GENERAL METHODS OF

TEACHING
CODE NO. 8601 B.ED PROGRAM
 INTRODUCTION
Motivation
Motivation is a crucial element to the learning process.
Many researches clearly show a positive correlation
between motivation and achievement.
Some students are highly motivated to learn, and this
interest continues throughout their years at school.
Some other students, particularly adolescents, see what
happened at school as having no functional relevance to
their lives.
They become increasingly bored, particularly with
academic task and are generally uninterested in
anything that happens in the classroom.
Teachers should recognize that there is tremendous
variation in the level of energy and interest students
bring to the classroom activities.
 INTRODUCTION
Motivation
Some students are easy to teach because they are
excited about learning and responsive to the
teacher’s idea.
While, the others are completely unmotivated by
what happens in the classroom and have no interest
in schoolwork (Krause, et. al, 2003).
Therefore, it is important for a teacher to be truly
effective to help their students feel motivated to
learn and to achieve.
A teacher must go beyond the material and
processes typically used to stimulate and
understand the underlying elements involved in the
OBJECTIV
ES the completion of the unit you will be able to:
After
Define and clarify the concept of motivation.
Identify the types of motivation.
Describe difference between intrinsic and extrinsic
motivation. Explain different theories of motivation.
Explain strategies that can increase motivation
 Definition of
Motivation
Motivation is described by different psychologists
differently as described below:-
“The term motivation refers to the arousal of
tendency to act to produce one or more effect”
Allport (1935 ).
Motivation is constant, never ending, fluctuating
and complex and it is an almost universal
characteristic of particularly every organismic state
of affairs.” Maslow(1960 ).
Motivation is the process of arousing, sustaining and
regulating activity Crow.L.D.(1953 ).
Motivation is the central factor in the effective
 Definition of Motivation
Continued
Motivation in school learning involves arousing,
persisting, sustaining and directing desirable
behaviour.” Lepper, Mark R.(1998).

The word motivation refers to getting someone

moving.
When we motivate ourselves or someone else, we
develop incentives or we set up conditions that
start or stop behaviour.
In education, motivation deals with the problem of
setting up conditions
so that learners will perform to the best of their
abilities in academic settings.
 Definition of Motivation
Continued
We often motivate learners by helping them
develop an expectancy that a benefit will occur
as a result of their participation in an
instructional experience.
Motivation is concerned with the factors that
stimulate or inhibit the desire to engage in
behaviour.
It involves the processes that energize, direct
and sustain behaviour.
It can be thought of as an internal process that
activates guides and maintains behaviour
overtime.
 Types of
Motivation
Following are the types of motivation: 1- Extrinsic
motivation and
2- Intrinsic motivation Extrinsic Motivation
Motivation is concerned with the factors that
stimulate or inhibit the desire to engage in behaviour.
Teachers use extrinsic motivation to stimulate
learning or encourage students to perform in a
particular way.
It is one of the most powerful motivations.
 Types of Motivation
Continued
It is operative when an individual is motivated by
an outcome that is external or somehow related to
the activity in which she or he is engaged.
In other words, “Extrinsic motivation refers to
rewards that are obtained not from the activity,
but as a consequence of the activity.”(Morris
&Maisto, 2002)
Extrinsic motivation refers to motivation that
comes from outside an individual.
The motivating factors are external, or outside,
rewards such as money or grades.
These rewards provide satisfaction and pleasure
that the task itself may not provide
 Types of Motivation
Continued
Intrinsic motivation
The motivation arises from internal factors such as a
child’s natural feeling of curiosity, exigent, confidence
and satisfaction when performing a task.
People who are involved in a task because of intrinsic
motivation appear to be engaged and even consumed,
since they are motivated by the activity itself and not
some goal that is achieved at the end or as a result of
the activity.
Intrinsic motivation is the ultimate goal in education at
every level.
Example: Children play game for no other reward than
the fun they get from the game itself or students who
are intrinsically motivated may study hard for a test
because he or she enjoys the content of the course.
Types of Motivation
Continued
Students are likely to be intrinsically motivated if
they:
Attribute their educational results to internal
factors that they can control (e.g. the amount of
effort they put in),
Believe they can be effective agents in reaching
desires goals (i.e. the results are not determined
by luck),
Are interested in mastering a topic, rather than just
rote- learning to achieve good grades.
 THEORIES OF
MOTIVATION
Different psychological perspectives explain
motivation in four different ways
Behavioural, Humanistic,
Cognitive and Social.
 THEORIES OF Continu
MOTIVATION
The Behavioural Perspective
ed
According to the behaviourist view of learning,
when children are rewarded with praise and a gold
star for doing their job correctly, they will look
forward to the next mathematics lesson,
anticipating another rewards. At some time in the
past, they must have been rewarded for similar
achievements and this experience acts as a
motivator for future learning of a similar type.
 THEORIES OF MOTIVATION
Continued
The Humanistic Perspective
The humanist theory of motivation is interesting
because it is not only linked to achievement and
education, but also has implications for students’
welfare and well-being through its concern with
basic needs. It stresses on students’ capacity for
personal growth, freedom to choose their destiny
and positive qualities.
There are two theories of motivation from
humanistic perspective:
(a) Maslow’s Hierarchy of Needs
b) Roger’s motivation theory
⚫Abraham Maslow postulated that a person will be motivated when
his needs are fulfilled. The need starts from the lowest level basic
needs and keeps moving up as a lower level need is fulfilled.
Below is the hierarchy of needs:
⚫Physiological: Physical survival necessities such as food, water,
and shelter.
⚫Safety: Protection from threats, deprivation, and other
dangers.
⚫Social (belongingness and love): The need for association,
affiliation, friendship, and so on.
⚫Self-esteem: The need for respect and recognition.
⚫Self-actualization: The opportunity for personal development,
learning, and fun/creative/challenging work.
⚫Self-actualization is the highest level need to which a human
being.
⚫The humanistic approach states that the self is composed of concepts
unique to ourselves.
⚫The self-concept includes three components:
⚫Self worth – what we think about ourselves. Rogers believed feelings
of self- worth developed in early childhood and were formed from the
interaction of the child with the mother and father.
⚫Self-image – How we see ourselves, which is important to good
psychological health. Self-image includes the influence of our body
image on inner personality.
⚫Ideal self – This is the person who we would like to be. It consists of
our goals and ambitions in life, and is dynamic – i.e. forever changing.
The ideal self in childhood is
not the ideal self in our teens or late twenties etc.
⚫Rogers identified five characteristics of the fully functioning person:
⚫Open to experience: Both positive and negative emotions accepted.
Negative feelings are not denied, but worked through
⚫Existential living: In touch with different experiences as they occur in
life, avoiding prejudging and preconceptions. Being able to live and
fully appreciate the present, not
always looking back to the past or forward to the future.
⚫Trust feelings: Feeling, instincts and gut-reactions are paid attention to
and trusted. People’s own decisions are the right ones and we should
trust ourselves to make the right choices.
⚫Creativity: Creative thinking and risk taking are features of a person’s
life. Person does
not play safe all the time. This involves the ability to adjust and change
and seek new experiences.
⚫Fulfilled life: Person is happy and satisfied with life, and always looking
for new challenges and experiences.
 THEORIES OF MOTIVATION
Continued
Cognitive Perspective
“According to Santrock (2006) the cognitive
perspective on motivation focuses on students’
thought guide their motivation.
It focuses on students’ internal motivation to
achieve, their attribution (perception about the
causes of success or failure) and their beliefs that
they can effectively control their environment.
It also stresses on the importance of goal setting,
planning and monitoring progress toward a goal.”
APPLICATIONS OF MOTIVATION IN
EDUCATION
Motivation is of particular interest to educational
psychologists because of the crucial role it plays in
student learning.
However, the specific kind of motivation that is
studied in the specialized setting of educations
differs qualitatively from the more general forms of
motivation studied by psychologists in other fields.
Motivation in education can have several effects on
how students learn and how they behave towards
subject matter. It can:
i)Direct behavior towards particular goals
ii)Lead to increased effort and energy
APPLICATIONS OF MOTIVATION IN
EDUCATION
iii)Increase initiation of, and persistence in,
activities
iv) Enhance cognitive processing
v) Determine what consequences are reinforcing
vi) Lead to improved performance.
Because students are not always internally
motivated, they sometimes need situated
motivation, which is found in environmental
conditions that the teachers create.
 Implication for Educators Motivation in
Education
Based on four perspectives discussed earlier, we can apply
the theories of motivation in classrooms to promote
students’ motivation to learn and to achieve.
There are several things that teachers should emphasize
in order to apply those approaches:
Behavioral approaches
Remember that reinforcement to increase desired
behavior motivates further learning of this types.
Recognize that student motivation is shaped by previous
reinforcing experiences.
Know that students’ maladaptive attribution of success
andfailure, including learned helplessness, can be
modified.
Cognitive approaches Motivation in
Education
Understand the underlying factors in students
'behavior,
studying students’ carefully and using a variety of
information sources to discover why students
behave as they do.
Accept that students are not always motivated to
be successful, and that the risk of attempting to
succeed may be overwhelmed by the need to avoid
failure.
Realize that motivating students by focusing on
increasing mastery in more effective than
emphasizing performance goals.
 Social Learning Motivation in
approaches Education

Ensure that students experience success, not just

failure.
Remember that self-evaluation is influenced by
observing others’ achievements, and by
encouragement and high arousal in challenging
situations.
Recognize that motivation is affected by learners’
judgments about their own efficacy.
Humanist approaches Motivation in
Education
Become more concerned with the wider implication
of student welfare, not just with student’s
education.
Be aware that some students are more concerned
with feelings of safety, belonging and self-
esteem than with the demands of the school
curriculum.
Understand that students who feel a strong need
for group belonging will experience difficulties and
lack motivation to learn if teacher acts in ways
that conflict with group mores.
Acknowledge that teachers’ own beliefs and values
 STUDENT
MOTIVATION
A teacher can improve the motivation of their
students as : Make it Real
In order to foster intrinsic motivation, try to create
learning activities that are based on the topics that
are relevant to your student’s lives.
Provide Choices
Students can have increased motivation when they
feel some sense of autonomy in the learning process,
and that motivation declines when students have no
voice in the class structure.
 STUDENT MOTIVATION
Continued
Balance the Challenge
Students perform best when the level of difficulty is
slightly above their current level. If the task is too easy,
it promotes boredom and may communicate a message of
low expectations.
Seek Role Models
If students can identify with role models they may be
more likely to see the relevance in the subject matter
sense that the teacher believes the student is not
capable of better work.
Use Peer Models
Students can learn by watching a peer succeed at a task.
In this context, a peer means someone who the student
identities with, not necessarily any other student.
Peers may be drawn from groups as defined by gender,
 STUDENT MOTIVATION
Establish a SenseContinued
of Belonging
People have a fundamental need to feel connected or
related to other people.
In an academic environment, research shows that
students who feel they ‘belong’ have a higher degree
of intrinsic motivation and academic confidence.
According to students, their sense of belonging is
fostered by an instructor that demonstrates warmth
and openness, encourages student participation, is
enthusiastic, friendly and helpful, and is organized
and prepared for class.
 STUDENT MOTIVATION
Continued
Adopt a Supportive Style
A supportive teaching style that allows for student
autonomy can foster increased student interest,
enjoyment, engagement and performance.
Supportive teacher behaviours include listening,
giving hints and encouragement, being responsive
to student questions and showing empathy for
students.
FACTORS INFLUENCING THE STUDENT’S
MOTIVATION
According to Carol Ames (1990, 1992), there are six
areas that can influence students’ motivation to
learn:
Task students are asked to do.
The autonomy students are allowed in working.
How students are recognized for their
accomplishments.
Grouping Practices. Evaluation Procedures.
Scheduling of time in the classroom.
THANK YOU ANY
QUESTION