Abstract
Motivation is a complex concept that has taken many years by numerous researchers in various disciplines to define. For this study, motivation is defined as the compulsion, either intrinsic or extrinsic, that learners have to complete mathematics tasks and to achieve their individual goals. Trends have shown that motivation is a necessary entity for performance in mathematics. In particular, peer-tutoring was found to be a useful intention strategy to motivate learners in their mathematics learning. Keller’s (1987) Attention, Relevance, Confidence and Satisfaction (ARCS) model of motivation provided an effective framework with which to understand how peer-tutors’ conceptions of their role as motivators were able to influence learners’ mathematics motivation. Therefore, the purpose of this study was to determine how Grade 12 peer-tutors conceive their role as motivators for grades 8 and 9 mathematics learners in terms of Keller’s (1987) ARCS model of motivation. Various theories of motivation were addressed in this study, including the attribution theory, the achievement goal theory and the self-determination theory. Intrinsic and extrinsic motivation, self-regulated learning, as well as the factors of motivation in mathematics education, such as cognitive, psychological, environmental and external factors, were highlighted. This qualitative research adopted an interpretivist paradigm and utilised a descriptive case study. The population consisted of 175 Grade 12 learners who took core mathematics as a subject. Ten of the top Grade 12 learners from this population were purposively selected to participate in the study. Data were collected through one-on-one pre- and post-interviews, observation sheets and weekly reflection reports. The qualitative data focused on understanding how peer-tutors conceived their role as motivators, the ways they were able to execute their role as motivators and how their conceptions aligned with Keller’s (1987) ARCS model of motivation. Data were inductively and deductively analysed according to the four categories of Keller’s (1987) ARCS model of motivation, namely Attention, Relevance, Confidence and Satisfaction...
M.A. (Mathematics Education)