IMPACT OF MOTIVATION ON STUDENTS CLASSROOM LEARNING Commented [U1]: Students’

AT SECONDARY LEVEL

ALIA HASSAN

Student ID # 12721

M.Phil –Education

Department of Education

Date of Submission: 1-12-18

Supervisor: Dr Muhammad Sir Asif khan

Qurtuba University of Science & Information Technology

D.I Khan / Peshawar, Khyber Pakhtunkhwa.
 Research ProposalCertificateby Supervisor

IMPACT OF MOTIVATION ON STUDENTS CLASSROOM LEARNING AT SECONDARY

LEVEL

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Submitted by

ALIA HASSAN 12721

(Scholar Name) (Scholar ID.)

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Literature Review

Research Methodology

References

Appendix

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signed by supervisor or incomplete.
 Self Assessment Report by the Scholar

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Format of Thesis in APA

Cover and Title Page

Certificate from Supervisor

Table of Contents

Language & Grammar

Problem Statement

Purpose/ Objective of the Study

Theoretical Framework

Research questions/Hypotheses

Significance of the Study

Delimitations / Limitations

Definition of Terms

Literature Review

Research Design

Sampling

Variables

Methods of Data Collection

References in APA Format

Appendices

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 TABLE OF CONTENTS

1 INTRODUCTION

1.1 BACKGROUND OF THE STUDY……………………………………………………………………………………..1

1.2 STATEMENT OF THE PROBLEM……………………………………………………………………………………1

1.3 OBJECTIVES…………………………………………………………………………………………………………………2

1.4 SIGNIFICANCE OF THE STUDY…………………………………………………………………………………….2

1.5 HYPOTHESIS……………………………………………………………………………………………………………….2

2 LITERATURE REVIEW…………………………………………………………………………………………2

3 RESEARCH METHODOLOGY……………………………………………………………………………….5
3.1 NATURE OF THE STUDY………………………………………………………………………………………….……5
3.2 POPULATION………………………………………………………………………………………………………….…..5
3.3 SAMPLE……………………………………………………………………………………………………………………...5
3.4 TOOLS OF DATA COLLECTION…………………………………………………………………………………....5
3.5 DATA ANALYSIS……………………………………………………………………………………………………….….6
3.6 VALIDATION AND RELIABILITY…………………………………………………………………………….….….6
3.7 LIMITATION……………………………………………………………………………………………………………..…6
3.8 DELIMITATION……………………………………………………………………………………………………….…..6

REFERENCES…………………………………………………………………………………………………………..7
 INTRODUCTION Commented [U2]: Check font

1.1 BACKGROUND OF THE STUDY

Education system consists of two integral personalities and they are the teacher and the students.
Different philosophers** gave central position to the students. So it is really necessary to understand Commented [U3]: Check font
those factors which nourish the child’s achievement. As a gardener must know which soil is more Commented [U4]: Give reference
suitable to the plant and how much water should be required by plant? Similarly a teacher must know Commented [U5]: Replace with “promote”
how a child learn, how the factors like motivation and readiness facilitates the teaching process (Asifa Commented [U6]: Learns
Rehman). Commented [U7]: facilitate

Motivation is the very heart of the learning process. Adequate motivation not only sets in motion the Commented [U8]: also give year

activity which results in learning, but also sustains and directs it. It has been stated, “Motivation arouses
interest, interest is the mother of attention and attention is the mother of learning. Thus to secure
learning you must first catch the mother, grandmother and great grandmother” (Aggarwal, 1994).

Learning is the acquisition of knowledge through teaching and self exploration. Learning can happen at
any age but the speed of learning depends upon the motivation of the learner. (Simon smith, 2017)

Learning and motivation goes side by side without motivation learning can’t take place effectively.
Motivation is the backbone of learning.

Motivation is an extremely important and necessary approach for learning. It stimulates and increases Commented [U9]: not suitable word , change it
the behavior of learner. We can see a desirable change only in the behavior of a learner when they are Commented [U10]: how behavior could be increased?
properly motivated. Nobody can achieve their goal without motivation (Aggarwal, 1994).

The fundamental aim of motivation in classroom is to facilitate learning. Learning is an active process
that needs to be motivated for targeted end. Learning is self-initiated, but it must be aided by motives
so that the learner will persist in the learning activity. A motive is valuable in all work as motives make
for readiness. The greater the readiness, the greater will be the attention and the desired goal will be Commented [U11]: What is your point ?
easily achieved.

Motivation helps the pupil to concentrate on what he** doing and what’s an effort should be taken to Commented [U12]: Add “is”
gain satisfaction. Motivation gives direction to the learning (Puja mondal). Commented [U13]: Why an a apostrophe ?
Commented [U14]: Add the year also

1.2 STATEMENT OF THE PROBLEM

In Pakistan we are facing problems related to motivation in the learning process. There are many
schools in which the learners are not properly motivated towards learning as a result students are not
taking interest in studies, dropout rates are high, students suffer from anxiety etc. Research on
motivation has shown that motivation has a great impact on students learning. Therefore the study will Commented [U15]: If it is already done then what is the need
of this study?
be conducted on the topic “Impact of motivation on student’s classroom learning” that a proper
motivation tends to improve students educational outcomes. If learners are not properly motivated to
support the type of schedule and activities a teacher has planned, it can slow down the functioning of
the learning process as well as limit how students learn.** Commented [U16]: This is not impressive nor convincing,
better improve it
1.3 OBJECTIVES
 i. To investigate the effect of motivation on students classroom learning.
ii. To identify the factors which stop the students learning.
iii. To find out the factors which enhance student’s motivation. Commented [U17]: Very weak objectives

1.4 SIGNIFICANCE OF THE STUDY

School is the basic unit where an individual learn many skills. For learning motivation play a vital role,
without motivation learning cannot take place. The selection of this topic for research is to provide
information about motivation, which has a meaningful effect on students learning, personality and other
skills. This research is also contributed to:

i. Help the teachers to motivate their students to develop their interest in learning.

ii. To give recommendations about motivation in teaching learning process to make the students
more effective.

iii. Help the teachers to know which factors enhance motivation.

iv. This study would help teachers to develop the motivation of acting and strengthen the
tendencies of students. Commented [U18]: What does this mean?

1.5 HYPOTHESIS
i. Learning is not possible without motivation of students
ii. Many factors effects the students learning Commented [U19]: Change their wordings and put them in
correct form; for example “There is no significant statistical
difference on time management practices between male and female
university teachers.”

2. LITERATURE REVIEW

David Myers (1996:297) stated that “motivation as a need or desire that serves to energize behavior and Commented [U20]: No need to mention the page number
to direct it towards a goal.” According to this definition motivation is a force which pushes you to Commented [U21]: As or “is”
complete a task. Harmer writes in his book “English Language Teaching” Motivation is an internal force
which compels someone to put his effort to achieve a particular goal (Harmer, 1988:51). Commented [U22]: As U20

According to Suhag et al. (2016), motivation has several effects on the learning and behavior of
students: Firstly, motivation leads behavior to specific goals. Motivation sets specific goals that people
strive for and, thus, influences the choices of students. Motivation also increases the effort and energy
to determine whether a student will pursue a task that is difficult with enthusiasm or lifeless attitude.
Motivation will be an important factor affecting the learning and success of the students by affecting the
initiation and continuity of the activities, increasing the time of the students' duties. Motivation affects Commented [U23]: Replace this with some better word; like
how information is processed and how it is processed as it increases the cognitive processing process study hours etc

and, thus, motivated students get more inclined to understand and examine material than to observe Commented [U24]: Too much of repetition Rephrase this
sentence
learning movements just superficially.
Commented [U25]: What are learning movements???
Motivation is a critical component of learning and plays a very important role in helping students
become involved in academic activities. Motivation is defined as a situation that gives energy to
behavior, directs and sustains it. This includes goals and activity requiring that the objectives provide
motivation to move and action. Action requires effort and insistence to operate for a long period of
time. Motivation involves a set of beliefs, perceptions, values, information and actions that are totally
related to each other. Motivation can lead to many behaviors and it is important to understand the
importance of motivation in an educational setting (Suhag, Larik, Tagar and Solangi, 2016). Commented [U26]: Seems familiar, these are not you words,
put this in your own words other wise it comes under plagiarism

2.1 IMPORTANCE OF MOTIVATION

Motivation is an ultimate source to move a person towards achieving an objective, when it comes to
education its importance increases. Without motivation learning is not possible. The students need to
get motivated for effective learning. Motivation speeds up the learning process and drives the students
towards their goal. It provides you the strength required for completion of a task (Asifa Rehman, 2013). Commented [U27]: Avoid using second person

2.2 FACTORS ENHANCE STUDENTS MOTIVATION

It is important to discuss some factors which enhance student’s motivation:

2.2.1 Adopt a supportive style

Teacher’s guidance is important for students and that guidance motivate and develop the interest of
learning. Teacher allows student to select any assignment and teacher guide the students for doing the
assignment. When students do their assignment it can give them a sense of control and they are
motivated.

A supportive teaching style that allows for students autonomy can foster increased student interest
enjoyment, engagement and performance. Supportive teacher behaviors include listening, giving hints
and encouragement, being responsive to student questions and showing empathy for students (Reeve
and Hyungshim, 2006)

2.2.2 Guidance

In a learning environment developing motivation is a difficult task for the teacher considering that every
student learns differently and every student is diverse in their own ways. But students expect the
teacher to guide and encourage them in a constructive manner (Shadlyn, 2004). Teachers’ instructional
choices can make a positive impact on student motivation. “In the formal world of the classroom,
teachers hold an extreme position of power” (Vialle, 2000). Teachers play a vital role in influencing
student’s motivation. “Effective schools and effective teachers are those who develop goals, beliefs, and
attitudes in students that will sustain a long-term involvement and that will contribute to quality
involvement in learning” (Ames,1990).

2.2.3 Make your lessons relevant.

Research suggests that students display greater enthusiasm and interest for a course if they can relate
the content and course activities to their daily lives. Relate learning goals to the student’s experience.
Ask students to state learning objectives in terms of their own life goals (Wlodkowski, Ginsberg, 1995).
By connecting the material to real-world experiences or their educational goals, either through
examples or in-class activities, you will deepen their understanding of the material and allow the
students to see the value of what they are learning (Callahan, 2010). Relevance promotes motivation
that is, helping students to see how skills can be applied in the real world (Linda, 1994).

2.2.4 Collaboration

Vygotsky (1978) theorized that communication and collaborative group work can enhance individuals’
thinking and learning. Students can share learning strategies and perspectives with each other through
social interaction. Collaboration seems to work best when students depend on each other to reach a
desired goal, when there are rewards for group performance, and when students know how to work
together effectively (Driscoll, 1994).

2.2.5 Constructed Meaning

Value-related valences are associated with the construction of meaning. If students perceive the value
of knowledge, their motivation to learn increases. Setting a meaningful goal for students is an important
factor to promote motivation. Students should be given the opportunity to construct meaning in text as
well as to build a rationale for the meaningfulness of literacy activities (Turner & Paris, 1995).

2.2.6 Incentives motivate learning.

Incentives include privileges and receiving praise from the instructor. The instructor determines an
incentive that is likely to motivate an individual at a particular time. In a general learning situation, self-
motivation without rewards will not succeed. Students must find satisfaction in learning based on the
understanding that the goals are useful to them or, less commonly, based on the pure enjoyment of
exploring new things (Weller, 2005). Commented [U28]: This portion shows high index of
plagiarism , avoid cut past change this into your own words with
reference

3 RESEARCH METHODOLOGY

3.1 NATURE OF THE RESEARCH

It is descriptive type of study. It concerns itself with present phenomena in term of condition, practices, Commented [U29]: Use future tense as it is a proposal
beliefs, process relationships or trends are variously termed as descriptive survey. It consists of Commented [U30]: Don’t explain what is a descriptive survey
collecting, analyzing and interpretation of data. The research tool will b questionnaire. The Commented [U31]: be
questionnaire has three types of options:

i. Yes/No/To some extent

ii. Ask teachers to give suggestion in questionnaire ** Commented [U32]: where is the third option?

3.2 POPULATION

The population of the study comprised of female teachers of Government secondary school level at Commented [U33]: Will comprise
district Malakand.

3.3 SAMPLE

A total number of 20 govt. schools will be selected randomly. Twelve teachers from each school were Commented [U34]: Shows that it is a cut paste activity,
plagiarism is a serious crime and you have to produce a certificate
selected randomly as a sample. So, a total of 120 teachers will **selected from the concerned schools as that your document is with is the limits
a sample.
Commented [U35]: be

3.4 TOOLS OF DATA COLLECTION

Questionnaires will** administer among teachers belonging to the different schools in order to collect Commented [U36]: put “be”
the relevant data for the study. These questionnaires will **prepared by studying the review of the Commented [U37]: as U36
related literature and also by discussions sessions with supervisor. Commented [U38]: this preparation of tool which in not
required

3.5 DATA ANALYSIS

The data collection will be tabulated, analyzed and then interpreted. The data will **analyze through Commented [U39]: as U35
percentage. Conclusion and recommendations will be drawn on the basis of data accordingly.** Commented [U40]: what statistical test would you use?
mention
3.6 VALIDATION AND RELIABILITY

Pilot testing will be used for validation and reliability of questionnaire. The questionnaire will be
improved in the light of feedback given by respondents.

3.7 LIMITATION

i. Budget is one of the limitations in conducting the research.

ii. Respondents sometimes do not respond with full attention which may affect the result of the
research. Commented [U41]: cut paste

3.8 DELIMITATION

The study is delimited to:

 i. District Malakand only
ii. Only female teachers were taken as respondents for this study. Commented [U42]: use future tense, Cut Paste

3.9 MODEL OF THE STUDY

 Dependent variable is L ( Learning)

 Independent variable is, ( I+G+C.M+C+L.R+S.S)
I=Incentives
G=Guidance
C.M=Constructed Meanings
C=Collaboration
L.R=Learning Relevant
S.S=Supportive Style
 REFERENCES

https://warwick.ac.uk/fac/soc/cte/students-
partners/academictechnology/learningtheories/whatislearning/?post=8a17841a5ec4264f015ec
4ea0d7f05c2

http://www.yourarticlelibrary.com/motivation/importance-of-motivation-in-learning-
657-words/5998

Driscoll, M.P. Psychology of learning for instruction. MA: Division of Paramount

Publishing, 1994.

Linda, S. Lumsden. Student Motivation to Learn, June 1994

Turner, J, Paris, S.G. How literacy tasks influence children’s motivation for literacy. The
Reading Teacher, 48.8 (1995): -662-73

Vialle, W. Lysaght, P and Verenikina, I. Handbook on Child Development. Social Science

Press, Australia 2000

Vygotsky, L.S. Mind in society. Cambridge MA: Harward University Press, 1978.

Weller, Matthew. General Principles of Motivation. Los Angeles Journal, March 2005.

Wlodkowski, R, Ginsberg, M. Diversity and Motivation: Culturally Responsive Teaching. San

Francisco: Jossey-Bass, 1995.

Shadlyn, Robyn. Motivation. September 2004.

Ames, A. Carole. Motivation: What Teachers Need to Know. Teachers College Record, 91.3
(1990): -409-21

Reeve, J. &Jang, H.(2006). Journal of Educational Psychology, 98(1),p.209