|Opis:||The following master thesis paper consists of two parts, the theoretical section and empirical section. The theoretical section is a collection of insights from the published literature, which discusses the term motivation, later specifically learning motivation. The concept was elaborated through the mandatory school subject Slovene language class, which was developed by numerous researchers of the field. In the empirical section, we apply the theoretical findings in practice. We conducted a survey with the students in the third educational period of primary school. The main interest of our research was their attitude towards the subject, Slovene language class, its popularity, compared to other subjects, the motivation of the teachers, their evaluation of student participation in class, the less or more popular subject areas, the most or least popular topics in the syllabus and their motivation during remote online classes. Our aim was to research the approach, through which the pupils were introduced with the least and most popular topics, in the form of introductory motivation (if it was even performed) and why these specific topics were chosen. At the same time, we wanted to give them the chance to offer suggestions themselves, on how a specific topic could be improved, regarding subject presentation, and how to make the topic more interesting.
The individual questions of the survey are presented in the form of an analysis, obtained from the data in tabular form with graphs, under which we offer a written interpretation. Some questions consider certain variables (gender, class, final grade in the previous school year and final grade in Slovene language class from the previous school year).
Our research shows that the popularity of Slovene language classes between students are in the middle of the popularity chart, compared to other subjects. The class in not the most popular and not the least popular. The Slovene language class is most dear to pupils with a higher final grade in the subject in the previous school year, meanwhile, it is considerably less dear to those with a lower final grade. Pupils agree that Slovene language classes are interesting, because of the good manner of subject presentation, performed by the teachers, while interesting subject matter charts under less dear reasons. Considerably more students prefer literature over language and grammar. A half of the surveyed students always participate. That means they participate in every lesson. The students are motivated to learn Slovene because of external factors such as parents, teachers, good grades, reward. Most of the students agree that teachers motivate them well, while very few claim that teachers do not motivate them at all.
The research on their favourite subject matter in Slovene language classes show that most of them are popular, because the subject matter is easy to learn. Concurrently, the subject matter is introduced by the teachers by a narrative method. While choosing the least interesting subject matter, they agreed on the fact that the topics are not interesting to them, but those topics were presented without an introductory learning motivation. Half of the students agree that teacher motivate them over remote classes, nevertheless, they would prefer to take the classes at school.
In the second chapter of the empirical section, we wrote a manual on ten introductory learning motivations, based on the results of the survey (question eight), predominantly from the subject matter that was the least popular, language/grammar, 8 introductory learning motivations. We added 2 introductory learning motivations from the field of literature. We considered the listing frequency of the least popular subject matter and, at the same time, the student suggestions for improvement. The manual uses various ideas and methods as an introduction for handling the ten different subject matters, which can help teachers at their work.|