Educational Psychology:Does motivation add any value in the context of education in the Teaching-Learning process?



7a i). Examine the role motivation plays in the context of education in the teaching-learning process


In this lesson, I have discussed motivation in the context of education. I have specifically examined how the can apply knowledge of the theories of motivation to make learners want to learn.

Motivation concerns itself with the;

  • Dynamics of getting pupils to want to learn or have the interest to do so,
  • Have the desire to spend time on learning tasks.
  • To complete assignment and even to want to excel. For teachers motivating learners remains one of the greatest challenges of the profession. Many teachers will complain that pupils do not want to learn. They are lazy. They never complete assignments and so on. This lecture explores motivation in a classroom setting. The encouraging message for teachers derived for this lesson is that something can be tried out. We do not have to throw the towel in or fold our arms in despair. We can get them to want to learn. Let us see how.

       Definition Of The Term Motivation

Motivation is defined as the driving force or impetus behind behavior, thoughts, and actions. Motivation energizes behavior and gives it direction towards a goal. The goal is always to satisfy a need, for example, hunger, thirst, pain avoidance, temperature regulation and elimination. At a higher level the motivation energizes behavior towards achievement, competence, affiliation, esteem and so on.

Motivation In The School Setting

Motivating students is one of the critical tasks of teaching. Teachers are expected to get pupils interested in learning or interested in displaying desirable behavior. This problem can be aptly summed up by the old adage that says that you can take the donkey to the river but you cannot force it to drink water. Analogous with this saying the teacher should realize that he could have pupils in the classroom and even provide an atmosphere conducive for learning but whether they learn or not depends on them. It heavily depends on their interests or disinterests their priorities and needs, their attitudes and values. This means that that the teachers interest in wanting to get learners to learn may not coextend to their wanting to learn. Given this picture, the teacher needs to know how to play his cards right so that he creates a desire in the learner to want to learn. We shall start the exploration of this issue from the theoretical viewpoints.


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