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Techniques of Enhancing Learners Motivation B.ed Notes
According to Carol Ames (1990, 1992), there are six areas that can influence students’ motivation to learn:
- The assignment assigned to students: The level of our motivation in a given scenario is governed by our anticipation of success and the value of that accomplishment. We must analyse academic tasks to understand how they affect student motivation. For pupils, tasks may be both engaging and dull. And the importance of duties varies depending on the learner.
- Kids’ working autonomy: Giving students a variety of alternatives that assign useful duties to them while also allowing them to pursue personal interests. The balance must be perfect. Too much autonomy is perplexing, and too little is tedious. How kids should be acknowledged for their accomplishments: Students should be recognised for exceeding their own best, confronting challenging tasks, perseverance, and innovation. According to research, personal remarks increased attention, performance, attribution to the effort, and task participation. After grades and customary praise, ego-involved motivation (the desire to seem good or accomplish better than others) was larger.
- Grouping practises: How we relate to other individuals who are also interested in achieving a certain objective can have a significant impact on motivation. When the work requires complicated learning and problem-solving skills, cooperation outperforms the competition, especially for pupils with poor ability. The connection with peers that students value becomes a component of the learning process. Maslow’s desire for belonging is more likely to be satisfied, and motivation is strengthened.
- Assessment procedures: The more competitive evaluation and grading are emphasised, the more students will focus on performance objectives rather than mastery. Low-achieving pupils who have little chance of performing well or mastering the assignment may just want to finish it. How can teachers keep students from focusing solely on the grade or performing the task “just to get it done”? The solution is to place less emphasis on grades and more emphasis on learning in class. Students must comprehend the importance of the job or how the information will help them solve challenges. Self-evaluation is one method for emphasising learning rather than grades.
