Motivation and its impact on academic achievement among students of Telesecundaria education in southern Sonora, Mexico.

Abstract

In Mexico's telesecundarias, academic motivation has deteriorated significantly in recent years, affecting students' academic performance and retention. A study using the Academic Motivation Scale (AMS) among Telesecundaria students reveals moderate to high levels of intrinsic and extrinsic motivation, indicating satisfaction with learning, but also dependent on external factors such as grades. The methodology used was quantitative with a descriptive design, and the EMA was administered in two phases. During this time, motivational teaching strategies were applied, and academic achievement increased from a 7.3 to an 8.2 grade point average for the sample.