Myktybekov O.2026-03-172026-03-172025Myktybekov O / Reasons behind demotivation of middle school mathematics students / SDU University / Faculty of Education and Humanitieshttps://repository.sdu.edu.kz/handle/123456789/2556This study aims to explore the reasons behind the demotivation of middle school students in mathematics and to analyze how various emotional and pedagogical factors contribute to this phenomenon. Understanding the roots of demotivation is crucial for educators seeking to enhance student engagement and academic performance. The research was conducted using a modified questionnaire based on the work of Gur, Balta, Dauletkulova, Assanbayeva, and Fernández-Cézar (2023). The survey was carefully designed to measure multiple factors influencing motivation, including enjoyment, pride, anger, hopelessness, and boredom, as they relate specifically to mathematics lessons. The sample consisted of middle school students from grades 7, 9, and 10, with approximately 30 participants overall. The study not only examined correlations between motivation levels and academic performance but also included comparative analyses between different classes. For example, motivation levels were compared between 7K and 7L classes, as well as between 9th and 10th grades. Additionally, an experimental intervention was conducted in which Desmos, a dynamic mathematics technology tool, was introduced to the 7K class, while the 7L class continued with traditional instruction. This allowed for analysis of the potential impact of technology on student motivation. Quantitative data were analyzed using correlation analysis, factor analysis, and internal consistency measures, providing a detailed view of how different motivational factors interact and influence students’ attitudes toward studying mathematics. The findings offer insights for developing targeted strategies to foster motivation and reduce demotivation in mathematics classrooms.enmotivationmathematicsDesmosstudent engagementThesis