Enhancing

Students’
Motivation to
Learn
 “
intro
by Nur Suria Hanna Binti Husin
 MOTIVATION
The driving force which helps us to achieve goals

Motivate students by making learning fun

Why we need students motivate ?

• To make student excited to learn

• Class full with motivated student is enjoyable for teacher
and students
• Make learning fun and inspire students to reach their
potential
 Brophy, 2010
Expectancy

Motivation
• An individual’s
judgement of their own
capabilities.
Value
• “Can I do this task?”

• Individuals belief’s about the

importance of something on
the reasons why they may
engage in certain taks.
• “Do I want to do this task,
and why?”
 How model helps teacher
to students’ motivation?

Ensure students can

perform the task at
hand successfully if Helps students
they expend the recognize the value
effort. of the academic work
at hand

Brophy, 2010
 HOW TO INCREASE EXPECTATIONS OF
SUCCESS

Teach Students to Help Students

Provide Set Reasonable Recognize the
Opportunities for Goals and to Assess Relationship
Success their Own between Effort and
Performance Outcome

Provide Special
Provide Informative Motivational Support
Feedback to Discouraged
Students
 1) Provide Opportunities for Success

Different assignments • Modify assignments for different students.

for students of varying
• Enables students to correct mistakes.
achievement levels

• Provide additional instructions

Varying instructional • Helps students who were having trouble
approaches
• Students need to be explained step by step

Process of learning • Develop the coping skill and sense of mastery

involve temporary failure • Contribute to their motivation
 Learning Goal Focusing on acquiring
knowledge or skills
2) Teach Students
to Set Reasonable
Goals and to
Assess their Own Develop new skills to
Performance Mastery Goal accomplish something
challenge

Performance Demonstrating skills

Goal and ability of students
 • Self-improvement and skill development.
• Positively related to students intrinsic
motivation.

Learning Mastery Performance

Goal Goal Goal

Sympathetic Give students

and Supportive rubrics
teacher
 Emphasized
3) Help Students students do well on
Recognize the study and
Relationship assignment
between Effort
and Outcome
Appreciate
Point out
students’
students’
improvement
improvement
4) Provide Informative Feedback

Return back students’ assignment

Let them know their answer are right

or wrong

Students pay attention more

Point out students’ strengths or

weaknesses
 5) Provide Special Motivational Support to Discouraged Student

Limited ability Poor

or learning performing
disabilities students

Need special Exhorts Teacher should

encouragement Ask student
students, know type of
and why it is
people learn at students in the
motivational happened
different paces class
support
Students will Give tips to
develop more students
confidence and
well-being
LETAK ARTICLE
 “
Strategies for Increasing the
Perceived Value of the Task
by Qodariyah Husna Binti Chairul Amri Pardede
Why kids behave in some classes
and not others?
 What are the challenges faced by teachers?
(Brophy, 2004; Eccles & Wigfield, 1985)

• Some students will invest little effort if they see no value in their
assignments.
• Teacher has to find ways to convince the students that the work has:

Intrinsic value Utility value Attainment value

Doing it will Doing it will Doing it will affirm their

self concept for
provide enjoyment advance their achievement,
personal goal understanding & prestige
 Model interest in
Provide
learning and
opportunities for
express enthusiasm
choice
for the material

Relate lessons to Include novelty /

students’ own lives variety elements

Strategies for Increasing the

Perceived Value of the Task
Provide
Provide extrinsic opportunities for
rewards students to
respond actively
Provide
Allow students to
opportunities for
create finished
students to interest
products
with peers
 Relate lessons to students’ own lives

• Learning about students’ lives

• Connect emotionally → motivate students to engage
• Well aware of need to relate academic tasks youngsters’ lives
 Provide opportunities for choice
• To ensure that learning activities connect to individuals’ personal interests
• Experience a sense of autonomy and self determination
• Develop self-reliance and challenge seeking behavior
• Increase students’ sense of ownership and self-determination, interest, and
enthusiasm

Topics Reading Methods of

of study materials assessment
Social Procedural
Activities
arrangement choices
 Model interest in learning and express enthusiasm for the material

• Important to keep students interested in learning

• How to model interest in learning ?

Talk about Other ways that

Books you
classes you you continue to
are taking are reading learn

• A research shown that it will make students perceive their classroom is

focused on mastering the rather than merely earning grades (Urdan &
Schoenfelder, 2006)
 Include novelty / variety elements

• Run activities that could generate a great deal of enthusiasm

• Make sure that something about the activity is new to the students, or at
least different from what they have doing recently
• Do not allow a steady diet of routine followed by routine assignment to
become ‘the daily grind’
 Provide opportunities for students to respond actively
Design lesson that:
• Appeal to the senses
• Require students to get up and move around

Have a gallery
walk
Solve questions / Ask questions to
problems individual students
or in pair
 Allow students to create finished products

• Gives meaning and purpose to assignment

Practice reading skills but rarely read

Practice mathematical procedure but rarely do real mathematics
 Provide opportunities for students to interest with peers

• “Motivation and learning are enhanced if students are allowed with one
another” – Sandy, Christina, Fred & Donnie
• Tips for enhancing positive peer interactions, (Ostrosky & Meadan,
2010):
Select materials that Include materials Provide visual cues in
are relevant to and activities that the environment that
children’s needs, promote social support and promote
interest & lives interaction social interaction
 Provide extrinsic rewards
• Behavior that is rewarded is strengthened and is therefore likely to
be repeated
• Support learning and for academic achievement
• Types of rewards:

Activity Tangible
Social rewards
rewards rewards
 Model interest in
Provide
learning and
opportunities for
express enthusiasm
choice
for the material

Relate lessons to Include novelty /

students’ own lives variety elements

Strategies for Increasing the

Perceived Value of the Task
Provide
Provide extrinsic opportunities for
rewards students to
respond actively
Provide
Allow students to
opportunities for
create finished
students to interest
products
with peers
Objective

Findings

Suggestions
 “
Motivating Underachieving
&
Disaffected Students
by Muhammad Amir Akram Bin Sabri
 ○ Definition of Underachievement is “Poorer than
MOTIVATING expected performance”
UNDERACHIEVING ○ In other words: Teacher expect a student to accomplish
& good work in classroom, as the student has all the
DISAFFECTED capabilities. In reality, that student can’t live up to its
STUDENTS own competences, and fails to deliver high quality
work.
○ Causes of Underachievement:
1) Fear of failure, fear of success
2) Lack of basic skills and study habits
3) Lack of opportunity in society
4) Inappropriate educational activities
 MOTIVATING
UNDERACHIEVING
&
DISAFFECTED
STUDENTS
 Sometimes, it may seem like this one has little to
do with academics or engaging students in
Inviting learning, but positive relationships and a warm,
Schools inviting school climate are perhaps the single
most important element to implement if you are
working to reach hard to teach students.
It’s important for everyone in the school to think
about how to connect with students and how to
create a positive climate and an emotionally and
physically safe environment.
 When you realize that people learn naturally from
Learning by the life they experience every day, it won’t
surprise you that the brain is set up to learn
Doing better through real experiences.
Many students request less bookwork and more
hands-on activities.
Building models and displays, field trips and
fieldwork, hands-on experiments, and craft
activities are all strategies that help students
learn.
Learning by Doing
 Higher order thinking requires that learners make
connections between new concepts, skills, and
Higher Order knowledge and previous concepts, skills, and
Thinking knowledge.
These connections are critical for building deep
understanding and for facilitating recall and
transfer, especially to new contexts.
Involving students in comparing and contrasting,
drama, and using metaphors and examples are
strategies to move quickly into higher order
thinking.
 Few people like being told what to do, but in
reality, we all have things we have to do that may
not be interesting to us or that we would not
Student Voice choose to do on our own.
& Choice Instead, provide students voice and choice. Let
them decide how they will do those things.
This doesn’t mean allowing students to do
whatever they want, but it means giving them
choices. Let students design learning activities,
select resources, plan approaches to units,
provide feedback about how the course is going,
and make decisions about their learning.
 Continuous Improvement takes skilled
guidance, direction, and coaching from
Continuous thoughtful teachers, who will place
Improvement emphasis on assessing frequently,
providing timely formative feedback,
coaching, motivating and nudging, and
monitoring of progress.
It is about strategically leveraging the
clear target and the detailed feedback to
improve performance.
 Making real world connections isn’t telling
Real World students how the content they are studying is
used in the “outside world.” It’s about students
Connections
using the knowledge in the authentic ways
people use the knowledge outside of school.
Effective strategies include finding community
connections, giving students real work to do, and
finding authentic audiences for work (think
project-based, problem-based, and challenge-
based learning).
 “
Motivation has been shown to be an important, if
not the most essential, element in academic
success. No matter how many tools student are
given are not motivated to apply them.
Teacher may serve as social agents, and they can
contribute to students’ intellectual and socio-
emotional experiences by creating a classroom
setting that stimulates students motivation and
learning.