Contextual Learning as a Catalyst For Enhancing Intrinsic Motivation In Secondary School Students

Abstract

This qualitative study investigates the influence of contextual learning on secondary school students' intrinsic motivation to learn. It is grounded in the interpretivist paradigm and uses a phenomenological research design. The aim was to understand how collaborative learning, self-reflection, and engagement with real-world scenarios impact students' internal desire to learn. Data were collected through in-depth interviews with secondary school students of Baluchistan, province of Pakistan. Data were analyzed thematically. The findings suggest that contextual learning is a powerful motivator. It fosters a sense of competence, personal satisfaction, and curiosity, which are the key drivers of intrinsic motivation.  The study concludes that the more relevant the educational content is to students' lives and the more active participation they have in the learning experience, the more engaged and motivated they will be. A model of contextual learning that significantly enhances authentic motivation in adolescents is described.