The Correlation of Motivational Activities with its Characteristics in Teaching Mathematics in San Juan East District, Batangas: A Basis for Enhanced Motivational Activities

Abstract

INTRODUCTION

In the 21st century learning, students are characterized as being innovative and changing. Their ways of learning change together with their levels of motivation. In this sense, it is clear that the learning of motivation is indispensable because the two go together. The critical components that make students participate in academic activities in and the information exposed to when students are motivated to learn, they use their higher cognitive processes and their enthusiasm are heightened (Please rephrase accordingly). When teachers prepare goal-oriented activities and encourage students to strive for success not only for academic grades but also for the interest value and practical importance of the activities, the drive to learn becomes stronger. The motivation of school learning depends on the factors on the learner's purpose or intent to learn. It is the job of the teacher to find the atmosphere desirable for the learners to learn.

METHODS

In this study, the researcher used the descriptive type of research. This design was the best method of motivational activities for teaching mathematics. For this purpose, a questionnaire was used by the researcher in gathering data so as to provide an adequate interpretation of the problems under the study.

RESULTS

The profile of the respondents in terms of Age were 39-42 years of age who taught Mathematics. The motivational activities being used by the teachers Teaching Grade 7 Mathematics is creating a geometry star that has a frequency of 60 and has a rank of 1 with 25.21%. In teacher’s assessment on the motivational activities, materials relate facts to a few basic ideas and concepts rank 1. In implementation which teachers assess the motivational activities, establish a positive teacher-student relationship which ranks 1. The weighted mean of 4.64, the verbal interpretation is greatly evident. In alignment which teachers assess the motivational activities, fit with the objectives of the course, unit plan and lesson plan which rank 1. The weighted mean of 4.74, the verbal interpretation is highly evident. Motivational activities can help gain the interest of the learner and make the task relevant to the learner.

DISCUSSIONS

Results suggested that student participation is malleable rather than stable, and emphasized the potential of teacher practices to both support and undermine the development of student work habits.