Teachers’ motivational strategies employed in teaching passive pupils

  • Edwin Tuchod Omela Faculty, Planas Elementary School, Ramon, Isabela Philippines
  • Matronillo Del Mundo Martin College of Education, Ifugao State University Potia Campus, Philippines
Keywords: motivation, teaching-learning, passivism, teacher, strategy


This main purpose of this to identify the motivational strategies utilised by the intermediate teachers in teaching passive pupils of public elementary schools specifically the Grade-V pupils in Ramon District, School Year 2018-2019. This study used the descriptive-survey design of research to describe the demographic profile of the respondents in terms of the following variables: age, gender, highest educational attainment, position and length of service. Descriptive method was likewise used to gather information about the present conditions, status and trends in the pedagogy. It describes the nature of a situation that exists at the time of the study. Based on the findings of the study, the respondents are still active in implementing the motivational strategies in dealing with passive pupils. Additionally, teachers are not particular about their educational attainment and academic rank.  Therefore, Grade-V pupils prefer to attend classes on time, avoid the feeling of inferiority and need the sense of acceptance. However, passive pupils should be given enough time to value their roles as pupils. It is also necessary to develop their potentials and capabilities. The teachers are still introducing traditional strategies in dealing with the passive students. They usually initiate their outmoded techniques, methods and styles in teaching. Thus, the determiners are present in any classroom setting; it is not usually very much present in every class. Moreover, common determiners arise in many ways and it depends upon the applied motivational strategies in dealing with passive pupils. Henceforth, the relationship of the determiners of passivism does not completely affect the motivational strategies employed by the teachers. So, initiating motivational strategies among pupils acknowledges teachers as frontiers of its implementation and enforcement of pupils’ involvement as well must be observed. However, this involvement on the part of the teacher is limited as the finality of decisions still rest in the teachers. This calls for the teachers to increase awareness of the prescribed and present-day motivational strategies to be employed among passive pupils. This can be possibly done if teachers hold high educational qualifications and academic rank by pursuing their education in graduate studies. It is then recommended that teachers should make their subject matter interesting by introducing more group dynamic activities to involve all the pupils, instead of competition. Cooperative learning can also be done by letting the pupils work in groups or in pairs.



Download data is not yet available.


Abdulhamid, A. (2013). Effects of teaching method on retention of Agricultural Science knowledge in senior secondary schools of Bauchi Local Government Area, Nigeria. International Journal of Science, Technology and Educational Research, 4(4), 63-69.

Alderman, M.K. (2004). Motivation for achievement: Possibilities for teaching and learning. Lawrence Erlbaum Associates: London, UK.

Ames, C. (2012). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology. 84 (3), 261-271.

Arbabisarjou, A., Zare, S., Shahrakipour, M., & Ghoreishinia, G. (2016). The relationship between academic achievement motivation and academic performance among medical students. International Journal of Pharmacy & Technology, 8(2), 12272-12280.

Awan, R-U, Noureen, G. and Naz, A. (2011). A study of relationship between achievement motivation, self-concept and achievement in English and Mathematics at secondary Level. International Education Studies, 4(3), 72 – 79.

Braver, T.S., Krug, M.K., Chiew, K.S., Kool, W., Clement, N.J., Adcock, A., Barch, D.M., Botvinick, M.M., Carver, C.S., Cols, R., Custers, R., Dickinson, A.R., Dweck, C.S., Fishbach, A., Gollwitzer, P.M., Hess, T.M., Isaacowitz, D.M., Mather, M., Murayama, K., Pessoa, L., Samanez-Larkin, G.R., & Somerville, L.H. (2014). Mechanisms of motivation-cognition interaction: Challenges and opportunities. Cognitive, Affective, & Behavioral Neuroscience, 14, 443-472

Ecleva T. F. (2013). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology. 25 (1), 54-67.

Goodwin, L.A. (2010). The decade ahead: Applications and contexts of motivation and achievement. Journal on Education, 6 (12), 139–173.

Han, J, Yin, H. & Boylan, M. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education. 3. 1217819. 10.1080/2331186X.2016.1217819.

Idogho, J. A (2016). Towards a student centered learning in Nigerian schools: Drama-in-education and progessive pedagogy. Creative Artist: A Journal of Theatre and Media Studies, 10 (1), 38-65.

Korantwi-Barimah, J.S., Ofori, A., Nsiah-Gyabaah, E., & Sekyere, A.M. (2017). Relationship between motivation, academic self-concept and academic achievement amongst students at a Ghanaian Technical University. International Journal of Human Resource Studies, 7(1), 61 – 73.

Liu, Y., & Hou, S. (2017). Potential reciprocal relationship between motivation and achievement: A longitudinal study. Social Psychological International, doi.org/10.1177/0143034317710574

Lou N.G., & Najjar, N.C. (2006) Motivation and education: The self determination perspective. Educational Psychologist. 26 (3-4), 325-346.

Mansour T. G., et al. (2009). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. The Modern Language Journal. 83 (1), 23-34.

Pechkusal, G.H., Phinmani, F.S., & Sorsonarikal, L.O. (2012). Looking Deeper than the gradebook: Assessing cultural diversity attitudes among undergraduates. Journal of Scholarship of Teaching and Learning. 12 (3), 142-164.

Ryan, R. M. and Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel & A. Wigfield (Eds.), Handbook on Motivation at School. (pp. 171-196). New York: Routledge.

Salandanan, G. and Corpuz B. (2007) The principle of teaching. Lorimar Publishing House: Manila.
Shen, B., McCaughtry, N., Martin, J. & Fahlman, M. (2009). Effects of teacher autonomy support and students’ autonomous motivation on learning in physical education. Research Quarterly for Exercise and Sport, 80(1), 44–53.

Shreyasi, S. P. (2017). Active and passive learning: A comparison. Global Research and Development Journal for Engineering. 2, (9).

Tandas, J.B. (2012) The academic achievement of the high school students of La Salette of Ramon. Unpublished Thesis. Graduate Studies of Ifugao State University

Yap, P. Y. (2008). Increasing prereservice teachers’ tupport of multicultural education. Multicultural Perspectives, 12(1),18-25.

Yukselturk, E., & Bulut, S. (2017). Predictors for student success in an online course. Educational Technology and Society, 10 (2), 71–83.
How to Cite
Omela, E. T., & Martin, M. D. M. (2020). Teachers’ motivational strategies employed in teaching passive pupils. EDUCATUM Journal of Social Sciences, 6(1), 1-11. Retrieved from https://ejournal.upsi.edu.my/index.php/EJOSS/article/view/2805