THE ROLES OF MOTIVATION DURING TEACHING AND LEARNING PROCESS
1.1 Overview
The importance of motivating students as part of the teaching-learning or education process has been highlighted by various authors and studies. In this study, the goal was to determine theroles of motivation in teaching learning process. Specifically, this study will focus on intrinsic motivation in terms of identifying the importance of intrinsic motivation and to determine the strategies used by the teachers to intrinsically motivate their students. It has been mentioned that intrinsic motivation is important in order to motivate individual from within their personal interest, desire and fulfillment.
Accordingly, one of the challenges educators face in teaching students is the ability to maintain learners’ interest in studying and the importance of motivating them in accomplishing their individual responsibilities and finish their studies. Most children have different learning styles and personalities but they all need to get involved in classroom activities and do their tasks before they can proceed to higher levels of educational attainment. This research focuses on teaching strategies in enhancing intrinsic motivation for it is deemed important for students to like what they are doing in school to be more productive, learn better, and pass assessments, find fulfillment, and succeed in the future. This chapter presents the research background, questions, objectives, purpose, and scope. In general, it presents the entire research process and what is expected in conducting this study.
1.4 Aims and Objectives
The broad aim of the study was to investigate teacher’s understandings and practices on the role of motivation in teaching learning process to learn in preschoolers and what factors influence these.
1.5 Research Question
This study addressed the following concerns:
1. What are teacher understandings of the role of motivation to learn in preschoolers?
2. What are teacher practices for enhancing intrinsic motivation to learn in preschoolers?
3. Are there differences in teacher practices and understandings of intrinsic motivation to learn in preschoolers?
4. What are the factors that influence teachers to resort to different motivational practices in the multicultural classroom settings?
It was expected to use qualitative as well as quantitative data to explore how teachers encourage internal motivation in their students towards their learning goals. In the first phase an exploratory survey was conducted. The design adopted a random sample of Class teachers (N>=30) from pre schools registered in the municipal council in. Participants were asked to answer brief questions on motivation and enhancing intrinsic motivatio/.
In the second phase three teachers were selected from the sample in the first phase and invited to participate in a video recording of their classroom practice followed by an in-depth interview to enable a deeper understanding and more detailed picture about strategies for supporting intrinsic motivation. Their interactions with children in their classrooms were observed. Accordingly, data gathered by the above mentioned methods in the two phases were analyzed qualitatively and quantitatively to answer the research questions.
1.6 Scope and Limitations
The review of literature revealed an increasing attention on motivation to learn since many decades. Whilst, examining a range of issues on motivation has already been pointed out, researched and implemented in the field of education, several pathways has guided to examine the teacher practices on enhancing intrinsic motivation in the present study.
Firstly the literature acknowledges that intrinsic motivation leads to higher quality task engagement and support the development of continuing intrinsic interest in the topic of activity in the class room (Brophy, 2004).When students are involved in learning activities, their goal must be to increase their knowledge and competencies, to understand more, and to master more complex issues. As a result individual can not fail but only improve or grow. Learning tasks offer teachers many opportunities to give positive feed back, enhancing the intrinsic motivation to learn.
Secondly, intrinsic motivation system, which has a powerful effect on children before they enter school and in activities outside of school, seems to disappear when they enter the class room (Stipek, 1998). Accordingly suggestions to teachers emphasize motivational strategies designed to encourage students to maintain or develop this perception (Brophy, 2004). Hence I consider the teacher practices and pedagogies on enhancing intrinsic motivation to learn is one of the momentous variables to examine.
Thirdly, the social aspect of motivation to learn explains how different facts that derived from the society affect the intrinsic motivation of a learner. Human beings do not act in isolation; their behavior is often strongly influenced by their associations with other people. However dynamics of classroom interactions is often an important feature in student motivation (Shores et al., 1993).
In this respect the classroom which currently promotes in many countries should take in to account as a contextual factor. According to Boekaerts, (2003) recognition of the dynamic aspects of motivation as well as the self-regulatory theory or goal-directed nature of student behavior is essential to a full understanding of motivational learning in different cultures and in multicultural classroom. Miller and Fuller (2006) suggest that today more than ever, preparation for diversity is essential for all teachers. Participants in their study reported increased confidence and comfort, preparedness to facilitate home connections with culturally diverse persons, and enlightenment of teacher roles/responsibilities beyond academic instruction.
Reference
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