STUDY THE ROLE OF TEACHER IN ENHANCING THE

INTEREST OF THE PRIMARY STUDENTS

Researchers Supervisor

Anam Jamil Dr. Naseer Ahmed Shahid

Sonam Saeed

Nosheen Sarfarz

AMIL COLLEGE AHMED PUR

Department of Educational Training, Islamia University of Bahawalpur

Session 2020-22
 APPROVAL FORM

The research project attached here to, titled Study the role of teacher in enhancing the
interest of the primary students Proposed and submitted by
AnamJamil,SonamSaeed,NosheenSarfrazin partial fulfillment of the requirements for the
degree of B.Ed. (1.5 year) (Leadership and Management) is hereby accepted.

Supervisor: ___________________
Dated: ____________________
 DECLARATION

We AnamJamil, SonamSaeed, NosheenSarfrazA student of B.Ed. (1.5 year) programmed

(Leadership and Management) at Isalmia University do hereby solemnly declare that the
research project entitled Study the role of teacher in enhancing the interest of the primary
students submitted by me in partial fulfillment of B.Ed. (1.5 year) programmed, is my
original work, and has not been submitted or published earlier. I also solemnly declare that it
shall not, in future, be submitted by me for obtaining any other degree from this or any other
university or institution.
I also understand that if evidence of plagiarism is found in my thesis/dissertation at any stage,
even after the award of a degree, the work may be cancelled and the degree revoked.

__________________________
Signature of Candidate

__________________________
Name of Candidate

Date: __________________
 RESEARCH PROJECT SUBMISSION APPROVAL FORM

Research Project entitled Study the role of teacher in enhancing the interest of the
primary students Submitted by AnamJamil, SonamSaeed,
NosheenSarfrazProgrammeB.Ed (1.5 year) has been read by me and has been found to be
satisfactory regarding its quality, content, language, format, citations, bibliographic style, and
consistency, and thus fulfils the qualitative requirements of this study. It is ready for
submission to Islamia University for evaluation.

Dated _______________

___________________
Signature of Supervisor

_________________
Name of supervisor
 ACKNOWLEDGEMENTS

All the praises and glories to Allah almighty, who gave me strength enough to
complete this research work. Without his blessings and grace, nothing can be accomplished
or materialized. Then comes the name of my supervisor Dr Naseer Ahmad Shahid. They
deserve Special appreciations and applaud, for their energetic supervision and constant
support. His invaluable creative thoughts always suggested simple and feasible solutions in
very complicated situations came across during this research. Certain disappointing moments
also came during this research, where moral support and backup of Dr Naseer Ahmad
Shahid proved as a fountain of hope for me. His constructive comments and invaluable
suggestions contributed a lot throughout the experimental and thesis work of this dissertation.
Anything in this dissertation, commendable and worthy of applaud, is the result of his
profound vision and whatever the shortcomings still left in it are purely flaws of mine. His
personality is like a light house for his students showing them the right path to reach their
destination. May Allah increase his light of knowledge and wisdom. Last but not the least, are
my friends and co-workers at workshop, who deserve my deepest gratitude for their endless
love, encouragement and cooperation.

Student names:
Anam Jamil
Sonam Saeed
NosheenSarfraz
 ABSTRACT

Academic success depends on interest, a potent motivating factor that drives learning, directs
academic and professional paths, and energies learning. Interest is a persistent propensity to
reengage over time as well as a psychological condition of attention and affect towards a
specific item or topic. The four-phase model of interest development integrates these two
definitions to direct interventions that foster interest and profit on already-existing interests.
Four interest-boosting approaches seem useful: attention-getting settings, situations recalling
prior individual interest, problem-based learning, and enhancing utility value. Raising interest
can help pupils learn more actively and with greater motivation.

Keywords: interest, education, achievement gaps, motivation, social-psychological

interventions, problem-based learning, personalization, utility value, expectancy-value,
educational policy

7
Table of Contents

ABSTRACT..........................................................................................................................................7

Chapter 1 INTRODUCTION...................................................................................................................10

1.1 Principles for enhancing the Interest:........................................................................................10

1.1.1 Good Practice Encourages Student – Instructor Contact....................................................10

1.1.2 Good Practice Encourages Cooperation among Students...................................................11

1.1.3 Good Practice Encourages Active Learning.........................................................................12

1.1.4 Good Practice Encourages Active Learning.........................................................................12

1.1.5 Good Practice Gives Prompt Feedback...............................................................................13

1.1.6 Good Practice Emphasizes Time on Task............................................................................14

1.2 Communication between the teacher and the students:..........................................................14

1.3 Major Points:.............................................................................................................................15

1.4 Objectives of the Study..............................................................................................................15

1.5 Significance of Study..................................................................................................................16

This study is important for the knowing the role of teacher in enhancing the interest of the
primary students in rural areas district Bahawalpur. Hopefully, the result of this research can be
beneficial either theoretically or practically................................................................................16

1.6 Research Methodology..............................................................................................................16

The goal of this study is to find out how the learning process might be enhanced by encouraging
relationships between teachers and students. Teachers provide their pupils the chance to be
motivated and feel involved in the learning process by building strong relationships with them.
Instead of being passive learners, students will actively participate in the learning process. I
want to look at how teaching with a communicative approach and cooperative learning
techniques affects and enhances student learning performance................................................16

Chapter 2 LITERATURE REVIEW...........................................................................................................17

2.1 Introduction...............................................................................................................................17

2.2 Historical Background................................................................................................................19

2.3 Classical Conditional Theories....................................................................................................19

2.4 Needs hierarchy of Maslow.......................................................................................................20

 2.5 Phases of Motivation.................................................................................................................21

2.5.1 Social Psychological motivation (1959 -1990).....................................................................21

2.5.2 Integrative motive..............................................................................................................21

2.5.3 Social Educational Model....................................................................................................22

Chapter 3 RESEARCH METHODOLOGY.................................................................................................23

3.1 Introduction...............................................................................................................................23

3.2 Methods....................................................................................................................................23

3.3 Aims and objectives of study.....................................................................................................23

3.4 Study population and Patient selection, study area, study period............................................24

3.5 Selection of Study design...........................................................................................................24

3.6 Selection of controls..................................................................................................................25

3.7 Inclusion/exclusion criteria........................................................................................................26

3.8 Data Analysis..............................................................................................................................26

Chapter 4 DATA ANALYSIS AND RESULTS............................................................................................27

4.1 Learners’ (Gender and Age wise characteristics).......................................................................27

4.1.1 Descriptive Statistics of Question No. 1..............................................................................27

4.1.2 Question-1 One-Sample T-test............................................................................................28

4.1.3 Learners responses to Question No. 3................................................................................29

4.2 Teachers ‘responses to Question...............................................................................................32

Chapter 5 SUMMARY, CONCLUSION AND RECOMMENDATION..........................................................34

5.1 Summary:...................................................................................................................................34

5.2 CONCLUSIONS AND RECOMMENDATIONS................................................................................35

5.3 RECOMMENDATIONS................................................................................................................36

In the light of this study the following recommendations and suggestions are made;................36
 Chapter 1
1.1 INTRODUCTION

Teachers should be aware that human motivation is a very complicated topic.Several

psychologists have dedicated their careers to figuring out why people behave the way they
do. Their efforts have resulted too many victories. Contrarily, we now have a wealth of
information on this.Although this does not mean that comprehension is complete, it does
indicate that we can now prohibit all attitudes and behaviours that are counterfeit in school
settings.

Teachers would be relieved to tackle many of the issues that pupils could handle with no
reward because human motivation was so straightforward. So, in order to boost students'
motivation for learning, teachers should have goals and perspectives that are balanced.In
addition to balancing goals to boost student motivation, teachers should be aware that not all
results may be attributed to the same set of scientific procedures (Aghayari, 1996).Any
society must alter its educational system before it can undergo a fundamental and lasting
transition, and improving the calibre of teachers' work, their knowledge, and their personal
qualities is the key goal of education system growth.Consequently, the researcher's focus in
this study is on how teachers contribute to and have an impact on students' motivation to
learn. The outcomes of this study should help Persian primary school kids in their academic
success. The issue of whether elementary school teachers play a part in sparking kids'
attention comes in light of the queries posed.

1.2 Principles for enhancing the Interest:

The substantial study on teaching, learning, and the college experience serves as the
foundation for the tenets that follow.

1.2.1 Good Practice Encourages Student – Instructor Contact

Student engagement and motivation are greatly influenced by frequent contact between the
instructor and students, both in and outside of the classroom. Student perseverance is aided
by the concern of the instructor. Students' intellectual dedication is increased and they are
inspired to consider their own ideals and future ambitions when they know a few professors
well.

Implementation Ideas:

 Discuss your past encounters, principles, and outlooks.

 Create a project that will attract students to your office during the first few weeks of
school.
 At the end of the first three weeks of the term, try to get to know each of your pupils
by name.
 Participate in, support, and sponsor student organization events.
 Asking kids how they are doing shows that you value them as people with complete,
real lives.
 Conduct review sessions outside of class.
 Send emails frequently to inform and encourage.
 Establish regular "hours" where students can drop by for casual visits at the Michigan
Union or the dorms.
 Bring students along to conferences or other events in your field.

1.2.2 Good Practice Encourages Cooperation among Students

Discuss your past encounters, principles, and outlooks.Create a project that will attract
students to your office during the first few weeks of school.At the end of the first three weeks
of the term, try to get to know each of your pupils by name.When learning is more like a
team effort than a solitary race, learning is boosted. Like effective work, good learning is
sociable and collaborative rather than competitive and solitary. Collaboration with others
improves interest in learning. Thinking gets better and comprehension gets deeper when one
shares their own ideas and reacts to others' responses.

Implementation Ideas:

 Ask students to share information about each other’s backgrounds and academic
interests.
 Encourage students to prepare together for classes or exams.
 Create study groups within your course.
  Ask students to give constructive feedback on each other’s work and to explain
difficult ideas to each other.
 Use small group discussions, collaborative projects in and out of class, group
presentations, and case study analysis.
 Ask students to discuss key concepts with other students whose backgrounds and
viewpoints are different from their own.
 Encourage students to work together.

1.2.3 Good Practice Encourages Active Learning

Learning is not a spectator sport. Students do not learn much just sitting in classes listening to
instructors, memorizing assignments, and spitting out answers. They must talk about what
they are learning, write about it, relate it to past experiences, and apply it to their daily lives.
They must make what they learn part of themselves.

Implementation Ideas:

 Ask students to present their work to the class.

 Give students concrete, real life situations to analyze.
 Ask students to summarize similarities and differences among research findings,
artistic works or laboratory results.
 Model asking questions, listening behaviors, and feedback.
 Encourage use of professional journals.
 Use technology to encourage active learning.
 Encourage use of internships, study abroad, service learning and clinical
opportunities.
 Use class time to work on projects.

1.2.4 Good Practice Encourages Active Learning

Learning is not a spectator sport. Students do not learn much just sitting in classes listening to
instructors, memorizing assignments, and spitting out answers. They must talk about what
they are learning, write about it, relate it to past experiences, and apply it to their daily lives.
They must make what they learn part of themselves.
Implementation Ideas:

 Ask students to present their work to the class.

 Give students concrete, real life situations to analyze.
 Ask students to summarize similarities and differences among research findings,
artistic works or laboratory results.
 Model asking questions, listening behaviors, and feedback.
 Encourage use of professional journals.
 Use technology to encourage active learning.
 Encourage use of internships, study abroad, service learning and clinical
opportunities.
 Use class time to work on projects.

1.2.5 Good Practice Gives Prompt Feedback

Knowing what you know and don’t know focuses learning. Students need appropriate
feedback on performance to benefit from courses. In getting started, students need help in
assessing existing knowledge and competence. In classes, students need frequent
opportunities to perform and receive suggestions for improvement. At various points during
college, and at the end, students need chances to reflect on what they have learned, what they
still need to know, and how to assess themselves.

Implementation Ideas:

 Return examinations promptly, preferably within a week, if not sooner.

 Schedule brief meetings with the students to discuss their progress.
 Prepare problems or exercises that give students immediate feedback on how well
they are doing. (e.g., Angelo, 1993)
 Give frequent quizzes and homework assignments to help students monitor their
progress.
 Give students written comments on the strengths and weakness of their tests/papers.
 Give students focused feedback on their work early in the term.
 Consider giving a mid-term assessment or progress report.
 Be clear in relating performance level/expectations to grade.
 Communicate regularly with students via email about various aspects of the class.
 1.2.6 Good Practice Emphasizes Time on Task

Time plus energy equals learning. There is no substitute for time on task. Learning to use
one’s time well is critical for students and professionals alike. Students need help in learning
effective time management. Allocating realistic amounts of time means effective learning for
students and effective teaching for instructors.

Implementation Ideas:

 Communicate to students the amount of time they should spend preparing for class.
 Expect students to complete their assignments promptly.
 Underscore the importance of regular work, steady application, self-pacing,
scheduling.
 Divide class into timed segments so as to keep on task.
 Meet with students who fall behind to discuss their study habits, schedules.
 Don’t hesitate to refer students to learning skills professionals on campus.
 Use technology to make resources easily available to students.
 Consider using mastery learning, contract learning, and computer assisted instruction
as appropriate.

1.3 Communication between the teacher and the students:

Everyone agrees that effective teaching requires effective communication between the
teacher and the students as well as among the students themselves. The finest classroom
productivity results from the teacher and students working together effectively. Therefore, the
effectiveness of language learning can be greatly impacted by the role of the teacher.
Instructors must be encouraging. A helpful teacher is one who effectively fosters a healthy
learning atmosphere, motivates pupils, and supports good classroom behaviour.Teachers who
stress the learning process by allowing every student the ability to design their own learning
and be engaged with the material are considered. Teachers in Cape Verde should abandon the
traditional teaching approach in favors of ones that emphasize communicative instruction and
cooperative learning in order to give students the possibility to gain knowledge and
proficiency in the English language.Because they put the student at the centre of the learning
process and can have a beneficial impact on students' learning, cooperative learning and
communicative instruction give students the tools they need to succeed while learning a
foreign language.Environment, who encourages children to act properly in classroom and to
be motivated.Teachers who stress the learning process by allowing every student the ability
to design their own learning and be engaged with the material are considered supportive
educators.It is time to switch to a different approach that ensures teacher-student connection
and communication while also encouraging a positive rapport between them. I advocate using
a technique called communicative language teaching.The foundation of communicative
language teaching is the belief that in order to acquire a language and utilize it in many
circumstances, learners must engage in genuine communication and use natural language
acquisition processes. Cooperative learning is a tactic that supports this approach. Students
learn from one another through this tactic as well as through having to articulate and
communicate their thoughts with others. Also, it encourages communication and positive
relationships between pupils.

1.4 Major Points:

 Interest is a long-lasting propensity to repeatedly engage throughout time as well as

heightened attention, effort, and affect towards a specific object or topic.
 Interventions that increase or maintain interest are guided by integrating these two
definitions.
 Attention-grabbing scenarios, circumstances that evoke prior personal interests,
problem-based learning, and boosting utility value are all examples of interest
interventions.
 Academic performance depends on student interest.
 An active, motivated learning environment is facilitated by teacher preparation,
incentives for interest interventions, and accountability for interest.

1.5 Objectives of the Study

The study's primary goal is to:

1. Identify the issues related to Tehsil Bahawalpur's about role of teacher for enhancing the
interest in primary students.

2. To determine some of the root reasons.

3. To make some recommendations to enhance the interest in primary students.

1.6 Significance of Study

This study is important for the knowing the role of teacher in enhancing the interest of
the primary students in rural areas district Bahawalpur. Hopefully, the result of this
research can be beneficial either theoretically or practically.

1.7 Research Methodology

The goal of this study is to find out how the learning process might be enhanced by
encouraging relationships between teachers and students. Teachers provide their
pupils the chance to be motivated and feel involved in the learning process by
building strong relationships with them. Instead of being passive learners, students
will actively participate in the learning process. I want to look at how teaching with a
communicative approach and cooperative learning techniques affects and enhances
student learning performance.
 Chapter 2

LITERATURE REVIEW

2.1 Introduction
This chapter discusses the study the role of teacher in enhancing the interest of the primary
students the term motivation, explained by Dornyei (2001b), is vague to be explained in
explicit way as it is abstract and hypothetical concept;However, it is linked with how and
why people think and behave as theyDo. He summarizes the concept of motivation in these
lines:Motivation' is related to one of the most basic aspects of the humanMind, and most
teachers and researchers would agree that it has a very

2.2 Important role in determining success or failure in any

learningSituation

As the learners 'attitude and motivation are attached with the feelings andBehavior, so the
outside environment has an important role to influenceTheir attitude and motivation. Various
researches in the field suggest thatTeacher is one of the influencing and important factors that
can change theLearners 'perception and put them on track that lead to a successfulCompletion
of task (Dornyei 1994; Williams 1997; Noels 1999). However, the factor of teacher can have
adverse effect on learners if not managedProperly.To get motivated means to be moved to do
a task. A person isCharacterized to be unmotivated if s/he does not feel impetus or

Inspiration to act, while someone who is eager or activated toward an endIs believed to be
motivated (Ryan &Deci, 2000). There are variousVariables required to induce second or
foreign language acquisition suchAs motivation, attitude, aptitudes, intelligence, anxiety etc.
(Gardner,1960; Lehmann, 2006). However, attitude and motivation is the two mainVariables
that have mainly been focused in the second or foreign language

Acquisition paradigm.Attitude and motivation have close relation as both are

consideredEssential for achieving the goals and objectives of the course and theyBoth seem
similar. Ellis (1985) explains that the definitions of bothAttitudes and motivation are almost
similar and the earlier research hadIdentified both factors as identical.It is quite surprising
that the word ‗motivation’s broadly used in bothEducational and research perspectives,
however, researchers are lessAgreed with regard to the exact meaning of the concept.
Dornyei (1998)Believes that motivation ―energizes‖ human behavior and ―gives
itDirection. The social psychologists were the ones who initiatedTheir research on motivation
because they felt that there was a connectionBetween social and cultural set up and second
language learning (Dornyei), 2003). According to Thrash & Elliot (2001), motives are
normallyUnderstood as some general needs or desires that propels one to act toachieve one‘s
goal or destiny (Cited in Brophy, 2004). Madrid (2002) Explains that the term motivation is
normally defined as t he set of Processes that stimulate, direct, and sustain behavior.
Observing directly as to how much a person is motivated is not possible; however, all can be
observed is someone ‘behavior and the environment he/she acts in. Nevertheless, teacher‘s
behavior and way of teaching can help change in Learners ‘behavior and have an impact on
learners ‘attitude and Motivation. At the same time, it is necessary to keep in mind
thatMotivation has limitations and cannot be defined in simple words asDefined by Gardner
(2006) that motivation is multifaceted and cannot beDescribed in plain definition. Brown
(2006) also adds that motivation isDifficult to be measured and observed.The early
behaviorists proposed that human was responsive to basicDrive or need though relatively
passive in reception; but later on, theFocus went on reinforcement for establishing and
maintaining behavior r.They believed that reinforcement is the only mechanism that can
increaseOr maintain the frequency of behavior. However, behaviorist’s believedIn control
behavior rather than motivation. They speak of reinforcementThat plays an important role in
bringing behavior under control. TheDesired behavior is established through enough
reinforcement for theContinuation of that behavior (Brophy, 2004).The earlier researchers
were not focused on motivation; rather theirAttention was mainly fixed on the learning
process which has always beenAttributed to behavior, i.e. behavior of animal and human
beings; and itWas considered to be the most complex phenomenon to be studied directlyBy
researchers. Problems in the behavior were often seen as the outcomeOf cognitive limitations
(Nisbett& Ross, 1980).In the 1960s and 70sMotivation was considered as an alternative
explanation of cognitiveProcess and therefore, the motivational aspect of learning was
alwaysCovered in the cognitive theory. This is why; Brown (1988) deplores thatMotivational
aspects of learning were ignored on the expense of cognitiveAbilities, and that cognitive
abilities was the only hot topic till 70s thatWas given much focus by researchers (Cited in
Volet&Jarvela, 2001).Motivation is linked to the inner feelings and satisfaction; however, it
hasbeen miserly discussed and researched, as it did not entertain dueAttention as given to
cognitive aspects. However, the recent developmentIn the field of linguistics shows that
cognitive faculty is not the onlyResponsible factor for learning language, but there are other
developmentsThat are also responsible for learning language, i.e. motivation, attitude,
Anxiety etc. Rogers, Ludington and Graham (1999) define motivation asThe internal
feelings, the drive to do something. Technology, bestcurriculum, and evaluation may do
nothing if a student‘s desire to learn isNot aroused.

2.3 Historical Background

Motivation has become the area of study within academia for its potentialRole in language
learning and teaching g. Work on motivation had alreadyBegun in the late 1950s, however,
the work of Lambart and Gardner in theLate 70s seriously suggested the importance of
attitude and motivation inThe process of language learning. It can thus be drawn that they are
thePioneers in the area of attitude and motivation. Their work was followedInexorably by
many theorists to better understand the role of motivationIt was believed that language was
the product of cognitive faculty, andThis faculty was linked to reproduce sentences and create
new ones.However, it is an established fact that human faculty of learning has aComplex
phenomenon and the more we try to discover the fact, the more e itBecomes complicated. In
1960s and 70s, the main focus was given toCognitive process that was covering the
explanation of motivation, and itWas like battle going on between cognitive process and
motivationalForces to provide evidence as to which one is the better explanation of
thePhenomenon that is responsible for learning (Sorrentino& Higgins, 1986Cited in
Volet&Jarvela, 2001). Until 1980s, motivation was not a hotTopic for researchers as it had
contributed very little towards learning.

2.4 Classical Conditional Theories

Pavlov conducted an experiment in which it was demonstrated that humanBehavior is
conditioned and response stimulus. The entire conditionalTheories were related to behavioral
psychology and that remainedDominated in the middle of 20th century. The researchers gave
muchImportance to stimuli and response. The basic research was based on theexperiments on
animals-Pavlov‘s experiments on dogs and Skinner‘s onrats. These experiments were so
innovative that attracted the attention of many researchers of behaviouristic psychology
(Dornyei, 2001a).However, in the 1960s, further development in the behaviorist
2.5 Needs hierarchy of Maslow
Maslow in his theory focuses on the humanistic aspect of motivation, andThe questions as to
how individuals acquire emotions, values, attitude andInterpersonal skills, we’re tried to
answer.Maslow in his work (1959, 1973a -b, 1987) has proposed five basichuman‘s needs
that require one to strive to meet these needs, however, theLower needs must be met before
attaining the higher needs .They are:

a. Psychological needs: A person is motivated to meet the needs of hisSurvival, i.e. water,
food, oxygen, etc.

b. Safety needs: The need to feel safe in environment is the basicRequirement of being
relaxed.

c. Love and belonging needs: It is a need of human being to haveRelation with someone who
may be placed best in his or her life.

The struggle to find these relations motivates one to wear anOutlook so that he or she may be
accepted in affectionateRelations.

d. Esteem needs: People have a need to feel good about themAnd require others to give them
a place of respect, and respect theirFeelings and existence.

e. Needs of Self-actualization: A person has a need to find anOpportunity to prove himself to

be worthy of doing something. HeMay be struggling to seek out a way to expand d his
horizons throughLearning so that his curiosity of finding new facts may be realized (Cited in
Jeanne, 1998).The application of the theory in the language classroom suggests thatLearners
are in need of the basic needs of life prior to their studied s so thatThey can focus on the task
in hand. They require safe learningEnvironment where they could feel at ease to take risk in
answering andAsking questions and be motivated to speak or show con cerns if they have
Learners require assurance from t heir teachers for being cared of andLoved as in this way,
learners ‘self-esteemed could be raised, which wouldHelp improve their learning behavior.
The theory is more or less focusedOn the learning environment in which the learner ‘self
being is given Priority and teacher is placed as facilitator instead being a dictator. Thesis why
Gadd (1996) argues that the theory lacks clarity as it sees teacherAs monitor and nurture of
learners ‘inner selves and gives little attentionTo language etching. However, he adds that the
theory is still in practiceAnd enjoys the popularity.
2.6 Phases of Motivation
Dornyei (2005) has outlined three periods in the field of motivationResearch, which are: 1.
Social Psychological motivation period. 2. TheCognitive situated period.

2.6.1 Social Psychological motivation (1959 -1990)

The initial research on motivation was carried out in Canada by RobertGardner and Wallace
Lambert and their o there associates back in 1959 andPublished their report in 1972.
According to the report, it was theorizedThat motivation was one of the most important in
second languageAcquisition. Gardner in his Social Psychological Motivation proposes thatL2
motivation is greatly influenced by the attitude shown to the secondLanguage community and
positive attitude towards

Four main areas:

1. The integrative motive constructs

2. The socio-educational model

3. The Attitude/Motivation Test Battery (AMTB);

4. A recently extended motivation construct developed together withPaul Tremblay (Dornyei

2001b:p.68).

2.6.2 Integrative motive

Integrative motive was of three components, which are: motivationalIntensity, the aspiration
to attain competency in second or foreignLanguage and attitude towards learning the
language. The motivationalConstructs include integrative or instrumental reasons for
learning, whileThe attitudinal covers interest in foreign language, attitude towardsThe
language community, attitude towards the learning situation, towardsThe materials, the
course and the teacher (Gardner, 2003, Dornyei, 20 01b).Learners are exposed to the culture
of the target language it brings withIt.
 2.6.3 Social Educational Model

Gardner‘s socio-educational model is the most influential models in theField of second

language acquisition (MacIntyre, 2007), which attracted The attention of many concerned
with language teaching, however, theModel was modified several times since it was framed.
The model highlighted three major variables i.e. Social Milieu, Individual Differences,
contexts of language acquisition and the outcome (Gardner, 1985, 2006; Tremblay &
Gardner, 1995).Constructs in Lambert's social Psychological model are in several ways
indistinguishable to socio educational model. Nevertheless, they differ in some respects.
ForExample, the former foresees direct causal relationships between attitudesAnd
orientations and second language proficiency, whereas the latterAsserts that this association
is mediated by motivation. His Integrativeness, attitude towards language learning,
motivation, Integrative orientation and instrumental orientation proved to be valuable Work
done in the field of applied linguistics; however, Dornyei believes, That the theory presented
by Gardner and his Test Battery are more Complex and its scope go beyond the
instrumental/integrativeDichotomy‘(Dornyei, 1994).Language and culture are interrelated. It
is, therefore, a language teacherAdopts the bandwagon of language and culture teaching
approach in theirCourses to integrate related elements to their teaching practice to
improveLearners‘attitude towards the target language and its culture, which is oneOf the
most significant constituents of success in language learning.Gardner and Lambert (1972)
gave three components for L2 motivation i.e. Intensity of motivation towards language
learning (b) Desire toLearn language (c) Attitude towards language learning.The theory failed
to attract the attentions of many in the 60s; however,Many psychologists came under its
influence in the 90s.
 Chapter 3

RESEARCH METHODOLOGY

3.1 Introduction
Research is a systematic method of learning that involves careful preparation, interventions,
and the finding or interpretation of newly acquired knowledge. A well-designed study with an
objective, repeatable methodology, acceptable conduct, data collecting, and analysis with
logical interpretation are all requirements for a study's reliability and validity. A study that
uses inappropriate or flawed methods would be unacceptable and might potentially provide
clinicians false information. So, it is crucial to comprehend the fundamentals of approach.

3.2 Methods
This narrative review is based on a search of the current literature. This review focuses on
particular facets of a research/clinical trial approach. Research, study design, study controls,
study population, inclusion/exclusion criteria, variables, sampling, randomization, blinding,
masking, allocation concealment, sample size, bias, and confounders were among the
pertinent single and combined keywords for the literature search. The search engine made use
of Cochrane, Google Scholar, and PubMed/MEDLINE. For missing manuscripts from the
search engines and manually from the print journals in the library, the bibliographies of the
articles that were searched were explicitly searched. The text that follows highlights and/or
defines the fundamental elements of methodology that must be used for successful research.

3.3 Aims and objectives of study

Before beginning the study, the targets and objectives should be clearly defined based on a
thorough review of the literature and input from professional experience. The problem's
nature (stated as a research question or research problem) must be studied, or an alternative,
more effective method must be used to find a solution, according to the goals and objectives.
The gaps in our current understanding would aid in developing a research question. These
claims must be objectively precise and include all necessary information, including
population, intervention, control, outcome variables, and temporal interventions. This would
assist in developing a hypothesis, which is a statement about a specific issue in the identified
group that is based on science. The development of hypotheses is dependent on the type of
investigation as

3.4 Study population and Patient selection, study area, study

period
An experimental design's study flow involves a number of sequential steps. A population is a
group of people, items, cases, etc. that are of interest and continue to be the subject of
inquiry. The group on which the results of the study would be extrapolated is known as the
reference population or target population. Once the target population has been determined,
the researcher must determine if it is feasible to investigate every single person for a result.
Typically, it is impossible to include everyone, thus a study population is sampled. Every
person should have an equal and non-zero chance of being included in the sample, which is a
crucial characteristic. The sample should be created independently, meaning that choosing
one item does not affect whether another is included or excluded. Instead of sampling the
entire universe in clinical practice, the sampling is constrained to a certain area (patients
going to clinics or being posted for surgery) or comprises various centers. So, the researcher
should exercise caution when extrapolating the findings. For instance, patients are referred to
tertiary care hospitals and may have higher risk factors than they do in primary care settings,
where patients with less severe conditions are addressed. The study area must therefore be
disclosed in full by researchers. It is necessary to disclose the study era so that readers can
comprehend the demographic features. Also, the study time would reveal the study's
applicability to the present.

3.5 Selection of Study design

The appropriate study design is essential for the intervention outcome in terms of its best
possible and most reliable estimate. The study design selection is based on parameters such
as objectives, therapeutic area, treatment comparison, outcome and phase of the trial.The
study design may be broadly classified as:

3.5.1 Quantitative:
3.5.1.1 Observational

3.5.1.2 Descriptive: Case report, case series, survey

3.5.1.3 Analytical: Case-control, cohort, cross-sectional

3.5.2 Experimental: Randomized controlled trial (RCT), quasi-

experiment

Qualitative.

For studying causality, analytical observational studies would be prudent to avoid posing
risk to subjects. For clinical drugs or techniques, experimental study would be more
appropriate. The treatments remain concurrent, i.e. the active and control interventions
happen at the same period in RCT. It may parallel group design wherein treatment and
control groups are allocated to different individuals. This requires comparing a placebo group
or a gold standard intervention (control) with newer agent or technique. In matched-design
RCT, randomization is between matched pairs. For cross-over study design, two or more
treatments are administered sequentially to the same subject and thus each subject acts as its
own control. However, researches should be aware of ‘carryover effect’ of the previous
intervention and suitable wash period needs to be ensured. In cohort study design, subjects
with disease/symptom or free of study variable are followed for a particular period. The
cross-sectional study examines the prevalence of the disease, surveys, validating instruments,
tools and questionnaires. The qualitative research is a study design wherein health-related
issue in the population is explored with regard to its description, exploration and explanation.

3.6 Selection of controls

He control is necessary because the disease may self-remit, there may be a Hawthorne effect
(change in subjects' responses or behaviors when included in the study), there may be a
placebo effect (patients feel better even with a placebo), there may be a confounding factor,
there may be co-intervention, and there may be a regression to the mean phenomenon (for
example, white coat hypertension, i.e. patients at recruitment may have higher study
parameter but subsequently may get normal). The standard/gold treatment may be used as the
control, a placebo, no treatment, a modified dosage or regimen, or an intervention. It is not
advisable and unethical to forego routine treatment when using a placebo. For instance, it
would be unethical to not deliver analgesics to a control group when investigating an
analgesic regimen. Even in the control group, it is advisable to maintain the gold standard of
care, which includes giving routine analgesics.

3.7 Inclusion/exclusion criteria

In clinical research, specific group of relatively homogeneous patient population needs to be
selected.Inclusion and exclusion criteria define who can be included or excluded from the
study sample. The inclusion criteria identify the study population in a consistent, reliable,
uniform and objective manner. The exclusion criteria include factors or characteristics that
make the recruited population ineligible for the study. These factors may be confounders for
the outcome parameter. For example, patients with liver disease would be excluded if
coagulation parameters would impact the outcome. The exclusion criteria are inclusive of
inclusion criteria.

3.8 Data Analysis

The sample's data was entered into SPSS for recording. The data was then evaluated,
examined, and interpreted. Using statistical methods, the frequency, percentage, and mean
scores were computed after data analysis. According to the study's aims, the items with the
highest percentage values were regarded as findings. Conclusions were drawn as a result of
the findings being generalized. In light of the findings, suggestions were offered.

Chapter 4
 Chapter 4

DATA ANALYSIS AND RESULTS

The chapter describes the statistical analysis of the data taken from theLearners and teachers.
For the analysis, the relevant analytic/statisticalTools including descriptive statistic cs
analysis and One Sample t-test andDummy-variable analysis for statistical significance of
means haveLargely been used.This chapter consists of three sections. The first section 4.0
representsAnalysis of the two major characteristics of respondents, including theirGender and
age wise distribution.

4.1 Learners’ (Gender and Age wise characteristics)

Perception regarding their teachers’ motivational Behavior in the classes there were 25 items
set for the learners. The learners who are enrolled inUndergraduate courses, and their ages
ranged from 5-7 were asked toExpress their opinions regarding their teachers ‘motivational
practices They carry in their classes to determine if the role played by their teachersIs the
source of influencing their attitude and motivation? Were further asked to evaluate their
teachers on Likert scale given against each question. The Likert scale ranges from 1 to 7, 1
being a weakest rank

4.1.1 Descriptive Statistics of Question No. 1

Does your teacher show enthusiasm while teaching English in the class?

Gender/age Mean N Std. Deviation

Male 5.1600 50 1.49867
Female 4.9600 113 1.42376
Learner Age 5-8 4.9088 111 148999
Learner Age6-9 4.9089 89 45.000
Learner Age7-9 4.0987 70 23.9999
overall 3.09090 265 98.9899
Overall ranking has turned to be 5.02 which is above the neutral positionHaving a value of
4.To further evaluate the mean ranking, we use oneSample t-test using SPSS software to
describe the empirical results. OneSample t-test provides the empirical results in table 4.2.
 4.1.2 Question-1 One-Sample T-test

Does your teacher show enthusiasm while teaching English in the class?First investigative
question asked whether the teacher shows enthusiasmWhile teaching in the class where 7
point Likert scale used for responses.Mid value 4 is taken as threshold for neutral response
that can be taken asTest value for null hypothesis while below 4 point show inclination

Test Value = 4 T DF Sig. (2-tailed) Mean Difference 95% Confidence Interval of the
Difference Lower Upper 9.111 162 .000 1.02454 .8025 1.2466

Towards disagreement and more than 4 point show toward agreement.Table 4.2 shows that
the difference between means score and neutralPosition is 1.025 which is found statistically
significant at t =9.11 (p -Value < 0.01), concluding that the re spondents show inclination
towards above than 4 points. The table shows that the respondents are althoughInclined
toward agreement, however, their hesitation towards strongSelection of level is evident by
restricting their selection on moderateScore regarding teacher showing enthusiasm while
teaching English in theClass.As can be seen in Table 4.1, the female learners have got the
average Independent-samples t test to statistically differentiate between the meansOf the two
sexes and confirm whether these two means statisticallySignificantly differ from each other.
Results of this test have been provided in Annexure E. The result shows that Levene‘s test is
Insignificant (F =0.820, p=0.367), suggesting that variances of the twoRespondent groups are
equal hence the t statistic given in the first line ofThe results would be used. T statistic is
insignificant (p=0.425) suggestingThat there is statistically insignificant difference between
the responses ofThe two sexes of gender.The learners whose age ranges between18-20 have
secured 5.02 and thoseWho are between the age of 21-23 have attained the mean score 4.9;
theAge of the learners between 24-26 have got 5.71 their mean s core. SoThere are three age
groups and for mean differences of these three ageGroups, we need to use One-way Anova
test. This test has been carried outAnd its results have been provided in Annexure F. The
results of One-wayAnova regarding question 1 shows F=2.290 which is
approximatelySignificant at p=10, suggesting that three age groups statistically differ in

Answering question 1.

Table 4.4: Question-2One Sample t-test

Do you enjoy learning English in the class?

Test Value = 4

T DF Sig. (2-tailed) Mean Difference 95% Confidence Interval of the

Difference

Lower Upper

8.264 162 .000 1.05521 .8031 1.3074

Descriptive Statistics of Question No. 2

Does your teacher set realistic and achievable goals for improving yourSpeaking skill?

Gender/age Mean N Std. Deviation

Male 5.1600 50 1.49867
Female 4.9600 113 1.42376
Learner Age 5-8 4.9088 111 148999
Learner Age6-9 4.9089 89 45.000
Learner Age7-9 4.0987 70 23.9999
Overall 3.09090 265 98.9899

Overall ranking has turned to be 4.96 which is above the neutral positionHaving a value of
4.To further evaluate the mean ranking, we use oneSample t-test using SPSS software. One
Sample t test provides theEmpirical results in table the frequency analysis of responses
further clarifies respondents‘Disagreement, neutrality and agreement. Out of total, 17.8
percentRespondent showed disagreement, 14.7 percent remained neutral and 67.4percent
showed agreement. However, out of 67.4 percent, 27.0 percentLearners have marked their
agreement with less satisfaction as theirEnjoyment in learning English language in the class
is not consistent

4.1.3 Learners responses to Question No. 3

The descriptive statistics of the ranking given to the question 4 which isRead as „Does your
teacher make all efforts to achieve these goals? ‟ is

Provided in table 4.7

Gender/age Mean N Std. Deviation
Male 5.1600 50 1.49867
Female 4.9600 113 1.42376
Learner Age 5-8 4.9088 111 148999
Learner Age6-9 4.9089 89 45.000
Learner Age7-9 4.0987 70 23.9999
Overall 3.09090 265 98.9899

Table 4.7: Descriptive statistics of Question No.4

Does your teacher make all efforts to achieve these goals?Overall ranking has turned to be
4.83 which is above the neutral positionHaving a value of 4.To further evaluate the mean
ranking, we use oneSample t-test using SPSS.

Gender/age Mean N Std. Deviation

Male 5.1600 56 2.49867
Female 4.9600 115 0.42376
Learner Age 5-8 4.9088 112 138999
Learner Age6-9 4.9089 80 43.000
Learner Age7-9 4.0987 45 23.9999
Overall 3.09090 265 96.9899

Descriptive Statistics of Question No.5

Does your teacher give you activities to improve your speaking skill?Overall ranking has
turned to be 5.16 which is above the neutral positionHaving a value of 4.To further evaluate
the mean ranking, we use one

Sample t-test using SPSS.

One Sample t-test provides the empirical results in table 4.12.

Table: 4.12: Question-6 One Sample t-test

Does your teacher give you activities to improve your speaking skill?

Test Value = 4

DF Sig. (2-tailed) Mean Difference 95% Confidence Interval of the

Difference

Lower Upper

8.641 162 .000 1.16564 .8993 1.4320

The sixth investigative question was asked from the learners whether theirteachers give them
activities in the class to improve their speaking skill.Table 4.12 highlights the difference
between means score and neutralPosition which is 1.17 and is found statistically significant at
t =8.641 (p -Value < 0.01), concluding that the respondent shows inclination towards

The level that is beyond the neutral position 4; however, their hesitation isReflected by not
securing score like 6 or 7. In the table, it is found thatThe respondents are inclined toward
agreement though not stronglyRegarding giving activities by their teachers for the
improvement of theirSpeaking skill.The frequency analysis of the responses of the learners
revealed that 19.6

Percent out of total expressed the negative view along with 11.5 percentremained neutral
while 13.5 percent showed mild agreement. 55.2 percenthave shown strong confidence for
being provided with speaking activitiesby their teachers for the improvement of their
speaking ability.Teachers‘responses to Question No. 18The descriptive statistics of the
ranking given to the question 18 which isRead as „I get angry when the learners don’t
perform well in the class‟ isProvided in table 4.89

Table 4.89: Descriptive Statistics of Question

N Minimum Maximum Mean Std. Deviation

12 1.00 6.00 3.5000 1.83402

The average ranking has turned out to be 3.50which is below the neutral

Position having a value of 4. To further evaluate the mean ranking, we use

One Sample t-test using SPSS.

Table 4.90: Applying One Sample t-test on Question

I get angry when the learners don’t perform well in the class.

Test Value = 4

Do Sig. (2-tailed) Mean Difference 95% Confidence Interval of the

Difference

Lower Upper

-.944 11 .365 -.50000 -1.6653 .6653

183

According to table 4.90, teacher have claimed very low score on this table as the difference
between means score and neutral position is -0.50showing the teachers ‘belief that they
seldom get angry at the Students’ poor performance in the language classroom. The teachers
haveSecured score on this table which is lower than level 4, has been foundNegative and
statistically insignificant at t =-0.944 (p-value < 0.36). TheTeachers have claimed less score
compared to the score gained on thePrevious statements that predicts that teachers are aware
of the outcomeOf being angry at the learners when they demonstrate a poor show
ofPerformance in the class.

4.2 Teachers ‘responses to Question

The descriptive statistics of the ranking given to the question 19 which isRead as „I motivate
my students to speak in English with each other. “IsProvided in table 4.91

Summary of Teachers’ self-perception

The teachers, when averaged across all their responses on every item,Were reflective of the
strong belief. The items included in the teachers‘Questionnaire were almost the same asked
from the learners only to knowThe difference of opinion between learners and teachers. The
teachersPlaced their motivational practices on a strong level of satisfaction,
whichCommunicate their staunch self-belief of strongly supporting learners‘Attitude and
motivation towards learning to communicate in the targetLanguage. The perception suggests
that teachers strongly perceiveThemselves as enthusiastic, supportive, encouraging,
appreciative andFriendly. They also strongly believe that they engage learners in
differentCommunicative activities and provide supportive atmosphere for theLearners to
express themselves in the target language without feelingAnxiety. However, teachers have
shown their moderate belief in seeking Learners‘opinion when introducing any speaking
activity in the class. 190A common method of assessment of teaching that can provide
usefulFeedback, which is normally concealed in other methods of research(Centre for
Instructional Development and Research, 1998 cited in Zaare,

2013).All the classrooms were found equipped with projectors along withComputer, big
screens, proper seating arrangements, proper light and airConditions to facilitate teaching and
learning process. However, some ofThe classes were found over crowded exceeding the
number of students 40.The teachers were found quite fluent in English language and
theirCommunication skill was of high standard except one teacher who was Competent
enough, however, his/her fluency level in English was not of aGreat quality.Included in the
learners ‘and teachers’ questionnaire.
 Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary:
The goal of this study was to look into how teachers in Pakistan elementary schools influence
their kids' enthusiasm in academics. The findings demonstrated that the investigated variables
have a favorable and significant impact on elementary school pupils' interest in Pakistan.
Therefore, In view of the students' interest in their studies, considerable outcomes can be
produced based on the information presented. One of the fundamental objectives of education
is to create the environments and resources that foster the growth of creativity and increase
students' knowledge and skills in accordance with their talents. Due to the diversity of student
populations and the range of student abilities, achieving this goal necessitates having access
to the right resources and facilities, but students face challenges because of current
restrictions, particularly those that prevent the implementation of programmers that take
advantage of individual talents and abilities. For individuals who are interested in
understanding how to deepen your learning with the spirit of research, it is crucial to lay the
foundation.Today's teachers must do more than just instruct students in a single subject. With
regard to their training duties, instructors should work to foster the conditions that will allow
both boys and girls to develop their emotional faculties in a balanced manner and to be ready
for a useful and fruitful life.A teacher's profession was viewed as a specialist in need of
specialization due to the significance of the work of the institutions and the profound impacts
of instructors' teaching methods on the development of students' powers and abilities as a
result of these requirements.

Some of the basic principles of the research are:

1. Students are encouraged by learning the conditions and activities that:

A: Involve them in personal and active learning of learning; and

B: They are given the opportunity to make personal choices and coordinate the
requirements of the assignments with their capacities.

2. Students' motivation increases if they realize that learning tasks

 (a) Are directly or indirectly related to their own needs, interests and goals; and

(b) The level of difficulty is such that they can do it successfully.

3. The students' intrinsic motivation to learn in a safe, trusting, and supportive

environment will have the following characteristics:

A. to understand adults in their qualitative relationships with regard to the potential of

young people.

b: Unique needs Students are supported in terms of learning and education, and

c: Provide opportunities for risk-taking without fear of failure for students. These
fundamental ideas highlight several facets of the teacher's job as a provocative: first, it
speaks to the requirement for instructors to be aware of the unique needs and interests of
every student.

Focusing on how students embrace both their individual responsibility for learning and
actively participating in learning situations is the second facet of the role. It's crucial to
remember that students naturally devote time and effort to their interests or to activities that
have a direct impact on their lives.

5.2 CONCLUSIONS AND RECOMMENDATIONS

In general, a person who trains themselves to become a teacher succeeds because of his value
and merit. Instructors seek motivated students because they believe that motivation is a key
component of learning. Students too desire to succeed and prevail. The teacher can support
the pupil in this way.The student's evolving emotional relationship with themselves as well as
their willingness to study is both significant and novel components of the teacher's role as a
provocateur. Knowing how to read is one of the most fundamental abilities for success in
school, as you probably already know. How then can we encourage students to want to study
and get motivated to do so? Understanding the value of education and its effects on daily life
is the best approach to spark a reader's interest in literature.

Instructors spend a lot of time in classrooms with predetermined objectives because they are
aware of this. Teachers spend a lot of time inspiring students' interest in and love for learning,
but they are not the only ones responsible for inspiring and improving a student's enthusiasm
for lifelong learning. Parents are also very important in this.

5.3 RECOMMENDATIONS

In the light of this study the following recommendations and suggestions are made;

1. Make studying a lifelong family tradition and work to continue this practice from early
childhood through college.

2. Choose the right books for the age group and academic level of the pupils using the
resources in the libraries and with the assistance of the librarians.

3. When you study, you and your child will be at your best and most productive.

4. Include a trip to the library in your weekly schedule, and give your child enough time to
peruse the shelves and select their favorite book.

5. A lot of movies and television series are based on written books. Encourage your child to
read a book or movie about a certain programmed or movie if she is interested in it.

6. We are surrounded by a wealth of knowledge in the modern world, which is the

information era, including books, periodicals, newspapers, and more. These tools serve as a
tool for inspiring young people to pursue their academic interests.

7- Lastly, emphasize the value of education in everyday life.

 Chapter 6
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