Factors Influencing Student Motivation in Online Education: A Study of Secondary Schools in Kampala, Uganda During the COVID-19 Pandemic

This study explored the factors influencing student motivation in online education among 300 secondary school students in Kampala during the COVID-19 pandemic. The objectives of the study were to (i) assess the impact of interactive content, teacher feedback, and peer collaboration on student motivation, (ii) examine the relationships between these factors and student motivation, and (iii) evaluate the overall level of student motivation in online education. The results revealed significant positive correlations between interactive content (r = 0.65, p < 0.01), teacher feedback (r = 0.58, p < 0.01), and peer collaboration (r = 0.72, p < 0.01) with student motivation, supporting the principles of Self-Determination Theory (SDT). A multiple regression analysis showed that these factors collectively explained 56% of the variance in student motivation (R² = 0.56, F (3, 296) = 82.5, p < 0.001). Specifically, interactive content enhanced students' autonomy, teacher feedback boosted their competence, and peer collaboration fulfilled their need for relatedness, leading to higher motivation levels. The study consequently recommends increasing the use of interactive learning materials to enhance student autonomy, providing regular constructive feedback to boost competence, and promoting peer collaboration through virtual group projects to foster motivation. It also highlights the importance of ensuring equitable access to technology and internet connectivity, especially for low-income students, and suggests teacher training in effective online teaching strategies to better engage students. These measures aim to improve student motivation and academic performance in online learning environments.