Students' Perceptions of Collaborative Team Teaching and Student Achievement Motivation

To date, only student's collaborative behaviour in learning is seen and linked to achievement motivation. Even though the teacher has a great role to determine learning process, only few research findings link collaborative teacher to student learning motivation. This study aims to identify predictions of correlation between students' perceptions of collaborative team teaching (a collaborative role between teacher and lecturer) in a high school of a remote area with their learning motivation. This study uses survey and correlational design with two questionnaires namely students' perceptions of collaborative team teaching (with average validity level of r 0.85 and reliability of 0.972) and about learning motivation (with average validity level of r 0.65 and reliability of 0.899). These two measured-valid questionnaires were distributed to all participants, of 50 respondents and then analysed using Pearson correlation. The results showed that the calculated r was 0.568 and the significant value of 0.003, so it could be predicted that students' perceptions on collaborative team teaching were significantly and strongly correlated to learning motivation. This research proves that students have professed highly on collaborative team teaching for teachers to team up with various external parties (especially with lecturers) and regarded advantageous on achievement motivation of students. This study also confirmed that learning strategies must be selective and collaboratively designed to fit the learner's expectancy so that they can activate self-image and future self-image to elevate learning motivation.

Automated summary

The study revealed a significant and strong correlation between students' perceptions of collaborative team teaching and their learning motivation. It demonstrated that students highly appreciated teachers collaborating with external parties, especially lecturers, for students' achievement motivation. The research also emphasized the importance of selectively and collaboratively designing teaching strategies to match learners' expectations, activating self-image and future self-image to enhance learning motivation.