Influence of Classroom Social Interaction on Learning Motivation Among Lower Basic Pupils in Lagos State, Nigeria
Adeyemo Eniola Abioye
Department of Guidance and Counselling, College of Specialized and Professional Education, Lagos State University of Education Otto/ Ijanikin, Lagos. Email: adeyemoea@lasued.edu.ng
Abstract
This study examined the influence of classroom social interaction on learning motivation among lower basic pupils in public primary schools across six Local Government Areas of Lagos State, Nigeria. The study adopted cross-section survey design. Multistage sampling was employed to select 384 participants, who completed the Classroom Social Interaction Observation Schedule and the Child Learning Motivation Scale through structured oral interviews. Data were analysed using Pearson correlation and simple linear regression. Results revealed a moderate positive correlation between peer-to-peer classroom interaction and intrinsic learning motivation, r(382) = 0.52, p < 0.001. Teacher to pupil classroom interaction significantly predicted extrinsic learning motivation, accounting for 23% of its variance, F(1, 382) = 112.84, p < 0.001. The findings indicate that both forms of social interaction are important determinants of motivation, with peer interaction more closely associated with internal drive and teacher interaction more strongly linked to externally regulated engagement. These results suggest that Lagos State policymakers and educators should prioritize interactive, child centred pedagogies to enhance pupil motivation. Future longitudinal research is recommended to establish causal directions and explore additional contextual moderators
Keywords: Classroom Social Interaction, Learning Motivation, Lower Basic Pupils, Peer Interaction, Teacher Pupil Relationship
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