How to improve students’ motivation
It is difficult to improve students’ motivation, but it is not possible to do it. Several researchers showed this by describing some ways to improve motivation of students.
The assessment process in the classroom can be an important role in improving motivation and student achievement. Teachers can help to improve student performance by sharing. Through student involvement in the assessment process, students learn to be responsible in their own learning. Feeling accountability and control can increase students’ intrinsic motivation to learn and to improve success. In addition, teachers have the opportunity to support student success by providing the application and assessment with good communication quality.
A teacher who develops useful assessments, provides corrective instruction, and gives students second chances to demonstrate success can improve their instruction and help students to learn. “When teachers’ classroom assessments become an integral part of the instructional process and a central ingredient in their efforts to help students learn, the benefits of assessment for both students and teachers will be boundless” (Guskey, 2003). In addition, by determining exactly what students have learned and not learned, assessment is useful for both teachers and students.
Assessment should be no longer seen as just a tool to determine academic achievement. Various options exist in the assessment process can influence student motivation and achievement. When students and teachers enter into an assessment relationship, they became a team with a clear, mutual learning goals, and task-specific assessment tasks. As teachers began to implement new strategies by using assessment as an instructional tool, they will recognize the students’ ability to take control of their own success and accept responsibility for their own learning. This feeling of empowerment will inspire and motivate students toward greater achievement.
A self-paced program
One useful framework addresses the multiple dimensions of motivation and engagement that are relevant to academic outcomes in students’ lives. Contextualizing motivation and engagement in a multidimensional way communicates to students that there are many ways in which they can succeed from a motivation and engagement perspective (Martin, 2010). A self-paced program for students sustained motivation strengths and improve motivation weakness. It separates into positive motivation thoughts (self-belief, learning focus, and valuing of school), positive motivation behaviours (planning, study management, and persistence), negative motivation thoughts (anxiety, failure avoidance, and uncertain control), and negative motivation behaviours (self-sabotage and disengagement).There are many direct strategies that educators, parents, and students can use these strategies to enhance motivation and to maintain the strength of motivation.
Achievement goal theory has emerged as one of the most prominent theories of achievement motivation. It uses a goal framework achievement in the influence of classroom and school environments. Then, it will improve students’ academic motivation and achievement also. Considerable evidence suggests that elementary and secondary students show the most positive motivation and learning patterns when their school settings emphasize mastery, understanding, and improving skills and knowledge(Meece, Anderman, &Anderman, 2006).
The findings of environmental studies in the classroom have a number of interesting and important implications for both practice and further research (Opolot-Okurut, 2010). He said that from a practical standpoint, there are three clear implications of the discovery. First, teachers must be aware of the different aspects of their classroom environment. For example, a modified instrument, which is used in the classroom to assess aspects of teacher support, student involvement, task orientation, cooperation among students, and equity in the classroom environment. Students’ consideration of the environmental aspects of their classes differs in the two types of school and maybe between classes within the same school. But, in addition, there are several other aspects of classroom learning environment which is covered in other classroom environment instruments and are worth knowing. Second, teachers should give more emphasis on the dimensions assessed in order to increase student motivation to learn mathematics. Third, in general, teachers should pay more attention to their learning classroom environment and change them. It seems that it is suggesting the teachers wish to improve student motivation towards mathematics, in general, should emphasize the learning environment dimensions that have assessed.
By Ekasatya Aldila Afriansyah