The Relationship of Teaching Behavior to Pupiles' Motivation to Learn

Research Project

Project/Area Number	59580176
Research Category	Grant-in-Aid for General Scientific Research (C)
Allocation Type	Single-year Grants
Research Field	科学教育(含教育工学)
Research Institution	IBARAKI UNIVERSITY
Principal Investigator	BABA Michio IBARAKI UNIVERSITY, 教育学部, 教授 (00007501)
Co-Investigator(Kenkyū-buntansha)	HAYASHI Rywhay IBARAKI UNIVERSITY, 教育学部, 講師 (70125798) HONDA Toshio IBARAKI UNIVERSITY, 教育学部, 講師 (00127705) SUGAI Kastsuo OSAKA UNIVERSITY, 人間科学部, 助教授 (40000294) NIIZUMA Rikutoshi IBARAKI UNVERSITY, 教育学部, 教授 (40007513)
Project Period (FY)	1984 – 1986
Project Status	Completed (Fiscal Year 1986)
Budget Amount *help	¥2,100,000 (Direct Cost: ¥2,100,000) Fiscal Year 1986: ¥600,000 (Direct Cost: ¥600,000) Fiscal Year 1985: ¥600,000 (Direct Cost: ¥600,000) Fiscal Year 1984: ¥900,000 (Direct Cost: ¥900,000)
Keywords	Teaching-learning process / Motivation to learn / Analysis of classroom teaching / Pre- and post-test / Rating scale / VTR / Self-determination / 教授法
Research Abstract	This research was designed to investigate what kinds of teaching behabior facilitate students' motivation in classroom teaching. Ninety five classes were observed and video-recorded in the attached juior high school and elementary school in 1984. The protocoles of the observation were analysed by an category system which consist of 16 cognitive-and managing-skill categories on teaching-learning processes. Afer the class, pupils were given sheets of rating scales and assessed on their satisfaction with the instructions.And also pre- and post-tests were given them to evaluate instructions.It appeared that teachers' verbal praises and comments be to facilitate pupulis' motivation and/or activation on classroom learning. In 1985-1987, fourteen experimental researches on teaching-learning processes were conducted to ascertain the comparative effectiveness of teaching methods on the pupuls' motivation to learn. The effects of self-determination, self-selection,and teacher-determination (expository teaching) were compared on pupils' motivation in their classroom learning. It was found that their motivation in the class of self-determination was higher than that of the other two classes, but the former performance was inferior to that of the latter at the post-test,and it took time longer to teach the same matter as the latter. In addition,it seemed that the manipulation of some objects makes their learning more active particularly in younger grade classes. It was concluded that the self-dertermination on learning tasks has some facilitating effects, but also the method has some distacting effects. We should seek some optimal control of classroom learning. An aptitude test for learning was administered to the pupils. It was hypothesized that the matched instruction for their aptitutes would result in better performance and higher motivation, but the conclusive evidence of that could not be found.