The investigation of active teaching on self—motivation of the students toward prayer

The aim of this research is to investigate the role of active teaching on self-motivation of the learners to prayer. To this aim, a qualitative study of  a workshop on teaching applied concepts of prayer in terms of  how  the content factors can influence , assessment, learning activities and the student-teacher relations on self-motivation of the learners to prayer were selected as the main research questions. Judgments, selections, and desires of 83 participants in the workshop were used as the inferential source and evaluation of the extent of motivation after the workshop were gathered through interviews and observations. Analysis of data based on conceptual map reveals that on the basis of the issues and  learning situation as well as the extent of internal self-motivation (challenge, curiosity, imagination, and control) in the key elements of the learning-teaching process (content, learning activities, assessment, and learner-teacher relations) and consequently preparation for active participation (mental, actional) of the learners along with emotional  and positive experiences will make a considerable growth in internal motivation of the learners to learning and self-motivated behaviors especially fidelity to prayer. Moreover, use of well-educated and capable  instructors  as well as paying attention to the role of family  particularly in religious education can facilitate the  process