommends increasing the use of interactive learning materials toenhance student autonomy, providing regular constructive feedback to boost competence, and promoting peercollaboration through virtual group projects to foster motivation. It also highlights the importance of ensuringequitable access to technology and internet connectivity, especially for low-income students, and suggeststeacher training in effective online teaching strategies to better engage students. These measures aim to improvestudent motivation and academic performance in online learning environments.Keywords: Student Motivation, Online Education, Interactive Content, Teacher Feedback, Peer Collaboration Copyright and publication note: This article was originally published in Cognizance Journal of Multidisciplinary Studies in 2024. Copyright and reuse rights are governed by the original journal publication and its DOI. The Zenodo record serves only as a self-archived copy for long-term scholarly access. License: All rights reserved.
Author: Besigomwe, Kenneth
Institution: Uganda Management Institute
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W7119102595
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