TARPAULINE PRESENTATION

“THE MOTIVATION TECHNIQUES OF G7 and G8 TEACHERS

IN T.L.E. EXPLORATORY COURSES TOWARDS CHOOSING SPECIALIZATION

Presented by:

CORECHIE A. CASTILLO, MT1

ESTRELLA B. MAGCALE, MTII
WINDY G. PIMENTEL, MT1

INTRODUCTION

Students are the center of the teaching and learning process. The teaching learning situations provided
to the learners influence much of the effectiveness of teaching. And it is the goal of every teacher to develop
students’ knowledge, skills and attitudes to the best that they can. In the classroom, teachers act as facilitator
of learning. The effectiveness of teaching is of utmost importance in bringing changes to students , wherein the
method of strategy of teaching counts a lot. Students have diverse backgrounds, capabilities, interest and skills
that meeting their needs and finding appropriate learning activities require a great deal of care and skills. But,
one of the first and basic tasks of the teacher is to develop a smoothly running classroom community where
students are highly involved in worthwhile activities that support their learning. Whatever methods or strategy
of teaching is applied, how a teacher will be able to attain a day-to-day objectives of the lesson entirely depends
on the effectiveness of teaching where different motivation techniques or strategies should be considered.
In daily teaching, it is believed that with proper motivation techniques, teachers will be able to get the
interest of the learners. Awareness of the motivation strategies and careful planning from the beginning, during
and ending of the lesson are indeed necessary. Exploring the students to all technology courses with varied
and interesting application of activities will bring lots of fun, awareness, curiosity, and discovery to the young
minds of the youth, hence, this study was conducted.

RESEARCH QUESTION
1. Is there a significant difference between the perception of Grade 7 and 8 teachers towards motivation
techniques in teaching and learning as perceived by their students?

2. Is there no significant difference between the perceptions of Grade 7 and 8 teachers towards motivation
techniques in teaching as perceived by their students?

3. Are the motivational techniques of Grade 7 and 8 teachers of exploratory courses effective towards
choosing a course or area of specialization to study?
 RESEARCH FRAMEWORK

Independent Variables
Dependent Variables
 15 Motivation Techniques
 Choosing the right area of
specialization

Scope and Limitations of the Study :

This study covers the effectiveness of motivation techniques practiced by Grade 7 and 8 teachers in
Technology and Livelihood Education exploratory courses and its implication to Grade 8 students towards
choosing the course or area of specialization to study. The content of the research will be concentrated to
Grade 8 students in the K to 12 curriculum who will enter junior high school.
Results and Discussion :

TEACHERS' OWN MOTIVATION

Rating 1 - Never 2- Seldom 3- Often 4- Always
Scale:
OFTEN ALWAYS SELDOM NEVER
100%
95%
90%
85%
80%
75%
70%
65%
60%
55%
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
2 4 9 11 13 3 5 7 14 1 10 12 15 6 8
MOTIVATION TECHNIQUES
14 13 11 11 11 10 10 10 12 10 10 10 10 8 15
RESPONDENTS

Fig. 1 Teachers' response towards their own motivation techniques

 STUDENTS' PERCEPTION TOWARDS MOTIVATION TECHNIQUE

Rating Scale : 1- Never 2- Seldom 3- Often 4 - Always

ALWAYS OFTEN SELDOM

100%
95%
90%
85%
80%
75%
70%
65%
60%
55%
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
15 10 5 1 12 13 15 2 9 4 6 11 7 3 14 8
MOTIVATION TECHNIQUES
24 22 22 16 16 15 15 11 11 15 17 17 16 15 15 12
RESPONDENTS
Fig. 2 Student's perception towards the motivation techniques used by the teachers
 Teacher's Perception of their Own Motivation
Techniques
16

14

12

10

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Motivational Technique Mean

FIGURE 3
Teacher’s perception of their own motivation techniques in terms of Mean and SD.
 Students' Perception Towards Motivation Technique

16
14
12
10
8
6
4
2
0 Motivation Technique
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Motivation Technique Mean

FIGURE 4
Student’s perceptions of motivation techniques in terms of Mean and SD.
 ABSTRACT

Purpose- This action research was undertaken to find out the effectiveness of motivation techniques applied
by G7 & G8 teachers in Technology and Livelihood Education Exploratory Courses and its relevance towards
choosing specialization. It aims to help G7 & G8 students select a course suited to their skills and field of
interest such as in Academic, Technical/Vocational skills or Sports and Arts.

Design/Methodology/Approach – The researchers utilized the descriptive survey type of research. It intends
to use collected data in the explanation of the current conditions or situations of people and things. It supplies
both factual and practical information that can be used to evaluate, justify or improve immediate conditions.

Findings of the study – Out of the fifteen motivation techniques, thirteen items were perceived often and
always practiced by Grade 7 and 8 teachers except in items no.6 and 15 referring to taking the class outside for
change of environment and communicating with parents as both seldom practiced and item no. 8 referring to
inviting resource speaker that bring outside influences to the classroom as never practiced. Also, out of 15
motivation techniques, fourteen was perceived by students often and always practiced except for item no.8
referring to inviting resource speaker that brings outside influences to the classroom as seldom practiced. The
perception of teachers towards motivation techniques got an average mean of 2.79 interpreted as often with
SD of 0.8. The perception of students towards motivation techniques got an average mean of 3.05 with a
verbal interpretation of often and SD of 0.8.

Practical Implication - Motivation techniques will greatly help students choose or select the area or field of
specialization to study in junior high school.

Originality/Value - This study presents evidences on the effectiveness of motivation techniques in choosing or
selecting the area or field of specialization to study in junior high school.

Type of Research - Action Research

 SAMPLING

Twenty (20) grade 7 and 8 teachers in Technology and Livelihood Education and 32 students in
selected sections were the respondents of this study.

RESEARCH INSTRUMENT
The only measuring instrument used in this study is the survey questionnaire. This consists of fifteen
motivation techniques practiced by Grade 7 and 8 teachers in Technology and Livelihood Education
exploratory courses. The questionnaire was arranged in a Likert Scale with a continuum of 4. The options to
the questionnaire with the corresponding points are the following:
Scale Value Range Verbal Interpretation
4 3.51 – 4.00 Always
3 2.51 – 3.50 Often
2 1.51 – 2.50 Seldom
1 1.0 - 1.50 Never

DATA COLLECTION

Data of this study were obtained thru survey questionnaires that were conducted to
the Grade 7 and 8 teachers in Technology and livelihood Education and 32 students in selected
sections.
 CONCLUSION
In the light of the findings of this study, the motivation techniques practiced by Grade 7 and 8
teachers I Technology and Livelihood Education in SY 2013 – 2014 are effective as perceived by their
students. Therefore, it will greatly help the students choose or select the area of field of specialization to
study in junior high school.

RECOMMENDATION
Based on the above conclusion, the following recommendations are being offered:
1. Teachers of Grade 7 and 8 in all fields of specialization should continuously improve and enhance
their motivation techniques in the different areas of concern.
2. Grade 7 and 8 teachers should consistently practiced the following:
a. Communicating with parents
b. Taking the class outside for a change of environment
c. Inviting a resource speaker that bring outside influences to the classroom.
3. Having additional worthwhile activities that will continuously discover and develop students’
knowledge, skills and proper attitudes.

REFERENCES

GUAY, et. al 2010 (Journal) : Academic self-concept, autonomous academic motivation, and academic
achievement mediating and additive effects

DECI et. al, 1999 : Instrinct motivation action on behaviour because you enjoy the activity itself

J. IGALENS & P. ROUSSEL, 1999 : Journal of Organizational Behaviour

FREUD, Sigmund, 1976 : Towards a psychodynamically informed psychological science