THE
ROLE OF ENGLISH TEACHER AS A MOTIVATOR AT SECONDARY SCHOOL LEVEL
BY
ALTAF
MUHAMMAD
A
thesis submitted to NATIONAL UNIVERSITY OF MODERN LANGUAGES Islamabad, Pakistan
in
partial fulfillment for the requirement of MA English degree
NATIONAL
UNIVERSITY OF MODERN LANGUAGES
Islamabad,
Pakistan
June,
2012
RESEARCHER’S DECLARATION
I,
Altaf Muhammad, do hereby declare on solemn affirmation that the work
presented in this thesis is my own and was carried out in the supervision of Ms.
Ayesha Salman.
I have never presented it to any other
university or institution for the award of any degree or certificate.
________________________
Altaf Muhammad
(Researcher)
Certified
_________________
Dr. Nighat Ahmed
Head Faculty of
English Language
Literature and
Applied Linguistics
___________________ ________________
Ms. Ayesha Salman. Ms.
Sana Tariq
(Supervisor) (Subject
Teacher)
ACKNOWLEDGMENTS
Allah, The Almighty, is
the only One deserving of all praise and glory, for He is the only One who can
set our paths straight. Muhammad (P.B.U.H.), The Last Prophet of Allah Almighty
is the one who show mankind the path of enlightenment.
Researching
is a tedious task which cannot be completed in isolation. The support and help
of friends and the guidance of teachers is of utmost importance in this
process. I express my deepest gratitude to those who helped me in this journey.
I would
like to thank my all teachers and colleagues who helped me in one or other way
while doing this job of research.
I would
like to thank my supervisor Madam Ayesha Salman, who agreed to supervise my
thesis and provided me with absolute support and help. She is a source of my
true inspiration as she always encouraged and boasted my morale during crucial
hours of completion of tedious task of this research. I pray to Almighty Allah
for her long life, prosperity and success with many more bounties among both
the worlds, Ameen.
I would
like to thank my subject teacher Madam Sana Tariq, for giving me precious
knowledge, guidelines and valuable help to complete this thesis. I especially
obliged her for supervising my work in the absence of my supervisor. Her
guidance and encouragement with patience in a more human manner is a turning
point in my life and a true source of my motivation to follow as role model to
win the rewards in a more befitting manner.
I am
extremely thankful to my synopsis examiner Sir, Faisal Malik for giving me
technical advice and support to proceed with my research in a more befitting
manner.
I
especially grateful to my friend Muhammad Saadique for his valuable help and support,
particularly formatting of this thesis according to MLA format and as well as
my encouragement by providing highly valued guidelines to complete this study
successfully.
I owe my
great thanks to my friend Abdul Khaliq Bin Hussain for his kind cooperation and
valuable help while gathering data relating to my research and for providing
with good ideas and true inspiration to complete my tedious task of this
research work.
I am
grateful to my all family members, my father and mother who brought up me and
with whom prayers I was able to reach upto this level of studies. I am thankful
to my brother Muhammad Zeeshan, Muhammad Mushtaq, Muhammad Ashfaq and Rohail
Zafar for their help and support to complete this study.
In the
end I am thankful to my class fellows and all those persons who helped me in
any capacity to complete my thesis in a more successful manner.
DEDICATION
I dedicate this research work to my parents, without
their support, I would not have accomplished this task and to my siblings who encouraged
me to complete this research to the best of my abilities.
DELIMITATION
The researcher will
emphasize on the role of English teacher as a motivator at Secondary School
level by delimiting his research up to three private schools at district
Rawalpindi.
ABSTRACT
Motivation is
characteristic which urges student, to enhance their abilities in order to
achieve respective goals. Therefore, the basic aim of this research was to find
out the role of English teacher as a motivator at secondary school level. For
investigation of motivation questionnaire were distributed among teachers and
also class room observation were conducted. During the course of our
investigation it is it be found that environment of the class room teachers
students relationship different activities helps a lot of improving the
education level of students. Using such strategies increase students interest
which can be rewarding for the learner and effective for the teacher.
INTRODUCTION
Teacher
is a spiritual mentor who plays a vital role in our society towards grooming
and imparting the quality education from very beginning of the formative stage
of a child. The Teacher trains and gives us true inspiration and guidance
toward right direction even during utter dismays of a student. Teacher
motivates us in the best manner for facing challenges and to tackle the hurdles
of life befittingly. Teacher does not
impart only knowledge related to the subject but also show us right direction
that leads to success. So the teacher plays the most important role in our life
after our parents.
Teacher is a role model for his
learners; he does not only impart knowledge related to the books but also
teaches good moral and discipline values, which are contributory factors in
human character building.
A teacher is a “Guide”, “Facilitator”
and a motivator as well, who understands the verbal and non-verbal gestures of
students. A teacher is the person who changes all “I can’t” into “I can”.
Teacher is a person who thinks good for our future and teacher is the only
facilitator who builds up the decision making power in its students and helps
us to make decision that are right for the students.
Teacher plays a very important role to
bring the significant change in society. He/she also plays a vital role in the
system of education, because teacher is a character as well as a motivator. It
totally depends upon the qualities of teacher. A well equipped teacher is a
supreme factor in education as well as in society. Teacher is a national
integrator for actively participate and shape the responsibility for recons
acting the social order, like the values, beliefs and traditions.
Teacher is always concerned with
children who are potential leaders of tomorrow. Tomorrow’s society will depend
upon the types of citizen trained and educated today in the temples of learning
as teacher involves in the responsibility of building of a nation.
The aim is strong character building in
our learners, they must learn to act in accordance with what they prefer, right
from the binging, students need to follow the appropriate path, to carry out
their due roll in the culture as well as in the society, and to adopt what they
find good and to avoid what they think is morally wrong. It is imperatives for the teacher to
cultivate human virtues in their students from primary level to secondary level
of their education and training.
For instance the promotion of truth,
honesty, punctuality, hard work, social and civic sense, tolerance and
obedience to law should be the hall mark of an education system.
As I mentioned earlier that teacher is a
corrector, and a motivator. Corrector in the sense that if student commit some
mistakes in speaking or writing, teacher points out these mistakes and in
friendly manner gives instruction to his/her learners in order to save them
from such mistakes, either in speaking or writing. Motivator in the sense that he/she raises an
urge of doing something extraordinary and at the same time, motivates them,
that nothing is impossible only determination is required. So in this way, the
mental level of students become stronger and they try at their levels best to
get their aims.
As we know that teacher is a shadow of
Hazrat MOHAMMAD (S.A.W.W), they should impart best knowledge for development of
students as well as for society. Teaching profession is more important and our
Holy Prophet proudly declared it to be a prominent part of his personality and
prophet hood.
According to B.F. Skinner, motivation is
an “incentive or reward”. Teacher motivates his/her students to achieve
pedagogic objectives. The Cognitive Evaluation theory suggests that there are
actually two motivation systems: intrinsic and extrinsic that corresponds to
two kinds of motivators. Intrinsic motivators take responsibility and pay
attention to their achievements. They come from the actual performance of their
work. Their intrinsic interest in the task is their motivation. Extrinsic
motivators focus on external factors.
These external factors such as pay, promotion, feedback, and working
conditions are controlled by others. B.F. Skinner asserts that individuals, who
are intrinsically motivated, perform for their own achievement and
satisfaction. If they are required to work under external factors, they begin
to lose motivation. External control may turn off the intrinsically motivated
students.
According to Herzberg, two kinds of
factors affect students’ motivation. If these kinds are taken away, students
become dissatisfied and try to get them back. Some students are in the habit to
do best under decent study environment. If they are not provided with adequate
environment, they are unable to show the expected results. They remain in
search to have study environment of their choice. Factors that affect these
students are named as hygiene factors. Herzberg has named some other factors as
motivators. The presence of these factors motivates but their absence does not
cause any dissatisfaction. Intrinsic motivators are examples of these factors.
1.1
TEACHER SKILLS
If
we discuss about the skills of a teacher we see first of all that teacher
should be a good communicator. He/she should have an ability to use the
language in both written and oral forms. If he/she is a good communicator and
has full command over the whole area of language, then students take him/her as
their ideal and try to copy their style. Teachers must have good presentation
skills of the language, as well as good pronunciation, which would help learner
to follow in their own speech.
1.2
OBJECTIVES OF THE STUDY
a. To analyze teaching style of English
teachers at secondary level in Rawalpindi District.
b. To analyze interaction between English
teachers and students at secondary level.
c. To investigate the proper system to
enhance caliber of English teachers at
Secondary School.
1.3
STATEMENT OF THE PROBLEM
Teacher
is responsible for preparing the future nation. Teacher motivates and prepares
student for real learning. Motivation plays a vital role in achieving pedagogic
objectives.
1.4
DELIMITATIONS
The
study is limited to secondary school teachers of district Rawalpindi. This
study is limited to private schools only.
1.5
HYPOTHESIS
Teacher
as a motivator plays an important role in language teaching classroom (on secondary
level).
1.6
SIGNIFICANCE OF THE STUDY
This
study is useful to understand the role of English teachers at secondary school.
This study is also helpful to find out teacher-students relation and teaching
learning process. It is also helpful to understand the teaching strategies,
teaching style, and communication skills of English teacher and different
methods (methodology) which are being used by the teacher for secondary school
students. This study analyzes the qualities of a good teacher, status of a
teacher in the perspective of Quran, the new demands on the role of the teacher
and importance of the role of a teacher in primary, middle schools as well as
in secondary school.
1.7
RESEARCH METHODOLOGY
The
study was conducted in the paradigm of quantitative research. Correlational
design was adopted to find out relationship between teacher’s motivation and
students’ achievements.
1.8
SAMPLE
Population
of the study includes English teachers and students at secondary school level
in Pakistan. The study was confined to Rawalpindi district as its target
population. The target population consists of 3 x private secondary schools of
the district. Names of the schools are as under:-
a)
Habib Public School, Khanna Road,
Al-Noor Colony Rawalpindi.
b)
Asif Public School, Khanna Road, Al-Noor
Colony Rawalpindi.
c)
Faisal Public School, Abdullah Mosque
street, Khanna Road Rawalpindi.
Due to limited time, resources and a large number of
schools I have selected only 3 classrooms of each secondary schools of
Rawalpindi District as a sample. Techniques of Random sampling were utilized to
select teachers and select classrooms for observation. The observed classrooms
consist of twenty five students each.
1.9
DATA ANALYSIS PROCEDURES
The
data was collected through personal visits. A multiple choice questionnaire was
developed by the researcher and it was used as research instrument for the
study. Lim identified several advantages in using a multiple choice test
instead of using composition and other tests.
Firstly,
it saves time and therefore avoids needless disruption of normal schedules as
the test could be concurrently presented to the subjects of the study. In
addition, with the use of a multiple choice test the errors that result from
poor listening and oral skills could be voided as it focuses as on students’
knowledge of language under study.
Some researchers, such as Jacobs
and Chase and Lowman, assert that multiple-choice questions are suitable and
appropriate for evaluating students' mastery of information and specific knowledge,
while essay questions like written composition evaluate comprehension, the
ability to assimilate and combine, and the ability to apply information to new
situations. Keeping in view the above facts, a multiple choice test was used to
facilitate the process of achieving the objectives of this study.
CHAPTER
2
Motivation
relates to the biological emotional, psychological or communal aspects which
activate through behavior. Motivation urges people to do things more
competently or swiftly. Many studies on motivation have focused on individuals
employed in teaching profession. Similarly, in business organizations,
industries and armed forces set ups where formal supervisor verses worker
relationships can be stimulated to a large extent by rewards such consolation
in shape of wages, remunerations, monetary benefits and promotions etc.
The purpose of this study was to explore the
background of motivation and motivational strategy and highlights the salient
aspects relating to the role of teacher as motivator as secondary school level.
Motivational techniques used by the teachers and their impact on efficiency of
the student were the core area of the research. The current literature review
explains the theoretical aspects of motivation, its chronological sketch, and
approaches of motivation. It also serves the analysis of motivational
techniques, functions and roles of teacher at secondary school level.
The under mentioned literature review will explore
learner’s motivation in classroom, coaching methods and optional assessment
encourage motivation. In many
institutions and classrooms, learners show to be unmotivated and unwillingness
to learn. The motivation of learners may
be related to the techniques or methods use by the teachers in classroom. This review of literature would highlight the
significance of learner’s motivation in a successful educational
atmosphere. Most of the classroom and
instructional techniques along with substituted assessment practices which have
been shown to improve motivational levels will also be analyzed in the
literature review.
Classroom
environment surely affects the minds of students. It the atmosphere of the
class is comfortable, relax, good, pleasurable then student will feel like at
home and will learn proficiently. Student will gain confidence and creativity
comes of such kind of environment of the classroom. For proficient learning the
classroom environment is more important. It should be wide enough that students
should sit in a relax mood, clean well decorated and so on. Teacher is the one
who can make the atmosphere of the classroom like paradise which is most
encouraging and resultantly education level of the student is raised high.
Autonomous learning urges students to concentrate on
their studies by employing all their abilities and talents to comprehend the
required lesson so as to meet the terminal objectives in a befitting manner.
Turner says that “when teacher allows students to make decisions about their
own work students is more likely to be interested in the work. Students who are
given choices tend to exhibit more persistence, goal setting and other
self-regulated learning behaviors”. Similarly Guthric also recommends that
“giving students autonomy in selecting texts to read, sub topics to pursue and
modes for expressing their learning”. So we assume that autonomy helps students
to control over their studies. If students are given chances to select their
own topics, it would not only helpful for them to prepare their topics well but
at the same time they would take interest to achieve their respective goal i.e.
learning a lesson. Self selection would increase their interest in studies make
them confident and as well broaden their minds. For instance if teacher gives
task about presentation and tells students to choose what ever topic they like.
In this case we would observe that the students will work hard, cooperate with
each other, discuss with teacher and try at their level best to accomplish
their task well. Through this way students will act in a more responsible way
with critical thinking and a creative ability will be generated among them.
Moreover, we also know that it would systematize their study, control over the
subject and help students to arrange every thing in a proper manner. It would
also make students disciplinary in their professional life too. Though students
commit mistakes in selection but teacher help them to make it correct and guide
them to avoid such mistakes in future. So if we see overall self directed study
is some how good for increasing student interest.
Group discussion is also a very important aspect in
order to develop interest and creativity amongst the students. Through this way
they would be able to conduct their studies in a spirited team work which will
obviously augment their learning capabilities according to a desired standard
as well. Bossert argues that “motivation
is one of the potential meditating processes whereby cooperative learning
effects achievement. According to him peer encouragement may improve task
engagement and the novelty of collaborative learning tasks causes students to
shift attention resources”. Moreover, Turner states that “voluntary uses high
level self-regulated learning, strategies such as paying attention, connection,
planning, and monitoring”. We get our ideas from the above statement of turner,
that if learner selects self-directed study then usually he/ she pay attention
to it. This self directed study is somehow good for students it would make them
creative, independent and consistent in studies. But teacher help is also to be
required, for further perfection and excellency in learning. If we too give
chances to our students at secondary level for control over their learning and
at the same time we guide them in proper way, they will become proficient
learners. Teacher’s role is important here if he/ she judge the caliber or
mental level and also their interested areas, so they need to motivate and
guide the students in proper direction, which will be helpful for them. So
success in education can possible in such way, when teachers, in friendly
manner, interact with students, and gives them free hand to control over their
studies but at the same time have proper check and balance in their work in
this way students feel relax and learn the things easily, because, they choose
the material by their own. If we apply the method of peer work in our secondary
school level, the level of education will be increased. It will also keep the
interest of students. This method will be helpful for keeping the minds of
students fresh and relax. More the learners feel relax more the chances of
better results. Therefore, it is very fruitful method for increasing learner’s
interest and standard of education. When a teacher teaches his/her students a
poem, a story or an essay on a particular topic etc he needs to engage students
in different activities according to the topic. It help student to understand
the material, and also to enhance their interest in studies. A teacher is
required to design activities related to the topic and make groups, for
completing the activities. This peer grouping is really helpful for the
students. Basic reason of such activities is to know the real essence of the
material. Once learners realize the importance of activities in their academic
careers, they work hard for producing better results. Therefore, a secondary
school English teacher needs to explain the topic well design activities
practice.
High test or tough test causes difficulties 3for students.
High test or tough test causes frustrations (Erwin). The basic reasons for the
poor results in schools are due to the tough tasks, which seem impossible for
learners. Task or activities should be according to the student’s caliber; in
this case the results will be fruitful. If teacher respects his/her students
and gives value to learner’s ideas, as a result learners will feel themselves
the part of the institution, which ultimately leads to quality of education.
Thus motivation of a teacher along with respect for students causes excellent
results. In Pakistan secondary school teachers degrade their students, which
cause their poor performances in exam. Actually every student has rights, if
they are granted equal values, then there will be no frustration and
disappointment, the results will be fruitful.
Goal fixing pays an important role in students’
motivation. When they fix goal in their mind, they try their level best to
achieve it. As Mendler states, “Fast and Easy, has replaced, work and earn as a
motto that guides many of our youth”. Teachers also fix goal in their mind,
which they want to achieve. These goals are basically for attaining competence
and performance. For example, if students fix a goal in their minds, i.e. to
get through examination, certainly, students require capacity to achieve it.
Teacher being a motivator shows right direction to students, for achieving a
specific goal. Teacher also tells students the importance and purpose of goal.
In this way students take it for granted, when they considered that is
beneficial for them. One may say, that goal is some sort of reward for which
learners try. Rader also supports this view that goal setting is a kind of
strategy used by a teacher to strengthen learner’s capacity. When students once
decide their respective aims, they try hard to achieve the goals which make
them consistent and independent learners. Teacher being a motivator needs to
facilitate, the students in order to make sure of their success. Similar is the
case with English language, when learners once decide to learn English, and for
this purpose learner usually takes helpful form a lot of resources, other than
teacher which at the end leads them to become proficient learners. English
learning is the aim of students, and students usually do hectic efforts to
master various language skills. Finally, one can say that for every field of
life goal setting is important. There are few factors which make it easy to
achieve the goal namely (1) selection of proper goal (2) time for achieving the
goal, means how much energy is required to achieve the goal. (3) Determination
is also required to accomplish a task it means, ability to face the danger.
When students follow their rules, then surely they get success in their
education careers.
“Creating hope involves creating mountains that
students believe they can climb'' (ibid). Hope is an essential element of life.
When there is no hope, there will be no hard working and also no achievement.
Hope gives us pleasure and it also maintains our desire aims. Therefore if a
teacher uses this strategy in class it will be very effective for students.
Those students who are not good in studies, and fail in exams they usually
decide to leave the school which is harmful for them and also for the national
progress. So in this case teacher can play a very important role. Teacher needs
to give hope to his/her students, that if they work hard the will get success
next time. Teacher also needs to use affections words on such occasion, which
would strengthen his/her views about hope. Anyhow giving hope to students makes
them stick to their studies as the highest degree of motivation in education.
As we know that teacher is like parental, heeler, who comfort students whenever
they are in stress.
Example: As Muslims we try to achieve paradise, and
for that purpose we struggle a lot in this world face a lot of obstacles in our
way, but at the end we have hope that one day we will get our aims. Same is the
case of students they start studies with tears, face a lot obstacles in the
form of exams and at the end get success for which they hope.
Launching certain questions also play a very vital
role in the progressive education. According to Harada and Yoshina “questioning
should be at the center of the learning experience to provoke the students own
curiosity and wonder should provide the seeds for meaningful learning.” Teacher as a motivator play a vital role in
increasing the interest of students. After delivering a speech or instruction
about writing on a particular topic, a teacher needs to check the IQ level of
the students too, that how much they understood the topic, for that purpose
teacher needs to use the strategy of questioning. When he or she asks
questions, from their students, they think of it and try to answer. This way
helps students to understand the content material well. They also try to relate
it to their personal lives, which make it easy for them, to understand the
importance of such materials. Overall we get the ideas that the more teachers
ask questions the more students remains active in the classroom, and
participate in learning a lesson. This leads students towards excellence and
makes them, proficient learners. If we also adopt this method at our secondary
school level then surely we improve our education. For excellent learning
understanding of material is necessary. And how we achieve it, when we question
from students and from them we get the ideas that how much they learnt. We need
to adopt suitable methods for teaching, may be helpful for every students in
the class and not for a particular students.
Motivation is a sort of strategy which a teacher
uses in order to make his/her learners proficient. Those teachers who use these
techniques in classroom get excellent results. Moreover we can say that
motivation enhance students interest and make them mentally strong. B.F Skinner
considers motivation a reward and incentive. A reward is an attractive object
or event supplied as a consequence of a particular behavior". So if we
apply the same method on humans, we too get benefit of it. For example if a
student is repeatedly rewarded with affection, money and praise, the student
will probably work longer and harder, to achieve his/her aim. Same is the case
of a teacher, who motivates his/her students to achieve their target in
relevant learning. Habit formation is important to study. When students do not
take interest in their studies, teacher is the one who can create study
atmosphere for them. Teacher adopts such strategies to increase their interest
and also to achieve his/her goal. Once students make the habit of study then
teacher motivates them to do those tasks which are considered by them
impossible. So in this way we can say that behaviorists were right in their
opinion that habit formation for every task is necessary. Without habit
formation nothing can be possible. Similarly behaviorists also use positive and
negative reinforcement terms.
Positive reinforcement is an incentive, reward or
praise etc. For good and excellent results, teacher usually uses this
technique. This technique not only increases the interest of student and
studies but at the same time learners competently contests with each other to
win prize etc. Positive reinforcement also creates suitable environment for
learning process. Teacher communicates with his/her student in a friendly
manner. Teacher helps them when they commit mistakes, guide them in proper way
and at the same time encourage them to put in deliberate efforts for good
results. So it means that positive reinforcement is productive and constructive
in the field of education. Teacher uses this technique more to improve the
students learning process. For almost every filed of life positive
reinforcement is good.
Negative reinforcement relates to punishment i.e.
physically and mentally. This technique not only reduces the interest of
students in their studies but also have negative impact on their lives too. We
know that to err is human. So students in learning commit mistakes and
these mistakes make them proficient learners but when teacher tortures or
discourages his/her students, it will have negative effect on their learning.
The result of this negative reinforcement is that students stop taking interest
in their studies which ultimately leads them to leave their studies in very
early age. In Pakistan, teachers at secondary level usually discourage
students, so we see that result is not always encouraging. Moreover, negative
reinforcement also spoils the atmosphere of the class room. When the atmosphere
of the class is not according to the student interest then how would they take
interest in learning? Majority of our students and people agree that the use of
negative reinforcement becomes the cause of frustration and reducing the level
of energy. We observed earlier in Skinner’s experiment on a rat which is an
inferior creature as compared to human being. Although being inferior creature,
it learnt how to accomplish his task. So being superior creature, human beings
should also achieve those tasks which seem impossible for them by using
positive reinforcement.
It is worth while that high self efficacy students
show more good result as compared to low self efficacy students. High self
efficacy students will participate in class and did their home work or task in
time while low self efficacy students will avoid themselves from hard tasks
assigned etc. The reason of such bad result is because of lack of motivation.
If students are motivated then they actively participate in the class and also
take interest in their studies. Margolis and McCabe state, “It is widely
believed that without sufficiently high self-efficacy, or the belief that they
can succeed on specific academic tasks such as home work, many struggling
learners will not make the effort needed to master academics”. Teachers should not assign such tasks to the
students which promote anxiety or frustration amongst them. Teachers should well aware of their
appropriate educative and self-governing levels to make sure that given
assignments are suitable.
The
present chapter focuses on the interpretation and analysis of the collected
data through questionnaire.
|
STATEMENT
OF QUESTIONNAIRE
|
|
TABLE NO 1- Is the role of teacher
as motivator vital in classroom?
|
|
S/No
|
Yes
|
No
|
Some time
|
Total
|
%
|
% of Yes
|
% of No
|
%
of Some Time
|
Total %
|
|
1
|
20
|
3
|
0
|
23
|
100
|
86.95
|
13.04
|
0%
|
100
|
1=Yes
2=No 3=Some
time 4=Total
Analysis:
Majority of teachers agree that role of teacher as
motivator is vital in classroom while minority disagrees with it.
STATEMENT
OF QUESTIONNAIRE
|
|
TABLE NO 2- Is it easy to motivate
students if you teach the subject of your own choice?
|
|
S/No
|
Yes
|
No
|
Some time
|
Total
|
%
|
% of Yes
|
% of No
|
%
of Some Time
|
Total %
|
|
1
|
10
|
5
|
8
|
23
|
100
|
43.47
|
21.73
|
34.78
|
100
|
1=Yes
2=No 3=Some
time 4=Total
Analysis:
The data show that majority of the
teachers agree that if they have to teach the subject of their own choice they
can motivate students easily. Only 21.74% disagree this view. 34.78 % teacher
considers that motivation can be done but it is not quite easy.
|
STATEMENT
OF QUESTIONNAIRE
|
|
TABLE NO 3- Do you consider the
interest of students while designing creative writing activities?
|
|
S/No
|
Yes
|
No
|
Some time
|
Total
|
%
|
% of Yes
|
% of No
|
%
of Some Time
|
Total %
|
|
1
|
21
|
0
|
2
|
23
|
100
|
91.30
|
0
|
8.69
|
100
|
1=Yes 2=No 3=Some
time 4=Total
Analysis:
91.30
teachers agree that while designing creative writing activities they consider
the interest of students while 8.69 say that some times.
|
STATEMENT
OF QUESTIONNAIRE
|
|
TABLE NO 4- Does school
administration provide A.V.Aid to you when you are teaching in the class?
|
|
S/No
|
Yes
|
No
|
Some time
|
Total
|
%
|
% of Yes
|
% of No
|
%
of Some Time
|
Total %
|
|
1
|
7
|
8
|
8
|
23
|
100
|
30.43
|
34.78
|
34.78
|
100
|
1=Yes 2=No 3=Some
time 4=Total
Analysis:
Only
30.43 respondents agree that school administration provide A.V.Aid , when they
are teaching in the class room while 37.78 disagree with it . 34.78% are of the
view that sometime.
STATEMENT
OF QUESTIONNAIRE
|
|
TABLE NO 5 - Are you satisfied
with present performance of your school?
|
|
S/No
|
Yes
|
No
|
Some time
|
Total
|
%
|
% of Yes
|
% of No
|
%
of Some Time
|
Total %
|
|
1
|
19
|
2
|
2
|
23
|
100
|
82.60
|
8.69
|
8.69
|
100
|
1=Yes 2=No 3=Some
time 4=Total
Analysis:
82.60%
respondents agree that they satisfied with the Present performance of their
school. 8.69% disagree while8.69% are of the view that sometime.
STATEMENT
OF QUESTIONNAIRE
|
|
TABLE NO 6 – Do you think that
secondary school teachers in Pakistan make the environment of the class
conducive to learning?
|
|
S/No
|
Yes
|
No
|
Some time
|
Total
|
%
|
% of Yes
|
% of No
|
%
of Some Time
|
Total %
|
|
1
|
21
|
0
|
2
|
23
|
100
|
91.30
|
0
|
8.69
|
`100
|
1=Yes 2=No 3=Some
time 4=Total
Analysis:
91.30%
agree that at secondary school teachers in Pakistan make the environment of the
class conductive to learning, while 8.69% respondents are of the view that
sometimes.
|
STATEMENT
OF QUESTIONNAIRE
|
|
TABLE NO 7. Do you agree that A.V.AID helps student in
following instruction?
|
|
S/No
|
Yes
|
No
|
Some time
|
Total
|
%
|
% of Yes
|
% of No
|
%
of Some Time
|
Total %
|
|
1
|
22
|
0
|
1
|
23
|
100
|
95.65
|
0
|
4.34
|
100
|
1=Yes 2=No 3=Some
time 4=Total
Analysis:
95.62 agree that A.V.Aid helps
students in following instruction, while 4.34 disagree with it.
STATEMENT
OF QUESTIONNAIRE
|
|
TABLE NO 8. Do you use multiple techniques or skills
for teaching?
|
|
S/No
|
Yes
|
No
|
Some time
|
Total
|
%
|
% of Yes
|
% of No
|
% of Some Time
|
Total %
|
|
1
|
17
|
2
|
4
|
23
|
100
|
73.91
|
8.69
|
17.39
|
100
|
1=Yes 2=No 3=Some
time 4=Total
Analysis:
73.91
agree that they use multiple techniques or skills for teaching students, while
8.69 disagree, the remaining 17.39 are of the view that sometime.
|
STATEMENT
OF QUESTIONNAIRE
|
|
TABLE NO 9. Do you agree that majority of teachers
prepare their lectures according to the students interests and needs?
|
|
S/No
|
Yes
|
No
|
Some time
|
Total
|
%
|
% of Yes
|
% of No
|
% of Some Time
|
Total %
|
|
1
|
13
|
7
|
3
|
23
|
100
|
56.52
|
30.43
|
13.04
|
100
|
1=Yes 2=No 3=Some
time 4=Total
Analysis:
Majority of respondents agree that they
prepare their lectures according to the student’s interest and needs, while
30.43 disagree with it. 13.04 are of the view that sometime.
STATEMENT
OF QUESTIONNAIRE
|
|
TABLE NO 10. Are you satisfied with your profession?
|
|
S/No
|
Yes
|
No
|
Some time
|
Total
|
%
|
% of Yes
|
% of No
|
% of Some Time
|
Total %
|
|
1
|
22
|
1
|
0
|
23
|
100
|
95.65
|
4.34
|
0
|
100
|
1=Yes 2=No 3=Some time 4=Total
Analysis:
95.62
respondents agree that they are satisfied with their profession while 4.34
disagree with it.
|
STATEMENT
OF QUESTIONNAIRE
|
|
TABLE NO 11. Do you believe that your communication skills are effective
enough for students motivation?
|
|
S/No
|
Yes
|
No
|
Some time
|
Total
|
%
|
% of Yes
|
% of No
|
% of Some Time
|
Total %
|
|
1
|
19
|
1
|
3
|
23
|
100
|
82.6087
|
4.3478
|
13.04%
|
100
|
1=Yes 2=No 3=Some time 4=Total
Analysis:
82.69
% agree that their communication skills are effective enough for student’s
motivation, while 4.34% disagree with it. 13.04 % are of the view that
sometime.
STATEMENT
OF QUESTIONNAIRE
|
|
TABLE NO 12. Do you think that students are motivated
and encouraged by parents?
|
|
S/No
|
Yes
|
No
|
Some time
|
Total
|
%
|
% of Yes
|
% of No
|
% of Some Time
|
Total %
|
|
1
|
12
|
3
|
8
|
23
|
100
|
52.17
|
13.04
|
34.78
|
100
|
1=Yes 2=No 3=Some time 4=Total
Analysis:
52.17%
respondents agree, that they think that
students are motivated and encouraged by parents while 13.04 disagree with it
and 37.78 are of the view that sometime.
|
STATEMENT
OF QUESTIONNAIRE
|
|
TABLE NO 13. Are you able to comprehend the intellectual
requirements of the students?
|
|
S/No
|
Yes
|
No
|
Some time
|
Total
|
%
|
% of Yes
|
% of No
|
% of Some Time
|
Total %
|
|
1
|
11
|
1
|
11
|
23
|
100
|
47.82
|
4.34
|
47.82
|
100
|
1=Yes 2=No 3=Some time 4=Total
Analysis:
47.82
respondents agree, that they comprehend the intellectual requirements of the
students, while 4.34 disagree with it and 47.82 think that sometime.
|
STATEMENT
OF QUESTIONNAIRE
|
|
TABLE NO 14. Do you think that role of secondary School
teachers is vital in building up student’s personality?
|
|
S/No
|
Yes
|
No
|
Some time
|
Total
|
%
|
% of Yes
|
% of No
|
% of Some Time
|
Total %
|
|
1
|
20
|
0
|
3
|
23
|
100
|
86.95
|
0
|
13.04
|
100
|
1=Yes 2=No 3=Some time 4=Total
Analysis:
Majority
respondents agree that role of secondary school teachers is vital in building
up students personality while 13.04 agree that sometimes.
|
STATEMENT
OF QUESTIONNAIRE
|
|
TABLE NO 15. Are parents of your students satisfied with
your teaching strategies?
|
|
S/No
|
Yes
|
No
|
Some
time
|
Total
|
%
|
%
of Yes
|
%
of No
|
%
of Some Time
|
Total
%
|
|
1
|
15
|
0
|
8
|
100
|
23
|
65.21
|
0
|
34.78
|
100
|
1=Yes 2=No 3=Some time 4=Total
Analysis:
62.21 respondents agree that parents
of students are satisfied with their teaching strategies.
|
STATEMENT
OF QUESTIONNAIRE
|
|
TABLE NO 16. Have you interest in teaching and selected
this profession of your own choice?
|
|
S/No
|
Yes
|
No
|
Some time
|
Total
|
%
|
% of Yes
|
% of No
|
% of Some Time
|
Total %
|
|
1
|
21
|
2
|
0
|
23
|
100
|
91.30
|
8.69
|
0%
|
100
|
1=Yes 2=No 3=Some time 4=Total
Analysis:
91.34% respondents agree that they
interest and selected this profession at their own choice only 8.69 disagree
with it.
STATEMENT
OF QUESTIONNAIRE
|
|
TABLE NO 17. Do you think that physical punishment is a
solution to all types of problems in the class?
|
|
S/No
|
Yes
|
No
|
Some time
|
Total
|
%
|
% of Yes
|
% of No
|
% of Some Time
|
Total %
|
|
1
|
3
|
16
|
4
|
23
|
100
|
13.04
|
69.56
|
17.39
|
100
|
1=Yes 2=No 3=Some time 4=Total
Analysis:
Only
13.04 respondents agree that physical punishment is a solution to all types of
problems in the class, while 69.56 disagree with it and 17.39 respondents are
of the view that sometimes.
Observation#1
Observer
Altaf
Muhammad Teacher Sadia
Noor
Subject
English A Time
8:15- 8:45
Boys
11 Girls
14
Teacher’s behaviors and
style of teaching
Asif Public School
System, Al Noor colony
|
- Enter the
classroom in a pleasant mood and greets the students.
(a)Yes
(b)No
(c)Not sure
- Proper
interaction with students.
(a)Yes
(b)No
(c)Not sure
- Proper
introduction of the topic.
(a)Yes
(b)No
(c)Not sure
- Highlight the
keywords and information about the topic.
(a)Yes
(b)No
(c)Not sure
- Relate the
material to the student’s personal life experiences.
(a)Yes
(b)No
(c)Not sure
- Teacher explains
everything in detail and also gives suitable examples according to the
topic.
(a)Yes
(b)No
(c)Not sure
- Teacher gives
satisfactory answers to the student’s questions.
(a)Yes
(b)No
(c)Not sure
- Use good
communication skills while teaching.
(a)Yes
(b)No
(c)Not sure
- Motivates
his/her students to learn the content well.
(a)Yes
(b)No
(c)Not sure
- Use native language when
necessary to justify his/her point of view.
(a)Yes
(b)No
(c)Not sure
|
STRUCTURE
OF THE CLASSROOM
Classroom is wide, clean, well
decorated, ventilated. Students feel relax and learn well in such environment.
- Students
greet the teacher.
- Students
are quiet and respectful to the teacher.
- Students
take interest in their studies.
- Good
interaction between teacher and students.
- Students
are busy to accomplish their task in the classroom.
- Teacher
points out their mistakes and guide them in a proper way.
- Teacher
also motivates them.
- Students
actively participate in the classroom.
- All
students are enthusiastic to learn about the particular topic.
- The atmosphere
of the classroom is suitable for learning.
|
Observation#2
Observer Altaf Muhammad Teacher M. Saddique
Subject English B Time 8:15 - 8:45
Boys 11 Girls
14
Teacher’s
behavior and style of teaching
Habib
Public School, Al Noor colony
- Enter
to the classroom in a pleasant mood and greets the students.
(a)Yes (b)No (c)Not sure
- Teacher
is serious and disciplinary.
(a)Yes (b)No (c)Not sure
- Good
communication skills and command over subject and language skills.
(a)Yes (b)No (c)Not sure
- Gives
complete detail about the author of the poem and introduction to the
whole poem.
(a)Yes (b)No (c)Not sure
- Explain
each and every word and their literal and hidden meanings.
(a)Yes (b)No (c)Not sure
- Also
involves the students during the lesson.
(a)Yes (b)No (c)Not sure
- Good
eye contact involves and encourages the students.
(a)Yes (b)No (c)Not sure
- Expect
better result from students.
(a)Yes (b)No (c)Not sure
|
|
|
|
Classroom is well decorated and has less
space. Colorful charts are displayed. Chairs and desks are neat.
- Students
are disciplinary and quiet in the classroom.
- Students
are respectful towards their teacher.
- They
actively participate during the lesson.
- They
put questions during the lesson where they do not understand.
- They
complete their task in groups.
- They
are good in speaking.
- Teacher
motivates them and points out their mistakes which makes them a
proficient learner.
- Overall
good result in the test.
|
Observation#3
Observer Altaf Muhammad Teacher Abdul Khaliq
Subject English A Time 8:15 - 8:45
Boys 13 Girls
12
Teacher’s behavior and style of teaching
Faisal Public School, Abdullah Masjid,
Khanna Pull
- Teacher
is strict, serious and does not respond to the greetings of the
students.
(a)Yes (b)No (c)Not sure
- Gives
introduction of the topic.
(a)Yes (b)No (c)Not sure
- Explain
the overall summary of the poem.
(a)Yes (b)No (c)Not sure
- Explain
difficult meanings, symbols and imageries.
(a)Yes (b)No (c)Not sure
- Communication
skills are not good and stuck in the middle of the lecture.
(a)Yes (b)No (c)Not sure
- Students
are not allowed to ask questions during and after the lesson.
(a)Yes (b)No (c)Not sure
- Motivates
only good students and discourages the others.
(a)Yes (b)No (c)Not sure
|
The classroom is narrow but decorated
with charts. Students are not feeling well in the class.
- Students
feel bore in the classroom and lack of interest in studies is there.
- Only
good students did their homework and the rest were not able to complete
their home task.
- Teacher
checks the work of good students
and motivates them.
- Students
are using native language in the classroom.
- No
revision and tests of the previous lesson is conducted.
- Disappointed
results are there.
|
1)
Environment in Asif Public School is
suitable for best learning because all the teachers motivate students and their
relation with the students is friendly. Teacher is actively involve in the
activities of the students and guides them whenever they face problems.
2)
Habib Public School environment is also
suitable for learning because their teachers are experienced and they help
students in different activities, assignments, speaking and writing. They
motivate students to learn the English Language and also to command over the
grammar.
3)
Faisal Public School has shown
disappointed results because their teachers are only strict to the old style
and they do not use the variety of strategies to make their learner proficient.
They do not check their student’s work and they are not concerned with the
proficiency of their students.
So, we say that motivation plays a very vital role
of maximizing the student’s effort. Students should be motivated and provided
with the suitable environment for learning.
CONCLUSIONS
Analysis
of the Data has revealed the following findings.
1. According to the calculations of table no
1, 87% respondents agree that the role of teacher as motivator vital in
classroom while 13.04% disagree with this view.
2. In the calculations of 2nd
table 43% respondents agree that it is easy to motivate students if teachers
have to teach the subject at their own choice. 21.73% disagree and according to
34.78% sometime motivation can done but it is not easy.
3. In Table No 3, 91% respondents agree that
designing creative writing activities they considered the interest of
students.8.69%are of the view that sometimes we considered students interest.
4.
Table No 4,shows 30.43% respondents agree that school
administration provide them A.V. Aid,
while 34.78%disagree with it and 34.78% are of the view that sometime they
provide.
5. The results of Table No 5, shows that
82.60%% respondents agree that they consider, the present performance of their school
are helpful for students motivations.8.69%disagree with its, while8.69%`are not
sure about it.
6. In Table No 6, 91.30% respondents agree that
secondary schoolteachers in Pakistan make the environment of the class
conducive for learning.8.69% respondents are of the view that sometime.
7. According to the result of Table No 7,
95.65% i respondents agree that A.V. AID helps students in following the
instructions, while 4.34% that it may or not helpful.
8. In calculations of Table No 8 73.91%
respondents agree that they use multiple techniques or skills for teaching
students, while8.69% disagree with this view and 17.39% write that sometime.
9. In Table No 956.52% respondents agree
that majority of teachers prepare their lectures according to the student’s
interests and needs.30.43% disagree and13.04% that sometime we do this.
10. 95.65%% respondents agree that they are
satisfied with their own profession.4.34% are not satisfied with their jobs.
11. 82.60% respondents agree they believe that
their communicative skills are effective enough for student’s
motivations.only4.34% disagree and 13.04% are not sure about it.
12. In Table12 52.17%respondents agree that
students are motivated and encouraged by paentsle13.04%disagree with this
view.34.78%write that sometimes.
13. According to the results of tableno13, 47.82%respondents
agree that they comprehend the intellectual requirements of the students, while
4.34%disagre and47.82%are of the view that sometime they understand students
minds.
14. 86.95 respondents agree that the role of
secondary school teachers is vital in building up student’s personality. Only
13.04% are of the view that sometime their role is important of making the
character of students.
15. Table No 15, 65.21%respondents agree that
parents of students are satisfied, with their teaching strategies.While34.78%are
of the view that sometime parents are satisfied.
16. According to the calculations of Table No
16, 91.30%respondents agree that they have interested in teaching and selected
this profession of their own choice.8.69% disagree with this view.
17. The calculation of table no 17,13.04% respondents
agree that physical punishment is a solution of all types of problems in the
class. 69.56% disagree with this view and 17.39% that may be or may be not.
4.2.1 GENERAL SUGGESTIONS
1.
Disciplinary teacher makes the student
disciplinary.
2.
The appearance of the teacher should be
neat and clean, as the teacher is a model for student.
3.
Teacher should be friendly and
cooperative so that the students do not hesitate while asking question.
4.
Teacher should be active and positive in
the class.
5.
Teacher should be punctual in the class.
6.
Teacher should be honest to his
profession.
7.
Teacher’s relation with students should
not be biased
Teacher
should. be honest, noble and sympathetic and he/she
also need to teach their students all these
values which make their live perfect.
8.
Teacher is supposed to prepare his/her
topic well.
9.
A teacher needs to clear each and every
minute point of the topic by providing specific example and evidences.
10.
A teacher can explain the material in
different ways by relating it to the personal lives of the students.
11.
A teacher needs to adopt the teaching
methodology that is comprehended well by all kinds of students in class.
12.
A teacher needs to use variety of styles
which suites the caliber of each and every student.
13.
A teacher needs to use different
strategies which make students creative and proficient learner.
14.
Teacher should have command over the
subject which he/she teaches.
15.
Teacher should be good in communication
so that his/her students follow them as a model.
16.
A teacher needs to have proper check and
balance on student’s work.
17.
A teacher should point out the mistakes
of students and guide them in a proper way to make them proficient learners.
18.
Teacher should not have any grudges with
the students.
19.
Teacher should be supportive,
cooperative and as well as authoritative.
20.
Teacher should be wise enough to control
the class.
21.
A teacher needs to impart the best
values of life i.e. truth, honesty, love for human beings etc. which would lead
the students towards glory.
22.
A teacher needs to give his/ her
students at the same time the lesson of patriotism.
4.2.2
SUGGESTIONS RELATED TO THEME
23.
A teacher needs to create a pleasant
atmosphere in the class which is refreshing.
24.
A teacher as a motivator needs to engage
the students in different co-curricular activities such as speech competition,
writing about certain topics and different games to judge their abilities.
25.
Teacher should motivate his/her students
when they fail to accomplish a task and show them proper direction and as well
as to use affectionate words which makes them mentally strong.
26.
A teacher as a motivator needs to give
choices to their students regarding their studies which would be really helpful
to built up their confidence level
27.
In order to enhance the capabilities of
teachers it is recommended that only well qualified and competent teachers
should be hired for bringing better results. Their efficiency and quality
enhancement tests should also be conducted and a surprise check and balance
must be exercised properly through fool proof monitoring system on the part of
senior officials or head of the institution.
28.
Latest teaching aids and supplementary
material especially computers, multi media and other relevant helping material
as feasible should be arranged for better education comprehension of the
students in rural area schools as well.
In the conclusion it has been noticed
that in current situation, learner’s interest in their studies is at a low
degree. Learners participation, are not interested in accomplishing, their home
tasks, assignments, as well as other activities which make them a proficient
learner. According to other researchers, learner’s lack of effort is one of the
serious issues for motivator. According to Glasser, it is primary motivational
problem. He further explained that in schools students not only do their best
effort but at the same time will waste a lot of energy of avoiding hard work.
Moreover, disappointed result of the school is due to the student’s lack of
motivation and as well as of their own lack of interest in doing hard work To
improve learner’s interest and also to cultivate life long learners, this is of
more significant to motivate students for improving and increasing the education
rate. So, we can say that for best result both parents, teacher’s motivation is
a primary important factor.
Throughout the course of investigation,
it is has been observed that motivation play an important role in student’s
learning process. The more teachers motivate his/her students the more chances
to get extraordinary results. We have observed during the course of study that
there are possible factors which are helpful or effective for proficient
learning i.e. environment of the classroom, student-teacher relationship and
different activities. If the atmosphere
of the classroom is according to the mental level of students then learners
will learn in a more proficient and confident manner. The atmosphere of the classroom
will relax the mind of the students. Now,
the basic aim of this research was to increase the interest of our students in
education and also to promote education in our society as well. In this way not
only teacher but every educated member of this society is responsible to
motivate the young students towards variety of fields for the progress of our
nation.
Works Cited
Ames,
C. (1992). “Classrooms: Goals, structure, and student motivation.”Journal of Educational Psychology, 84(3),
261–271. Web. 10 Mar. 2012.
Bailin,
S., Case, R., Coombs, J. R., & Daniels,
L. B. (1999).” Conceptualizing critical thinking.” Journal of Curriculum Studies, 31 (3), 285–302. Web. 12 Mar. 2012.
Bandura,
A. (1982). “Self-efficacy mechanism in human agency.”American Psychologist, 37 (2), 122–147. Web. 14 Mar. 2012.
Broussard,
S. C., & Garrison, M. E. B. (2004).
“The relationship between classroom motivation and academic achievement
in elementary school-aged children.” Family and Consumer Sciences Research
Journal, 33(2), 106–120. Web. 14 Mar. 2012.
Case,
R. (2005). “Moving critical thinking to
the main stage.” Education Canada, 45(2), 45–49. Web. 19 April. 2012.
Corno,
L. (1993). “The best-laid plans: Modern co nceptions of volition and educational
research.” Educational Researcher,
22(2), 14–22. Web. 1 May. 2012.
Cross,
D. R., & Paris, S. G. (1988). “Developmental and instructional analyses of
children’s metacognition and reading comprehension.” Journal of Educational Psychology, 80 (2), 131–142. Web. 12 May.
2012.
Deci,
E. L., Koestner, R., & Ryan, R. M. ( 1999). “A meta-analytic review of
experiments examining the effects of extrinsi c rewards on intrinsic
motivation.” Psychological Bulletin, 125(6), 627–668. Web. 10 Mar. 2012.
Eccles,
J. S., & Wigfield, A. (2002). “Motivational beliefs, values, and
goals.” Annual Review of Psychology, 53, 109–132. Web. 16 Mar. 2012.
Eisenberg,
N. (2010). “Self-regulation and school readiness.” Early Education and Development, 21(5), 681–698. Web. 20 Mar. 2012.
Ennis,
R. H. (1985). “A logical basis for m easuring critical thinking skills.” Educational Leadership, 43 (2), 44–48. Web.
21 April. 2012.
Entwisle,
D. R., Alexander, K. L., Cadigan, D., & Pallas, A. (1986). “The schooling
process in first grade: Two samples a decade apart.” American Educational Research Journal, 23 (4), 587–613. Web. 18 May.
2012.
Facione,
P. A. (1990).” Critical thinking: A statement of expert consensus for purposes
of educational assessment and instruction..” Millbrae, CA: The California Academic Press. Web. 18 Mar. 2012.
Facione,
P. A. (2000). “The disposition toward crit ical thinking: Its character,
measurement, and relation to critical thinking skill.” Informal Logic, 20 (1), 61–84. Web. 21 Mar. 2012.
Gottfried,
A. E. (1990). “Academic intrinsic motivation in young elementary school
children”. Journal of Educational
Psychology, 82 (3), 525–538. Web. 25 May. 2012.
Gottfried,
A. E., Fleming, J. S., & Gottfried, A.
W. (2001). “Continuity of academic intrinsic motivation from childhood
through late adolescence: A longitudinal study”. Journal of Educational Psychology, 93(1), 3–13. Web. 19 April. 2012.
Guay,
F., Chanal, J., Ratelle, C. F., Marsh, H. W., Larose, S., & Boivin , M.
(2010). “Intrinsic, identified, and controlled types of motiva tion for school
subjects in young elementary school children.”
British Journal of Educational
Psychology, 80(4), 711–735. Web. 19 Mar. 2012.
Guthrie,
J. T., Wigfield, A., & VonSecker, C. (2000). “Effects of integrated
instruction on motivation and strategy use in reading.” Journal of Educational Psychology, 92 (2), 331–341. Web. 22 April.
2012.
Halonen,
J. S. (1995). “Demystifying critical thinking.” Teaching of Psychology, 22(1), 75–81. Web. 22 April. 2012.
Halpern,
D. F. (1998). “Teaching critical thinking for transfer across domains:
Dispositions, skills, structure training, and metacognitive monitoring.” American Psychologist, 53 (4), 449–455. Web.
23 Mar. 2012.
Hidi,
S., & Harackiewicz, J. M. (2000). “Motivating the academically unmotivated:
A critical issue for the 21st century.” Review
of Educational Research, 70(2), 151–179. Web. 10 Mar. 2012.
Lepper,
M. R., & Cordova, D. I. (1992). “A desire
to be taught: Instructional consequences of intrinsic motivation.” Motivation and Emotion, 16(3), 187–208. Web.
23 April. 2012.
Linnenbrink,
E. A., & Pintrich, P. R. (2002).
“Motivation as an enabler for academic success.” School Psychology Review, 31(3), 313–327. Web. 21 May. 2012.
Miller,
S. D., & Meece, J. L. (1997). “Enhancing elementary students’ motivation to
read and write: A classroom intervention study.” The Journal of Educational Research, 90(5), 286–299. Web. 10 Mar.
2012.
