"STUDENT MOTIVATION IN

THE EGYPTIAN
CLASSROOM: ENHANCING
STUDENT ENGAGEMENT
AND ACHIEVEMENT
THROUGH PSYCHOLOGY"
[Document subtitle]

Presented to Prof. Mona Kadry

 Meet Our Team
Student
Student Name Number

Ramy Mohamed Rezk Ibrahim 22226683

Mina Gaballah Shafik Abdallah 22226753

Ahmed Saeed Morsi Abdel Fattah 22226682

Raneem Mohamed Hassan Mohamed 22226664

Mohamed Ali Mohamed Ali 22227146

1
 "Student Motivation in the Egyptian
Classroom: Enhancing Student
Engagement and Achievement through
Psychology"

2
 1- [Abstract]

This research is significant research. The research Aim to examine and discuss various
theories and approaches related to motivating students in educational settings. Research
Methodology: this research relied on quantitative approach by distribution questionnaires
among students and teachers in different Egyptian schools. Finding: Motivation is essential for
students' learning achievement, as it drives their engagement and willingness to learn. Both
intrinsic (internal) and extrinsic (external) motivations play vital roles, with intrinsic motivation
often linked to greater long-term engagement and learning retention. for students: The data
suggests that students are most motivated by a combination of intrinsic and extrinsic factors,
with a strong emphasis on career potential and interest in the subject. Interactive classroom
activities and constructive teacher feedback play critical roles in sustaining motivation. The
findings highlight the importance of career-oriented goals, engaging subject matter, and
positive reinforcement from teachers to maintain a high level of student engagement and
motivation in class. For teachers: The data highlights that teachers frequently employ
motivational strategies with a strong emphasis on goal achievement, clear expectations, and
positive reinforcement. Teachers widely observe positive engagement because of these
strategies, reinforcing the effectiveness of such approaches. The most impactful tools are
feedback and goal clarity, suggesting that students respond well to encouragement and
structured objectives. This indicates that motivation in the classroom is successfully fostered
through consistent, goal-oriented, and supportive teaching practices. Recommendations:
Teachers frequently witness positive changes in student engagement after using motivational
strategies, with many reporting improvements "Almost always" or "Frequently." Rarely do
teachers find motivational strategies ineffective, suggesting these methods are generally
successful in enhancing engagement. keywords: Egyptian classroom, Students,
Teachers, Achievement through Psychology

2- Introduction:
The definition of motivation is a fundamental psychological construct, originating from an
individual’s desire and fueling persistence in pursuing goals. Scholars have widely
acknowledged motivation as a critical component in learning processes. It is a complex
construct that influences students' efforts and their academic performance. Motivation
drives the need to attain knowledge, linking closely with both cognitive and emotional
aspects of learning. According to [Brown (2016) and Oroujlou & Vahedi (2011)], motivation
underlies a student’s commitment to overcome challenges in education. The introduction
highlights that students often pursue goals based on anticipated rewards or positive
outcomes that motivate their behavior and efforts toward academic success. [Anderman,
Gray, and Chang (2013)] suggest that motivation serves as an internal process that
activates, directs, and sustains behavior in learning contexts.

3
 3- Background:

1. Behavioral Learning Theory: This theory emphasizes reinforcement and rewards as

primary motivators in learning. Studies have shown that incorporating game-based
elements can increase engagement and motivation by making learning activities more
interactive and enjoyable [Silva et al., 2019]

2. Maslow’s Hierarchy of Needs: Maslow's theory posits that humans have a hierarchy of
needs, from basic physiological needs to self-actualization. Motivation in educational
settings is influenced by the extent to which these needs are met. Research by [Rapiudin
(2019)] indicates that students are motivated to learn when their needs for security, self-
esteem, and self-actualization are addressed.

3. Attribution Theory: This theory by Weiner explains that students’ perceptions of success
or failure influence their motivation. Students are more motivated when they attribute
academic success to controllable factors like effort rather than innate ability [Mudavadi,
2019].

4. Expectancy Theory: Expectancy theory suggests that students’ motivation is directly

related to their expectations of success and the perceived value of achieving it. The theory
explains that higher perceived probabilities of success can lead to stronger motivation in
academic activities.
These theoretical frameworks provide valuable insights into how motivation can be
enhanced through educational practices. Teachers and educators can utilize these theories
to better understand student needs, establish supportive environments, and apply
strategies to maintain student motivation in learning activities.

4- Research statement:

It had been observed that student motivation plays a pivotal role in academic success,
however it remains a complex and often challenging aspect to measure and enhance
effectively within educational settings. While various motivational theories exist, their
practical application to improve student engagement and learning outcomes is not always
straightforward, necessitating further exploration and evaluation of effective motivational
strategies in educational psychology."
This research addresses the gap by reviewing motivational theories and providing insights
into strategies that teachers and educators can use to foster and maintain students'
motivation, ensuring sustained engagement and achievement in learning.

4
 5- Research Objectives
This research aims to achieve the following objectives:

1- Identify the primary motivational factors that drive students to study and
excel academically.

2- Determine the frequency of students' motivation to engage in learning

during class time.

3- Analyze which types of motivation (intrinsic, extrinsic, social, etc.) have the
strongest influence on students' academic performance.

4- Assess the impact of classroom activities, such as group projects and

presentations, on students' motivation to actively participate.

5- Evaluate the influence of teacher feedback on students' motivation and their

commitment to improving academic performance.

6- Literature Reviews
The literature examines various theories and factors that contribute to student motivation in
learning, focusing on several key psychological frameworks. Here’s an overview:
1. Definition and Importance of Motivation
Motivation is identified as a critical driver of students’ willingness to learn, shaping both
engagement and academic achievement. It’s described as a psychological process that
fuels a desire for achievement and sustains behaviors directed towards learning. The review
highlights that motivated students are more likely to participate actively in class and
achieve higher levels of academic success. [Ryan, R. M., & Deci, E. L. (2020)]
2. Behavioral Learning Theory
This theory emphasizes reinforcement through rewards as a motivational tool. Educators
often use rewards or praise to reinforce positive learning behaviors. Incorporating
gamification into learning has shown positive results in motivating students. For example,
game-based activities, which include structured rewards. [Schunk, D. H., & DiBenedetto, M.
K. (2020)]

Theoretical Fram work:

Our variable:
1- Dependent Variable : Student psychology Motivation
2- Independent Variables:

H1: Intrinsic factor.

H2: Extrinsic factor.

5
H3: Teacher feedback

H4: Gamified learning.

H5: Goal setting.

Theoretical Framework

7- Research Hypothesis

Hypotheses for Students' Motivation

1. Intrinsic Motivation and Academic Performance

H1: if intrinsic motivation increase so increase student psychology motivation increase and
increase academic performance.
(Based on findings that intrinsic motivation enhances engagement, retention, and
satisfaction, which are crucial for academic success.

6
 2. Extrinsic Motivation and Learning Behavior
H2: if Extrinsic motivation increase so increase student psychology motivation and
increase students’ learning behavior (The research suggests that while extrinsic rewards
can influence learning behavior, they are less impactful on long-term engagement
compared to intrinsic motivation.
3. Teacher feedback and Student Motivation
H3: if teacher feedback increase, then student psychology motivation increases
(Studies within the document indicate that students tend to align with teacher
expectations, which can either motivate or discourage learning.

4. Gamified Learning and Student Engagement

H4: if Gamified learning strategies increase then student psychology motivation and student
engagement and reduce boredom in classroom settings.
(The document discusses how integrating games can enhance motivation by making
academic activities more enjoyable and interactive.

5. Goal setting and Achievement Motivation

H5: if Students who set learning goals increase then increase achievement motivation
compared to those who do not.
(The concept of goal setting, particularly mastery-oriented goals, is shown to enhance
motivation by focusing students on self-improvement rather than just performance.

8- Research Design:

The purpose of this research was descriptive and hypothesis testing using correlation
investigated with minimal interference by the researcher within natural working conditions.
The unit of analysis was group, and this research was adopted one shot time horizon

A. Research Methodology / Approach.

This study adopts a quantitative research approach to objectively measure the impact of motivation
on students' engagement. By quantifying responses to structured survey questions.

A survey methodology will be to gather data from students about various motivational factors, such
as intrinsic versus extrinsic motivation, feedback mechanisms, and engagement with classroom
activities.

7
 B. Data Gathering Techniques:

Student Survey

• A questionnaire will be distributed to students with items covering their motivation levels,
preference for motivational types (intrinsic or extrinsic), and feedback on classroom
activities and teacher interactions. Quantitative data by distributed questioner on different
educational stages

C. Sample Size and Sampling Techniques

Sample Size

A sample of 200 Students from different educational stages: preparatory and secondary from
multiple educational institutions will be targeted to obtain a representative sample and ensure
reliable statistical analysis.

Sampling Technique

Random sampling will be used to select participants from various grade levels and subject areas,
ensuring that data represents diverse motivational and instructional contexts.

D. Data analysis / Interpretation

Statistical Analysis

• Descriptive statistics (Un identified sample for reliable statistical analysis.) Will first be
calculated to summarize the data. to examine relationships between motivational factors
and student engagement, as well as between teachers’ motivational strategies and
perceived student engagement levels.

8- Research Finding / Results

8
Conclusion

A- For Students
1. Primary Motivation Factors:

- The potential for future career success is a significant motivator for many students, as
reflected by the frequent selection of this option.

- Interest in the subject also plays an essential role in motivating students, though to a lesser
extent than career potential.

- Encouragement from teachers and family is occasionally mentioned, but less frequently
than the above factors.

2. Frequency of Motivation

- Many students feel motivated to learn "Always" or "Often," suggesting a generally positive
attitude toward learning in the classroom.

9
 - Only a few students reported "Rarely" feeling motivated, indicating that low motivation is
relatively uncommon.

3. Type of Motivation:

- A combination of both intrinsic (interest/enjoyment) and extrinsic (rewards/recognition)

motivations appears to impact students the most, showing that a balanced approach is
effective.

- Some students are solely motivated by extrinsic factors, though intrinsic motivation (interest
in learning) is also a frequent choice, showing that both types of motivation are valued.

4. Impact of Classroom Activities:

- Classroom activities such as group projects and presentations significantly increase student
motivation for the majority, indicating that interactive and collaborative methods are beneficial.

10
 - Only a small portion of students reported a decrease in motivation due to these activities.

5. Teacher Feedback:

- Teacher feedback is generally considered very significant in motivating students to improve,

showing that students value input from instructors.

- For some, it is only "somewhat significant," and very few see it as having "minimal impact."

Overall Conclusion regarding students’ data:

The data suggests that students are most motivated by a combination of intrinsic and extrinsic
factors, with a strong emphasis on career potential and interest in the subject. Interactive
classroom activities and constructive teacher feedback play critical roles in sustaining
motivation. The findings highlight the importance of career-oriented goals, engaging subject
matter, and positive reinforcement from teachers to maintain a high level of student
engagement and motivation in class.

Role of Motivation in Learning:

Motivation is essential for students' learning achievement, as it drives their engagement
and willingness to learn. Both intrinsic (internal) and extrinsic (external) motivations play
vital roles, with intrinsic motivation often linked to greater long-term engagement and
learning retention.
Theories of Motivation:
• Behavioral Learning Theory: Reinforcement, such as rewards and positive feedback,
encourages student motivation by making learning more engaging (e.g., through gamified
activities).
• Maslow’s Hierarchy of Needs: Students' motivation increases when their basic and
psychological needs (like safety, esteem) are met.

11
 • Attribution Theory: Students who view success because of their efforts, rather than fixed
abilities, are more likely to remain motivated.

• • Expectancy Theory: Motivation rises when students believe they can succeed and
value their goals. Higher expectations of success and valuing outcomes boost motivation
(motivating-students-to-…).

• Achievement Motivation: Students with defined goals, whether mastery-focused (personal

growth) or performance-oriented (external validation), exhibit higher motivation. Teachers'
support in goal setting is critical for sustaining motivation.

• Teacher Influence: Teacher expectations and support greatly impact student motivation.
Teachers who foster autonomy and offer constructive feedback help enhance students' intrinsic
motivation, particularly in subjects where students may feel less confident, like mathematics
(motivating-students-to-…).

• Intrinsic vs. Extrinsic Motivation: Intrinsic motivation has been shown to lead to higher
engagement and academic success, especially in challenging tasks, while extrinsic motivation
requires strategic use (like structured rewards) to be effective in the classroom.

12
 9- Overall Conclusion, Recommendations and future work
- over all conclusions

- there are positive changes in student engagement after using motivational strategies, with
many improvements reporting "Almost always" or "Frequently."

- Rarely do teachers find motivational strategies ineffective, suggesting these methods are
generally successful in enhancing engagement.

- Effective Tools for Motivation:

- "Positive feedback and praise" and "Clear goals and expectations" are considered the most
effective tools, highlighting the impact of constructive feedback and structured objectives.

- "Gamified learning" and "Extrinsic rewards" are also valuable but are secondary to feedback
and goal setting, suggesting that students respond best to encouragement and clarity
in learning goals.

Recommendations Based on Research:

1. For Students:

o Leverage Career-Oriented Goals: Highlight the connection between classroom

learning and future career prospects to enhance motivation.

o Interactive Classroom Activities: Encourage activities like group projects and

presentations that promote collaboration and engagement.

2. For Teachers:

o Provide Constructive Feedback: Regular and positive feedback is crucial in

keeping students motivated and improving their performance.

o Set Clear Goals: Establish specific, measurable objectives for students to focus on
and achieve.

o Incorporate Gamified Learning: Use elements of gamification, such as point

systems or challenges, to make learning more interactive and engaging.

o Understanding Individual Needs: Tailor motivational strategies to suit the unique

intrinsic and extrinsic needs of students.

3. Educational Policy and Curriculum Development:

o Teacher Training Programs: Introduce specialized training to equip teachers with

strategies in motivational psychology and interactive teaching methods.

o Technology Integration: Promote the use of digital tools and gamified platforms to
maintain and enhance student motivation.

o Address Socioeconomic Disparities: Develop initiatives that ensure all students

have access to resources that support their educational journey.

13
- Recommendations for future work:

1- Exploring Cultural Influences: Future studies could focus on the role of cultural factors in
shaping motivation, examining how cultural norms, values, and family expectations influence
both intrinsic and extrinsic motivation in Egyptian classrooms.

2- Integration of Technology in Motivation: Investigating the effectiveness of digital learning

tools and gamification in sustaining motivation, particularly in environments where traditional
methods might fall short, could reveal innovative approaches to maintaining engagement.

3- Teacher Training on Motivational Techniques: Future work could assess the impact of
targeted teacher training programs in motivational psychology and interactive teaching
methods to enhance students' engagement.

4- Impact of Socioeconomic Status on Motivation: Examining how socioeconomic

background affects access to motivational resources, perceived value of education, and overall
engagement could provide a more comprehensive understanding of motivational disparities.

14
 10- References
1. Brown, H. D. (2016). Teaching by principles: An Interactive Approach to Language
Pedagogy. Corwyn, R. F., & McGarry, P. P. (2020). AN EXPECTANCY VALUE THEORY
PREDICTS ACHIEVEMENT IN UNDERGRADUATE STATISTICS THROUGH ACADEMIC DELAY
OF GRATIFICATION4. Statistics Education Research Journal, 19(2).

5. Brodka, P., & Parikka, L. (2019). Motivation to Study Social Services in Higher Education:
Case: Laurea University of Applied Sciences.

6. Mudavadi, K. C. (2019). Newspaper Framing of a Health Crisis and Public Perception in

Kenya: The Case of Kenyatta National Hospital Wrong-Patient Brain Surgery (Doctoral
dissertation, United States International University-Africa).

7. Silva, R., Rodrigues, R., & Leal, C. (2019). Play it again: how game-based learning improves
flow in Accounting and Marketing education. Accounting Education, 28(5), 484-507.

8. Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory.
Contemporary Educational Psychology, 60, 101832.

9. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-
determination theory perspective: Definitions, theory, practices, and future directions.
Contemporary Educational Psychology, 101860

10. Ozhan, S. C., & Kocadere, S. A. (2020). The effects of flow, emotional engagement, and
motivation on success in a gamified online learning environment. Journal of Educational
Computing Research, 57(8), 2006-2013.

15
Appendices:

Appendix:

5 Research Questions
These questions can provide insight into the effectiveness of motivation on both students'
engagement and teachers' instructional approaches in the classroom
For Students
1- Which factor most motivates you to study and perform well in class?

A) The desire for good grades

B) Interest in the subject
C) Encouragement from teachers and family
D) The potential for future career success

2-How often do you feel motivated to learn in class?

A) Always
B) Often
C) Sometimes
D) Rarely

3-Which type of motivation impacts you the most in your studies?

A) Intrinsic motivation (enjoyment or interest in learning)
B) Extrinsic motivation (rewards or recognition)
C) A combination of both
D) Neither has much impact

4-How do classroom activities (e.g., group projects, presentations) affect your motivation to
participate?
A) They increase my motivation significantly
B) They help somewhat
C) They have little effect
D) They decrease my motivation

5-What role does teacher feedback play in your motivation to improve?

A) Very significant
B) Somewhat significant
C) Minimal impact
D) No impact at all

16