The purpose of this study was to examine how frequently and effectively lecturers use motivational teaching strategies in their teaching of undergraduate students at Botho University in Gaborone, Botswana. A number of authorities allude to the fact that the choice and use of teaching strategies are critical factors in the success of the teaching/learning process. It is also shown in literature that motivational teaching strategies give ownership of the learning process to the students and hence is a highly stimulating way of ensuring students are actively engaged and benefit from their learning. The study assumed a quantitative approach with a structured questionnaire that employed a five-point Likert scale used for data collection. The SPSS version 21 was used for data analysis. Results of the study showed that most of the lecturers teaching at undergraduate level at the selected university frequently and effectively use motivational teaching strategies.
Strategy, teaching strategy, active learning, student engagement, motivational teaching strategies
