Motivation is a fundamental element of students’ learning; teachers can assist in increasing and developing motivation for optimal achievement in the classroom. Through the facilitation of a supportive classroom environment, engaging learning experiences, goal setting and teacher enthusiasm, teachers can empower students to find joy and excitement in their learning.
Teacher’s motivational strategies are rampant to all schools. Erickson (1978) stated that not all students are motivated by the same values, needs, desires and wants. Some students are motivated by the approval of the others or by overcoming challenges. Therefore, students do not have the same perspective of what teaching strategies they experience. There are some whose opinion is different to others. Teachers must recognize the diversity and complexity in the classroom. Also, students are motivated in overcoming challenges for some people will give them recognition and when students are motivated, then learning will easily take place.
Stroet et.al. (2013) explained that this study specifically focused on teaching strategies that are aimed at supporting students’ need to feel autonomous. The teachers are the one who are supporting those students most especially in their studies. They need to feel that every student will learn how to be independent in terms of their study habit. Many teachers rely on controlling strategies instead using extrinsic rewards to encourage learning.
Though, only limited percentage of children has the interest to engage in any educational activities. (Land, 1983) says that the blame for this scenario is on the teachers whom he alleged present concepts to the students in way that forces students to regard the something that is alien, fearful and meaningless for the learners. The student might receive trauma from the subject because of the strategies that the teacher implemented and forces the student to do the said activities. There’s a possibility that while the child is growing up, he or she will continue to think that the particular subject can’t be learned and wont appreciate the subject along the way. In this scenario the child won’t really be motivated or even try to understand the subject because of the way they think of the practices that they will face in the teaching of the teacher.
Learning usually does not take place without motivation. In line with this thought, strategies in motivating learners should be explored as one of the essential variables for triggering learners’ motivation. Evidence suggests that teaching strategy influences important deficits from which children with an extrinsic motivation toward schoolwork suffer. This idea is due to students only do well for the sake of the rewards, grades, etc. (Boggiano and Katz, 1991).
According to Brock (1976), Cashin (1979) and Lucas (1990), it is necessary for teachers to work from students’ strengths and interest finding out why student are in your class and what are their expectation. In order to know the strategies that the teacher would choose to practice in their lesson, teachers should study the areas that the students are mainly in need of assistance and what are their strengths and weaknesses. Oftentimes teachers are also encouraged to give more positive feedback to the student for them to feel motivated to become an independent learner.
Teacher perceptions of their students’ ability or background can affect many aspects of teaching and learning outcomes. Their thoughts or mental images have about their students are being shaped by their background, knowledge, and life experiences. These experience might involve their family history or tradition, education, work, culture, or in their community. All of these and more contribute to an individual’s personal lens on how he or she views others (Rosenthal, 1994). According to Rosenberg (1980), effective teaching of any subject should provide learners with its own special products and processes which include concepts, generalizations, different methods of proof, and problem solving. In this case, the learners may have the possibility to conduct self-learning and be more motivated to do any challenge since the teacher is giving assessment that has methods that will trigger the learning mind and connect it’s thoughts to the educator’s practices and do the actual problems that is given.
These studies provide us with evidence of what motivational strategies teachers can use when motivating learners from the teachers’ point of view. However, if we desire to motivate learners more effectively, there is an area that should be explored, which is to know learners’ sentiment toward motivational strategies used by teachers in class. As has been noted, several studies suggested that students’ personal orientations and beliefs influence their motivation and performance (Reeve and Jang, 2006).
Teachers should present tasks in a motivational way to maintain student motivation. They can do this by making tasks interesting for students. Anderman (2010) suggests that teachers could make tasks interesting by using various types of tasks which could be challenging, include novel elements, and relate to the learners’ interests. In addition, Dörnyei (2001) also points to a number of strategies which teachers could use to make tasks motivating such as identifying the purpose of the tasks and attracting students’ attention to the content of the task. Poonam (1997) reported that teachers should concentrate on strategies to substitute threatening or frightening situations and tasks.
This present study is relevant due to a lack of information regarding motivational strategies from the learners’ perspective, and it will aim at filling in this gap in order to enable teachers to obtain a better comprehension of which motivational strategies are more effective from the learners’ perspective. The main thrust of the study was to find out the effect of the teacher’s teaching style or strategies on students’ performance. This study is designed to have a thorough knowledge on how teacher’s motivational strategies affect student’s performance and to figure out what recommendations are there to address the issue with regards to increasing student’s level of participation in class.
Statement of the Problem
This study is conceptualized to figure out teachers’ motivational strategies and to evaluate its effectiveness to students’ performance.
In particular, this study is intended to answer the following questions:
1. What are the motivational levels of students in learning?
2. What are the motivational strategies used by teachers?
3. What are the impacts of teacher’s motivational strategies to student’s performance?
4. What are the recommendations to increase motivation among student?