Classroom-Based Motivational Strategies for Enhancing Student Engagement and Academic Performance at Universities

Abstract

This study examined teaching methods at universities in South Punjab, Pakistan, and analyzed university teachers’ perceptions of classroom motivational strategies. Using qualitative methods, the study described teachers' classroom practices. A purposive sample of thirty university teachers was taken. Of these, fifteen were teachers from public universities, and the other fifteen were from private universities. Data was collected through semi-structured interviews and thematically analyzed using NVivo. The results showed participants discussed strategies of motivation via peer collaboration and group work, creating a positive, supportive relationship with students and a good class or group climate, developing classroom practices and interventions responsive to student feedback and needs, etc. It has been reported that collaborative work and feedback improved students’ confidence and engagement. This research recommends incorporating positive, supportive relationships and teaching with goal clarity and the use of positive reinforcement and feedback, along with collaborative work, in the classroom.