University of Southeastern Philippines

College of Education

COMPILATION OF REQUIREMENTS IN EDUC 228

TERM PAPER

Submitted to
NORMAN O. BLANCIA, Ed. D.
College of Technology
University of Southeastern Philippines
Obrero Campus, Davao City

In Partial Fulfillment of the Requirements in

EDUC 228 – The Andragogy of Teaching
Bachelor of Technical and Vocational Teacher Education

Submitted By:
EMNACIN, JAZZ C.

May, 2020
 ACKNOWLEDGEMENTS

This work would not have been possible without the financial support of
my mother, who have been supportive of my career goals and who worked
actively to provide me with the protected academic time to pursue those goals.

I am grateful to all of those with whom I have had the great works of the
authors I had rely on during this projects. I would especially like to thank Dr.
Norman Blancia, my professor and mentor, he has taught me more than I could
ever give him credit for here. He has shown me, by his example, what a good
teacher should be.

Nobody has been more important to me in the pursuit of this project than
the members of my family. I would like to thank my parents, whose love and
guidance are with me in whatever I pursue. They are the ultimate role models.
 DEDICATION

This dissertation is dedicated to my mother Claudia Emnacin. Thank you

isn’t enough for your unwavering support and encouragement throughout this

long journey. Amare et sapere vix deo conceditur.

 TABLE OF CONTENTS

Title Page -------------------------------------------------------------i

Acknowledgement ------------------------------------------------------------ii

Dedication ------------------------------------------------------------iii

Introduction ------------------------------------------------------------- 1

Statement of the Problem----------------------------------------------------2-3

Assumption of the Study-----------------------------------------------------4-5

Body -------------------------------------------------------------6-7

Conclusion/Recommendation--------------------------------------------8-10

References -------------------------------------------------------------11
INTRODUCTION

Motivation can be defined as the desire or Motivation to carry out specific

tasks or to do something. Motivation is required when goals are being set and
more so in their execution. In a work setting, motivation can be defined as a
process through which individuals choose between alternative forms of behavior
with the aim of achieving personal objectives. The goals sought by individuals
can be extrinsic or relatively tangible such as monetary rewards and promotion,
or intrinsic or intangible such as self esteem or job satisfaction (Armstrong,
2006).

Motivation is characterized as an Motivation that begins inside the

individual and legitimately originates from their inward feeling of fulfillment .
Motivation has assortment some analyst contends that it is expected to help
students' Motivations for intrigue, yet others demanded that Motivation towards
self-improvement ought to be considered. These persuasive factors are for the
most part potential factors that may influence learning results.

Student engagement recognizes the complexity of engagement beyond

the domains of cognition, behaviour, emotion or affect, and in doing so
encompasses the historically situated individual within their contextual variables
such as personal and familial circumstances)that at every moment influences
how engaged an individual or group is in their learning. This paper proposes to
analyze which type of motivation intrinsic or extrinsic is more aligned to and
related with authentic student engagement as defined by Schlechty (2001, 2011)
where the task, activity, or work the student is assigned or encouraged to
undertake is associated with a result or outcome that has clear meaning and
relatively immediate value to the student.
STATEMENT OF THE PROBLEM

In a classroom, students motivation alludes to how much an

studentsinvests energy into and center around learning so as to accomplish
fruitful results. Motivation and commitment are significant for sound student
learning. Sternberg accepts that Motivation is significant for school achievement,
in its nonattendance; the student never may put forth an attempt to
learn.Students have various amounts, yet in addition various characteristics of
Motivation that can differ from time to time contingent upon the learning and
showing setting . In the event that educators have a sound comprehension of
the various sorts of student motivation conceivable in some random setting, at
that point they are in better situation to give a progressively favorable learning
condition to student that better advances their learning battles that "the
verifiable reason of the words "inborn" and "extraneous" is that there are
subjectively various types of Motivation, and the thoughtful issues more than the
sum."

Numerous research studies have shown that intrinsically motivated

students have higher achievement levels, lower levels of anxiety and higher
perceptions of competence and engagement in learning than students who are
not intrinsically motivated (Wigfield & Eccles, 2002; Wigfield & Waguer, 2005).
These studies demonstrate that there is a positive correlation between intrinsic
motivation and academic achievement (Corpus et al., 2009; Law, Elliot, &
Murayama, 2012; Lee, McInerney, Liem, & Ortiga, 2010; Lepper, Corpus &
Iyenger, 2005). However, every student is not and cannot be always intrinsically
motivated towards certain tasks. According to Krause, Bochner and Duchesne
(2006) teachers frequently use extrinsic motivation like rewards, praise, free
time, food and even punishment to encourage and stimulate their students
towards learning. The majority of researchers believe that motivation is not
exclusively intrinsic or extrinsic in orientation.

Extrinsic and Intrinsic motivation started on the essential needs of self-

governance, relatedness and competency, and how these help inborn Motivation.
Ryan and Deci's SDT suggests that a few sorts of extraneous Motivations are
frail, while, some are dynamic and agentic states. They portray various
structures ofextrinsic Motivation as a continuum beginning from an Motivation
not persuaded to external regulation (where an assignment is endeavored to
fulfill an outside interest; introjected guideline an assignment is accomplished for
inner self improvement); Identification where the undertaking is esteemed for
itself and integrated guideline which is the most self-ruling sort of outward
Motivation and exists when external guidelines are completely absorbed in an
individual's self-assessments and convictions of their own personal needs.

Integrated Motivations in this manner share characteristics with inborn

motivation, but are as yet named an extraneous from of Motivation. The
objectives that the student is attempting to accomplish are hence for reasons
extrinsic to the inborn pleasure or enthusiasm for the assignment. Natural
Motivation is toward the finish of this continuum. Understanding the various
kinds of outward Motivation is very important as the sorts of outward Motivations
show how much an understudy is self determined during a learning task and
furthermore shows the nature of exertion the individual is placing into an
undertaking (Reeve, Deci and Ryan, 2004).

Engagement is active. It requires the students to be attentive as well as in

attendance; it requires the students to be committed to the task and find some
inherent value in what he or she is being asked to do. The engaged student not
only does the task assigned but also does the task with enthusiasm and
diligence. Researchers have explained different forms of engagement and
teachers should be informed of these and how they work for different students
under different conditions (Kuh, 2009).

ASSUMPTION OF THE STUDY

All through the logical investigation of Motivation, understanding the

procedures that underlie individuals' Motivation has consistently included
considering the earth inside which those individuals live and act. In any case,
extraordinary Motivation scholars consider the earth as having totally different
jobs in Motivation, from the minor job of giving outside signs that trigger
individuals' natural drives to the widely inclusive job of emphatically forming
individuals' Motivation and activity through frameworks of remunerations and
disciplines or through social contents for jobs and conduct. Such contrasts in
perspectives on the job of the earth in Motivation have significant ramifications
for the inquiries that scientists pose, the information they gather, the manner in
which they decipher those information, and the proposals they make for planning
rousing learning conditions.

Students who are roused to learn have higher accomplishment, show

better comprehension of the ideas they are instructed, are increasingly happy
with school, and have lower dropout rates, as indicated by an assortment of
studies looked into by Edward Deci and associates. The CEP outline paper not
just clarifies that more consideration must be paid to understudy Motivation, it
likewise gives inquire about based beginning stages to activity.

Similarly as with any ability, Motivation can be empowered - or debilitated

- in kids since the beginning by the activities of notable individuals in their lives.
Studies recommend that student are all the more scholastically roused when one
of four conditions is available: when they feel able enough to finish the job that
needs to be done; when they see an immediate connection between their
activities and a result and have some power about whether or how to embrace
an errand; when the undertaking has intrigue or incentive to them; and while
finishing the assignment brings social prizes, for example, a feeling of having a
place with a gathering or endorsement from somebody they care about. I've
seen this direct in my work instructing discussion to in danger youngsters in the
South Bronx. Endeavors to connect with student work best when they tap into at
any rate one of these conditions; and the a greater amount of these conditions
that are met, the more prominent the Motivation.

For instance, school programs that reward student with cash, prizes, or
benefits for scholastic achievements or exertion are progressively powerful on
the off chance that they reward student for acing a specific aptitude, for
example, perusing a book or tackling an issue. They are less fruitful Motivations
in the event that they reward student for arriving at a specific degree of
execution, for example, accomplishing a breezing through score on an
assessment, as indicated by examine by Roland Fryer. Remunerating activities
that student can control, Fryer notes, for example, finishing schoolwork, yields
preferred outcomes over compensating achievements that appear past student'
span or out of their control, for example, regardless of whether they gain An
evaluation.

Additionally, school programs that attempt to persuade student by

concentrating on the objective of going to school or paying for their school
educational cost are all the more rousing on the off chance that they submerge
student in a "school going society" instead of simply reassuring them to seek to
school and promising grants for educational cost. This submersion approach
incorporates giving scholastic, social and different backings, clarifying why school
was significant, and illustrating a way to arrive.

School programs that incorporate network administration with scholastics

can likewise touch off student' advantage and persuade them to work more
diligently. In any case, investigate noticed that to be viable, these projects ought
to be lined up with the school's educational program and scholarly gauges, urge
student to think about what they are realizing, and associate educational
program to network issues.

BODY

Motivation is significant for everybody. Motivation is imperative to live. We

can't carry on with our every day life cheerfully without Motivation. Motivation is
the nearness of direction and want to accomplish day by day life, vocation, and
business objectives. Only a model, Motivation causes us to rise early and get
profitable.

At the point when we are roused, energized, getting more than

anticipated outcomes from something we get propelled. For example, its
motivating when you read stories and convictions of fruitful individuals. It's
moving when you see somebody accomplishing something extraordinary and
feeling upbeat. That is the manner in which we feel spurred and it causes us to
accomplish our own objectives.

There are a large number of Motivations around us. For example,

Motivation from books, Motivation from cites, Motivation from the class,
Motivation from water, Motivation from trees, Motivation from kids, Motivation
from guardians, Motivation from instructors, and so on. Be that as it may, we
can't distinguish every one of them.

This is on the grounds that we are not associated with the feeling of
Motivation. The feeling of Motivation is the best thing that rings a bell similarly
ordinarily in a day. In any case, the greater part of us are neglected to get it.
The feeling of Motivation is the way to different accomplishments throughout our
life.
 What is a feeling of Motivation? The feeling of Motivation is an impression
and comprehension that can happen incidentally or whenever of the day and
night. We get the most noteworthy Motivation when our feeling of direction
associates with our feeling of Motivation. For instance, when you see persuasive
recordings your feeling of Motivation gets enacted. What's more, it begins
interfacing with a feeling of direction. That is the reason we watch persuasive
recordings and individuals suggest viewing Motivational stories and discourse.
Motivation assists with accomplishing objectives and dreams throughout
everyday life, profession, and business.

You can likewise say that Motivation is Intent, or explanation for

something. For what reason do you realize? For what reason do you compose?
There are purposes for each activity. One reason is MOTIVE. Motivation is
imperative to oversee time effectively Motivation is imperative to oversee every
day life difficulties, openings and time proficiently to continue pushing ahead and
accomplishing objectives.

Motivation encourages us to deal with our time and become profitable and
helpful for the association. For instance, individual, official objectives and dreams
propel us to gets up promptly toward the beginning of the day. We do exercise
and yoga to remain sound and fit. This is on the grounds that we're strolling
towards our objectives. At the point when we are inspired we don't burn through
our time. We impart dependent on qualities and realities. We simply centered
around the objectives that we have to accomplish before the day's end.

This is the reason propelled individuals are progressively profitable and

use time effectively. Motivation assists with overseeing workers adequately
Motivation encourages the association to make representatives upbeat and
persuaded to make a solid effort to accomplish objectives. What's more, to
improve the Motivation level of representatives, numerous associations and
organizations advance, acknowledge, increment pay, respect freely and give
different offices to meriting applicants. That interfaces the feeling of Motivation
with a feeling of direction in representatives' psyches. Furthermore, they devote
their hours to accomplish authoritative objectives.

CONCLUSION

Researcher of motivation and commitment have made a significant

commitment to the field of training by featuring the significance of motivation
and commitment in the learning procedure. They likewise have called attention
to the manners by which students' natural and extraneous motivation and
commitment can impact their learning results. Motivation controls students'
enthusiasm into significant learning exercises. It is hence the educator's
undertaking to configuration work that propels their students "to understand
their potential by connecting with them in mentally testing learning encounters" .

Instructors should know how to and are answerable for the structure of
such scholarly exercises which will legitimately and gainfully connect with
students in their learning. Discovering that consolidates this real work has been
named educational correspondence ,where instructors and students are taking in
with and from one another. Motivation and commitment are significant variables
that control conduct and therefore, it is significant for educators to comprehend
and utilize this information in their instructing. By knowing how inborn and
outward motivations and commitment identify with students and their learning,
the educator is very much positioned to give a progressively steady condition to
understudy learning and their own instructing .

The aftereffects of this examination will support instructors and instructor

teachers to utilize various systems adequately to naturally and outwardly spur
their students so as to upgrade their commitment in figuring out how to
accomplish the most ideal understudy scholastic and social results. Connecting
with students is a mind boggling process that includes more than spurring
students .Teachers need to concentrate on numerous elements to advance
legitimate understudy commitment that incorporates understudy distinction,
scholarly assignments, the school and study hall condition and the outer
condition that may impact the understudy and school. To build the degree of
understudy commitment requires centered educator exertion and every one of
the previously mentioned components ought to be thought of and tended to.

As opposed to the discoveries of Arnold (2000) and Tadich, Campbell and

Prain (2007), who reasoned that center years' students are frequently not
occupied with their learning, the scientists discovered a lot of proof to help the
case that in this examination study, most of the students were legitimately
occupied with their learning dependent on both the students' self-revealing and
their educator's perceptions. recommending that great educator understudy
relationship; clear guidelines; bunch work; giving decision, arranging drawing in
and fascinating learning exercises; and causing learning significant and important
to students all to add to advancing and upgrading understudy motivation and
commitment in their learning. Our discoveries affirm the examination that
separated students may accomplish their work however without premium and
responsibility, while, drew in students try sincerely and endeavor to ace their
getting the hang of accomplishing the most noteworthy scholastic outcomes they
are fit for acquiring inside their learning setting .It affirms the exploration
(Wigfield and Eccles, 2002; Wigfield and Waguer, 2005) that naturally roused
students are more capable and occupied with their learning than students who
are not intrinsically propelled. It is likewise compatible with the examination that
found that when students' requirement for fitness, relatedness and self-
sufficiency are satisfied by their instructor (as appeared to be the situation in the
classroom considered), at that point understudy motivation and commitment is
improved. This exploration obviously shows that inherent motivation is related
with valid studentengagement and that drew in students total their learning
assignments as well as put more exertion andconcentration into the intensive
comprehension of the substance (Newmann, 1992). Moreover, such students are
mindful, dedicated and excited in doing these learning errands (Schlechty, 2002).
Be that as it may, in circumstances where natural motivation isn't working then
instructors shouldconsider utilizing outward motivation to help the characteristic
motivation of their students. On the off chance that instructors depend just on
characteristic motivation to connect all students constantly, they will be
frustrated . There are numerous circumstances where impetuses and external
supports might be important. By the by, outward motivation should just be
utilized such that improves natural motivation as opposed to subverting it
(Harackiewicz and Sansone, 2000; Hidi, 2000; Lepper and Henderlong, 2000), as
extraneous prizes have a beneficial outcome in circumstances where inherent
motivation isn't high. Our examination affirms that persuaded and connected
with students learn better and show most ideal results in their scholastic
investigation and by usingthe proper instructional methods instructors can
likewise make study halls all the more captivating spots for students to learn.
 REFERENCES

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psychological well being across life's domains. Canadian Psychology, 49(1), 14-
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Kuh, G. D. (2009). The National Survey of Student engagement:

Conceptual and empirical foundations. New Directions for Institutional
Research,141, 5-12. http://dx.doi.org/10.1002/ir.283

Law, W, Elliot, A. J., & Murayama, K. (2012). Perceived competence

moderates the relation between performance-approach and performance-
avoidance goals. Journal of Educational Psychology, 104(3), 806-819.
http://dx.doi.org/10.1037/a0027179

Lee, J. Q., McInerney, D. M., Liem, G. A. D., & Ortiga, Y. P. (2010). The
relationship between future goals and achievement goal orientations: An
intrinsic–extrinsic motivation perspective. Contemporary Educational Psychology,
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Schlechty, P. (2011). Schlechty center on engagement. Retrieved from

http://s3.amazonaws.com/www.schlechtycenter.org/tools/prod/4046/original/sc_
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