Larning Activity 1

Read the following research findings then reflect on your very own experiences.
A.
- Young children often want to gain teachers’ approval to be motivated while the
older ones are typically more interested in gaining the approval of peers.
(Juvonen and Weiner, 1993 quoted by Ormrod, 2004).
- …Students often become less intrinsically motivated as they progress
through the school years. (Harter, 1992 quoted by Ormrod, p. 507) Learning
goals may go by the wayside as performance goals become more prevalent and
as a result, students will begin to exhibit preference for easy rather than
challenging tasks. (Harter, 1992; Igoe and Suliivan, 1991 quoted by Ormrod,
2004)
- Increasingly, students will value activities that will have usefulness for them in
their personal and professional lives, and subjects that are not directly applicable
will decrease in popularity. (Wigfield, 1994 quoted by Ormrod, 2004).
B.
- …Elementary students tend to attribute their successes to effort and hard work.
- …By adolescence, however, students attribute success and failure more to an
ability that is fairly stable and uncontrollable. Effort becomes a sign of low ability…
(Nichols, 1990; Paris & Cunningham, 1996 quoted by Ormrod, 2004).
C.
- There are different motivational patterns for students belonging to ethnic
communities. Students from Asian-American families may feel more pressured to
perform well in school…
- …Students’ cultural background can influence their attributions… For instance,
students of Asian background are more likely to attribute academic achievement
to unstable factors like effort and attribute appropriate or inappropriate behaviors
to temporary situational factors than students brought up in mainstream Western
culture. (Lillard, 1997; Peak, 1993 quoted by Ormrod, 2004).
D.
- …Females are more likely than males to have a high need for affiliation.
(Block, 1983 quoted
by Ormrod, p. 508).
- Females are also more concerned about doing well in school. They work
harder on assignments, earn higher grades and are more likely to graduate from
high school. (Harpern, 1992; McCall, 1994 quoted by Ormrod, 2004).
- We typically find more boys than girls among our “underachieving” students.
E.
- Students from low-income families are among those most likely to be at risk of
failing and dropping out of school. A pattern of failure may start quite early for
many lower-income students especially if they have not had the early
experiences upon which school learning often builds.
F.
- Students with special educational needs show the greatest diversity in motivation.
Some students who are gifted may have high intrinsic motivation to learn
classroom subject matter, yet they may become easily bored if class activities
don’t challenge their abilities. (Friedel, 1993; Turnbull et al, 1999 quoted by
Ormrod, 2004).
- Students with specific or general academic difficulties (e.g. those with learning
disabilities, those with mental retardation) may show signs of learned
helplessness with regard to classroom tasks especially if their past efforts have
been repeatedly met with failure. (Deshler & Schumaker, 1988;
Jaccobsen, Lowery, & DuCette, 1986; Seligman, 19750
 - Students who have difficulty getting along with other classmates (e.g. those with
emotional and behavioral disorders) may inappropriately attribute their social
failures to factors beyond their control. (Hewrad, 1996 quoted by Ormrod, 2004).

REFLECTION

As I said in letter A, I was driven in elementary school by obtaining my teacher's approval for
each work that I completed. And it was also mentioned there that when children grow up with
the approval of their peers, they can achieve the happiness they desire. This is because as
we grow older, we become more reliant on our peers, and sometimes they are the only ones
who support us. As a result, we become happy and satisfied. In letter E, it is also mentioned
that students from low-income families are more likely to drop out of school. I'm not saying I
had this experience, but it was close. When I was in fifth grade, my grandmother was
hospitalized for more than two months, and our family went into debt as a result, which is why
I almost didn't go to school. But, by God's grace, I am still learning, and I consider it a huge
blessing that I am still studying.

Analysis

1. Do your experiences and observations support or contradict the research findings?

Share your answers with your small group.
- I agree that students from low-income families are more likely to struggle in school and
drop out. Many pupils from low-income families are unable to purchase the supplies
required for basic classroom tasks. For many low-income pupils, a pattern of failure can
begin early, especially if they lack the early experiences that form the foundation of school
learning. Even if they have minimal experience, they may not be able to afford field
excursions or any other extracurricular activities that might broaden their experience base.
They may confront a variety of problems that impair their cognitive growth, emotional well-
being, and interpersonal relationships.
- others, and academic success
2. What are the implications of these research findings to facilitating learning? To be sure
that no research finding is missed, do this with the help of a Table like the one given
below. Feel free to add more rows.

Research Finding Learning Implication

1. Young children often want to gain Because children require more attention, whilst
teachers’ approval to be motivated while adults do not really. When it comes to motivating
the older ones are typically more children, it is simple to do so because they adore
interested in gaining the approval of their teachers.
peers
2. Students from low-income families are Because of today's high expenses, low-income
among those most likely to be at risk of families are having a difficult time affording school,
failing and dropping out of school. and we all know that if we don't have money, we can't
guarantee our daily needs.
3. Elementary students tend to attribute their Because we all desire and want our dreams to come
successes to effort and hard work. true in elementary school, they are driven to put out
effort and do hard work in school.
4. Students with special educational needs Diversity education introduces students to a variety of
show the greatest diversity in motivation. cultural and social groups, preparing them to be
better citizens in their communities. As a result, kids
require more diverse motivation so that we may
concentrate on their strengths and weaknesses and
improve them for them. It may be challenging for us,
 but doing it for them is an accomplishment.
5. There are different motivational patterns Because ethnic variety can diminish social
for students belonging to ethnic communities connections among students, we must break the
stereotype that we are all equal, regardless of
cultural, race and group.

Abstraction / Generalization

Our students’ motivation may vary on account of age, gender, cultural,

socioeconomic background and special education needs. Our class is a conglomerate of
students with varying ages and gender and most especially cultural background and
socioeconomic status. Our students’ motivational drives reflect the elements of the culture
in which they grow up – their family, their friends, school, church and books. To motivate
all of them for learning, it is best to employ
differentiated approaches. “Different folks, different strokes.” What is medicine for one may
be poison for another.
Two principles to consider regarding social and cultural influences on motivation
are:
1. Students are most likely to model the behaviors they believe are relevant to
their situation.
2. Students develop greater efficacy for a task when they see others like
themselves performing the task successfully. (Ormrod, 2004). What
conclusion can be derived from the two principles? “Students need
models who are similar to themselves in terms of race, cultural background,
socioeconomic status, gender, and (if applicable) disability. (Ormrod, 2004).
Then it must be good to expose our students to models of their age and to
models who come from similar cultural, socioeconomic backgrounds.
Do we have to limit ourselves to live models? Not necessarily. We can
make our students read biographies and autobiographies of successful individuals
who were in situations similar to them.

Synapse Strengtheners

1. From the Survival Kit prepared by the Guidance Office of St. Louis University,
success or achievement depends not only on ability and hard work but also on
effective methods os study. … Very roughly, the differences between individuals in
their capacity for work and study are determined by:
Factor A- Intelligence and Special Abilities . . . . . . . . . . . . . . . . 50-
60% Factor B - Industry, Effort and Effective Study Methods . . . . . . 30-
40% Factor C- Chance and Environmental Factors . . . . . . . . . . . . . . 10-
15%
Later in college, … the proportion may change as such:
Factor A- Intelligence and Special Abilities . . . . . . . . . . . . . . . . 30-
40% Factor B - Industry, Effort and Effective Study Methods . . . . . . 50-
60% Factor C- Chance and Environmental Factors . . . . . . . . . . . . . . 10-
15%
Compare this with the research findings in Activity B above. Do they jibe or do
they contradict each other? What is your stand?
- The research findings contradict the St. Louis University Guidance Office's Survival Kit.
Students attribute success or failure to an ability that is stable and uncontrollable, and effort
 becomes a sign of low ability, according to the research findings in Activity B, whereas the
Survival Kit shows that in the College Industry, Effort and Effective Study Methods account
for the largest percentage of success and failure in learning.
In terms of my stance, I prefer the Survival Kit from St. Louis University's Guidance Office.
According to my own experience as a college student, intellect or being smart is insufficient
for academic success. Hard labor and good tactics are required for effective learning to
occur. Students should continue to attribute their learning success and advancement to their
courage.

Application

Differentiate and describe your motivational strategy between/among”

1. Students of different ages
- Being surrounded by learners of different ages and stages of development across a variety
of skills and talents delivers the message that I and every other student are on a continuum
that is neither better nor worse.

2. Boys and girls

- The boys prefer to play basketball, ml, and other sports, while the girls prefer to go around,
speak, and visit with friends. All students require time away from their academic obligations.

3. The economically-disadvantaged and the affluent

- Economically disadvantaged people are socially disadvantaged people whose capacity to
compete in the free market has been hampered by a lack of money and credit opportunities
when compared to people in the same or similar line of business who are not socially
disadvantaged. Motivation and engagement, defined as students' energy and desire to
engage, learn, work efficiently, and attain their full potential at school, play a significant
impact in students' interest and enjoyment of school.

4. Students belonging to indigenous peoples’ (IP) groups and those not belonging to one
- Indigenous Filipinos are among the many indigenous peoples (IP) whose dwellings have
been destroyed, settlers have been imposed on their ancestral domains, and they have been
forced to relocate to locations far from essential social amenities. The majority of them battle
to preserve their way of life for themselves and future generations

RESEARCH CONNECTION
Read a research or study related to Students’ Diversity in Motivation. Fill out the matrix
below.

Problem Research Methodology

Students’ diverse learning progress exists in
every classroom. This study aimed to
discover what strategies can be used to deal
with students’ diverse learning progress in
classroom. The data gathering consisted of
two structured interview and observations.
Qualitative approach was utilised to analyse
the data. The study reflected on the practices
of addressing students’ diverse learning
progress and made an action plan for
improving primary school teaching. The
This study adopted a qualitative method which
enabled the researcher to gain an insider’s
view of the field through close association
with both participants and activities within the
setting (Burns, 1994). The data in this study
was collected through two structured
interviews and observations of classroom
practices and students. Observations took
place in the school, with a particular focus on
a Year One classroom. Observations were the
first step of the data collection and helped to
 findings from this study have the potential to
enrich the teaching approaches in both
primary and secondary schools.
conceptualise the interview questions for a
more in-depth investigation. The interviewees
involved a senior principal of the student
diversity system and a Year One classroom
teacher. Interviews were conducted through
everyday conversation between the researcher
and the interviewees.

Findings Conclusions/Recomendations
According to the principal (2007), “Both This action research case study investigated
group support programs and individual students’ diversity in the classroom with a
assistance have been used in supporting particular focus on students’ diverse learning
students with diverse needs to fit into the progress. This study examined literature on
mainstream classrooms”. The Centre for the research of students’ diversity in order to
Excellence provided programs for students seek a theoretical support for conducting this
who needed additional Title and Source:
support (Complete
in all areas APA bibliographical
of research. It also examinedentry
school policies and
the Curriculum (The Hutchins School, 2006).format) supporting systems in assisting diverse
Wu, Ruiting
These programs included & Tu,language
remedial Yongwei &students
Wu, Ruijuan & Le, Quynh
in a single-sex & school in
primary
Reynolds,
classes for ESL students, Bronwyn.
remedial An Action
classes Research
for Hobart. ThisCase Study
study on
particularly focused on
Students' Diverse in the
students with learning difficulties such as Classroom: Focus on Students' Diverse
how the Year One classroom teacher dealt
Learning
ADHD, and one-to-one Progress.lessons
individual Researchgate.net (2012) diverse learning progress in her
on with students’
the arts, such as visual art, choir and classroom. The study also reflected the
instruments, for gifted and talented students. researcher’s own experience on addressing
During school time, there was a particular students’ diverse learning progress and made
period of time of one hour allotted for any an action plan for improving primary school
student to attend those programs once a teaching in the future.
week. Students could choose the program
either by choice or by the suggestions from
the classroom teacher. The regular remedial
classes were free for students to attend;
however, there was a charge for one-to-one
lessons

ASSESSMENT TASK/S
1.In not more than 100 words write your reflections on your very own experiences in
relation to Activity A, B, C, D, E and F.
 As mentioned in letter A, I experienced being motivated in elementary school by gaining
the approval of my teacher for every task that I was doing then. And it was also mentioned there
that when children grow up by the approval of friends, we can get the satisfaction that we want,
this is because as we grow up we are more dependent on our friends and sometimes even they
are the only ones who support us we became happy and we are satisfied. It is also noted in letter
E that most of the student whose have low-income families are more likely not to continue to
study. I'm not saying that I experienced this but it almost happened, because when I was in grade
5 my grandmother was hospitalized for more than two months and there our family got into debt,
which is why I almost didn't go to school. But by God's goodness I am still studying and I can
say that it’s a big blessing for me to still studying up until now.

2. By means of a graphic organizer, present the social and cultural influences on the
cognitive and motivational processes of learning.

Cultural Influences
•Situated learning

Social Infwluences Teaching

3.State and explain in not more than 3 sentences each of the principlesstrategies
on the social
to and
•Conformity
cultural influences on motivation. address socio-
•Identification
Two principles to consider regarding social and cultural influences on motivation are:
cultural
•Internalization
1.Students are more likely to model the behaviors they believe are relevantdimensions.
to their situation.
•Self-efficacy
It simply means that the behaviors where the child displays, they just adapting it to
•Verbal persuasion
whatever situation they are in. The child’s behaviors that come out and are displayed or
performed by them, reflects on their present situation. Or in simple words, all the behaviors they
possess are based solely on what situation they have been experiencing.
2.Students develop greater efficacy for a task when they see other themselves performing the
task successfully.
In other words, children become motivated when they see others that already achieved what
they are supposed to do. And through this, it serves as a model so that they can also achieve what
they want to achieve.
5 MINUTE NON-STOP WRITING
Your 5-minute non-stop writing begins NOW!
From the Module on Students’ Diversity in Motivation, we realized that motivation is really
important and as it was defined, it is an inner drive that causes you to do something and
persevere at something. It energizes you to do something. It is the strength of the drive toward an
action. And we also learned that motivation divided into two types, the extrinsic and intrinsic
motivation. We can say that motivation is extrinsic when that which motivates a person is
someone or something outside him/her. And motivation as intrinsic is more beneficial than
extrinsic motivation because intrinsic motivation comes from within the person himself/herself.
But whatever it is, motivation serves as big help to students' diversity as it serves to be more
beneficial for both teachers and learners. Diverse students is really hard to handle at first but
when student motivates others despite of differences it will become a huge help for teacher to
adjust, as well as for the whole class adjusting in their social and cultural differences.

SOCIAL,
CULTURAL
INFLUENCE
S