Analysis of Learner’s Motivation Level in Teacher Centered Class: A Study at BS Level

Abstract

This study investigates the motivation levels of BS English students in teacher-centered classrooms at The Islamia University of Bahawalpur. It explores the role of traditional teaching methods, rooted in behaviorism, in shaping learners’ engagement and performance. A quantitative approach was employed, utilizing a closed-ended questionnaire to gather data from 200 conveniently sampled participants. The study highlights the limitations of teacher-centered pedagogy, including its impact on student autonomy and critical thinking skills, while emphasizing the need for integrating motivational elements and diverse learning strategies. Findings underline the importance of modernizing teaching methods to enhance learners' academic success and engagement. The research explores the effectiveness of the teacher-centered approach in undergraduate classrooms, emphasizing its role in enhancing academic performance and fostering discipline. Using a quantitative methodology with descriptive and inferential statistics, the findings highlight favorable student attitudes, demonstrating the positive impact of structured teaching methods on learning outcomes and motivation.