Module 2: Learners’ Motivationxx

Lesson 1: Learners’ Motivation and Its Dimensions

Learning Outcomes:
1. Describe learners’ motivation to learn;
2. Distinguish intrinsic from extrinsic motivation;
3. Explain the Dimensions of Learners’ Motivation through students’ perspectives.

Introduction:
Greetings,
Welcome to Lesson 1. In this lesson, you are expected to observe learners and ask them
about their motivation to learn. You must delve into students’ perspectives to understand their
interests and what keeps them engaged in the class. You are provided with tables and instructions to
guide you in gathering information from the learners. In order to process your feelings and
thoughts together with linking it to practice, series of questions and situations are provided for you
to answer.
Enjoy!

Objectives:
I must be able to observe students in class and interview them about their motivation to
learn.
ACTIVITY:

Observation Guide
Observe a class. Spend some time observing their teaching-
learning interactions. Focus your attention on the students self-
determined participation and eagerness to learn the lesson. Interview
random students after class on what motivates them to learn. Fill-in
the diagram bellow.

Extra
points/additional
points
Engaging and fun Acknowledgeme
activities nt/appreciation

Rewards success Utilize Digital

Engagement
Tools

My Top 5 Motivators

Extrinsic Motivators Intrinsic Motivators

As per as my observation, there are some
group of students do the task in order to gain
rewards or to avoid punishment. For instance, I
observed 10 students who will do their
assignment just to avoid punishment.
Therefore, when we say rewards, punishment,
Inside the classroom where I was assigned to
observe, I found out that there only few
students who are intrinsic. What amused me
the most is that, those few students are indeed
beyond learners, they loved to read books not
to gain credits but rather to advance their
 gain extra credits are an example of extrinsic
motivators, by means of doing their assignment
just refrain from receiving a punishment and
by participating during class just to receive
rewards and extra credits.
vocabulary. I once asked them, how do find
studying interesting? What motivates you?
They answered me, apart from getting high
score, they can also learn, understand the
lesson more, and can do very well during the
test.

Observation Guide
Group students’ motivators into the following categories:
Extrinsic- the desire to do or achieve something
not so much for the enjoyment of the activity itself, but because
it will produce a certain result.
Intrinsic- the desire to do or achieve something
because one truly wants to and takes pleasure or sees value in
doing so.

Other comments:
 Both extrinsic and intrinsic are observed inside the classroom. When we say extrinsic
motivators, students only study just get extra credits, more like they do things for an
exchange which is somehow not totally good, but still can be solve depending on the
teachers’ strategies on how to lessen extrinsic motivators and develop a more intrinsic
motivator.

ANALYSIS:
Based on the students’ responses, try to classify their motivators into the Four Dimensions of
Motivation.

Competence Autonomy Value Relatedness

As per as the responses The observed student
of the students, I found somehow feels in
out there are less of control when students
them who are competent feel they have control
or confident. Those who over a situation and
are competent are their level of interaction
capable to master tasks with a particular task,
and obtain the various they are also more likely
skills needed for to be motivated.
success.
Students are also more Motivation to learn
motivated when they because of the desire to
find the topic relevant feel a sense of
and meaningful to their attachment to various
lives. Examples include facets of life
the use of
manipulatives,
movement, and real
world relevance and
application.

1. How similar or different are the motivation of learners you observed and interview on your
own motivation to learn?
 Our ways or style of motivation might change from time to time. This further explains as to
why my motivation greatly match at some certain part from others young learners I have
interviewed and observed. I cannot deny the facts when I was at their age, I am an extrinsic,
extrinsic motivation drives me to do the task just to skip possible punishment, and of course
back then, when I got perfect score I received three or four stars from my teacher, and I will
brag it to my mother and she gave me rewards for doing a good job in school. It is normal for
the other learner and me, we have different ways of motivating ourselves, but as the time
goes by, I became intrinsic which differ from the other learner also, my motivation to learn
and desire to constantly improve comes from within, I am interested to study with or without
credits, rewards, and acknowledgement. Just like the other learners, as they continue their
studies, their ways of motivation will change eventually. No one remains constant, changes
matter.

2. What do you think are the reasons behind these learners’ motivation? Why?
 All things happened with a reason behind on it. Now, these learners’ motivation may have
happened because of rewards or they are aiming something good. Mostly, as what I have
observed, they are motivated due to possible consequences they will get after not doing so,
implementing such punishment its either positive or negative it will greatly affect the
motivation of the students. It depends on how the teacher will train the child to stay
motivated and interested. In terms of real life situation, as they grow older, they develop the
ability to tell what matters to them and what does not, and as a result, they start to associate
motivation with relevant and worthwhile things.

3. Do you think that these students’ motivations can somehow be shaped by the teacher or the
school?
 According to Albert Bandura's Social Learning Theory, that observation and modeling play a
primary role in how and why people learn. Students at their age do not have enough strength
to learn by themselves, that is why the theory of Albert Bandura’s Social Learning Theory
 suggest that, through observation students can learn. In this aspect, the teachers play a vital
role in shaping these student’s motivation. Let us start with, competence. How can a teacher
shape one’s students’ competence? One strategy is scaffolding instruction through modeling,
where you provide supports to increase skills in which the student is weak and then over time
remove the supports (Blackburn, 2005). By means of scaffolding, it enables students to build
confidence by personal success. These are the examples of scaffolding supports include direct
instruction, modeling, visual support, and task analysis. Through these, those students who
are capable of doing the task will likely to be more motivated and increase self-competence.
Next is, autonomy. To, successfully shaped this kind of students ‘motivation, the teacher
should offer various ways to model knowledge. Differentiation and allowing for personal
expression and socialization towards their classmate is the key it includes poster presentation,
integration of technology, book reports, and dramatic interpretations. All of the learners’
motivation are shaped by the teacher, and the school including the interest and relatedness. It
differs on how the teacher address these motivations, and how will they integrate effective
strategies in order to put action to these differentiated learners’ motivation.

4. How can learners motivate themselves based on Self-Determination theory?

 Ryan and Deci's Self-Determination Theory, highlights that learners have three (3)
foundational intrinsic that can be actively that students have three fundamental innate needs
that can be actively intensified to escalate motivation, the need to feel related to
others(relatedness), the need to feel competent (competence), and the need to feel
autonomous (autonomy). This means that for learners to be motivated, they must be able to
satisfy their sense of responsibility for their actions, their capability and desire to produce
reputable outcomes, and their connections with others
5. Based on the learners’ motivation, describe the four dimensions of motivation.

 Competence- (Am I capable?)- The student believes he or she has the ability to complete
the
task.
 Autonomy- (Can I control it?)- The student feels in control by seeing a direct link between
his or her actions and an outcome. The student retains
autonomy by having some choice about whether or how to
undertake the task.
 Interest- (Does it interest me?)- In this motivation, the student has some interest in the task or
sees the value of completing it.

 Relatedness- (What do others think?)- Completing the task brings the student social reward
such as a sense of belonging to a classroom or other
desired social group or approval from a person of
social importance to the student.
ABSTRACTION:

Linking Theory to Practice

Here’s a quick review quiz to see how much you have learned about Self-Determination theory and
the Four Dimensions of Motivation. The questions are designed to get you thinking about how the
theory applies to your classroom
1. Teacher Ann always sees to it that every achievement of her students will be rewarded. She
prepares stickers, fancy applauses and a lot of praises to give whenever a student get a correct
answer in class. Which concept of Self-Determination Theory is being observed by Teacher
Ann?
a. Autonomy
b. Relatedness
c. Competence
d. Value
2. Based on Self-Determination Theory, humans are naturally driven to achieve self-
organization and what?
a. Purpose
b. Growth
c. Comfort
d. Affection
3. Coach Kiko hold an initiation rite to those who would wish to join the proud varsity team,
which dimension of motivation is being tapped by coach Kiko?
a. Relatedness
b. Competence
c. Control
d. Interest
4. Teacher Rajeb teaches his students how to sew using an electric sewing machine. He then
asks the students to make their own face masks. The students are eager to do the task given
by Teacher Rajeb, some students say that they will make mask for them and their families to
use. Which dimension of motivation is observed in Teacher Rajeb’s students?
a. Relatedness
b. Competence
c. Control
d. Interest
5. Teacher Corrie is an ICT teacher, she asks her students to create a Vlog and upload it using
her selected online platform. The students are excited and have multiple ideas for the Vlog’s
content and design. What dimension of motivation manifested by the students of Teacher
Corrie?
a. Relatedness
b. Competence
c. Autonomy
d. Interest
APPLICATION:

AS A FUTURE
TEACHER
Describe how you are going
to motivate learners’ in your
class.

Make a Lesson
You just finished Plan
Lessonthat
1. Get ready for the next Task!
will motivate your learners to
learn your lesson.
Module 2: Learners’ Motivation
Lesson 2: Teaching Approaches and School’s Initiatives to Motivate Students

Learning Outcomes:
1. Describe teacher’s approaches to motivate learners; and
2. List some school programs for the students to be motivated.

Introduction:
Hello Students,
Welcome to Lesson 2. In here you are going to look at the efforts and initiatives done by the
teachers and the school to keep the students eager and engaged in their own learning. You will be
observing and interviewing teachers as well as school administrators about how they organize the
school and curriculum to motivate learners. You will be guided with questions and tools in this
activity.
Enjoy!

Objectives:
I must be able to observe and describe teacher’s approaches that motivate learners. I will
also interview teachers and administrators about the activities and programs they initiate to
motivate the students.
ACTIVITY:

Observation Guide
Observe a class. Focus your attention on the teacher’s approaches to
motivate the students. Describe those approaches on the diagram bellow.

Approach 1
 Encourage Students- one of the role as teacher is to encourage every learner’s
to do better. As per my observation, this kind of motivation is quite familiar and
used, from most of the teacher yet it is one of the most effective motivators for
learners. Encouraging the students by giving credits for a job well done, for
participating, by giving rewards, and if the classroom is a friendly place where
students feel heard and respected, they will be more eager to learn.

Approach 2
 Draw Connections to Real Life- This kind of motivation was observed during
my observation, the teacher will teach them the purpose of the lesson, how it
can be use in a real-life situation. Relating the lesson to a real experience enable
 them to acquire meaningful learning. Driven by this motivation, the learners
will likely to be more engaged and participate the discussion.
Approach 3
 Get Them Involved- One way to encourage students and teach them
responsibility is to get them involved in the classroom, having learners’
involvement makes them feel like they belong and valued in spite of their
differences. Make students work in groups and assign each a task or role.
Giving students a sense of ownership allows them to feel accomplished and
encourages active participation in class.

Observation Guide
Interview teachers and school administrators. Ask about the school
programs and activities they conduct to motivate their students. Identify
those approaches on the diagram bellow.

School Programs and Activities

(List anywhere on this sheet)

TRIP DAY
SPELLING BEE
ANALYSIS:
Based on the gathered information, try to classify the intiatives based on the following
classifications. Fill in the table below
Teaching-Learning Student-Intervention Teacher Support and
Approaches Activityies/Programs Enhancement Programs
Group Learning Collaborative interventions:
Role-playing
Reading Session Reading aloud/ Peer reading The Reading Intervention
Programme (TRIP)
Game-based learning PE day- Tumbang Preso
Expeditionary learning
1. How do students respond to the teacher’s teaching-learning approaches?
 These aforementioned teaching-learning approaches has its positive impact or rather contribution
towards the learners, in improving their growth and learning. Additionally, student’s response to
these approaches very effectively, providing that this will ensure students engagement.

2. What make the teacher’s teaching-learning approaches effective in motivating learners? What make
it ineffective?
 What makes it effective is that, through group learning, reading sessions, game-based learning, and
expeditionary learning it succor the needs of the learners, because these approaches does not only
focuses on the cognitive aspects of the students but rather it focuses on affective, and psychomotor
aspect. Through group learning, it motivates the learners to participate with their groupmates
knowing that, they contribution matters, and will likely develop their affective domain through
understanding ones’ individuality and diversity within the group. Reading session, and what makes it
effective? Well, to be exact, through reading session, it addresses the non-readers students which
increases the students’ eagerness to read more and more with comprehension, that is the purpose
of implementing this program which “TRIP” this is to address those who have difficulty in reading.
Game-Based learning, it is effective since it is good for everybody. It promotes their physical
movement, it increases motivation, to not just sit and listen but rather to move and have fun while
learning. Expeditionary learning, it is also effective since it gives the students opportunity to
experienced greater things inside the school, for instance, science subject and the topic is solid,
liquid, and gas, in order to obtain desired learning, the teacher will let the students go outside but
with guidance of the teacher to explore what is solid, liquid, and gas. In that way, they are likely to
participate and collaborate. However, these mentioned approaches also has its disadvantage or
might be ineffective, but it greatly depends on the manipulation of teacher, how will the teacher
manipulates the approaches well, in order for it to be effective and less ineffective.

3. Are the school’s intervention activities or programs address the needs of unmotivated learners?
How?
  Yes, definitely. Upon implementing these activities or program, I am convinced that, they think of it
first whether to implement or not since the major priority of the activities/program is to address the
need of unmotivated learners. I can say that the implemented intervention is effective mainly
because, those unmotivated learners are now motivated, they participate, though sometimes talking
with their seatmates is unavoidable, and it is normal. Those students who slept during classes hour
are now interacting with the teachers.

4. How does the school support and equip teachers in helping students to be motivated?
 The teacher’s role in encouraging support of students’ autonomy, relevance, and relatedness of the
material escalates motivation to learn. Furthermore, the teacher’s ability to develop students’
competence, interest in subject taught, and perception of self-efficacy are all significant factors that
influence students’ motivation to learn.

5. How can you use the theories of Behaviorism to help teachers and school administrators motivate
learners?
 As a future educator, I will use behaviorism in the classroom through techniques such as positive
reinforcement, negative reinforcement, and modeling to encourage desired behaviors and promote
a positive learning environment. In order to motivate the students’ this behaviorism can help the
teacher, for instance when teachers reward their class or specific students with additional points or
special treat at the end of the week for good behavior throughout the week. The same concept is
used with punishments the teacher can take away certain privileges if the student misbehaves. I
through behaviorism, it can minimize the undesirable behavior that the students exhibit and will
encourage them to display a positive and desirable behavior.

ABSTRACTION:

Linking Theory to Practice

Here’s a quick review quiz to see how much you have learned about Behaviorism theories. The
questions are designed to get you thinking about how the theory applies to your classroom.
1. Which key concept of Behaviorism can help Teacher Lolit manage her class and help them to
be more engaged in the lesson?
a. Stimulus-Response
b. Operant Conditioning
c. Nomothetic
d. Reductionism
2. In Operant Conditioning which of the following method is advised in reducing and
eliminating unwanted behaviors like talking during lectures?
a. Praising students who are well behaved
b. Punishing the students
c. Praising the students who were talking
d. Giving the floor to the students to share their ideas
 3. Teacher Nestor is a school administrator, he would like to initiate an activity to motivate
students to participate flag ceremonies. Which of the following activities should Teacher
Nestor consider?
a. Giving reward to sections who comes first at their area for the flag ceremony
b. Asking late students to clean the area after the flag ceremony
c. Rewarding/praising sections with complete attendance regularly
d. Reprimanding section advisers who fail to compel their students to attend
4. Which of the following is a Neutral Operant when a student submitted a project before the
deadline?
a. Teacher giving less score to those students who submitted late
b. Teacher giving extra credit to the student who just submitted the output
c. Teacher being happy on what the student did
d. None of the above
5. Which of the following should Teacher Mildred use to lessen the unwanted behavior like
being late in class?
a. Reinforcement
b. Negative reinforcement
c. Punishment
d. Stimulus

APPLICATION:

AS A FUTURE
TEACHER
Make an intervention plan to
help learners get motivated to
learn.
You are halfway to finish Module 2. Get ready for the next Task!
Describe how you are going to
implement your intervention plan.

Sample Intervention Plan Format

STUDENT INTERVENTION PLAN

Learning Objective Intervention Method Description Expected Outcome
describe different Expeditionary Expeditionary is the Group common
intervention process of objects
objects based on their
participating in
found at home and in
practical experiences.
 characteristics (e.g. For example, in order school according to
to differentiate the its characteristics.
Shape, Weight,
objects based on their
Volume,
characteristics, the
Ease of flow); students might take
trip to a nearby nature
center.
classify animals Group activity Through group Create a graphic
activity it is a great organizer about
according to body
way to teach classifying animals
parts
collaboration. It is according to body
and use; also crucial to parts and use.
encourage both class
participation and
listening skills.
describe the position Demonstration/ Through observe, describe,
modeling demonstration and and
of a person or an
modeling, it
investigate the
object in relation to a motivates the
position
students to observed,
reference point such and follow. It and movement of
as chair, door, scaffolds learners to
achieve competence. things around them.
another person
describe sources of Direct instruction. tell a student the apply the knowledge
light definition of a term, of
or demonstrate a
and sound, heat and the sources and uses
process while they
of
electricity; and watch. You can use
all your creativity light, sound, heat, and
once they actually get
it electricity

relate the importance Project-Based Through poster express their

of Learning (Poster making, it allows concerns
making) learner to exhibit
surroundings to about their
understanding and
people
generate publicity surroundings though
and other living and provide poster making.
things; information.

Module 2: Learners’ Motivation

Lesson 3: Parents’ Involvement and Cultural Effects on Learners’ Motivation

Learning Outcomes:
1. Describe the role of parents in learner’s motivation; and
2. List some activities parents do to motivate their child to learn.

Introduction:
Hello Students,
Welcome to Lesson 3. In this lesson, you are expected to observe learners at their home and
interview parents about their child motivation to learn. You may conduct physical home visitation or
online observation and interview to conduct this activity. You will be guided with questions and
instructions to help you gather significant information about motivating learners to study even at the
comfort of their houses.
Enjoy!

Objectives:
I must be able to observe learners at home and interview their parents or guardians about
motivating the child to learn at their houses.
ACTIVITY:

Observation Guide
Observe a random learner at home, you may do so by actual
home visitation or via online video conferencing. Fill-in the table below.

STUDENT AT HOME
Temperament Behavior
Sanguine-Choleric As per as my observation, the
Childs’ temperament is sanguine-
choleric which is curious, creative,
spontaneous, impulsive, goal-
oriented, optimistic, and cheerful
Study Habits
While studying at home she can
be easily distracted. That is why
her parents, joined her and
encourage her to do the tasks
given.

Observation Guide
B. Interview the learner’s parent/s or guardian, you may do so by actual
home visitation or via online video conferencing. Observe the Free
prior and Informed Consent or FPIC of the parents and ask permission
before conducting the interview. Ask the following questions.
Parent’s Profile

Name (Optional): Age: 31 Civil Status: Married

Educational Attainment: College Graduate Ethnicity: Bisaya Religion: Roman Catholic

Work/Occupation: Roving Branch Accounting Associate Monthly Income: 15, 000

1. How is your child at home ma’am/sir?

 Upon observing my child, she is talkative in our home, friendly, and she’s very jolly. Though,
she displays undesirable behavior but I keep telling her that you should not do that, because it
is not good. She’s also a responsible ate.

2. How is he/she as a student?

 She’s participative, and eager to learn. One thing that the teacher complains is that, my
daughter is very talkative when she’s bored, and get easily distracted, but one thing also the
teacher likes about her, is that she’s very responsible, cheerful, and goal-oriented.

3. How do you help your child in his/her studies?

 Since, I have work and also her father. After I came home, I surely ask her how was your
school? Did you get perfect score? Did you behave well? And when she response yes, and
she will show me the score she got and it was my remedy, notwithstanding the pressure I got
from my work. I will also ask her, if she has assignment to do, and I will check her
notebooks, and will do a review to check if she really understood the discussion. Right after, I
will give her a sweet kisses and hugs, and a rewards.

4. How do you encourage your child to learn more?

 Being a mother is not an easy responsibility to undertake it requires a lot of yourself. As a
mother, I will keep on motivating my daughter to do well, and I am not a kind of mother who
controlled my mother I will let her do what she wants with limitations, and with my
permissions. Every night, I tell her that your grades, your education, and your hard work no
one can steal it from you, only you have the authority to manage it, so manage it well and be
responsible. I will also treat her every Saturday for doing well in school.

5. As a parent what is/are your expectations and aspirations for your child?
 I only expect my child to finish her education. I do not expect more from her, I just want to
see her prosper and to have a better life in a near future. Live a happy and kind life. And, will
let God be the center for all of her aspirations in life.
 ANALYSIS:
Identify characteristics of parents who motivates and nurtures their child to learn.

compassion Academic support

A sense of humor Teach Responsibility

Attunement Gives Credit

Describe how each of the following might affect the learner’s motivation and achievement.
Parent’s Involvement
Parental involvement is elucidated as a parent providing resources, being interested in, attentive to, and
providing emotional resources for a child (Guay, Larose, Ratelle, & Senecal, 2005). When parents are
involved in a child's home life, there is preeminent feasibility and likelihood for higher academic
motivation and achievement. What this means is, parents who are enthusiastically taking part in their
children’s education and provide a stimulating learning environment at home can help their children
develop feelings of competence, control, curiosity, and positive attitudes about academics.

Parent’s Culture
Parent’s culture can greatly affect the learners’ motivation and achievement, mainly because if a parents
are controlling their children, they are more likely to create extrinsic child because their might be scared if
they failed they will surely face consequence. If the culture of parents is more on encouraging their
children, supporting, and not let anyone told them what’s good for their child, then it can help their
children to develop competence, autonomy, interest, and also relatedness.

Parent’s Belief and Expectations

Parents’ beliefs and expectations also emerge to firmly influence children’s motivation. To illustrate, parents who
hold high expectations for their children’s learning, believe in their children’s capability and competence, lay
something bare them to new experiences, and encourage curiosity, tenacity, and problem-solving can succor their
children develop an intrinsic motivation to learn.

Parent’s Income
Parent’s income can also result in circumstance dissimilarity that may affect attainment and motivation.
Additionally, children from disadvantaged families tend to have lesser opportunities at home to foster
competence, encourage them to find interest or see value in learning, promote autonomous learning, or
develop social relationships that support and value achievement.
 Parent’s Educational Achievement
Parents’ own educational and skill levels seem to be a factor in children’s development.
The higher the degree the parents have obtained, the greater the support and encouragement
the student will received from their parents to complete a similar academic goal. But it does
not mean that those parents only have high possibility to have motivated and achiever
students, notwithstanding with the degree they have, those parents who are eager to help
their children to be motivated and do better in their studies, in spite of their educational
attainment is priceless. Educational background of parents is given, but a hands-on parents’
is more likely to develop a more intrinsic children

ABSTRACTION:

Linking Theory to Practice

Here’s a quick review quiz to see how much you have learned about Attribution Theory.
1. Heredity based on Attribution Theory locus is considered what?
a. External
b. Stable
c. Internal
d. Unstable
2. Parent’s Involvement to motivate the child in the concept of Endurance by Attribution
Theory is considered what?
a. Stable
b. Unstable
c. Global
d. Specific
3. Attribution theory perceives success and failures based on causal properties, which of the
following is NOT a causal property of Attribution Theory?
a. Locus
 b. Controllability
c. Endurance
d. Attitude
4. Based on attribution theory, in terms of endurance the parents’ cultural background is
considered what?
a. External
b. Controllable
c. Stable
d. Global
5. Which of the following approaches can parents better help to motivate the child to learn?
a. Giving reinforcements
b. Scaffolding child learning
c. Establishing high expectations
d. Paying a tutor for their child

APPLICATION:
 Congratulations!
You have successfully completed Module 2.
You finished the entire task given and shared
your understanding on the different theories discussed.
You are now ready to take on Module 3. Good luck!

References:

● Kober, Nancy and Usher, Alexandra. (2012). Student Motivation: An Overlooked Piece

of School Reform. https://files.eric.ed.gov/fulltext/ED532666.pdf

● Legault, Lisa. (2017). Self-Determination Theory. 10.1007/978-3-319-28099-8_1162-1.

● McLeod, S. A. (2018, January, 21). Skinner - operant conditioning. Simply Psychology.

https://www.simplypsychology.org/operant-conditioning.html

● Weiner, Bernard. (2010). Attribution Theory. 10.1002/9780470479216.corpsy0098.