center for GACULY iDEA PAPER NO.] EVALUNiON& DEVELOPVENI August,1979 Motivating Students William E.Cashin* Kansas State University Few college teachers would deny skills,knowledge,attitudes and the premise that motivated students beliefs considered important by the are easier to teach,or that the teacher. students who are interested in learning do,in fact,learn more. Research at the Center for the Anyone who has taught a required Study of Motivation and Human course can attest to the fact. Abilities (Frymier,1970)indicates Studies of the IDEA system (e.g., that:(1)Motivation to learn in Cashin and Perrin,1978)have school is not fixed,but it is not consistently found that the students' changed drastically in short periods motivation (measured by their of time either.It may be that a response to the statement "I had a semester is entirely too short a strong desire to take this course") time to change an individual's has a potent influence on their motivational pattern very much. ratings of how much they have learned. (2)Motivation should be thought of A recent study at Kansas State in optimal not maximal terms. University using a wide range of Either too much or too little courses (Clegg,1979)found that motivation may impede learning. even though students answer this item (3)Positively motivated students at the end of the course,those (those who want to learn)have responses correlate highly (r=.93) stronger and more positive self with their answer to the same ques- images.(4)Values and perceptions tion asked the first day of class. of time vary with the strength of This means students remember their motivation.The more positively initial level of motivation.This motivated students are aware of the does not mean that teachers need past,present and future in making suffer through a course with whatever decisions and deciding on future level of motivation,or unmotivation, actions,while those students who that greets them the first day of are not motivated to learn in school class. tend to either hold on to or try to avoid certain aspects of their Motivation comes from a experience.The net result is that combination of forces--forces which operate both from within and without *The majority of the ideas in this the individual's mind.The real paper have been adapted from materials challenge to the teacher is to used by Dick Owens in his course, encourage and take advantage of Principles of College Teaching,and student motivation in ways that will his article in KSU Teaching Notes harmonize with the acquisition of (0wens,1972)
those who are not motivated to learn Used humor in a way I appreciated. resist new information,tend to make (.72) snap decisions,use categorical reasoning (good or bad)rather than Found ways to help students an evaluative continuum,and freeze answer their own questions.(.69) their judgement even when new information suggests the wisdom of Introduced stimulating ideas about revising it.These findings have the subject.(.68) implications to those of us who teach. Since motivation and commitment are Was available to help students personal matters with each student, individually.(.67) we as teachers should do what we can to eliminate the barriers that block Explained the reasons for criticisms them. of students'academic performance.(.66) Clegg (1979)in her search of These findings strongly suggest the literature found few empirical that it is not simply showmanship studies concerning what motivated which motivates students (although college students to learn.She if you do not have the students' asked students to rate the item, attention,they are much more difficult "The teaching approach and/or to teach),but that using a variety attitude of this instructor motivated of traditional teaching approaches me in this course."She found that can also be motivating. item correlated .60 or higher with seventeen other items,after control- What are some other things which ling for the students'initial desire college teachers can do to motivate to take the course.Five of these students?(For a general discussion items concerned the instructor's of a variety of topics in the context enthusiasm and expressiveness.The of motivating students,see Ericksen's remaining twelve (with their 1974 book,Motivation for Learning.) correlations)were: Someone has commented that the trouble with what has been written about Explained course material clearly, motivating students is that it's so and explanations were to the point. unmotivating.Our suggestions are (.85) probably no exception,but they may have the advantage of bringing the Made it clear that he/she wanted "obvious"and "common sense"together to help students learn (.84) in one place.These suggestions are based more upon the personal experience Changed approaches to meet new (or experiences)of teachers than upon situations.(.83) empirical data.Even where there is research,the results are rarely such Summarized material in a.manner as to compel belief.They are offered which aided retention.(.82) as food for thought,not as canons of good teaching which must be followed. Demonstrated the importance and significance of the subject matter. BEGIN WHERE THE STUDENTS ARE (.76) --Capitalize on the students existing- Made it clear how each topic fit interests.Find out what their majors into the course.(.74) are,why they are taking the course, etc. Clearly stated the objectives of the course.(.74) --Find out what their weaknesses or 2
difficulties are.For example,if and exams,so that every student has the course has a prerequisite,give a a chance to experience success as diagnostic test early in the term so well as challenge. the students will know what they still remember and what they must study over --Tests and grades during the course again. motivate more when they discover what the students have learned,not just ESTABLISH THE RELEVANCE OF THE what they don't know. COURSE MATERIAL --Too intense motivation creates --Relate the course to the students' anxiety and interferes with learning. interests when possible. While you have to set realistic standards,do it in a supportive --If students do not see the course rather than threatening way.For as relevant (often the case with example,if you find out that a required courses)spend the time to student is far behind,don't say to explain in detail why the course is the student "You're way behind",but required.Use examples of how the rather,"These are the things you course may be useful in their majors need to learn.How may I help?" and careers. --Discuss the ways in which you REWARD THE STUDENTS find the course interesting. --Give the students feedback as soon --Use questions,problems,case as possible,e.g.,return tests and studies,etc.,to demonstrate papers quickly. relevance. --Both positive and negative comments INVOLVE THE STUDENT IN THE CHOICE can stimulate learning,but positive OF WHAT WILL BE STUDIED,WHERE comments seem to be more effective. POSSIBLE At least,do not give only negative feedback.Praise what the student --Find out which topics are of most has done right,it tends to build interest or value to the students in self confidence.This sense of inner their perception (recognizing that satisfaction is often the greatest they may not be the best judges). motivation. --Include some optional or alternative --When giving negative feedback,make units. it clear that it is a comment on the particular performance,not upon the --Allow alternative learning methods, student as a person. e.g.,lecture,discussion,indepen- dent study,etc. --Recognize sincere efforts even if the product is not the greatest.This does ARRANGE LEARNING TASKS AT LEVELS not suggest that students should receive APPROPRIATE TO THE ABILITIES OF grades for effort rather than learning, OF YOUR STUDENTS but praise should be given for effort as well as accomplishment. --Do not make tasks too easy nor too hard.At first it may be better --Since success motivates,encourage to err on the side of too easy; self-competition.Help students to success breeds success.Include a focus upon their continued improvement, range of difficulty in your not just on the final criteria for the assignments,and even in your quizzes course. 3
--Help students to set realistic goals.of choice.Learning provides enough Failure to attain unrealistic goals difficulties without teachers going can become a source of continuing out of their way to create more. disappointment and frustration. --Active participation on the part CONSIDER THE ADVANTAGES OF THE of the students enhances their "DISCOVERY"METHOD interest and learning. --Use the students'curiosity.Pose --Take a variety of roles from active questions.Encourage them to suggest direction to reflective support. approaches to a problem,to guess the results of an experiment,to --Provide a good model for the students propose a theory to explain empirical to imitate be human! findings. The conclusions which emerge are: --Stress understanding more than (1)Motivation is a significant facts.The students will remember variable in a student's readiness and better. willingness to learn;(2)Students are curious and do have a sincere desire --Encourage students'initiative by to know and understand;(3)These leaving gaps for them to fill in, assets can be capitalized upon if the but draw their attention to the gaps learning situation provides for and explain why you are leaving them. successful accomplishments at a fairly consistent rate;and (4)Good teachers --Don't use excessive direction or can do much to create an atmosphere you may simply get blind conformance, where learning will be more efficient or defiance.Provide some direction by stimulating student commitment and and structure,however,or you may motivation. simply frustrate the students. --Help the students to evaluate their REFERENCES own progress.Encourage them to critique their own work,to analyze Cashin,W.E.Perrin,B.M.IDEA their strengths and weaknesses. technical report no.4:Description Ultimately,we want the students to of IDEA standard form data base. learn how to learn as well as master Manhattan,KS:Center for Faculty content and skills for the final exam. Evaluation and Development,1978. USE TEACHER-STUDENT INTERACTIONS Clegg,V.L.Teaching behaviors which stimulate student motivation to learn. --If there is to be "learning",the Unpublished doctoral dissertation, students will need to be involved. Knasas State University,1979. Keep the channels of communication open.Try to understand what students Ericksen,S.C.Motivation for learning: are saying,and check with them to be A guide for the teacher of the young sure you are correct. adult.Ann Arbor:University of Michigan Press,1974. --The students'feelings about the teacher can be a significant help or Frymier,J.R.Motivation is what it's hinderance to learning.Although all about.Motivation Quarterly, college students need to learn how 1970,1,1-3. to learn from professors they dislike (just as adults have to work with Owens,R.E.How important is motivation people they dislike),fostering the in college learning?KSU Teaching students'dislike is not the strategy Notes,1972,2,2-3. 5979-8876-588-5M
