Diverse Teaching Styles and Classroom Environment as Predictors of Students’ Motivation and Engagement in Physics
DOI:
https://doi.org/10.22159/ijoe.2026v14i3.58522Keywords:
physics, student motivation, classroom environment, engagement, diverse teaching stylesAbstract
This study explored diverse teaching styles and classroom environment as predictors of students’ motivation and engagement in Physics in secondary schools in Nigeria. The study adopts a correlational survey research design. The study population was 12,250 students. A sample of 1,210 Students was selected. The instruments for data collection are questionnaires designed by the researchers to assess students’ sensitivity to teaching styles, classroom environment, motivation, and engagement in Physics. Pearson Product-Moment Correlation Coefficient was used for data analysis. The findings revealed a significant relationship between diverse teaching styles and students’ motivation in physics. There was a significant relationship between diverse teaching styles and students’ engagement in physics. There was a significant relationship between the classroom environment and students’ motivation in physics in secondary schools. There was a significant relationship between the classroom environment and students’ engagement in physics in secondary schools. Based on the findings, it was recommended, among others, that school owners provide adequate school facilities, such as well-built classrooms, to enhance a conducive environment and increase students’ willingness to engage in challenging physics tasks.
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Copyright (c) 2026 Emmanuel Achor, Barnabas Obiaje Ellah, Janeth Asharegh Iorgema
This work is licensed under a Creative Commons Attribution 4.0 International License.