The Role of Classroom Interaction in Enhancing Learning Motivation among First-Year Middle School Learners

This study aims to explore the role of classroom interaction in enhancing the motivation to learn among first-year middle school students.To test the study's hypotheses, we relied on the comparative descriptive method by applying both the Classroom Interaction Scale by Wubbels (1991) and the Learning Motivation Scale by Douga, Loursi, and Gharbi (2007) to a sample of 150 first-year middle school students.The findings concluded the following:The level of classroom interaction among first-year middle school students is average.There are statistically significant differences in learning motivation scores attributable to levels of classroom interaction (low, medium, high) among first-year middle school students.These differences favored students with medium classroom interaction compared to those with low classroom interaction in terms of learning motivation, favored those with high classroom interaction compared to those with low classroom interaction in terms of learning motivation, and favored those with high classroom interaction over those with medium classroom interaction in terms of learning motivation.In other words, the higher the level of classroom interaction, the higher the student's motivation to learn.