Pedagogical Communication and its Relationship with Achievement Motivation among Secondary Education Students A Field Study on Third-Year Secondary Students (Mathematics as a Model)

Abstract

This study investigates the relationship between pedagogical communication and achievement motivation in mathematics among third-year secondary school students in Relizane, Algeria. A descriptive correlational approach was employed. A sample of 500 students was selected using simple random sampling from 15 secondary schools. Data were collected using two validated instruments: a Pedagogical Communication Scale (developed by the researcher, comprising six dimensions) and the Achievement Motivation Scale (Abu Halima, 2018, comprising eight dimensions), both utilising a three-point Likert scale. Psychometric properties (internal consistency and reliability) were established through a pilot study (N=100). Statistical analyses included one-sample t-tests, Pearson correlation, ANOVA, and eta-squared. Results revealed that third-year students possess: (1) effective pedagogical communication (M=104.55, t=13.50, p<0.01); (2) a strong achievement motive (M=152.75, t=26.70, p<0.01); and (3) a significant positive correlation between pedagogical communication and achievement motivation (r=0.62, p<0.01). The findings underscore that effective teacher-student communication, characterised by learner-centred and subject-centred dimensions, substantially enhances students' motivation and academic striving, particularly in the challenging context of final-year examinations. Recommendations include targeted teacher training in pedagogical communication skills, fostering democratic classroom climates, and developing strategies to sustain student motivation.