TEACHERS’ MOTIVATIONAL STRATEGIES TOWARD STUDENTS’ RESEARCH REPORT WRITING

Title

TEACHERS’ MOTIVATIONAL STRATEGIES TOWARD STUDENTS’ RESEARCH REPORT WRITING

Author

1. CHERYL GONZAGA, Lecturer, Kidapawan City National High School, Philippines
2. RAMLAH DUGE, Associate Professor, Cotabato Foundation College of Science and Technology, Philippines

Abstract

The ability to effectively communicate research findings through writing is vital for students across disciplines. Though many students encounter challenges in interpreting their ideas into comprehensible reports, the role of educators in motivating students through the difficulties of research writing becomes critical. This study reports the influence of various teachers’ motivational strategies on the process and outcomes of research report writing among students. This progressed through descriptive correlational method revealing that students’ quality of research reports, engagement level, and completion rate are greatly influenced by teachers’ motivational strategies. This study also discovered that the quality of students’ report writing can be made better if teachers remain creative, strategic, and adaptive in facilitating learning. Students who get feedback and discussion from their teachers regarding their work tend to improve educational practices and outcomes in writing instruction. Learners who are highly inspired are more focused and most likely produce better outputs. Further, this uncovered themes which are based on how motivational strategies teachers mostly use in their Research class influence students’ report writing skills. Several themes emerged affirming that collaborative learning strategies, adaptive and interest-based strategies, and motivational reinforcement strategies can boost student engagement in research writing. In addition, key factors in improving students' research report writing skills  include adaptation of strategies, classroom environment, consistency, and frequency of strategy implementation. Since teachers play a very important part in capturing students’ interest, they should continue to try and venture into new strategies to keep students motivated. 

Keywords

Conclusion

 It is concluded in this study that teachers’ motivational strategies may vary from one to another but most of them use collaborative learning strategies, adaptive and interest-based strategies, and motivational reinforcement strategies. Similarly, there have been various factors which are identified to have contributed to students’ research report writing skills which are teachers’ adaptation of strategies, consistency and frequency of their implementation, and classroom environment. All these greatly influence students’ performance as perceived in their improved quality of work and increased engagement and completion rate.

          This study further accentuates that the quality of students’ report writing can be made better if teachers remain creative, strategic, and adaptive in facilitating learning. Students who get feedback and discussion from their teachers and peers regarding their work tend to improve educational practices and outcomes in writing instruction. Thus, should be made consistent in a class, particularly in research report writing. 

Author Contrubution

Authors started the research conceptualization up to completion of the manuscript.

Funding

There was no funding agency who sponsored the study, only the researchers source out funds for the study.

Conflict of Interest

The authors declare that there are no conflicts of interest regarding the publication of this paper.

Data Sharing Statement

We could share the data if ever it will be requested from us.

Software And Tools Use

None

Acknowledgements

We would like to acknowledge all the people who have extended their help for the completion of our manuscript.