Nodar Mirazanashvili; Manana Michitashvili; Lela Aleksidze; Laura Eliauri; Tinatin Iosebidze

doi:10.36074/grail-of-science.21.08.2026.030

REASONS FOR THE DECLINE IN STUDENTS' LEARNING MOTIVATION AND PEDAGOGICAL TECHNIQUES FOR OVERCOMING THEM AT THE PRIMARY LEVEL

Authors

Nodar Mirazanashvili Gori State University, Georgia
Manana Michitashvili Gori State University, Georgia
Lela Aleksidze Gori State University, Georgia
Laura Eliauri Gori State University, Georgia
Tinatin Iosebidze Gori State University, Georgia

DOI:

https://doi.org/10.36074/grail-of-science.21.08.2026.030

Keywords:

learning motivation, primary level, classroom management, pedagogical techniques, student engagement, teaching effectiveness

Summary

This article discusses the causes of declining learning motivation among primary school students and the pedagogical techniques to overcome them, using schools in the Gori Municipality as a case study. The purpose of the research was to identify factors that negatively affect students' academic interest and engagement, as well as to determine effective pedagogical approaches that promote increased motivation. The research results showed that the primary reasons for the decline in learning motivation include monotonous teaching methods, insufficient consideration of students' individual needs, experiences of academic failure, low family involvement, and the influence of the digital environment. Furthermore, it was highlighted that positive reinforcement, differentiated instruction, collaborative activities, educational games, project-based learning, effective use of technology, and positive classroom management play a significant role in strengthening students' learning motivation. The research results confirm that increasing student motivation requires a complex approach that combines the teacher's professional practice, active parental involvement, and the creation of a supportive learning environment. The findings can be used to improve primary education practices and increase the effectiveness of student-centered learning.

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References

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