Keyword: learning motivation

ABSTRACT: The integration of digital technologies has enhanced language learning by improving access to resources, interaction, and learner autonomy in Rwanda. National Information and Communication Technology initiatives support competence-based education, yet the use of digital tools in classrooms remains uneven. Despite these efforts, many students are not fully engaged or motivated when using digital language learning tools. This study therefore sought to examine students’ perceptions of digital language learning and their influence on academic engagement and motivation in Rwandan secondary schools. A quantitative approach using a cross-sectional explanatory design was adopted. Data were collected from 200 secondary school students in Kamonyi District through a structured questionnaire based on a five-point Likert scale. Descriptive and inferential statistics, including correlation, regression analysis, and Structural Equation Modelling (SEM), were used to analyze relationships among perception, engagement, and motivation. The results revealed that students have highly positive perceptions of digital language learning tools, particularly in enhancing understanding, confidence, and independent learning. Significant positive relationships were found between perception and engagement (r up to 0.66) and between perception and motivation (r = 0.64). Regression analysis showed that perception (β = 0.49) and engagement (β = 0.37) significantly predict motivation, explaining 54% of its variance. SEM findings further confirmed that engagement partially mediates the relationship between perception and motivation. The study concludes that positive student perceptions significantly enhance engagement and motivation in digital language learning. It implies that improving students’ experiences with digital tools is essential for better learning outcomes. The study recommends increased investment in digital infrastructure, enhanced teacher training, and the integration of interactive, learner-centered digital strategies to optimize language learning in Rwandan secondary schools. 

ABSTRACT: Anxiety about learning mathematics and accompanying low grades in mathematics has caused many students to the extent that they wish never to learn mathematics again. This level of apathy epitomised by students’ demotivated participation and low performance in learning mathematics reflects the general level of learning despondency among adolescent students. Although the literature suggests that the tide of learning despondency can be assuaged if students’ achievement motivation is heightened, studies exploring the mathematics achievement motivation of high school students in Ghana are scarce. To address this gap in the literature, this study, conducted within a positivist paradigm, focused on examining the relationship between perceived mathematics learning, achievement motivation, and mathematics anxiety while controlling for learning styles and gender of 322 high school students. The results showed that the motivation to strive and the motivation to participate were respectively the most substantial and minor drivers of students’ mathematics achievement motivation. Based on the correlation and regression analysis, achievement motivation positively predicted mathematics learning whiles both achievement motivation and mathematics learning were negatively related to mathematics anxiety. The study’s results further showed that mathematics anxiety dampened the extent to which achievement motivation positively influenced mathematics learning in the regression analysis.