Motivational Factors on Learning in a Constructivist Classroom: A Strategy on Learning from 21st Century Learners

Hazel Balucas Lijano∗
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Hazel Balucas Lijano∗: Alegria National High School Alabel, Sarangani Province, Mindanao, Philippines

International Journal of Humanities, Arts and Social Sciences, 2018, vol. 4, issue 2, 85-95

Abstract: The purpose of this study was to investigate the motivational factors on learning and teaching strategies employed by the teachers who were confirmed and preferred by the students as effective strategies in dealing with the 21st century learners. The study was conducted in Alegria National High School for school year 2017-2018 which is located in the remote area of Alabel, Sarangani Province in Mindanao, Philippines. This research employed descriptive research design using survey and naturalistic observation, and the instruments used to collect data were mainly survey questionnaire, Focus Group Discussion (FGD), and interview. A total of 158 students and five (5) SHS teachers and a school principal were chosen to participate in this study using purposive sampling method. Data collected were analysed using descriptive statistics (quantitative data) and thematic analysis (qualitative data). The study revealed several salient features; firstly, the motivational factors on learning of SHS students are (1) subject learning value, (2) achievement goal, (3) active learning strategies and (4) learning environment simulation that will help to positively improve their learning experience inside the constructivist - informed classroom. Secondly, the teaching strategies employed by teachers and preferred by SHS students are activities that help students (a) share or collaborate ideas, (b) simulated and experiential learning, (c) a strategy for speaking and self-confidence development, (d) classes with technology integration, (e) develop the students’ sense of responsibility on their own learning and (f) teachers capacity to teach. And lastly, the teachers have observed that students want learning by doing and more engaged when teachers provided simulated and experiential learning inside the classroom. The teacher plays an essential role in a constructivist-informed classroom; however, it was emphasized that their main job is as motivator and tour guide or facilitator of learning. In conclusion, it is a necessity for teachers dealing with 21st century learners to identify the motivational factors on learning (NEEDS) and to apply the desired teaching strategies (WANTS) to the students. Teachers as classroom managers must impel (DELIGHT) students because knowing their needs and wants is useless when it is not applied inside the classroom.

Keywords: Motivational factors; constructivist classroom; 21st century learners; Alegria National High School (search for similar items in EconPapers)
Date: 2018
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Persistent link: https://EconPapers.repec.org/RePEc:apa:ijhass:2018:p:85-95

DOI: 10.20469/ijhss.4.10004-2

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