The Relationships among Student-Teacher Interaction, Academic Intrinsic Motivation, Learning Styles and Grade 9 Students' Mathematics Achievement In Addis Ababa

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Addis Ababa University


The present study attempted to examine the relationship among student-teacher interaction, academic intrinsic motivation, learning style and students' mathematics achievement of grade nine students in Addis Ababa. Three sub-cities were selected from ten sub-cities using simple random sampling technique. One school was selected from each selected sub-city. From these three sample schools, 353 students participated in the research project. Using learning style scale, 180 students were selected for further investigation. Four instruments (namely Learning Style Scale, Academic Intrinsic Motivation Inventory, Questionnaire on Student-teacher Interaction and Mathematics Achievement Test) were used to collect data. Initially, the instruments were administered on a pilot sample. Based on this item analysis was carried out and the instruments were improved. Percentage, t-test, Pearson's product moment correlation, multiple and step-wise regression analyses and one way ANOVA were employed to analyze the data. The analyses indicated that auditory learning style was adopted by the majority of grade nine students. The results of the t-test indicated that there was no significant variation between male and female visual, auditory and kinesthetic learners on their academic intrinsic motivation, student-teacher interaction and mathematics achievement. Student-teacher interaction, academic intrinsic motivation and mathematics achievement were found to have significant positive correlation on visual, auditory and kinesthetic learners. In addition, the result of mUltiple regression analyses indicates that academic intrinsic motivation and student-teacher interaction combined together had significant contribution for the prediction of students' mathematics scores. The step-wise regression analyses revealed that academic intrinsic motivation had significant contribution on all groups of learners, whereas student-teacher interaction had only on mathematics achievement scores of auditory and visual learners. Moreover, one-way ANOVA showed that there was significant mean difference between auditory and visual learners on the bases of their mathematics achievement. Based on these findings conclusions are made and recommendations are forwarded.



Interaction, Academic Intrinsic Motivation