BASIC TEACHING & LEARNING

COURSE (KAP EAST/2012)

06 -10 MAY 2012
ASSIGNMENT ONE (1)
NAME

WAN MOHD NORSYAM BIN WAN

NORMAN

ID.
STAFF

293244

FACULTY SPORTS SCIENCE & RECREATION

CAMPUS/ UiTM PAHANG
COLLEG
E
QUESTIO 2
N NO.

For iLQAM use only

DATE RECEIVED:
STAMP

TOTAL MARKS :

INTRINSIC AND EXTRINSIC MOTIVATIONS IN TEACHING AND LEARNING

Coming to class and teach the obedient students and step out from the class without having
any question and answer session is heaven for a teacher. Maybe it is just a dream that may not
happen in real life as a teacher. It is very challenging task for a teacher to cultivate the student
to learn. Moreover, the hardest part is to help the student to construct their own learning.
There are some students coming to class with the anticipation of learning while others are
coming to class because of their routine or maybe due to parental forced. Therefore it is
important to have a very dynamic teacher. A teacher who has not just teaches like they are
taught but also having initiative to promote learning process besides inspired knowledge
among students.
Here comes the motivation. Motivation is important for a student and also the teacher in order
to succeed. Motivation also plays an important role in teaching and learning process.
Motivation is an important concept in educational psychology and has a various theories. In
general motivations can be divided into two types; intrinsic motivation and extrinsic
motivation. The most basic distinction is between intrinsic motivation, which refers to doing
something because it is inherently interesting or enjoyable, and extrinsic motivation, which
refers to doing something because it leads to a separable outcome (Ryan & Deci, 2000, p.
55). In other words, intrinsic motivation derived from inner side of a student that pursues
learning because of their interest. For example, a student who want to be a doctor will interest
and put an extra effort towards biology class because he/she know that the knowledge is
beneficial for him/her in the future. While extrinsic motivation comes from the other parties
that lead a student to learn. For example, a student who can get As will be rewarded RM10.
Therefore, that student will try their best to gain more As in order to get more money.
Actually both intrinsic and extrinsic motivations are beneficial. However, cultivating intrinsic
motivation among students seems challenging because every student differs and their interest
is also may be different. However, Narayanan and colleagues (2008) had characterized three
factors that described motivated learners from internal motivation perspective; (1) Positive
tasks orientation where the learner is willing to tackle task and challenges and has confidence
in his or her success, (2) Ego-involvement where the learner finds it important to succeed in
learning in order to maintain and promote his or her own self image and (3) Need for

achievement where the learner has a need to achieve, to overcome difficulties and succeeded
in what he or she sets out to do (p.486). Therefore, teacher plays an important role to
encourage and shows concern for the students to energize their academic enthusiasm. Thus it
is parallel to Cussick (1973 as cited in Wilson, n.d.) which said if we are to have any
understanding of what students make of their lives, then we have to make a genuine attempt
to see and understand their world as they see and understand it. In other words, teacher
should not just to know their students but should able to tailor their students interest with the
topic.
Intrinsic motivation can be developed among all students but it takes some times. Teacher
should be passionate to construct students learning. Try to make them understand in their
ways interestingly and make the class more enjoy. If teacher manages to cultivate learning
passion in their students, effective and efficient learning process will take place. Students will
come to class without feeling any burden for them.
In contrast, extrinsic motivation refers to a broad array of behaviors having in common the
fact that activities are engaged in not for reasons inherent in them, but for instrumental
reasons (Vallerand and Ratelle, 2002, as cited in Areepattamannil et al., 2011, p.429). This is
much easier for a teacher to establish learning since teacher knows that students will work
accordingly in order to get a good grade. However, experimental study using monkey showed
a negative appraisal according to Harlow and colleagues (1950 as cited in Lin et al., 2003)
where by giving incentives (in that case, food and drinks), did not help monkey to solve
puzzle. Deci and colleagues (2001) also proposed that reward (extrinsic motivation) may
lower the intrinsic motivation. Another study also showed a decrease in academic
performance among adolescent whose study for an extrinsic reward (Areepattamannil et al.,
2011). It is always afraid that a student may say if someone has to pay me for doing this, it
must not be worth doing for its own sake (Covington and Mueller, 2001, p. 158). Therefore,
intrinsic motivation and rewards seems antagonistic in nature.
However, extrinsic reward maybe beneficial for a teacher in order to gain or plant some
interest in certain topics. The reward may be reduced as the times pass by and student should
be told to learn not just because of the reward given. For a teacher, it is important to balance
between delivering knowledge that had been outlined in the curriculum with a joyful
engagement with the student, perhaps intrinsic and extrinsic motivation may help in

constructive learning. Tangible reward for students work and not just a positive feedback to
the teacher but also an interest in exploring new idea among the students will promote a winwin situation in teaching and learning process.
Just to share some of my experiences in teaching and learning, I used to teach anatomy and
physiology subjects which relate with the body structure and their functions. Most of the
student seems had already planted in their mind that this subject is a killer subject that
challenge me. Therefore motivation approaches are important for me in order to make my
students love the subject. During my first class, I usually explain the importance of anatomy
and physiology subjects to students for their future. During this phase, external reward is
beneficial to gain their interest towards the subject. However, the reward will be withdrawn
as the time goes on. It seems that students are mature enough to realize that learning need
more intrinsic motivation rather that external reward. They study not just because they need
to study to pass the examination but to explore new knowledge for them as well as valuable
life skills. Therefore, it is not just need my time but also it need my anticipation and my
creative ideas to construct learning among my students. It is important for me to see a student
as a seed. It (seed) has its own potential to grow but it is need a committed farmer (teacher) to
plant and water the seed everyday to give chance for its first shoot.

References
1. Areepattamannil, S., Freeman, J.G., & Klinger, D.A. (2011). Intrinsic motivation,
extrinsic motivation, and academic achievement among Indian adolescents in Canada
and India. Social Psychology of Education, 14, 427-439.
2. Deci, E.L., Koestner, R., & Ryan, R.M. (2001). Extrinsic rewards and intrinsic
motivation in education: Reconsidered once again. Review of Educational Research,
71, 1-27.
3. Lin, Y.G., McKeachie, W.J., & Kim, Y.C. (2003). College student intrinsic and/or
extrinsic motivation and learning. Learning and Individual Differences, 13, 251-258.
4. Narayanan, R., Rajasekaran, N., & Iyyappan, S. (2008). Some factors affecting
English learning at tertiary level. Iranian Journal of Language Studies, 2, 485-512.
5. Ryan, R.M., & Deci, E.L. (2000). Intrinsic and extrinsic motivations: Classic
definitions and new directions. Contemporary Educational Psychology, 25, 54-67.

6. Wilson, J.T. (n.d.) Students perspective on intrinsic motivation to learn: A model to

guide educators. International Christian Community for Teachers Education, 1.
Retrieved from http://icctejournal.org/issues/v6i1/v6i1-wilson/
7. Covington, M.V., & Mueller, K.J. (2001). Intrinsic versus extrinsic motivation: An
approach/avoidance reformulation. Educational Psychology Review, 13, 157-176.