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Effects of Teachers’ Favouritism on Students’ Motivation towards Learning at University Level

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  • Anam Arshad

    (M.Phil (Education) Scholar, Department of Educational Research and Assessment, University of Okara, Pakistan)

Abstract

Teachers’ favouritism is considered a key to success or failure in every educational institute. So every university needs to be overcome the effects of teachers’ favouritism. The aim of this research is to study the effects of teachers’ favouritism on students’ motivation towards learning at university level. This study was descriptive as well as inferential in nature and utilized survey research technique. The population of this research study were students of University of Okara. For data collection research scale was adapted. The questionnaire reliability was 0.853. The questionnaire was used to collect data from participants. Sample of this study were 355 students from six faculties. One hundred and seventy-one (171) male and one hundred and eighty-four (184) females were the part of this research study. Two hundred and twenty (220) students belonged to Urban areas and one hundred and thirty-five (135) students from rural areas. The data were analysed by applying descriptive statistic t-test One-way ANOVA and Two-way ANOVA. The results presented that the teachers’ favouritism has a significant effect on students’ motivation towards learning. So the results are statistically significant. Researcher conclude that the students’ motivation towards learning is negatively affected by teachers’ favouritism.

Suggested Citation

  • Anam Arshad, 2023. "Effects of Teachers’ Favouritism on Students’ Motivation towards Learning at University Level," Bulletin of Business and Economics (BBE), Research Foundation for Humanity (RFH), vol. 12(3), pages 935-942.
    • Handle: RePEc:rfh:bbejor:v:12:y:2023:i:3:p:935-942
    DOI: https://doi.org/10.61506/01.00421
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    References listed on IDEAS

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    1. Hui Jing Lu & Kitty Y. Fung & Jo Ann Farver & Bin Bin Chen & Lei Chang, 2015. "The Influence of Teachers’ Preferences on Children’s Social Status in Schools," Journal of Educational and Developmental Psychology, Canadian Center of Science and Education, vol. 5(1), pages 1-57, May.
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