FACTORS THAT AFFECTING STUDENT’S MOTIVATION – A CASE STUDY OF NAVRANGPURA, AHMEDABAD

FACTORS THAT AFFECTING STUDENT'S MOTIVATION –A CASE STUDY OF NAVRANGPURA, AHMEDABAD.

ABSTRACT

Itisdifficultiesforeveryonetoformulatetheoriestochangetheworldforever.Despitethefactthat,everybodywouldusemotivationtoachievepersonalsuccess beginningfromayoungage.Oneofthemostdifficultandmostimportantaspectofateacher'sworkitisstudent'smotivation.Studentswhoarenotmotivatedcannot learneffectively Theywouldfailtotaketheinformationprovided,andarenotwillingtoparticipateinthelessons.Also,someofthemmaybecomeprobleminthe courseofthelearningprocess.Theaimofthisstudyistoshowhowteachersshouldplaygreatrolewithregardstothestudents,themethodsthatheshoulduse,andthe techniquesandteachingstrategiesthatteachersshoulduseintheclassroomsothatstudentswillbemotivated.Thestudyisfocusedonthehighschoolclasses.Thus, theyarealsothemostproblematiccategorytofocusonlearningiftherearenogoodtechniquestomotivatethem.Themethodologyfollowedinthisworkisqualitative andquantitative.Weinterviewed15highschoolteachersinStateBoardschoolinAhmedabadandhadasurveyofabout80studentsofthisschool,classes10,11,and 12.Thepurposeofthethemeistoidentifythegapsthatexistinthemotivationofthestudentsintheclassroom.Thisstudyprovidesrecommendationsonhowtousethe processofmotivationtomeettheindividualneedsofeachstudentandtoincreasetheirproductivity Therefore,thiswillresulttoafuturegenerationofpeoplewhoare eagertogotoschool.

KEYWORDS:Motivation,Engagement,Communication,Teacher,Commitment.

INTRODUCTION:

Highmotivationandcommitmenttolearninghavebeenconsistentlyassociated with reduced dropout and higher levels of students in school (Blank, 1997; Kushman, 2000; Woods, 1995). However, the growing interest of students in school and their motivation have become a difficult challenge. This challenge arosenotonlyforexistingteachers,butalsofornewteachersandprofessionals. In fact, numerous studies have shown that the involvement of pupils in school fallssignificantlyastheirageincreases(Anderman&Midgley,1998).

Althoughprimaryschooldropoutphenomenonisnothigh,thebasisformoving forward is formed at this stage. Therefore, it is important that teachers should keep students motivated.Also, students should be taught and educated on the basis of continuing education. By the time students get to high school, lack of interest in school becomes more and more evident. Student, however, dropout from school because they do not feel motivated each time they are in school (Lumsden,1994).

Therearemanyfactorsthatcontributetoincreasedstudentinterestandthelevel of commitment to student learning; thus, teachers have control over many of thesefactors(Lumsden,1994).Studieshaveshownthatteacherscanaffectstudent motivation. On a more careful note, certain tasks can increase the time of study Also, students can engage more effectively in all class work and abroad (Anderman&Midgley,1998;Dev,1997;Skinner&Belmont,1991).Focusing onschoolactivitiesandhomework,thispaperprovidessomepracticalstrategies topromotestudent'sengagementinlearning.Wehaveprovidedvaluablerecommendationsforschoolprincipalsandteacherstoraisetheinterestoftheclassand tomotivatestudentsinlearning.Also,thisstudyalsohighlightssometipsforparents as they play the most important role in cultivating students' motivation to learn.Furthermore,therearecountlessreasonsthatmakestudentstohavepoor resultsinschool.Thisoccursduetoimpacts,bothinsideandoutsidetheschool, frombothsides.

Lumsden(1994)notedthatthefirstinfluencesinmotivatingchildrentolearnare the parents and other members of the family.When children enter into school, theirleveloflearningandinterestordesiretolearnisalsoinfluencedbyteachers, leaders,schoolenvironment,andtheirclassmates(Lumsden,1994).Although,it might seem sometimes that teachers have no control over students' attitudes about learning, researchers have confirmed that they indeed play a significant role(Anderman&Midgley,1998)."Toaverylargedegree,studentscannotlearn iftheirteachersdonotexpectthemtolearn,"notesStipek(asquotedinLumsden, 1994,p.2)

THEPURPOSEOFTHETHEME:

Thepurposeofthisstudyistoidentifyvariousmethodsofmotivationandhow theyareusedbyelementaryteachersinAhmedabad.Oneoftheschoolswewill focusonis"StXavierLoyolahighschool"Navrangpura.Thus,wewillidentify theproblemsandmakeappropriaterecommendationstopromotestudent'smotivationintheclassroom.

HYPOTHESES:

1. Thefirsthypothesisshowsthatteachersplayanimportantroleinmotivating

studentsintheclassroom.Thestudyshowsthatasmotivationincreases,the learningprocessofthestudentsalsoincreases.

2. ThesecondhypothesisshowsthatonlyfewAhmedabadteachersconceive andimplementwaysofmotivatingstudentsinclass.

LITERATURE

REVIEW:

MotivationandEngagement: Alongwithmotivation,commitmentisseenintheliteraturetobeveryimportant in achieving high results in learning (Schlechty, 2001; Woolfolk & Margetts, 2007).Therefore,motivationisseenasaprerequisiteandanecessaryelementfor engagingstudentsinlearning.Engagingstudentsinlearningisnotonlyanendin itself,butitisalsoameanstoachievehigheracademicresults(Russell,Ainley& Frydenberg,2005;Ryan&Deci,2009).Motivationdecreasesabsenteeism.Itis one of the greatest achievements of teachers because this leads to higher academicachievementthroughoutlife(Zyngier,2008).

Ifteacherswanttoachievehighresultsintheirwork,theyshouldfirstincrease thestudent'sengagementintheclassroom(Meyer,2010;Smyth&McInerney, 2007).

Furthermore,theyshouldlistentowhatthestudentswanttosayandmaintainan excellent communication with them (Mitra & Serriere, 2012; O'Brien & Lai, 2011;Potter&Briggs,2003;Zyngier,2011)

WhatisMotivation?

Motivationcanbedefinedtobe"thereasonthatguidesbehavior"(Guayetal., 2010, p. 712). Other researchers like Gredler, Broussard & Garrison (2004) largelystatedthatmotivationisan"attributethatleadsustodotherightthing"(p. 106).Intrinsicmotivationisamotivationthatisdrivenbyourpersonalinterestor perception. Deci et al. (1999) describes that "internal motivation gives energy and keeps alive through activities inherent satisfaction and effective voluntary actions"(p.658).Researchersoftenregardintrinsicmotivationasextrinsicmotivation.However,thisisgovernedbythemotivationofcontingencies.Traditionally, educators consider internal motivation as the best leader to learning comparedwithexternalmotivation(Deci,Koestner&Ryan,1999).

TypesofMotivation:

Ingeneralterms,themotivationofstudentsinvolvesthe"will,need,desire,and obligation of students to participate and be successful in the learning process" (Bomiaetal.,1997,p.1).Skinner&Belmont(1991)havedevelopedfurtherdefinition,notingthatstudentswhoaremotivatedtoengageinschool"selecttasksat the border of their powers, take action, and when given the opportunity, they exert intensive effort and focus on the implementation of learning tasks.Also, theyshowgenerallypositiveemotionsduringongoingaction,includingenthusiasm,optimism,curiosity,andinterest"(p.3).Studentswhoarelessmotivatedor disengaged,ontheotherhand,"arepassive,donottrytosolvedifficultproblems andchallenges,andtheygiveupeasily"(Skinner&Belmont,1993,p.4).Consequently,studentmotivationisoftendividedintotwocategories:

YusufuIsmailMohamedi GujaratUniversity,Navrangpura,Ahmedabad,Gujarat,India.

ExternalMotivation:

Thestudentcanbedescribedtobemotivatedbyoutsidewhenheorsheengages inteaching,justforthesakeofachievingarewardortoavoidanysentence(Dev, 1997).Schoolpracticesthatrequireexternalmotivationtostudentsincludepublic recognition for academic achievement of students; distribution of sticker, candy,orotherrewards;andremovingpracticessuchaspenaltiesbasedonstudents'academicperformance(Brooks,Freiburger&Grotheer,1998).

IntrinsicMotivation:

Thestudentcanbedescribedtobeinternallymotivatedwhenheorsheismotivatedfromwithin.Internallymotivatedstudentsactivelyengagedinlearningby curiosity, interest, or pleasure so as to achieve their intellectual and personal goal.AccordingtoDev(1997),"astudentwhoismotivatedfromwithinwillnot needtogiveanytypeofrewardorincentivetostartorcompleteatask.Thistype ofstudentismorelikelytocompletethetaskofselectingandisimpressedbythe natureofactivity"(p.13).

AnalysisofData:

Inrealizingthisstudy,wearebasedin“stateboardschoolinAhmedabad”MethodsUsedThemethodsusedfortheimplementationofthisthemearethequalitativeandquantitativemethods

InstrumentsUsed:

Theinstrumentsusedfortherealizationofthistopicare:

1. ObservationsonstateboardSchoolingrades10,11,and12.

2. Questionnaireforteacher

3. Surveywithstudents

PopulationandSample:

Thepopulationofthisstudywas24teachersand100studentsofsecondarycycle (10, 11, and 12) in state board school inAhmedabad. In this study, we focused onlyontheteachersandstudentsofthisschool.

Thequestionnairefortheteachertriedtogettheopinionofteachersonthemethodstheyusetomotivatestudentsintheclassroom.

Furthermore, we distributed 100 questionnaires to students in classes of 10's, 11's,and12'sdegree.However,theaimistoobtaintheiropinionaboutthebehaviorofteachersandthevariouswaystheyuseinmotivatingtheclass.Thesurvey hasbeendesignedtolookcloselyatthesituationitselfandthewaysteachersactuallyusetomotivatestudentsduringclass.Inaddition,permissionwasobtained fromtheschooldirectortointerviewteachers,performasurveyonthestudents, andobservethemforthreehours.

WaysofMotivation:Teachers'Opinion

In the first question “Which of the methods you use to promote student in the classroom?”, more than 75% of teachers responded that they evaluate students basedontheirperformanceannually,10%ratethestudentsbytesting,5%with personaldossiers,and10%ratethestudentsbyotheralternativesforassessment.

When asked “Which of the teaching methods in the classroom motivates students?75%ofteachersrespondedthatthemethodwithstudentatthecenterhas moreefficacy,12%assessteacher-centeredapproach,and13%thinkitisacombinationofboth.

Whichoftheteachingmethodsintheclassroommotivatesstudents?

Graph3:Whichoftheteachingmethodsintheclassroommotivates students

In the question “Do you think bonuses encourage learning and motivate students?”,morethan60%ofteacherssaid“Yes”,rewardsmotivatestudents;22% saidNo,rewardsdonotmotivate;while18%saidtheyhaveneverusedbonuses methods.

Graph4:Doyouthinkbonusesencouragelearningandmotivate students?

In addition to the closed questions with teachers, we have discussed effective waysofteachinginordertoencourageactivelearning.Allwereoftheopinion that the class should be a positive climate. Also, students should respect the teachersandeachother Also,throughtheinfluenceoftheirparents,theyshould beinvolvedinschoollifeinordertoencouragemorechildrentoacquireknowledge.Mostteacherssaytheyuseexternalmethodstomotivatestudentsandgive themmoralandmaterialincentivesforgoalsachieved.Mostoftheteacherswere of the opinion that the student-centered approach encourages active learning. Therefore,eachstudentshouldbetreatedtheiruniqueness.

OpinionsofMotivatingStudentstoMethodsUsedintheClassroom: Student questionnaires have been designed to obtain their opinion about how theyfeelwhentheirteacherworksusingdifferentcommunicationtechniquesor gesturesinorganizinglearning.Theaimwastofindthebestmethodstomotivate students. Students' responses in this case showed that the appearance of tired teacherscausesnegativeemotionsamongthemandtheydonotfeelmotivatedto accomplish their objectives. I am more motivated and I learn better when the teacher

Inthesecondquestion"Whichteachingmethodyouuseinclassroom?",28%of teachers said they use authoritarian method, 65% liberal method, and 7% uses democraticmethod.

Whichmethodyouuseinclassroom?

Byinterpretingthedata,wecansaythatthepupilscreateapositiveemotionalsituationwhentheteachermakescompliments.Also,theyarelessmotivatedwhen she draws their attention, smiles at them, and when she screams with a loud voice.Regardingtheotherquestion"Howisyourteacherinclass?",morethan 30% of students answered that she is very good, 20% said that she hears their problems,only10%saidthatsheistoostrict,and5%didnothearatall.

odstochangeallnegativeimpactsthatmayariseintheclassroom.

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Graph5:Howisyourteacherinclass?

From the student's answer, we understand that teachers try to make students active in class.Thus, teachers require student's participation during the lesson. Whileotherssaythattheteacherexplainsallthetimeanddoesnotcareaboutthe noisecreatedinclass,anotherbelievesthattheteachercombinesbothmethods. Based on observation from the classroom, in the state board school, we have notedthattheteacherswerenotstrictwiththestudents.

Generally,theylistentotheirproblems.Duringclass,theteachermakestheclass participantstobecomeactive.Thus,theydonotexplainthelessonatalltime,but usesinteractivemethods.

CONCLUSIONANDRECOMMENDATIONS:

In conclusion, the process of motivating students in class is very important for the development of education in the state. Unengaged students in classroom alwaysgiveproblemtothesociety Sincetheteacherisclosertothem,theytend todotheirbesttopromotetheirinterestinschool.Asaresult,onlyfewstudents willdropoutfromschoolandwillresulttohighengagementinlessons.Furthermore,teachersinfluencethelevelofstudent'sengagementinlearning.Theyare simply aware that power is a critical step in motivating students. In addition, teacherscanseethelinksbetweenthepracticeandtheresultsoftheirstudents.

The study that was conducted in "Navrangpura" shows that motivation is part andparceltoolsforschoollife.Secondaryteachersinthisschooldotheirbestto motivatestudentsbyteachingstudenteffectivelyandpreciselyinrequiredsyllabi.Theyalsotrytocooperatewithparentsinordertostimulatemotivationin school.

Teacher fails to motivate students in various forms. Therefore, low cycle of teachers in the classroom is even more important.Another factor involves the methodsandstrategiesthatareusedtostimulatestudent'steacher Theenvironmentisalsoimportanttomotivatestudentsinclasssincetheyspendmostoftheir dayinthisenvironment.

Researchfoundoutthatchildrenbringpleasureandsuccessonlytothoseactivitiestheyenjoy Thus,theydothisinacollaborativemanner Childrenwelcome anymove,support,encouragement,andmotivationfromteacherswhoareconvincedabouttheirusefulness.Theydothisnotonlyforthemselves,butalsofor thesocietyasawhole.

Teacherswhowouldworkwiththestudentsoftenmotivatethestudentstomake them feel important and valuable. Subsequently, some teachers apply different methods aimed at increasing student success, prosecution of his great achievements, and reward his success. Creative teachers instruct the student to take responsibilityforsettingdifferentrulesinclass.Theypraiseeachstudentresponsibilityaswellastheoutcomeofwhattheyhavedone.

Teachers should give students an opportunity to face challenges and overcome boundaries by bringing out the best alternative solution indeed. This will help themtopursuetheirinterestsanddrawlessonsfromsuccessesorfailures.Teachersandparentscanhelpchildrenever

Suchthattheycandedicatethemselvestoataskorwork.Eventually,thisstimulatesthemtothinkontheirrespectiveexpectations.Goodstudentshouldbesent toschoolactivities,begivenstock,andbepresentedtothepeoplefromwhomthe studenthopestotakeexample.Then,thelessonsshouldbeveryconvenientand attractive.Theteacher should use as many methods, strategies, and techniques thatwouldstimulatethestudents.Teachersshouldalsobeapsychologistaslong astounderstandstudents'differentpersonalities,temperament,character,motivation,andwillingness.However,thiswillenablethemtoapplyvariousmeth-

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