Use of Motivation in teaching-learning process

7/28/2019 Use of Motivation in teaching-learning process

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Prepared by:Christine C. Garcia


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The learner must be

motivated

The phrase above is

said to be the basicprinciple of teaching-

learning process. One

aspect of the teachingfunction that needs

attention is motivation.


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According to Ruch,

"motivation meanscomplexes of internal

conditions which serve to

direct the organism toward

specific goals."


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Hilgarddefines motivation as:"something that incites

the organism has been

aroused.


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Morgangives thefollowing words:

as synonyms ofmotivation-wants,

strivings, desires, needs,motives, goals, aspiration,

drive, wish, aims, etc.


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Motivation may also

be defined as behavior

instigated by needs

within the individual and

directed toward goals

that can satisfy the needs.

Motivation may also be

regarded as explanationfor action which

influences behavior in

many ways.


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These are external stimulus to

action. This type of motivation is

based on incentive. The motivation

comes from outside the individual,

that is, from the external

environment.


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Arise from the individuals genuine

desire to learn because he realizes the

benefits he will derive from what he willlearn. An intrinsically motivated

individual is said to be self-motivated, is

an internal stimulus that a arouse one to

action. It is based on motive, which is

always intrinsic.


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CLASSIFICATION

OF MOTIVES


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Biological and physiological

drives

These are innate or inborn stimuli

such as the desire for food, water, shelter,and other comforts of the body. In the

hierarchy of motives, biological drives arethe lowest but the most important.


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Psychological

drives

These are social drives which are

acquired, learned or derived.


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Creativity or

self-actualization drives

These are general or unconscious drives or

motives. The desire to do something not out of

necessity but simply the urge to achieve

something exceptional for the good of humanity

is self-actualization.


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MOTIVATION PRINCIPLES

Learning under intrinsic motivation is

better than learning under extrinsic

motivation.Goal-setting is an important

motivational aspect of learning.

Successful experiences are important

motivations for all students.


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MOTIVATION PRINCIPLES

Feedback about the progress being

made by the students can be an

effective motivator.Using learner interest as a motive is

important in classroom learning.

Learning under control of reward is

better than learning under the control

of punishment.


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MOTIVATION PRINCIPLESMeaningful materials and tasks are

more successful motivators than tasksthe learner does not understand.

Success generally increases the level

of aspiration and achievement of thelearner, whereas failure tends to lower

the level of aspiration.


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MOTIVATION PRINCIPLESThe teachers expectation of the

learners performance influence the

latters achievement.

Group competition, cooperation, and

support are more effective motivatorsthan individual competition.


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MOTIVATIONAL CYCLEMotivation goes through a cycle.

The first stage starts with a need which turns into a

motive. Then tension or stress arises. The second

stage is action. The motive spurs the individual into

action and the activity continues until the motive has

been satisfied and the goal achieved.


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Then the third stage starts, which is the

satisfaction of the individual. Tension vanishes

and stability or equilibrium takes its place.

This is called homeostasis, which is the

absence of tension and satisfaction, stability

and equilibrium characterize the individual.

If there is another need or motive arising, the

motivational cycle starts all over again.


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Use of Motivation in teaching-learning process