Intrinsic and Extrinsic Motivation in the Classroom

Introduction: Motivation in a Diverse Classroom

One of the major tasks that teachers must undertake is identifying students who demonstrate high or low motivation in learning activities. Generally, motivated students engage in learning with intensity and feeling, while unmotivated students tend to postpone work and demonstrate disinterest in various ways. In a classroom of 20 students, academic and social skill levels will vary considerably. Some students may excel in all subjects, others may be strong in mathematics but struggle with reading, and still others may read well but find mathematics difficult. A few students may struggle with nearly every subject. Consequently, there is a need to apply various principles of intrinsic and extrinsic motivation, as well as to use technology and instructional interventions, to help students with learning difficulties.

Applying Principles of Intrinsic and Extrinsic Motivation

Some students require the application of different principles of intrinsic and extrinsic motivation to enhance their engagement in learning activities and class work. Consider a student who does not sit in her seat, tends to wander around the room, and influences other students to start wandering once she begins. Another student sometimes gets out of control, strikes out at other students or the teacher, and throws his papers and books on the floor. Both students would benefit from the application of principles of intrinsic motivation, which can help them become curious, seek knowledge and improvement, and find satisfaction in the learning process.

There are three common principles of intrinsic motivation applicable to these scenarios: autonomy, purpose, and mastery. Purpose and mastery are particularly relevant for the student who wanders. Under the principle of purpose, the teacher would communicate high but achievable expectations and goals so that the student feels challenged to direct her energies toward a worthwhile process and stop wandering. Mastery would involve giving her small, more frequent tests and assignments to be completed as part of class work. Similarly, the student who gets out of control would benefit from the application of purpose — setting higher objectives that govern his behavior and encourage participation in learning tasks.

With regard to extrinsic motivation, both students would benefit from the use of external rewards, as they seem to get out of control and influence others. However, the external rewards should be based on the quality of their performance in learning activities rather than on mere engagement. The first student would receive an external reward if she engages in class work and performs well, while the second would receive a reward if he stops getting out of control and striking others.

Incorporating Technology in the Classroom

In addition to applying motivational principles, the learning environment can be enhanced by incorporating technology to improve teaching, learning, engagement, and motivation. Technology provides tools for active learning by expanding the scope of learning, increasing accessibility, and extending the ways in which students demonstrate what they have learned. Most students in a diverse classroom will experience difficulty concentrating on various learning activities at some point. One effective approach is to embed rich media into teaching and learning processes — using photos, sound, and video files that students can access while engaging in learning activities. Educational technology and the use of visuals in the classroom not only enhance the teaching and learning process but also help students improve their engagement and motivation. The concentration and engagement levels of students are typically elevated when they can relate to visual content. Therefore, incorporating technology through media is a practical strategy for enhancing teaching, learning, engagement, and motivation across a diverse classroom.

Conclusion

Teaching and learning is a multi-faceted process that requires teachers to develop appropriate learning activities and assignments that promote effective learning. Some of the major elements teachers should address include intrinsic and extrinsic motivation, especially for students with varying difficulties in the learning process. In a classroom of students who differ greatly in academic and social skill levels, the teacher should apply principles of intrinsic and extrinsic motivation, use technology appropriately, and utilize effective instructional interventions for each student in order to promote effective learning for all.