Pedagogical strategies and Motivation of Hospitality Management Learners in a Higher Education Institution in Botswana
Abstract
The Botswana higher education system has been producing low-quality unemployable graduates and the low levels of learner motivation is believed to be a major factor. Premised on the Self-Determination Theory, the purpose of this study was to explore the nexus between pedagogical strategies and motivation of hospitality management learners in a selected higher education institution in Botswana. A descriptive survey design was adopted while the quantitative methodology was employed. Descriptive and inferential statistics such as the mean, standard deviation, correlation and regression, which were products of the Statistical Package for Social Sciences (SPSS) software, were used to analyse data that was collected from 128 respondents who were selected from a population of 189 learners using stratified random sampling. This study provided empirical evidence on the influence of pedagogical strategies on learner motivation and will provide instructors with knowledge of pedagogical approaches that either facilitate or impede learner motivation. The findings of the study revealed a significant relationship between pedagogical strategies and learner motivation. However, it was discovered that certain pedagogical strategies employed by the instructors had a negative effect on learner motivation namely low quality of academic advising, not affording learners enough opportunities to do presentations in class and failure to effectively inculcate collaborative skills among learners. It is recommended that learners should be afforded opportunities for collaborative learning to stimulate peer engagement which facilitate motivation. The institution should ensure that the curriculum incorporates contemporary issues that are relevant to the learners, industry and society as this will instil in the learners a reason to want to learn with the assurance of ready employment after graduation.
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