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The Premier University in
historic Cavite recognized for
excellence in the development
of globally and morally upright
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Cavite State University
Imus Campus
Cavite Civic Center, Palico IV, Imus, Cavite
(046) 471-66-07/(046) 471-67-70
www.cvsu.edu.ph
Cavite State University shall provide
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sciences and technology through
quality instruction and responsive
research and development activities.
It shall produce professional, skilled
and morally upright individuals for
global competitiveness.

Semi-Detailed Lesson Plan in

Assessment of Children Learning 2

I. OBJECTIVES
At the end of the lesson, students with 85% mastery should be able to:
a.) familiarize the motivational theories,
b.) perform a role-play with regards to the motivational theories; and
c.) value the importance of motivations in student learning.

II. SUBJECT MATTER

A. Topic : Motivation Theories

B. References : De Guzman, Rosita Ph. D. (2007) Advance
Methods in Educational Assessment and Evaluation. (pp. 62-65). Lorimar
Publishing
: Panay, Mark (https://contactzilla.com/blog/5-
psychological-theories-motivation-increase-productivity/)
: http:/www.analytictech.com/mbo21/motivation.htm
C. Instructional Materials: Cartolina, colored papers and board marker

III. PROCEDURE

A. Daily Routine
 Opening prayer
 Classroom management
 Checking of attendance
 Review of the previous lesson
Simeon, Odelyn O. BSE – E3B
 B. Activity

“Better luck next time Bes! Matira Mati-Bae”

Mechanics: The teacher will make the students get their “paper emojis”
from the board and the lucky 3 students who got an “emoji” with a “Yes!” word on the
back of the paper will play the game.

Before the start of the game, the teacher will show first the “big time”
prizes for the only winner of the game.

There will be a box of “categories” (e.g., mythology, courses offered in

CvSU…) and the teacher will pick a category to play in each round. (Tagalog and
English categories will be used).

The 3 students will have 2 paper emojis each. The goal is to make us
many answers as they can when the teacher read the category. If the student
repeat the answer of his/her competitor as well as the student who will not be able
to give an answer in 2 seconds will be out of the game and the other contestants
will give him an emoji as a sign of better luck next time.

The student who will have the last stand will be the winner of this
game and will receive the “big time” prizes from the teacher.

C. Analysis
The teacher will ask the following questions:

1. Did you enjoy our activity?

2. What have you observed from our activity?
3. Why do you think is the reason why motivation is important?
 D. Abstraction
Instruction: The teacher will discuss the following:

Motivation Theories

 Motivation is the characteristic that helps us achieve our goal. It is the drive
that pushes us to work hard. It is the energy that gives us the strength to get
up and keep going – even when things are not going our way.
 According to Geen (1995), motivation refers to the initiation, direction,
intensity and persistence of human behaviour. These are theories that
explain human motivation, namely: Abraham Maslow’s Hierarchy of Needs
Theory, Frederick Herzberg’s Motivation-Hygiene Theory and Clayton’s
Alderfer ERG Theory.

1. Hierarchy of Needs Theory

The Hierarchy of Needs theory was coined by psychologist Abraham
Maslow. According to him, each of us has a hierarchy of needs that ranges from
“lower” to “higher”. As lower needs are fulfilled there is a tendency for other higher
needs to emerge.

Maslow’s theory maintains that a person not feel a higher need until the
needs of the current level have been satisfied.

The hierarchy is made up of 5 levels:

1. Physiological – these needs must meet in order for a person to survive (food,
water and shelter).
2. Safety and Security – including personal and financial security and health
and well-being (home, family).
3. Love/belonging – the need for friendships, relationships and family.
4. Self-esteem – the need to feel confident and respected by others (e.g., self-
understanding, self-acceptance).
5. Self-actualization – the desire to achieve everything you possibly can and
become the most that you can be (e.g., recognition, achievement).
The theory can be summarized as follows:

 Human beings have wants and desires which influence their behaviour;
only unsatisfied needs can influence behaviour, satisfied needs cannot.
 Since needs are many, they are arranged in order of importance, from the
basic to the complex.
2. Motivation-Hygiene Theory

The Motivation-Hygiene Theory was developed by psychologist

Frederick Herzberg in the 1950’s. he concludes that certain factors in the
workplace result in job satisfaction, while others do not, but if absent lead to
dissatisfaction. He distinguished between:

1. Motivator factors – These are factors whose presence motivates. Their

absence does not cause any particular dissatisfaction, it just fails to
motivate. (e.g., challenging work, recognition, responsibility).
2. Hygiene factors – These are factors whose absence motivates, but
whose presence has no perceived effect. They are things that when you
take them away, people become dissatisfied and act to get them back.
(e.g., status, job, security, salary)
The name hygiene factor was used because like hygiene, the presence will
make you healthier, but the absence can cause health deterioration.

From a particular point of view, Herzberg’s two factor theory was proven
more powerful than Maslow’s since its concept are simpler to understand.

3.) ERG Theory (Existence, Relatedness and Growth Theory)

Clayton P. Alderfer proposed a hierarchy involving three sets of needs:

 Existence needs: needs satisfied by such factors as food, air, water,

pay and working conditions (physical well-being).
 Relatedness needs: needs satisfied by meaningful social and
interpersonal relationships (satisfactory relations with others).
 Growth needs: needs satisfied by an individual making creative or
productive contributions (development of competence and realization
of potential).

Physiological and safety, the lower order needs, are placed in the
existence category while love and belonging needs in the relatedness category.
The growth category contained the self-actualization and self-esteem needs.

Motivation is of particular interest to education psychologists because of the

crucial role it plays in student learning. However, the specific kind of motivation that
is studied in the specialized setting of education differs in other fields. Motivation in
education can have several effects on how students learn and their behaviour
towards subject matter (Ormrod, 2003). It can:

1. Direct behaviour toward particular goals.

2. Lead to increased effort and energy.
3. Increase initiation of, and persistence in, activities.
4. Enhance cognitive processing.
5. Determine to improved performance.

Because students are not always internally motivated, they sometimes need
situated motivation, which is found in environmental conditions that the teacher
creates. There are two kinds of motivation:

 Intrinsic motivation occurs when people are internally motivated to

do something because it either brings them pleasure, they think it is
important, or they feel that what they are learning is morally
significant.

Intrinsic motivators: achievements, responsibility and

competence. Motivators that come from the actual performance of
the task or job – the intrinsic of the work.

 Extrinsic motivation comes into play when a student is compelled

to do something or act a certain way because of factors external to
him or her (like money or good grades).
Extrinsic motivators: pay, promotion, feedback, working
conditions – things that come from a person’s environment,
controlled by others.

One of the other of these may be a more powerful motivator for a

given individual.

Intrinsically motivated individuals perform for their own achievement

and satisfaction. If they come to believe that they are doing some job because of
the pay or the working conditions or some other extrinsic reason, they begin to lose
motivation.

The belief is that the presence of powerful extrinsic motivators can

actually reduce a person’s intrinsic motivation, particularly if the extrinsic
motivators are perceived by the person to be controlled by people. In other words,
a boss who is always dangling this reward or that stick will off the intrinsically
motivated people.

Instruction: The students will answer the unfinished sentences that the

teacher will post on the board.

1. Today I have learned that motivation is ……..

2. There are two kinds of motivation which are……. which means…….
3. I also learned that the 5 levels of Maslow’s Hierarchy of Needs Theory
are ……..
4. The Motivation – Hygiene Theory states that…….
5. The abbreviation of ERG is ……..

E. APPLICATION

The class will be divided into 2 groups and perform each of the following
situations that involves motivation in achieving something:

 Group 1 – A student’s attention was diverted into social media

instead to his studies and upcoming examinations. What should his
parents do to motivate him to study and have higher grades?
 Group 2 – A shy student is afraid to do “reportings” in front of the
class. What should her classmates do to encourage and motivate
her to speak in front?

Rubrics:
Accuracy of the theme 25%
Creativity of the performance 25%
Clarity of the message 30%
Cooperation of the member 10%
Time management 10%
100%
 IV. EVALUATION
I. Multiple Choice
Direction: Read the sentences carefully. Encircle the letters of the correct
answers.

1. This characteristics helps us achieve our goal. It is the drive that pushes us to
work hard even when things are not going our way. This is _______.
a. Expectancy c. Motivation
b. Incentives d. Reinforcement

2. The following are extrinsic motivators EXCEPT

a. Good grades c. Responsibility
b. Promotion d. Salary
3. Which of the following statements compliments Maslow’s Hierarchy of
Needs Theory?
a. Since needs are many, they are arranged in order of importance, from the
basic to the complex.
b. The person advances to the next level of needs whenever he is satisfied
intrinsically.
c. There are only two factors that affect motivation, these are motivators and
hygiene.
d. None of the above.
4. The “Motivation-Hygiene Theory” was developed in the 1950s by
psychologist
__________.
a. Fred Herminthel c. Frederick Herzberg
b. Frederic Heshbergh d. Frederick Humpsburg
5. The ERG Theory was the expanded version of Maslow’s hierarchy of
needs. If the physiological or the lower order needs are placed in the
“Existence” category, which of the following should be place on the
“Growth” category?
a. Job security c. Self-actualization
b. Residency d. Social relationship

Essay (5 points)

Explain in 3-5 sentences the importance of motivation and reinforcements in

classroom management to improve student learning.
Rubrics:

Content 2pts

Clarity 2pts

Grammar 1pt

5pts

Answer Key:

1. C
2. C
3. A
4. C
5. C

V. ASSIGNMENT
Enhance
Direction: Write in a half sheet of paper, for you what is the best
motivational theory and why. Explain your answer.

Advance
Direction: Research about the Theory X and Y, Theory Z and
Expectancy Theory.