Abstract
Motivating learners is one of the most critical and challenging parts of teaching. As such, they differ in how they motivate students and their motivational strategies. This quantitative inquiry determined the motivational strategies of teachers and students’ academic performance according to age, civil status, teaching experience, highest educational attainment, and average monthly income. To answer the descriptive and inferential questions, a researcher-made questionnaire was utilized. It was revealed that the level of motivational strategies of teachers in the areas of (1) introduction of the lesson, (2) discussion of the lesson, and (3) assessment of lesson we're all on a high level. However, the results indicated that the respondents least prefer helping learners prepare for the discussion using a pre-formed questionnaire, informal classroom debates, and a strategy that allows learners to assess their peers and classmates' writing abilities and comprehension skills. Consequently, the level of learners’ academic performance was very satisfactory. Likewise, no significant differences in the level of teachers’ motivational strategies in the first and second areas when grouped according to age, civil status, teaching experience, and highest educational attainment. Additionally, no significant difference showed when teachers were grouped according to average monthly income in the first and third areas. It can conclude that most teachers are proceeding directly to lesson discussion and skipping the introduction to maximize class hours. Also, teachers have different motivational strategy preferences in engaging their learners. Likewise, they have a different mindset in motivating the lesson. As such, different strategies will positively influence academic performance. It is recommended that teachers be regularly subjected to seminars and training in pedagogical and instructional methods and other classroom management skill training to improve teaching practices and to help improve students’ academic performance.
Highlights
Shaping the learning environment and motivating students to learn is the main task of the teacher (Hornstra et al, 2015)
The questions were referred to the Philippine Professional Standards for Teachers (PPST) to be conceptualized since it captures teacher quality requirements in the K to 12 basic education programs
Profile of the Respondents According of Age, Civil Status, Teaching Experience, Highest Educational Attainment and Average Monthly Income
Summary
Shaping the learning environment and motivating students to learn is the main task of the teacher (Hornstra et al, 2015). Since teachers have a significant influence in nurturing the minds and hearts of every individual, improving their motivational strategies will have a significant impact on learners’ academic and behavioral success. Teachers’ motivation is considered a critical factor that influences their performance effectiveness. It catalyzes big or small-scale academic successes. A quantitative inquiry was a medium to understand the shared motivational strength of teachers in keeping learners on the right track. It determined the critical learning factors affecting learners’ academic performance.
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