Motivation is a key element which facilitates students to adopt different learning strategies according to the high, moderate and low level of motivation. The research aimed to identify the relationship between the levels of motivation in prospective teachers and their learning strategies. The research was correlational in nature. A survey method was used to collect data. The population included all the prospective teachers in a public university. The sample of 300 prospective teachers was randomly selected for data collection. Motivation strategies for learning questionnaire (MSLQ) were adopted as a research instrument to collect data. Data were analyzed by applying the Pearson r correlation technique using SPSS. Findings revealed that high motivation of prospective teachers showed positive significant correlation with all learning strategies except ‘help-seeking’, while a moderate level of motivation and low level of motivation in prospective teachers showed positive significant correlation with other learning strategies except ‘effort regulation’.
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