Teaching Techniques that Influence Student Motivation

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Teaching Techniques that Influence Student
Motivation

• Presented by
• Christy Price
• Associate Professor of Psychology - Dalton State
  College
• Lynn Boettler
• Instructor KSU Studies - Kennesaw State
  University
• Laura Davis
• Instructor of English - Kennesaw State University

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What does Babs do.
Barbara Streisand in The Mirror has Two Faces
(129)
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That Ben does not do?
Ben Stein in Ferris Buellers Day Off (113)
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Learning Outcomes for Presentation During this
session we will 1. Review three major
theoretical perspectives regarding academic
motivation. 2. Describe research findings
regarding factors that influence academic
motivation. 3. Discuss the findings of a study
conducted at Dalton State College. 4. Reflect
on how this information will impact our future
teaching practices.
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• Your Motivation
• (fill in column 1 and 2 on chart)
• What did Instructors do that motivated
• or de-motivated your class attendance?
• What did Instructors do that heightened
• or lessened your interest during class?
• What did Instructors do that motivated or
• de-motivated you to spend time working outside
  of class?

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Three Main Theoretical Perspectives Applied to
Academic Motivation (see handout - page 2)
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The Behaviorist Perspective External environment
provides extrinsic reinforcers in order to
increase motivation
ex gold stars, points, punishment
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The Cognitive Perspective We naturally desire to
prepare and participate because we
are intrinsically motivated
ex value education, interest in learning,
self-efficacy, attribution
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The Contextual Perspective We are motivated
when we...
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The most Prevalent Issues in the Academic
Motivation Literature
Rapport Building Communication that Enhances
Interactions between Teacher and Students (see
handout pages 3 - 6)
Content Teaching Methods that Influence
Student Motivation (see handout page 7)
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Original Research The DSC Study 412 students
completed narrative surveys
1. Responses not limited in scope or depth 2.
Allows for identification of themes created by
the
respondents

• Questions focused on
• 1. Motivation to attend class
• 2. Motivation or heightened interest during
  class
• Motivation to complete work outside of class
• (fill in column 3 on chart)

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DSC Research Findings Motivation to
attend class is increased when the professor
5. is enthusiastic or motivated 4. explains
well clear and not too fast 3. makes
class enjoyable or fun 2. has an attendance
policy, grade, or points 1. involves students
does not only lecture invites questions, uses
discussion, group work, hands-on activities,
cases, etc.
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DSC Research Findings Interest in class seems to
be heightened when the professor
5. has sense of humor 4. does not have a
monotone voice 3. explains well clear
and not too fast 2. utilizes video clips or
movies 1. involves students does not only
lecture invites questions, uses discussion,
group work, hands-on activities, cases, etc.
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DSC Research Findings Students were motivated to
work outside of class when
5. work applies to students lives or allows
them to share their point of view 4. professor
cares, encourages, or offers help 3. students
earn extra credit or bonus points for
work 2. students need to do assigned work in
order to pass 1. work is required or collected
for a grade
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Closing Exercise What steps will you take to
apply the main concepts from this
presentation? (see handout - page 8)
Resource List (see handout - page 9) Questions
or Comments?