ARTICLE REVIEW 1

Motivational Strategies to Enhance Effective Learning in Teaching Struggling Students:

An Article Review

Moriah Shiloh Payumo

International Teachers College

MOTIVATIONAL STRATEGIES 2

Summary

Wery and Thomsons article claims that academic achievement in students is connected to

intrinsic motivation, particularly to students with learning difficulties. The authors essentially

focus on two theoretical perspectives which are Expectancy Value Theory and Achievement

Theory. These two theoretical perspectives has present key concepts; intrinsic and extrinsic

motivation. Then, it is followed by characteristics of reluctant learners.

Wery and Thomson then further explained intrinsic and extrinsic motivation; intrinsic

motivation is rewarded from within self. Students with this kind of motivation accept the

challenge of an activity. Extrinsic motivation, on the other hand, is the result when one is

motivated through the reward given. Extrinsic motivated students take up the challenge because

of the reward of their accomplished task. The authors suggest that teachers create an environment

that helps the student acquire an intrinsic motivation because a reluctant learner is a result of an

extrinsic motivated student.

The article then gives fifteen suggestions and applications to help compose a motivated

classroom. Teachers should: 1)believe that their students can learn, 2) model enthusiasm and

intrinsic motivation, 3) create a learning environment that is encouraging and challenging, 4)

acknowledge the difficulty of tasks, 5) connect learning to the world, 6) set goals, 7) involve

students in the learning process, 8) allow for independence, 9) use projects, 10) evaluate the task

and not the student, 11) promote mastery learning, 12) immunize against the negative effects of

extrinsic motivation, 13) use priming words, 14) respond positively, and 15) praise the students.
MOTIVATIONAL STRATEGIES 3

Review and Reflection

Our modern culture assumes students to have immediate success in their academics

without realizing that a student needs to have motivation for them to continue or excel. Wery and

Thomsons claim in their article is realistic. Thus, teachers should recognize their students need

for intrinsic motivation, and this motivation will start with the teachers themselves. The articles

points are true; however, it failed to give further more explanation of the results on what would

happen if intrinsic motivation is not encouraged or taught among the students.

Helping reluctant learners to learn better is not an easy objective for teachers. Therefore,

reading articles that is similar to this articles topic is essential for teachers, especially for new

teachers. As a future teacher, I should not only look at the results of my students learning, but dig

deeper into what is causing these results. Are they failing because nothing is motivating them to

excel? Or what is causing them to excel aside from the fact that they studied well? Is it because

they have a reward? or what is causing them to study well? asking these questions may lead

into the answer to the question that most teachers ask themselves, are my students genuinely

learning? Teachers and future teachers should aim to help struggling students, and students who

struggle are usually those who have extrinsic motivation. Hence, future teachers should start to

reflect and change into having an intrinsic motivation as early as possible so that students will be

able to see it in their teachers.