HE Group 2

• BARRIERS IN STUDENTS

  ➢ Physical barriers

  ➢ Negative

  Attitudes/Stereotypes

  ➢ Poverty

  ➢ Student Capabilities,

  Beliefs, Values

  ➢ Irrelevance to reality
• BARRIERS IN THE INSTITUTION

  ➢ Inadequate Physical

  Facilities and Funding

  ➢ Philosophy, Vision,

  Mission of School

  ➢ he Legal Framework

  around Education can

  ➢ be Weak

  ➢ Issues of Safety and

  Security Inside and

  ➢ Outside the School

  ➢ Accountability

  Movement

  ➢ Perceived Lack of Support
• BARRIERS IN TEACHERS

  ➢ Teacher’s Qualifications

  and Values

  ➢ Knowledge, Skills, and

  Values of the Teacher

  ➢ Inadequate Professional

  Preparation

  ➢ Lack of Certification

  ➢ Encroachment of other

  disciplines
• DIFFERENT GENERATIONS

  Baby Boomers – 1946-1964

  Gen X – 1965 – 1980

  Millennials – 1981 -1996

  Gen Z – 1997 – 2012 Gen Alpha – 2013 – Present
• Motivation - is used to refer to devices and

  activities that the teacher may employ to

  bring about increased or active learning.
• Motivation - is a process by which an

  individual creates an inner drive to

  accomplish goals or objectives.
• Motivation - influences an individual

  to act. (Bastable: 2004).
• Motivation - is the practical art of

  applying incentives and arousing

  interest for purposes of causing a

  student to perform in a desired way.

  (De Young: 2003).
• Motivation - involves the use of

  various devices such as the offering

  of rewards or an appeal or desire to

  excel (adapted from The Dictionary

  of Education: 2004).
• PURPOSES OF MOTIVATION

  • Arouse the desire to achieve a goal
  • Stimulate action to accomplish a particular objective
  • Cause a student to perform in a desired way Arouse interest thereby making a student simply work Use various incentives such as the offering of rewards or an appeal in order to excel
  • Stimulate an individual to follow a certain direction desired for learning
• TYPES OF MOTIVATION

  ➢ Intrinsic – Within, inside

  ➢ Extrinsic – Outside
• Abraham Maslow- Hierarchy of Needs

  
• Psychosocial Needs - When

  learning takes place within oneself,

  but enhanced when a learner is

  within a group of learners.
• Security- a students feeling of being safe and protected
• Anxiety- feeling of concern or worry about some anticipated event
• Frustration - a student has the feeling of being blocked or hindered
• Independence - the need to achieve a status of self sufficiency
• Actualization - fulfillment of one’s personality potential
• Assertion - overt manifestation of one’s personality to speak for oneself
• Achieve - the need to attain some worthwhile goals
• Recognition - acknowledgment of one’s achievement
• Participation - sharing experiences and activities with others
• Interest - conscious awareness of inner desire
• Religious need - individual inner requirement for God
• Incentives - use of praise, reproof, competition, knowledge of results, quizzes, grades and etc to initiate or sustain motivation
• Competition - urging oneself to take action to achieve a certain objective in order to prove one’s capability or excellence
• Praise and Reproof - everyone, regardless of an individual’s demographic profile, psychologically craves for recognition or approval from others
• Knowledge of Progress- Students must be kept informed of their progress through self-evaluation, assignments
• School Marks - are used as basis for grading and offer

  a powerful stimulus to induce learning activities.
• Exhibiting Good Works - When a student knows that the best work is to be exhibited, the desire to do better work is stimulated or created.
• Game or Play - The desire to play, when properly stimulated and directed, will maintain interest and

  facilitate learning.
• Examination -creates a drive among students to prepare

  and review in order to attain a passing mark which will spare her of embarrassment due to failure.
• Dean’s List - It gives a student sense of recognition and pride. However, this type of motivation appeals only to bright students.
• Emulation - is exemplified in cases where students are

  required by the teacher to do their test in oral or written exercises. Students are praised and recognized for best and neat performance of assigned tasks.
• Material Rewards - The use of this helps motivate

  students to learn. However, there

  are drawbacks in the use.
• Punishment - Punishment is used as

  a form of extrinsic motivation.

  Traditionally, punishment has been

  assumed to accomplish the

  following:

  ➢ Teach the learner

  respect for authority.

  ➢ Block undesirable

  responses.

  ➢ Force the learner to do

  something he was not

  ready to do or did not

  want to do.

  ➢ Set an example for

  potential offender.

  ➢ Make the student pay

  attention to class work.

  ➢ Motivate students to

  learn assigned material.
• ALEX BANDURA’S SELF-EFFICACY

  Alex bandura is a well-known social-

  cognitive psychologist who is

  famous for postulating the theory of

  self-efficacy.

  • Born in 1925 in Alberta, Canada
• SELF-EFFICACY THEORY

  - It affects an individual's choice

  of activities, effort, and persistence. People

  who have low self-efficacy for

  accomplishing a specific task may avoid it,

  while those who believe they are capable

  are more likely to participate.
• PEOPLE WITH HIGH SELF-EFFICACY

  • View challenging problems as tasks to be mastered.
  • Develop deeper interest in the activities in which they participate.
  • Form a stronger sense of commitment to their interests and activities.
  • Recover quickly from setbacks and disappointments.
• PEOPLE WITH LOW SELF-EFFICACY

  • Avoid challenging tasks.
  • Believe that difficult tasks and situations are beyond their capabilities.
  • Focus on personal failings and negative outcomes.
  • Quickly lose confidence in personal abilities.