Title: Motivation
Course: EPS 201: PSYCHOLOGY OF LEARNING (B) > Section: Lesson Six: Motivation

Motivation

Topic-level overview | Topic/week/section | 6.
Topic name: | Motivation
Aim of the topic: | The purpose of this topic is to enable you understand theories of motivation and their implication to the teaching-learning process.
This topic covers:
1. Theories of motivation
2. Implication  of theories of motivation to teaching and learning
Intended learning outcomes:
At the end of this topic, you will be able to:

1. Analyze the different theories of motivation.
2. Explain the implications of the theories of motivation to teaching and learning

Overview of student activity

Overview of student activity: | In order to successfully complete e-tivities 6.1a, 6.1b and 6.2, you have been provided with links for a video and an e-book chapter to enable you engage with the learning tasks. Answer the questions that follow the e-tivities for self-evaluation and post the answers in the discussion board.

Constructive alignment of topic level outcomes with module level outcomes, learning activities and assessment

Constructive alignment of topic level outcomes with module level outcomes, learning activities and assessment
Intended topic learning outcomes: | No of module-level outcome | Activity where students engage with this outcome | Where and how is this outcome assessed?
At the end of this topic, you will be able to:
Analyze  the five  different theories of motivation | 1, 2  & 3 | E-tivity 6.1a Etivity 6.1b | Essay questions in the LMS
Explain the implications of the theories of motivation to teaching and learning | 1, 2  & 3 | E-tvity 6.2 | Essay questions in the LMS

Module-level outcomes addressed:

Module-level outcomes addressed:
Topic 6 addresses module-level learning outcomes 1, 2 and 3
Purpose of the topic/week/section:
The purpose of this topic is to help you apply various ways of motivating learners in a teaching learning situation.
Over to you:
In this topic we will learn about motivation, which is the energizing factor behind our behaviour.Motivation gives direction towards our goals. The goal is always to satisfy a need, for example, hunger, thirst, pain avoidance, but at a higher level, motivation energizes behaviour towards achievement, competence, affiliation, esteem and so on.  Motivation theories describe two broad forces that determine an individual’s behaviour. These forces include; internal force, which is the desire to engage in an activity as a means to an end and external force which is driven by external rewards such as money  and need for good grades in school.
Pre-topic activity: | Number of hours | 30 minutes
‘Mr. Ng’ombe took his cow to the river to drink water but the cow did not drink the water against the expectation of Mr. Ng’ombe’. In the context of this statement and your knowledge of psychology of learning, have a discussion with your colleague and explain the reasons that may have made the cow not to drink the water.

1. Post your answers to group discussion forum 6.0.
2. Read the posts from your colleagues and identify new ideas that you had not considered and repost your improved work in discussion forum 6.0
Face to face time: | Number of hours | 2 hours
Before learners go online, the moderator is expected to:

a. Introduce learners to the cognitive theories of motivation under the following sub-headings;

1. Expectancy-value theory
2. Self-efficacy theory
3. Goal and goal orientantion theory
4. Attribution theory
5. Self-determination theory

b. Discuss the relevance of each theory to the learning process

E-tivity 6.1a

Online activity: | Number of hours | 1 hour
What should students do?
E-tivity 6.1a

Read the provided chapter on motivation. Thereafter, watch the first video and the second video.  Using the information from the e-book chapter and the two videos;

1. Analyze the five cognitive theories of motivation and explain one factor from each theory that affect your success of achieving your learning goals.
2. Share your answers on the discussion board 6.1a.
Where do they do it? | Discussion forum 6.1a.
By when should they do it? | By the end of the end of the 2^nd day of the week.
E-moderator/tutor role
1. Focus learners on the contents of the work
2. Provide feedback on the learning progress
3. Prompting lurkers
4. Close the discussion forum
How is the learning outcome in this sub-topic assessed? | Number of hours | 30 minutes
The learning outcome will be assessed through essay  questions.
How does this section link to other sections of the module?
This theory helps in understanding the other theories of motivation given in e-tivity 6.1b

E-tivity 6.1b

Online activity: | Number of hours | 1 hour
What should students do?
E-tivity 6.1b

Watch the video on Abraham Maslow’s Theory of needs and then;

1. Analyze  the five stages of needs according to the theory and propose  five strategies you can put in place to cater for these needs among learners.
2. Post your answers to the discussion forum 6.1b.
3. Taking netiquette into consideration, critique the proposals made by your colleagues and post your input in discussion forum 6.1b.
4. Use the ideas from your colleagues to improve on your work and re-post the improved answers in discussion forum 6.1b.
Where do they do it? | Discussion forum 6.1b.
By when should they do it? | By the end of the end of the 4^th day of the week.
E-moderator/tutor role
1. Ensure that learners are focused on the context of discussion.
2. Provide feedback on the learning progress
3. Closing the discussion forum
How is the learning outcome in this sub-topic be assessed? | Number of hours | 30 minutes
The learning outcomes will be assessed through essay  questions.
How does this section link to other sections of the module?
The concepts learnt in this section links closely to learning and classroom management by highlighting on the importance of meeting the individual needs of learners.

E-tivity 6.2

Online activity: | Number of hours | 1 hour
What should students do?
E-tivity 6.2

Read the topic  how to encourage academic motivation and one on motivation theories of learning. This video contains information on the educational implications of the Abraham Maslow’s theory.

Using the information from the three sources;

1. Explain the implications of the theories of motivation to teaching and learning and share your answers with your colleagues in discussion forum 6.2.
2. Comment on the posts from your colleagues with a view to improving their work and post the comments in discussion forum 6.2.
3. Use the comments from your colleagues to improve on your work and repost the improved answers on discussion forum 6.2.
Where do they do it? | Discussion forum 6.2.
By when should they do it? | By the end of the 6^th day of week.
E-moderator/tutor role
1. Ensure that learners are focused on the contents of the discussion.
2. Summarize the threads
3. Provide feedback on the learning progress
How is the learning outcome in this sub-topic assessed? | Number of hours | 30 minutes
The learning outcomes will be assessed through essay  questions.
How does this section link to other sections of the module?
It links to other topics  in the module by providing the impetus to learning

= Total number of hours | 7 hours

Some important questions

Some important questions
Which learning resources/ references will scaffold the students’ learning? | The module, the e-books provided on the link, video links and slide share.
How are students enabled to access the resources? | Through the institutional LMS and OER Africa website
Where in this topic are students expected to work collaboratively? | In the discussion board 6.1 and  6.2
How has an inclusive approach been incorporated in this topic? | Varied activities for the learners and e-moderator prompting the lurkers.
How will feedback on topic be obtained from students? | Online posts in discussion board.
How will student feedback be used to improve topic? | The e-moderator will consider the feedback from students to ascertain whether they have mastered the content for appropriate interventions where necessary.
At which point(s) will students receive formative feedback on the work they have done in the topic? | By the end of the 6^th week

Question 1

Analyze the four different theories of motivation

Guidance to Question 1

The question requires learners to analyze the five cognitive theories of motivation and explain one factor from each theory that affect the learners success of achieving learning goals. The five theories are;

1. Expectancy-value theory
2. Self-efficacy theory
3. Goal and goal orientation theory
4. Attribution theory
5. Self-determination theory

Using self-determination theory as an example, the learner to describe the theory and identify the three main domains of the theory which includes intrinsic motivation, extrinsic motivation and a motivation. Picking on intrinsic motivation, the learner to show how this type of motivation leads to high level of engagement which is driven by an inner pleasure to know, to accomplish and to experience stimulation leading to satisfaction and consequently attaining the desired goal.

Question 2

Analyze  the five stages of needs according to the theory and propose  five strategies you can put in place to cater for these needs among learners.

Guidance to question 2

The learners are expected to analyse the five stages in a hierarchical manner as given by Maslow(1957). The stages are as follows; Physiological needs, Safety needs, Love and belonging needs, Esteem needs and Self-actualization. The learners to propose ways of meeting these needs in a learning environment. For example in meeting the love and belonging need, the learner should show how to take care of this need in a classroom setting by showing respect, care, emotional support to all the students.

Question 3

Explain the implications of the theories of motivation to teaching and learning

Guideline to Question 3

The learners should explain the relevance of each theory to teaching and learning process for example Maslow needs theory is relevant in that it may help the teacher to understand that learners come to class with different needs which needs to be fulfilled for effective learning to take place.