Instructional Factors Behind Teacher Training Colleges Students’ Low Motivation of Learning Mathematics in Language Education Option

Servilien Bimenyimana & Alphonse Uworwabayeho
University of Rwanda, College of Education, African Center of Excellence for Innovative Teaching and
Learning Mathematics and Science
Email: servilienb@gmail.com

Abstract: The present study argues that instructional factors are key determinant for teacher training colleges (TTCs) students’ low motivation of learning mathematics in language education option. Findings are drawn from a large study that investigated factors behind the low motivation of TTC students in learning mathematics as a subsidiary subject. The research was informed by learning theories which affirm that what is learned depends on one’s prior knowledge, on the social context for learning, and on the connections between what is being learned and the real world. Through a questionnaire and classroom observation in two teacher training colleges (TTCs), qualitative data were collected from 34 participants and analyzed using thematic approach. The theme of this study was created based on literature review and findings from respondents. The results of the study revealed that teaching strategies and teaching resources take over the mathematics content to explain the low motivation of students in language education option. Therefore, the study recommends mathematics tutors in TTCs to put more effort in using teaching and learning materials to enhance learner-centered teaching approaches.