Motivational learning strategies to improve learners scholastic performance at selected high schools in Lesotho

Abstract

The main aim of this study was to propose motivational learning strategies to improve learners‟ scholastic performance at high school in Lesotho. The study adopted the Self-Determination Theory (SDT) by Deci and Ryan as a theoretical framework. The research methodology used was the qualitative approach. Data were collected from one high school in Lesotho through semi-structured interviews. Ten learners and five teachers were purposively selected to participate in this study. Data were analysed through content analysis. The research findings revealed the challenges experienced by learners at high school in Lesotho, which led to their lack of motivation. They included factors, such as teachers‟ negative behaviour; lack of peer support; and lack of learners‟ belief in their ability and effort capability. The study also proposed motivational learning strategies to improve learners‟ scholastic performance at high school. These included: positive teachers‟ teaching methods; styles and behaviour; up-to-date material at the library; and inviting professional counsellors. The implications based on the findings of this study entailed the changed roles of principal and teachers, learners leadership skills, and a quarterly parents meeting.