Research
What is Motivation?
I begin my literature review by first getting to understand what motivation is and how it comes in in the educational setup. Motivation is depicted as the internal impulse that helps to bring us to complete a certain action (Cerdan, 2017); that compelling push that drives us to try and achieve what we set out to accomplish. It is defined as “a situation that gives energy to behavior, directs and sustain it” (Yilmaz, Sahin and Turgut, 2017). It is an important faction of life that causes us to actively look for resources that will help guarantee our success (Cerdan, 2017). There are, in fact, two types of motivation, the classification of which is dependent on what feeds this motivation. In this aspect there those that require conscious effort referred to as the secondary motives and those that we are born with which are referred to as the innate motivates. It is the secondary motives that help to keep one motivated to do activities and learn and these motives feed a type of motivation that is dependent on the individual’s culture (Cerdan, 2017). The two types of motivation are intrinsic and extrinsic motivation. Whereas they rarely ever occur as “purely intrinsic” or “purely extrinsic”, intrinsic motivation refers to being internally motivated to do something because you believe that it is important or because you enjoy doing it, while extrinsic motivation is the one that comes about as a function of a system of rewards and punishments (Cerdan, 2017).
Importance of Motivation in an Education Setup
To fully understand the extent of this problem, the reader must appreciate the importance of motivation in an education setup. To begin with, motivation is the key factor that determines a student’s learning and dictates their behavior (Tohidi, 2012). It does this by directing the student’s action towards a particular goal. Hence, it goes without saying that without motivation, the student will lack directionality in matters actualization of their educational purposes. Secondly, motivation determines the specific purpose towards which people strive to achieve. This affects the student’s choices in matters of academics and also when it comes to sacrificing other personal activities to focus on their goals. Therefore, without motivation, the student lacks directionality and a purpose for which they are going to school. Lastly, motivation increases the initiation and persistence of activities with particular emphasis on self-determination (Stirling, 2013). It is the driving force that pushes students to be consistent in their studies and strive to excel each time regardless of the circumstances around them. Without motivation, it is clear that the student will quickly show signs of disinterest in their academics and lack of zeal to want to learn. In a nut shell, motivation in education helps to improve persistence and effort, initiative, cognitive processing skills, and students’ overall performance (Cerdan, 2017).
To further support this argument, it has been shown through various studies that motivation in education affects the learning process of the students. This is in the sense that the lack of motivation in education can undermine the process of learning (Vero and Puka, 2017). It is a concept that requires positive input from both the teacher and their students. On the one hand, the teacher is tasked with the role of creating a climate that encourages learning,and depicting a positive attitude towards their job and their students in an attempt to encourage their student’s long-termsuccess (Vero and Puka, 2017). On the other hand, the student is expected to qualitatively process the knowledge that is impacted on them and to actively participate in matters of their education in order to improve their academics (Vero and Puka, 2017). It, therefore, goes without saying that one viable solution that could adequately resolve the issue of motivation in education is by way of increasing the amount of collaboration and communication forces that do exist between the students and their educators as the basic factor of motivation for learning (Vero and Puka, 2017).
Behavioral Cues that tend to suggest that a Student is Demotivated
Motivation has been shown to be an internal non-tangible factor and in order to assess the level of motivation of an individual; the likes of Rodriguez Moneoexplain that behavior can be an accurate barometer for motivation (Cerdan, 2017). Motivation is seen as being capable of eliciting many behaviors (Suhag et al, 2016) and hence, by way of measuring one student’s behavior and comparing it to other students or times of the day can be a reliable measure that can be used in checking on student’s level of motivation throughout the day (Moneo, 2009). Therefore, the behaviors that can indicate a student’s level of motivation can be summarized as preference, latency, effort, expressive indicators of emotions and persistence. In preference, choices that depict evasion of school work speak volume to the student’s level of motivation. In latency, the longer it takes for a student to accomplish a task that has been assigned to them, the less their motivation. In effort, the less the physical and cognitive resources invested in the task, the less motivation there is. In persistence, the sooner the student gives up on completing a task, the less their motivation and by way of acknowledging their expressive indicators of emotions, the well suited the instructor is at deciphering the level of motivation of their student (Moneo, 2009; Cerdan, 2017). This, in a nut shell, identifies the lack of effort and persistence, taking longer periods of time to accomplish simple task, depicting an easily frustrated-kind of attitude, and positioning matters of academics as the last choice, as the behavioral cues that tend to suggest that a student is demotivated.
Factors that affect Levels of Motivation in Learning
There are a number of factors, psychological, social and cultural,that have been identified as having the potential of influencing the levels of motivation in learning in both positive and negative ways. These factors include the likes of parental involvement in their child’s education, teacher enthusiasm, rewards, peer pressure, the learner’s environment, personal experiences, expectations, self-esteem, and interests of the student, and ability to self-regulation and determination of goals (Yilmaz, Sahin and Turgut, 2017). The factors bearing the most weight where influence on motivation is concerned includes the fields of teacher, the teachers’ classroom management skills, and their method of delivering the lecture to their students (Yilmaz, Sahin and Turgut, 2017).Those with less influence have been determine to include parental communication, the student’s characteristics and the field of study (Yilmaz, Sahin and Turgut, 2017). This discussion will, however, place focus on the specific factors that are at playin the learner’s environment that can affect their level of motivation and especially those that are way more relevant to the students’ level of motivation at this school. These factors include the student-teacher ratio, the lack of personal set goals, and the minimal employment opportunities that are available in the region.
- Student-teacher ratio
The student-teacher ratio is one factor that has grave impact on the student’s learning process. It is an important indicator of the quality of education that is offered in a school district aside from it being used as a tool to measure the teacher’s workload and the allocation of resources, especially in public schools (Children’s Educational Services, 2020). It is, however, more importantly used as an indicator of the amount of individual attention that the students are likely to receive (Children’s Educational Services, 2020). It has been shown through research that the smaller the ratio, the greater the academic achievements levels (Waita et al, 2016). This is by, one, helping to reduce the amount of class time that is used in settling disruptions that does occur during the class session (Baur and Stefaner, 2013). Lastly, with a smaller ratio the students are able to receive a lot more attention from their teachers and this alone can provide them with the fuel that they require to feed on their level of motivation where learning is concerned (EF Academy, 2020). This implies that the smaller the student-teacher ratio, the greater the potential for higher levels of motivation for the students.
- Minimal Employment Opportunities and Poor Backgrounds
As a consequence of the global economic recession over the past-decades, a lot more individuals have been subjected to the constant threats of job security. The situation is so dire that its effects are becoming manifest even in the younger populations as those still attending secondary school at grades 7-12. The perception of minimal employment opportunities being up for grabs has every citizen including students in all the various capacities feeling powerless and with no control over their futures. This alone is one factor that has been shown to significantly reduce work motivation (De Spiegelaere et al, 2014) and hence a factor that negatively affects the level of motivation to continue learning. Job insecurity is depicted as a factor that decreases intrinsic motivation, which, in turn, undermines job performance among other aspects of behavior (Shin et al, 2019).In addition to this, there is a lot of research done that tend to suggest that poverty is one factor that can contributes largely to student’s poor performances in their academics (Humble and Dixon, 2017). This is by way of projecting the family’s difficulties and the parent’s frustrations and consequent depression to their children which weights down on them depriving them of the motivation that they need to achieve greatness in their academics (Jensen, 2013).
- Lack of personal set goals
The ability to self-regulate and determine personal goals has been identified as one factor that has the potential to affect the level of motivation that is depicted by the students. Motivation is seen as a critical component of learning that prompts the students to become more involved in their academic activities. This is by way of setting up goals and engaging in activities whose objectives provide enough motivation to warrant taking on the much needed move and action. In this sense, by way of setting up personal goals, the student is able to show that they are driven by some sort of motivation to want to want to achieve something, and through their goals, they are able to derive enough motivation to actually achieve their desires. According to Suhag et al, “motivation leads behavior to specific goals. It sets specific goals that people strive for, and, thus, influences the choices of students” (2016). This implies that motivation has the ability to increase effort and energy that will determine whether a student will pursue a task that is difficult with more enthusiasm or lifeless attitude. This way, without proper and clearly outlined goals, the student will lack the energy that is needed to see some tasks through, and will fail to put in more efforts to actually get their student’s assignments done. This depicts that the lack of personal set goals, therefore, negatively affects the level of motivation that is depicted by the student as they become devoid of effort and energy in relation to assuming certain tasks that are assigned to them.
How to Improve Student’s Motivation in Learning
From the research, it is clear that the teacher factor is the most influential of all other factors when it comes to determining the level of motivation that is depicted by the students. In order to improve on the student’s level of motivation, there is need to improve the communication and collaboration between the teachers and their students (Vera and Puka, 2017). In addition, it will be necessary to employ qualified teachers who are ell-motivated and satisfied with their job specification. This is a viable solution because through thorough research it has been established that “the more enthusiastic, motivated and qualified teachers are in teaching and evaluating, the greater the capacity to increase learner’s motivation to learn” (Williams and Williams, 2011). This argument is further supported by the fact that it is the teacher’s morale and motivation that has a more positive effect on the academic achievement of the students (Abazaoglu and Aztekin, 2016).The teachers could be motivated by way of offering them “non-monetary incentives like recognition and respect, good accommodative school climate, and good school leadership” (Wadesango, Kurebwa and Wedhe, 2016) so as to enhance their motivation to do their job and consequently increase the student’s levels of motivation to learn.
The teachers could also consider the use of teaching techniques such as the use of formal lesson plans, effective use of elaborations, providing students with counselling sessions, de-emphasizing grades, promoting active participation, and using positive emotions to help increase their students’ level of motivation in learning (Tanveer et al, 2012). The students could also be enrolled in a motivation program that will help them in acquiring some sense of directionality in matters of their academics and in so doing, help to boost their level of motivation in their education (Saeed and Zyngier, 2012).
Causative Analysis
From the evidences gathered so far, it is clear that the main causes of the lack of motivation among the students attending the school in question are, the high student-teacher ratio at the school, the minimal employment opportunities that are available in the region, the poor backgrounds for up to 99% of the students in this school, and the lack of personal set goals by the students. The high student-teacher ratio denies each student enough time to engage with their teachers and this deprives them the ability to be motivated personally by their teachers to excel in their academics. In addition to this, the idea of lack of effective and substantial communication and collaboration between the teacher and the students can be seen here as an additional factor that is to blame for the low levels of motivation depicted by the students at the school. Given the fact that the community lives under substandard living conditions and couple with the fact that 99% of the students are from economically disadvantaged families, these factor in poverty and its associated despair as a potential viable explanation for the low levels of motivation depicted by the students. It also builds on the idea of job insecurity and the perception of minimal employment opportunities in the region as causes of the problem since they are factors that affect behavior by way of undermining job performances and with it levels of motivation.
Solutions
Problem Statement
The problem to be solved in this research project is that the level of motivation for high school students in the selected work setting to accomplish their academic task is deficient.
The solution that could be implemented in an attempt to address this research problem is the use of a motivation program where all the students that will agree to sign up for the research project will be taken through a week-long extensive and comprehensive motivational program. The program will make use of one keynote speaker who will speak to the troublesome areas that deprive the students of their intrinsic motivation to want to excel in their academics. The program will also encompass a separate learning and motivational program for teachers that will be designed to increase their enthusiasm and motivation to carry on with their duties. They will be educated on the teaching strategies that they can make use of in an attempt to create a good learning environment for their student which will foster communication and collaboration between the teachers and the students. This separate program will also be done by the same key note speaker in the following week after the completion of the students’ motivational program.
I believe that my position as the school’s career specialist makes me the right focal person to oversee the execution of the program. This is because it is the future of the students that is of concern here since their level of motivation to learn is being nursed so that they can achieve greatness. By way of providing my insight on how they can get to their dream jobs, I will be able to add on to their idea of directionality in dealing with their academics and in so doing, help them to derive some form and level of motivation to complete their academic tasks.
Onto the specifics of the program, it will require to be carried out within two weeks only during the school’s office hours and on week days. The students and the teachers that will enroll in the program will require some pens and notebooks to help them note down the important take away messages. The program will not require a lot of staff to manage the event as the teachers will be present to help in maintain discipline for their students during the course of the program. There will be no need to hire a hall since the program can comfortably be held in the school’s hall. The keynote speaker will require a microphone and a computer system with a projector to augment his manner of delivery. He could also make use of maker pens and a whiteboard to jot down illustrations if need be. These are materials that can easily be acquired from the school’s store. The only items that call for a little bit of money is in printing of the questionnaires and the discussion guides to be used in collecting data for the research project. This part of the program would not cost much as the printing and photocopying services could be outsourced to the school at a subsidized cost. All these factors considered the idea of a student and teacher motivational program is the feasible solution that would best fit this research work setting.
In studying the selected solution, I will carry out thorough research on how best to structure the programs and on the content to add to the lecture points so as to ensure that all bases are covered. I would research on the effective practices that could be suggested to the students to implement as a way of helping to motivate them.
Weekly Plan of Action
| Weeks | Tasks |
| Week 1 | To familiarize with the work setting. |
| Week 2 | Begin the data collection process by gathering evidences that point to the existence of the problem including reviewing the district test data, the school records and observing the student’s behavior while at school. |
| Week 3 | Enroll participants to the project: both students and teachers alike.
|
| Week 4 | Conduct group discussions with the students who are willing to participate in the project as a way of deducing their future plans and dreams. |
| Week 5 | Prepare for the execution of the program by way of acquiring all the needed materials and booking a keynote speaker for the program.
Conduct thorough research on the ideals and content to be added to the program so that they meet the needs of the audience. |
| Week 6 | Conduct Part A of the motivational Program: Student’s Motivation Program |
| Week 7 | Conduct Part B of the motivational program: Teacher’s Training and Motivation Program |
| Week 8 | Administer the Project Evaluation Questionnaire to all the participants and analyze the data collected to deduce the success rate of the project. |
| Week 12 | Administer the Student Questionnaires |
References
Abazaoglu, I. & Aztekin, S. (2016). The Role of Teacher Morale and Motivation on Students’ Science and Math Achievement: Findings form Singapore, Japan, Finland and Turkey. Universal Journal of Educational Research, 4(11): 2606-2617
Baur, D. & Stefaner, M. (2013). Class Size & Student-teacher ratio. OECD. Retrieved from https://gpseducation.oecd.org/revieweducationpolicies/#!node=41720&filter=all
Cerdan, A. G. (2017). The Importance of Motivation: What is it and tips to promote it. Retrieved from https://blog.cognifit.com/importance-of-motivation-learning-tips/
Children’s Educational Services (2020). How important is the Student-Teacher Ratio for Students? Retrieved from https://www.ces-schools.net/important-student-teacher-ratio-students/
De Spiegelaere, S., Van Gyes, G., De Witte, H., Niesen, W., & Van Hootegem, G. (2014). On the Relation of Job Insecurity, Job Autonomy, Innovative Work Behaviour and the mediating effect of Work Engagement. Creat. Innov. Manag,23:318–330
EF Academy (2020). 10 Benefits of Small Class Sizes. Retrieved from https://www.ef.com/wwen/blog/efacademyblog/10-benefits-small-class-sizes/
Humble, S. & Dixon, P. (2017). The Effects of Schooling, Family and Poverty of Children’s Attainment, Potential and Confidence-Evidence from Kinondoni, Dar es Salaam, Tanzania. International Journal of Educational Research, 83: pp. 94-106
Jensen, E. (2013). How Poverty Affects Classroom Engagement. Faces of Poverty, 70(8): 24-30
Moneo, R. M. (2009). Motivate to Learn in Academic Situations. In G. Romero and A. Caballero (Eds), The Crisis of the educating school. Barcelona: Laertes.
Saeed, S. & Zyngier, D. (2012). How Motivation Influences Student Engagement: A Qualitative Case Study. Journal of Education and Learning, 1(2): 252-267
Shin, Y., Hur, W., Moon, T. W., & Lee, S. (2019). A Motivational Perspective on Job Insecurity: Relationships between Job Insecurity, Intrinsic Motivation, and Performance and Behavioral Outcomes. International Journal of Environmental Research and Public Health, 16(10): 1812
Stirling, D. (2013). Motivation in Education. Aichi Universities English Education Research Journal, 51(72)
Suhag, A. K., Larik, R. S. A., Tagar, A. A., & Solangi, S. R. (2016). Student Academic Motivation of Secondary Schools of Kharpur Mır’s, Academic Research International, 7(1), 100-109.
Tanveer, M., Farooq, M., Ammar, M., Shahid, D., & Hassan, A. (2012). Influence of Teacher on Student’s Learning Motivation in Management Sciences Studies. American Journal of Scientific Research, Issue 67: pp. 76-87
Tohidi, H. (2012). The Effects of Motivation in Education. Procedia-Social and Behavioral Sciences, Vol. 31: 820-824
Vero, E. & Puka, E. (2017). The Importance of Motivation in an Educational Environment. Formazione & Insegnamento, 15(1): 57-66
Waita, J. K., Mulei, O. K., Mueni, B. K., Mutune, J. M., & Dr. Kalai, J. (2016). Pupil-Teacher Ratio and its Impact on Academic Performance in Public Primary Schools in Central Division, Machakos County, Kenya. European Journal of Education Studies, 1(3): 37-68
Wadesango, N., Kurebwa, M., & Wedhe, B. (2016). The Effects of Motivation on Pass Rate of Students. International Journal of Educational Sciences, 13(2)
Williams, K. C., & Williams, C. C. (2011). Five key ingredients for improving student motivation. Research in Higher Education Journal, 12(1), 11-12.
Yilmaz, E., Sahin, M. & Turgut, M. (2017). Variables affecting Student Motivation based on Academic Publications. Journal of Education and Practice, 8(12): 112-120
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