USR PUBLISHER

Learner motivation is an important component of effective teaching and learning because it influences learners’ attention, participation, persistence, goal orientation and engagement with academic tasks. This study investigated the influence of learners’ motivation on academic achievement in selected primary schools in Lusaka District, Zambia. Specifically, the study identified motivational techniques used by teachers, examined factors influencing learners’ motivation and explored the influence of motivation on academic achievement. The study adopted a descriptive research approach and involved 80 respondents comprising four headteachers, 36 teachers and 40 learners from four selected primary schools. Simple random sampling was used to select teachers and learners, while purposive sampling was used to select headteachers. Data were collected using questionnaires, semi-structured interviews and focus group discussions to facilitate triangulation. Quantitative responses were summarised using frequencies and percentages, while qualitative responses were organised thematically. The findings showed that teachers used several motivational techniques, including prizes, reinforcement, classroom competition, effective teaching methods, positive teacher–learner relationships and collaborative learning. Learners additionally identified gamification, making lessons relevant, connecting learning to real-life experiences, providing support and autonomy, and building strong relationships as useful motivational strategies. Major factors influencing motivation included parental involvement, teacher behaviour and personality, assessment practices, classroom and curriculum structure, peer relationships, learning environment, family circumstances and learners’ self-perceptions. The findings further indicated that motivation was perceived to improve academic achievement, sustain learners’ interest, encourage learning, facilitate conceptual understanding, and increase classroom liking and support goal attainment. The study concludes that learner motivation is an important contributor to academic achievement in primary schools and recommends strengthening positive teacher–learner relationships, using appropriate rewards and reinforcement, making lessons engaging and relevant, supporting learner autonomy, and providing teachers with professional development in motivational strategies.