Module 4 in Facilitating Learner Centered Learning 2022 2023

Republic of the Philippines
Romblon State University

Romblon, Philippines
Module 4. Motivation of Learners
Module With this module, you will be given the opportunity to learn
Overview independently. This will guide you to have better understanding
on the concept of this course. Specifically, this course explores
the fundamental principles, processes, and practices anchored
on learner-centeredness and other education psychologies as
these apply to facilitate various teaching and learning delivery
modes to enhance 21st century learning.
In this module, you are challenged to:

Module 1. Discuss the concepts of the theories of motivation based on
Outcomes learners’ needs, strengths , interests and experiences through
developmentally appropriate opportunities.
2. Defend how motivation of students drive their desire to learn
Lesson 4.1 Motivation: Definition and Types

Lessons in the Lesson 4.2 Academic Motivation
Module
Lesson 4.3 ARCS Model of Motivation
Lesson 3.1 Motivation: Definition and Types
Learning Outcomes
At the end of this lesson, you will be able to:

1. Distinguish between extrinsic and intrinsic motivation.
2. Justify the role of extrinsic motivation in view of the development of intrinsic
motivation.
Introduction
Facilitating Learner-Centered Teaching

78
Hi! How’s the new way of learning my dear student? I hope you are enjoying it. You
already assessed yourself with lots of theories in the previous modules. Today, you will
learn new theory that will help you improve your skills as a future educator. Enjoy and
keep on learning. Remember that studying is a hard task. However, it ceases to be a task
if you have the right kind and the right amount of motivation. Good luck!
Activity
Let us know how motivated you are. We have here a test. Score yourself by checking the
appropriate column.
Legend: 1– Never, 2– Seldom, 3– Sometimes, 4– Often, and 5- Always

Behavior 1 2 3 4 5
1. I study even when there is no quiz/test.
2. I enjoy working on homework.
3. I look forward to school days.
4. I read for learning, not only for grades.
5. In every school task I do, I always do my best.
6. I give/do more than what is required.
7. I listen intently to my teacher’s lecture and instructions.
8. I participate actively in class.
9. I like homework.
10. When something is not clear, I ask questions to clarify
11. I do not allow myself to be discouraged by my classmates’
unfavorable remarks.
12. My teacher’s unfavorable remarks do not turn me off, rather they
challenge me to do my best.
13. I believe that success can be reached by anyone who works
hard.
14. I always feel excited about learning.
15. I submit course requirements not only for the sake of
compliance.
16. I study not only for grades but more for learning
17. I believe that nothing is difficult if we spend hours learning it.
18. I believe that nothing is difficult if we spend hours learning it.
19. I believe I can cope with my teacher’s expectations.
20. I am always eager to learn new things.
21. I am very much interested to improve myself.
22. I read outside my assignments and lessons because it helps me
improve myself.
23. I love to be in the company of people who inspire me to keep on
growing.

79
24. I avoid people who have no desire to improve themselves.

25. I see the relevance of my lessons to the realization of my dream
in life.
26. I am willing to give up the satisfaction of an immediate goal for
the sake of a more important remote goal. e.g. give up watching tv in
order to study
Total per column
Grand TOTAL
Analysis
Interpret you scores:
One hundred thirty (130) is the perfect score. If you got 65, that means you are midway
but not highly or very motivated. The closer you are to 130, the better motivated you are.
Try to answer these following questions:
Do you agree with your score?

In what items did you score comparatively lower?
What message do you get from those items where you scored low?
When can you say that a student is highly motivated to learn?
What are indicators of a student’s level of motivation?
 When a person is intrinsically motivated, his motivation comes from within him/her
or from the activity or task itself. When a person is extrinsically motivated s/he is
motivated by something or someone outside herself/himself.
Now try to identify examples of extrinsic motivation and intrinsic motivation based on
the items of the questionnaire checklist and answer the questions below.
1. Which type of motivation is more beneficial? Why?

2. Should we do away with extrinsic motivation? Or is it necessary? Justify.
Abstraction
Motivation is “a process whereby a goaldirected activity is instigated and sustained.”
(Schunk, Pintrinch & Meece, 2008)

80
Meaning of Motivation
Motivation is an inner drive that causes you to do something and persevere at

something. It energizes you to do something. It is the strength of the drive toward an
action. While ability refers to what children can do, motivation refers to what these
children will do. Motivation refers to the initiation, direction, intensity and persistence of
behavior. When we get motivated to do something, it is not enough that we start working
at that thing but that we get attracted to it. Our attraction towards it becomes so intense
that we persist working on it through thick and thin until its completion. Learner’s
motivation is the primary factor influencing both performance and success in school.
Indicators of a High Level of Motivation
The student’s level of motivation is shown in his/her choice of action, intensity and
persistence of effort. If you have a highly motivated student, you have a student who is
excited about learning and accomplishing things. S/he takes the initiative to undertake
learning tasks, assignments and projects without being pushed by his/her teachers and
parents. S/he has goals to accomplish and dreams to realize. S/he is convinced that
accomplishing the things s/he is asked to accomplish in class helps her/him realize the
goals s/he has set for herself/himself and his/her dream in life. S/he is willing to give up
the satisfaction of immediate goals for the sake of more important remote goals. An
example is her willingness to give up joining his/her barkada to watch a movie in order to
prepare thoroughly for final examinations.
A student who is highly motivated to learn enjoys learning and learns much more
than the one who is not as motivated. S/he persists and perseveres in her/his studies
even when things turn out to be difficult. S/he does not give up easily. As a result, his/her
performance is satisfactory. In contrast, a student who is not motivated to learn does not
enjoy learning, does not study unless “pushed”. When s/he feels the difficulty of study,
s/he readily gives up. S/he lacks perseverance.
Types of Motivation
Motivation is classified as either intrinsic or extrinsic. It is intrinsic when the source

of motivation is from within the person himself/herself or the activity itself. It is motivation
to engage in an activity for its own sake (Schunk et al, 2008). An example is when a
student reads pocketbooks because s/he herself/himself wants to read them or because
reading them is in itself worthwhile and enjoyable. Motivation is extrinsic when that which
motivates a person is someone or something outside him/her. When a student studies
because s/he was told by her/his teacher or because s/he is afraid to fail and his/her
parents will make her/him stop schooling or because it will lead to a good grade, we can
say that s/he is extrinsically motivated. Extrinsic motivation is motivation to engage in
an activity as a means to an end. In our examples, the student studies to please her/his
teacher, parents or to get a good grade. He does not study for the joy of studying.

81
Obviously, intrinsic motivation is more beneficial than extrinsic motivation because

intrinsic motivation comes from within the person himself/herself. If that which motivates a
person is something or someone outside, the moment that person or that something is
gone, the person’s motivation is also gone. Intrinsic motivation is evident when people
engage in an activity for its own sake, without some obvious external incentive present.
Reading for no reason other than the joy of reading illustrates intrinsic motivation.
Research indicates that intrinsic motivation is preferable because of its focus on learning
and understanding.
The Role of Extrinsic Motivation
Initially, extrinsic motivation is necessary to develop the love for learning among
poorly motivated students. If good grades, rewards, praises or words of encouragement
or fear of failing grade can motivate unmotivated students to study, why not? For as long
as students are hardly motivated, external motivation in the form of rewards, incentives or
punishment play a significant role in the development of motivated students.
It is expected, however, that these extrinsic motivational factors be gradually

replaced by internal motivation. In the concrete, this means that after motivating the
students to study by way of reward, praise, encouragement, punishment, hopefully the
students develop the genuine love for learning and becomes intrinsically motivated in the
process. In short, we may begin employing extrinsic motivation at the start but this should
fade away as the students get intrinsically motivated themselves.
Application
Now it is your time to apply your understanding about the types of motivation. Answer
the following questions. (use separate sheets if necessary)
1. Try to look back on your learning experiences. Can you cite some examples of
extrinsic and intrinsic motivation in your life as a student?
2. Are there any instances that extrinsic motivation is necessary? Give examples.
3. Some of the people argue that using rewards put students into the wrong message
about learning and there are research suggesting that rewards actually decrease interest
in intrinsically motivating tasks. Explain.

82
Closure
Congratulations! It is a job well done. You already finished the lesson 1. Keep on learning
and honing up your understanding. I am expecting that you will do your best in this new
normal type of learning.
Lesson 4.2 Academic Motivation
Learning Outcomes

1. Define the concept of academic motivation in a personal perspective;
2. Relate academic motivational components in the practical learning experience.
3. Create an instructional plan emphasizing the importance of motivation in a lesson.
Introduction
Good day my young educator. How are you today? It seems that you are as excited
as I am to go back to school and see your friends and professors. But I guess, time won’t
allow us to do that because of the pandemic we are facing today. Nevertheless, it will not
stop us from learning few concept about facilitating learner-centered teaching.
Have fun while doing the tasks expected in this module during the new normal. Good
luck!
Activity
Instruction: Observe to pictures in terms of its emotion/feelings and try to list your
observations in the blank provided below:

83
Picture A Picture B
Write your response on this table.
Observations Observations
(Picture A) (Picture B)
Analysis
Interpret you scores:
One hundred thirty (130) is the perfect score. If you got 65, that means you are midway
but not highly or very motivated. The closer you are to 130, the better motivated you are.
Try to answer these following questions:
Do you agree with your score?

In what items did you score comparatively lower?
What message do you get from those items where you scored low?
When can you say that a student is highly motivated to learn?
What are indicators of a student’s level of motivation?
 When a person is intrinsically motivated, his motivation comes from within him/her
or from the activity or task itself. When a person is extrinsically motivated s/he is
motivated by something or someone outside herself/himself.

84
Now try to identify examples of extrinsic motivation and intrinsic motivation based on
the items of the questionnaire checklist and answer the questions below.
1. Which type of motivation is more beneficial? Why?

2. Should we do away with extrinsic motivation? Or is it necessary? Justify.
Abstraction
Motivation is “a process whereby a goaldirected activity is instigated and sustained.”
(Schunk, Pintrinch & Meece, 2008)
Meaning of Motivation
Motivation is an inner drive that causes you to do something and persevere at

something. It energizes you to do something. It is the strength of the drive toward an
action. While ability refers to what children can do, motivation refers to what these
children will do. Motivation refers to the initiation, direction, intensity and persistence of
behavior. When we get motivated to do something, it is not enough that we start working
at that thing but that we get attracted to it. Our attraction towards it becomes so intense
that we persist working on it through thick and thin until its completion. Learner’s
motivation is the primary factor influencing both performance and success in school.
Indicators of a High Level of Motivation
The student’s level of motivation is shown in his/her choice of action, intensity and
persistence of effort. If you have a highly motivated student, you have a student who is
excited about learning and accomplishing things. S/he takes the initiative to undertake
learning tasks, assignments and projects without being pushed by his/her teachers and
parents. S/he has goals to accomplish and dreams to realize. S/he is convinced that
accomplishing the things s/he is asked to accomplish in class helps her/him realize the
goals s/he has set for herself/himself and his/her dream in life. S/he is willing to give up
the satisfaction of immediate goals for the sake of more important remote goals. An
example is her willingness to give up joining his/her barkada to watch a movie in order to
prepare thoroughly for final examinations.
A student who is highly motivated to learn enjoys learning and learns much more
than the one who is not as motivated. S/he persists and perseveres in her/his studies
even when things turn out to be difficult. S/he does not give up easily. As a result, his/her
performance is satisfactory. In contrast, a student who is not motivated to learn does not
enjoy learning, does not study unless “pushed”. When s/he feels the difficulty of study,
s/he readily gives up. S/he lacks perseverance.

85
Types of Motivation
Motivation is classified as either intrinsic or extrinsic. It is intrinsic when the source

of motivation is from within the person himself/herself or the activity itself. It is motivation
to engage in an activity for its own sake (Schunk et al, 2008). An example is when a
student reads pocketbooks because s/he herself/himself wants to read them or because
reading them is in itself worthwhile and enjoyable. Motivation is extrinsic when that which
motivates a person is someone or something outside him/her. When a student studies
because s/he was told by her/his teacher or because s/he is afraid to fail and his/her
parents will make her/him stop schooling or because it will lead to a good grade, we can
say that s/he is extrinsically motivated. Extrinsic motivation is motivation to engage in
an activity as a means to an end. In our examples, the student studies to please her/his
teacher, parents or to get a good grade. He does not study for the joy of studying.
Obviously, intrinsic motivation is more beneficial than extrinsic motivation because
intrinsic motivation comes from within the person himself/herself. If that which motivates a
person is something or someone outside, the moment that person or that something is
gone, the person’s motivation is also gone. Intrinsic motivation is evident when people
engage in an activity for its own sake, without some obvious external incentive present.
Reading for no reason other than the joy of reading illustrates intrinsic motivation.
Research indicates that intrinsic motivation is preferable because of its focus on learning
and understanding.
The Role of Extrinsic Motivation
Initially, extrinsic motivation is necessary to develop the love for learning among
poorly motivated students. If good grades, rewards, praises or words of encouragement
or fear of failing grade can motivate unmotivated students to study, why not? For as long
as students are hardly motivated, external motivation in the form of rewards, incentives or
punishment play a significant role in the development of motivated students.
It is expected, however, that these extrinsic motivational factors be gradually

replaced by internal motivation. In the concrete, this means that after motivating the
students to study by way of reward, praise, encouragement, punishment, hopefully the
students develop the genuine love for learning and becomes intrinsically motivated in the
process. In short, we may begin employing extrinsic motivation at the start but this should
fade away as the students get intrinsically motivated themselves.
Application
Now it is your time to apply your understanding about the types of motivation. Answer
the following questions. (use separate sheets if necessary)

86
1. Try to look back on your learning experiences. Can you cite some examples of
extrinsic and intrinsic motivation in your life as a student?
2. Are there any instances that extrinsic motivation is necessary? Give examples.
3. Some of the people argue that using rewards put students into the wrong message
about learning and there are research suggesting that rewards actually decrease interest
in intrinsically motivating tasks. Explain.
Closure
Congratulations! It is a job well done. You already finished the lesson 2. Keep on
learning and honing up your understanding. I am expecting that you will do your best in
this new normal type of learning.
Lesson 4.3 ARCS Model of Motivation
Learning Outcomes

1. Acquire the concept of ARCS model of motivation;
2. Present learning strategies that respond to type of academic motivation under the
ARCS model; and
3. Describe the ARCS model in the context of instructional motivational strategies.
Introduction
How’s the day my future educator? I hope you are doing great. I believe you have
adjusted already to the new way of learning. You have proven that you can learn on your

87
own. Today, you will be learning another theory that will best assist you as a future
educator.
Have fun while doing the tasks expected in this module during the new normal. Good
luck!
Activity
Activity: FEEL ME IN
Instruction: Identify the FEELINGS describe in each item.

___________1. the action of dealing with or taking special care of someone or
something.
__________ 2. the quality or state of being closely connected or appropriate.
___________3. the feeling or belief that one can rely on someone or something; firm
trust.
___________ 4. a pleasant feeling that you get when you receive something you wanted,
or when you have done something you wanted to do
Analysis
Guide Questions:
1. Enumerate the four feelings identified in the activity above.

1. ___________________ 3. ____________________
2. ___________________ 4. ____________________
2. If all these feelings are your experienced, how would it affect your studies? You
may answer in a word.
Abstraction
This lesson summarizes motivational components (or constructs) that have been
found to impact student learning, including beliefs/perceptions, goals, values, and intrinsic
versus extrinsic motivation.
As a teacher, we always say that motivation plays an important role for an
individual to keep going. Indeed, it is an important foundation in the academic path of

88
every student. In fact, even an infant is interested to learn the world around them.
Without motivation, students lead not only to underachievement but as well skipping
to learn. This is due to the negative experiences of most students and begin to stop
trying hard since they think that their effort will not make any difference. This where
the model of John Keller’s ARCS instructional model is anchored upon.
ARCS is a model that highlights on motivation. It emphasizes that learners have

to be motivated to ensure them to continually learn and achieve expected outcomes
especially in the new normal instruction.
Figure 1. ARCS Motivational Model
ARCS design I subdivided in to four, namely:
1. Attention- it refers to the learners’ interest that is critical to get and hold their interests
and attention.
Two ways to gain attention:
a. Perceptual arousal – uses surprise or uncertainly to gain interest. Uses

novel, surprising, incongruous, and uncertain events
b. Inquiry arousal – stimulates curiosity by posing challenging questions or

problems to be solved.
Methods for grabbing attention:
a. Active participation -Adopt strategies such as games, roleplay or other

hands-on methods to get learners involved with the material or subject matter.
b. Variability – To better reinforce materials and account for individual
differences in learning styles, use a variety of methods in presenting material
(e.g. use of videos, short lectures, mini-discussion groups).

89
c. Humor -Maintain interest by use a small amount of humor (but not too much
to be distracting)
d. Incongruity and Conflict – A devil’s advocate approach in which statements

are posed that go against a learner’s past experiences.
e. Specific examples – Use a visual stimuli, story, or biography.
f. Inquiry – Pose questions or problems for the learners to solve, e.g.

brainstorming activities.
2. Relevance can assist increase a learner’s motivation. Using concrete language and
examples with which the learners are familiar. The learning process should show the
usefulness of the content so that learners can bridge the gap between content and the
real world.
This includes:
a. Experience – Tell the learners how the new learning will use their existing skills.
b. Present Worth – What will the subject matter do for me today?
c. Future Usefulness – What will the subject matter do for me tomorrow?
d. Needs Matching – Take advantage of the dynamics of achievement, risk taking,
power, and affiliation.
e. Modeling – First of all, “be what you want them to do!”
f. Choice – Allow the learners to use different methods to pursue their work or
allowing s choice in how they organize it.
3. Confidence helps students understand their likelihood for success. If they feel they
cannot meet the objectives or that the cost (time or effort) is too high, their motivation will
decrease. This component focuses on developing success expectation among learners,
and success expectation allow learners to control their learning processes.
Components:
a. Grow the Learners – Allow for small steps of growth during the learning process.
b. Feedback – Provide feedback and support internal attributions for success.
c. Learner Control – Learners should feel some degree of control over their learning
and assessment. They should believe that their success is a direct result of the amount of
effort they have put forth.
4. Satisfaction- learning must be rewarding or satisfying in some

way, whether it is from a sense of achievement, praise from a
higher-up, or mere entertainment.
There is direct relation between motivation and satisfaction.

90
Learners should be satisfied of what they achieved during the

learning process.
Three forms:
a. Intrinsic reinforcement (“I feel good about what I have learned”
b. Extrinsic reinforcement (awards like money, medals or tokens)
c. Equity (positive feedbacks)
Application
Present motivational strategies under each component of ARCS model in the field of
expertise. Complete the table below (use separate sheet):
Topic Component (ARCS) Description
Attention:
Relevance:
Confidence:
Satisfaction:
Closure
Good job. You are done with lesson one in this module. I am expecting that you
continue your interest in learning new concepts during this new normal.
Module Summary
 Motivation refers to the initiation, direction, intensity and persistence of behavior.
When we get motivated to do something, it is not enough that we start working at that
thing but that we get attracted to it.

91
 Intrinsic motivation refers to the self as the source of motivation to do something. It is

motivation to engage in an activity for its own sake (Schunk et al, 2008).
 Motivation is extrinsic when what motivates a person to do something comes

from someone or something outside him/her.
 The ARCS model explains the importance to build student motivation to learn
and participate in any classroom activity. It further explains that the higher the
motivation the higher the productivity of students.
 Each component in the ARCS model has specific strategy in motivating the
learning of the students.
 To motivate student learning ARCS model is helpful in the instructional

context. Attention is the way of using humor and inquiry like visual or auditory
stimuli; allowing the students to build prior skills and knowledge relevant;
confidence is built when achieving small but achievable goals for students;
and letting the students understand that learning should rewarding.
 Intrinsic motivation is shown in the enjoyment of the activity itself and the inner
conviction of the learner that such things are the right things to do in order to
realize a personal goal or a life dream. Intrinsic motivation yields more
advantages than extrinsic motivation.
 Extrinsic motivation plays an indispensable function when a learner is not yet

intrinsically motivated to learn. For optimum learning, this extrinsic motivation,
however, must gradually take the back seat as intrinsic motivation comes to
the fore.
 Motivated students have the following characteristic traits: have positive

attitudes toward school and describe school as satisfying; persist on difficult
tasks and cause few management problems; process information in depth and
excel in classroom learning expertise (Stipek, 1996, 2002 cited by Woolfok,
2013).

92
References
Corpuz, B. B., & Lucas, M. D. (2014). Meaning and Types of Motivation. In P. B.
Corpuz, & P. M. Lucas, Facilitating Learning: A Metacognitive Process (pp.
211-215). LORIMAR Publishing, INC.
Rowell, L. & Hong, E. (2013). Academic Motivation: Concepts, Strategies, and

Counseling approaches.https://www.researchgate.net/publication/277363978_
Academic_Motivation_C oncepts_Strategies_and_Counseling_Approaches
Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The Importance of
Students’ Motivation for Their Academic Achievement – Replicating and Extending
Previous Findings. Frontiers in Psychology, volume 10, article 1730.
https://doi.org/10.3389/fpsyg.2019.01730
Schunk, D.H., Pintrich, P.R & Meece, J.L. (2008). Motivation in Education: Theory,
Thinking Theories. (2020). ARCS Model Of Motivational Design Theories (Keller).
Retrieved from https://www.learning-theories.com/kellers-arcs-model-of
motivational-design.html
Texas Tech University. (n.d.). ARCS Model of Motivation.

http://www.tamus.edu/academic/wp-content/uploads/sites/24/2017/07/ARCSHando
ut-v1.0.pdf
Usher E.L., Morris D.B. (2012) Academic Motivation. In: Seel N.M. (eds) Encyclopedia of
the Sciences of Learning. Springer, Boston, MA.
https://doi.org/10.1007/978-1-4419-1428-6_834
Adopted Source: Facilitating Learner-Centered Teaching, Module for CHED RO XI Project Write
S.Y. 2020-2021

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Republic of the Philippines

Romblon State University

Module 4. Motivation of Learners

In this module, you are challenged to:

Lesson 4.1 Motivation: Definition and Types

Lesson 3.1 Motivation: Definition and Types

At the end of this lesson, you will be able to:

Facilitating Learner-Centered Teaching

Legend: 1– Never, 2– Seldom, 3– Sometimes, 4– Often, and 5- Always

Facilitating Learner-Centered Teaching

24. I avoid people who have no desire to improve themselves.

Total per column

Try to answer these following questions:

Do you agree with your score?

1. Which type of motivation is more beneficial? Why?

Facilitating Learner-Centered Teaching

Motivation is an inner drive that causes you to do something and persevere at

Indicators of a High Level of Motivation

Motivation is classified as either intrinsic or extrinsic. It is intrinsic when the source

Facilitating Learner-Centered Teaching

Obviously, intrinsic motivation is more beneficial than extrinsic motivation because

The Role of Extrinsic Motivation

It is expected, however, that these extrinsic motivational factors be gradually

Facilitating Learner-Centered Teaching

Lesson 4.2 Academic Motivation

At the end of this lesson, you will be able to:

Facilitating Learner-Centered Teaching

Write your response on this table.

Try to answer these following questions:

Do you agree with your score?

Facilitating Learner-Centered Teaching

1. Which type of motivation is more beneficial? Why?

Motivation is an inner drive that causes you to do something and persevere at

Indicators of a High Level of Motivation

Facilitating Learner-Centered Teaching

Motivation is classified as either intrinsic or extrinsic. It is intrinsic when the source

The Role of Extrinsic Motivation

It is expected, however, that these extrinsic motivational factors be gradually

Facilitating Learner-Centered Teaching

Lesson 4.3 ARCS Model of Motivation

At the end of this lesson, you will be able to:

Facilitating Learner-Centered Teaching

Instruction: Identify the FEELINGS describe in each item.

1. Enumerate the four feelings identified in the activity above.

Facilitating Learner-Centered Teaching

ARCS is a model that highlights on motivation. It emphasizes that learners have

Figure 1. ARCS Motivational Model

ARCS design I subdivided in to four, namely:

Two ways to gain attention:

a. Perceptual arousal – uses surprise or uncertainly to gain interest. Uses

b. Inquiry arousal – stimulates curiosity by posing challenging questions or

Methods for grabbing attention:

a. Active participation -Adopt strategies such as games, roleplay or other

Facilitating Learner-Centered Teaching

d. Incongruity and Conflict – A devil’s advocate approach in which statements

e. Specific examples – Use a visual stimuli, story, or biography.

f. Inquiry – Pose questions or problems for the learners to solve, e.g.

4. Satisfaction- learning must be rewarding or satisfying in some

Facilitating Learner-Centered Teaching