Instructional Motivation Strategies and Their Influence on Pupils’ Learning Outcomes

This study examined the instructional motivation strategies employed by teachers and their influence on pupils’ learning outcomes in Aurora East District, Zamboanga del Sur, Philippines. Specifically, the research focused on four instructional motivation strategies: setting objectives, reinforcing effort, summarizing and note-taking, and assigning homework and providing practice. A descriptive–comparative research design was utilized to determine the extent to which these strategies were manifested and their perceived effectiveness in enhancing pupils’ learning. The respondents of the study consisted of nineteen (19) school administrators and one hundred ninety-eight (198) teachers from selected elementary schools in Aurora East District during the school year 2019–2020. Data were collected using a structured survey questionnaire and analyzed using descriptive statistics such as mean and standard deviation, while an independent samples t-test was used to determine differences in perceptions between administrators and teachers. The findings revealed that instructional motivation strategies were generally highly manifested among teachers, particularly in reinforcing effort and providing recognition to pupils. These strategies were found to contribute positively to pupils’ engagement and learning effectiveness. However, slight variations were observed between the perceptions of administrators and teachers regarding the implementation of certain strategies. The study highlights the importance of strengthening instructional motivation practices to improve pupils’ academic engagement and learning outcomes in elementary education.

instructional motivation, teaching strategies

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