NATIONAL TEACHERS INSTITUTE, KADUNA

Allover polytechnic, Ota Ogun state.

GROUP 2 PRESENTATION

COURSE TITLE: PHILOSOPHY OF LEARNING

COURSE CODE: EDU321

LEVEL: 300

DEPARTMENT: ENGLISH

NAMES: ANILELEYE HUMUANI KANYINSOLA 2023/2302

JAMES DORCAS TOMILAYO 2024/1632

ARAOYINBO FREDA UGBOTITI 2023/2070

FOLAWI ONI FOLASADE 2024/0812

EDUN BLESSING UDEVIEOTU 2023/2562

ALAKA OLUWAFUNMILAYO MARIAM 2023/2349

AKERA IDAYAT OMOTOLA 2023/1624

AJOSE OLURANTI ANIKE 2023/2200

MODULE 3 UNITS 2: THEORIES OF MOTIVATION IN LEARNING

Theories of Motivation

Several theories on motivation have been developed by different

psychologists to explain what drives humans to think and behave
the way they do.

Notable among the theories are as the following:

a) Instinct theory of motivation

b) Drive theory of motivation

c) Arousal theory of motivation

d) McClelland's human motivation theory

e) Maslow’s hierarchy of needs theory

Instinct Theory of Motivation

Instinct theory of motivation is a psychological concept that seems

to explain human and animal motivation based inherent
behaviours that are believed to be present from birth. Instinct
theory of motivation refers to the concept that all humans are
evolutionarily designed in a way that helps them survive. People
are born with innatetraits that allows them to behave naturally.
These are instinct that drive a person's decision and behaviours.
They are therefore unlearned, inherited behaviours. Some
behaviours are driven by instinct. For instance, infants have an
inborn rooting inflex that helps them suck out nipple and obtain
nourishment.
Instinct theory of motivation was pronounced by William MC
Dougall. According to this theory, instinct drives all behaviour and
MC Dougall saw instinct as purposive and goal directed. In William
MC Dougall instinct theory, each human instinct is associated with
a specific emotion. He believed that emotions arise as a result of
an instinct being aroused, and the degree of success or failure in
that situation influences the intensity of the emotion. He identified
various instincts and their corresponding emotions such as:

Instinct emotions

1. Pugnacity Anger

Pugnacity is associated with the instinct of combat or anger

indicating a tendency towards aggressive or defensive behaviour.
For example, fighting back when provoked or defending oneself is
an emotion expressed from instinct.

2. Flight Fear

Flight is linked to the instinct of fear or escape, which triggers a

response to perceive danger. For example, running a way from
danger like wild animal or fire.

3. Curiosity Wonder

Curiosity is associated with instinct of wonder, which drives

exploration and the acquisition of knowledge. A child exploring a
new toy, also, when you move to a new city, you spend hours
exploring and asking questions.

4. Repulsion Disgust
Repulsion is linked to the instinct of disgust; a natural aversion to
certain stimuli. E.g. turning away from a bad smell or rotten food.

Drive Theory of Motivation

The drive Theory of motivation developed by Clark Hull posits that

humansxare motivated by the need to reduce internal tension
resulting from unmet physiological or psychological needs. Clark
Hull's theory claimed that "no learning occured unless a drive
produced tension and impelled the organism into activity to
procure a reward that would drive and satisfy its related
physiological need.

This theory is based on the principle of homeostasis (the body's

tendency to maintain a stable internal environment, even when
faced with external changes. Therefore the body strives to
maintain a u internal states.

When a physiological need is aroused, a state of tension or drive is

created and it motivates one to satisfy the need.hyhh

For example, when a person is hungry or thirsty, he or she feels

tension and is motivated to reduce this state of discomfort by
eating or drinking. Drives like hunger and thirst, are the internal
states that motivate individuals to seek out action that will restore
balance and reduce the tension.

Also sleep, the need for sleep creates the drive of sleepiness,
motivating the individual to seek and engage in sleep.
 Arousal Theory of Motivation

The arousal theory of motivation suggests that people are driven to

perform actions in order to maintain an optimum level of arousal.
That is to say behaviour is motivated by arousal levels. According
to the theory, each person has a unique arousal level that is right
for them. When our arousal levels drop below these personalised
optimal levels, we seek some sort of activities to elevate them.
When we become overly aroused, we seek soothing activities that
help calm and relax us. If we become bored, we head in search of
more invigorating activities that will energise and arouse us. It's all
about striking the right balance, but that balance is unique to each
individual.
For example, if our levels drop too low, we might engage in certain
activities like going out to a nightclub with friends. If these levels
become too elevated and we become overstimulated, we might be
motivated to select a relaxing activity such as going for a walk or
taking a nap. One of the key assumptions of the arousal theory is
that we are motivated to pursue actions that help us maintain an
ideal balance.
The person with low arousal needs might be motivated to pursue
simple activities such as crocheting or watching a movie in order to
maintain their arousal levels. The individual with high arousal
needs, on the other hand, might be motivated to seek risky or
thrilling activities such as motorcycle racing or skydiving in order
to maintain his or her ideal levels.
So, what is the optimal level of arousal? What level leads to the
best performance? Research shows that moderate arousal is
generally best; when arousal is very high or very low, performance
tends to suffer. Think of your arousal level regarding taking an
exam for this class. If your level is very low, such as boredom and
apathy, your performance will likely suffer. Similarly, a very high
level, such as extreme anxiety, can be paralysing and hinder
performance. Consider the example of a softball team facing a
tournament. They are favored to win their first game by a large
margin, so they go into the game with a lower level of arousal and
get beaten by a less skilled team.
In the classroom, when the lesson is too easy, the children will get
bored and restless, and when the lesson is too difficult, they will
feel frustrated and disinterested. The optimal level of difficulty,
therefore, should be half way between the extremes of ease and
difficulty for all the children to exhibit their maximum tendency to
achieve success in their learning undertaking.
People have different optimal arousal levels based on personality,
experience, and situational factors.

Mc Clelland's Human motivation theory/Mc Clelland's Acquired

Needs Theory.

Mc Clelland's Human Motivation theory identifies three types of

individual needs based on

their life experience. They are :

1) Need for achievement individual with high need for

achievement seek to accomplish
challenging task and set personal goals. They prefer task that
provide feedback and require

personal responsibility.

2 ) Need for Affiliation - This need reflects a desire for social

relationships and belonging.

People high in this need,tend to seek approval and tend to avoid

conflict relying harmony In

their interactions with others, they prefer this over competition.

3 ) Need for power - Those with a strong need for power are
motivated by the desire to

influence and control others. They have a desire for leadership

roles and the ability to impact

decisions. McClelland's theory explains that motivation is

influenced by learned experience

rather than inherent traits.

Maslow's Hierarchy Of Needs Theory

Abraham maslow was a foremost psychologist who explained

motivation through the

satisfaction of needs arranged in a hierarchical order. He argues

that human have seven

levels of needs that can be arranged in a hierarchy from the lowest

to the highest. The basis
of his theory is that human beings are motivated by unsatisfied
needs. The hierarchy of needs

is often portrayed in the shape of a pyramid the largest and levels

at the bottom. The needs

according to Maslow are:

1 ) Physiological Needs

2 )Security and safety needs

3 )Love and Belongness Needs

4 )Self-esteen Needs

5 )Cognitive needs

6 )Aesthetic Needs

7 ) Self-Actualiation Needs.

1 ) Physiological Needs - These are the basic ,essential needs for

survival, such as food,

water,shelter,sleep and air. E.xample ,A student will learn well if

he or she is not hungry or

tired.

2 ) Security and safety needs - Once psychological needs are

met,individual seek safety
and security. This includes physical safety,financial security,
health and protection from

danger. Example, a student need to feel emotionally and

physically safe and accepted

within the classroom

3 ) Love and Belongness - This level emphasizes social

connections, including friendship,

family,intimacy and sense of belonging you groups like

community or organisations.

Example,A student irrespective of their social or educational

background,wants to be

accepted by all other students in the classroom,where positive

interactions are the norms

and no social rejection.

4 ) Self-esteem Needs - This is the respect for oneself, confidence

and personal

achievements and recognition,and status appreciation from

others. The ability of someone

to fulfill this needs makes them feel superior and self confidence.
Inability to fulfill this

needs make a person feel dejected or inferior. Example, A

student must be shown that they
are valued and respected in the classroom and the teacher should
create a supportive

environment to build students with low self-esteem .

5 ) Cognitive needs - This includes the desire for knowledge,

understanding, and

intellectual exploration. It emphasizes curiosity and the need for

mental stimulation, just for

the sake of having more knowledge.

6 ) Aesthetic Needs - This needs involves appreciation of

beauty,balance and form. It

Includes the desire for artistic experience and enjoyment of

nature. Example, material

things, expensive and gorgeous dresses beautiful surroundings

e.t.c

7 ) Self-Actualiation Needs - This is the highest level representing

realization of personal

potential and self- fulfilment. It involves pursuing personal

growth, creativity and desire to

become everything one is capable of becoming. Maslow

estimated that less than one

percentage of the population ever achieved Self-Actualiation.

The Physiological Needs, safety needs, love and

Belongingness needs, and self-esteem
needs are referred to as Deficiency needs,that is,needs that
must be satisfied for survival.

Cognitive needs,Aesthetic Needs, and Self-Actualiation Needs are

referred to as Growth

needs,that is, the needs that enhance the person's Physiological

functioning.

Classroom Implications of Theory of Motivation

1) Ensure basic needs are met - A teacher should address any

sign of hunger or fatigue in a

student because a tired and hungry student will find it difficult

to focus on learning.

2 ) Established a safe environment - A teacher should establish a

classroom culture where

students feel physically and emotionally safe,implement anti-

bullying policy and

encourage respectful behaviour among students.

3 ) Recognize achievement - A teacher should celebrate both

small and large

accomplishment . Use praise and reward to boost student's self-

esteem.
4 ) A teacher should make the classroom look attractive for
learning and should also

promote group work, it facilitate opportunities for students to

build friendship and

support each other.

5 ) A teacher should endeavour to make his or her students know

the possible outcome of

the lesson. When a student know what they are likely to achieve
from the lesson, they will

want to be involved and feel belong.

6 ) Feedback is necessary if the interest of the student must be

sustained in the classroom.

A teacher should let the students know the level of his or her
performance in the classroom.

7 ) The should also plan for extra curricular activities for his or her
students.,this will help

them to showcase their hidden talents.

8 ) The teacher should take into consideration, the

developmental changes and differences

in the student before deciding on the particular motivation

pattern to be employed.

9 ) In the classroom, student must be shown that they are

valued and respected,a teacher
 should create a supportive environment, also to recognise or
respect any student's view

because this will boost their confidence in learning.

10 ) A teacher should know how to motivate his or her students

to learn. They should

enhance various strategies that can enhance active

participation of the students in the

teaching learning activities.

Reference

National teacher's institute manual, school of education ,ISBN:

978-978-058-376-7, 2023, Philosophy of learning, module 3 unit 2