‘‘The Impact Of Intrinsic Motivations On Students Performance At Primary Level.’’ by Anusha Khan and =Nadia Thalho

1. Title:
‘‘THE IMPACT OF INTRINSIC MOTIVATIONAL THEORY ON STUDENTS
PERFORMANCE AT PRIMARY Level.’’
Submitted By:
Anusha Noor
Supervised
Ms. Shaista Channa
Lecturers
GECE (W) Hyderabad
Coordinator :
MS. NADIA THALHO
Academic Year 2020-2021
GOVERNMENT ELEMENTARY COLLEGE OF DUCATION (W) HYDERABADLI

2. i
CERTIFICATE
This is to certify that Ms. Anusha Noor has conducted this Action
Research Project entitled “THE IMPACT OF INTRINSIC
MOTIVATIONAL THEORY ON STUDENTS PERFORMANCE
AT PRIMARY LEVEL” during the academic year 2020-2021,
under the supervision of Ms. Shaista Channa in partial fulfillment
for the degree of B.Ed. (Hons).
RESEARCH
SUPERVISOR
Ms- Shaista Channa
Lecturer
GECE (W) Hyderabad
PRINCIPAL
GECE (W) Hyderabad

3. ii
Contents
CERTIFICATE...................................................................................................................................................................i
ACKNOWLEDGEMENT..............................................................................................................................................iv
Abstract.............................................................................................................................................................................v
1.Background of the study...................................................................................................................................1
1.1 Statement of the problem.............................................................................................................................2
1.2 Objectives Of The Study.................................................................................................................................2
1.3 Research Questions.........................................................................................................................................2
1.4 Significance of the study................................................................................................................................2
1.5 Scope of the study ............................................................................................................................................3
2. Review of Literature..........................................................................................................................................3
2.1 Gap of the research..........................................................................................................................................4
3. Research Methodology .....................................................................................................................................5
3.1 Research Design................................................................................................................................................5
3.4 Research Sampling ..........................................................................................................................................7
3.5 Research tools / Instruments: ....................................................................................................................7
Observation tool:......................................................................................................................................................7
3.6 Data Collection:.................................................................................................................................................7
3.7 Interpretation and analysis tool:...............................................................................................................7
4. Data Analysis.........................................................................................................................................................8
4.1 Data analysis in qualitative research.......................................................................................................8
4.2 Actions Research Cycle for Collecting And Managing Data Reflections:..................................8
Reconnaissance:.......................................................................................................................................................8

4. iii
Action 1: Used Work Wall Activity To Observe Students.......................................................................9
Discussion on Pre- checklist findings:.........................................................................................................10
Action 2: Used Video Representation ..........................................................................................................11
Action 3: Used Given Choice Activity...........................................................................................................12
ACTION 4: Used Post Checklist.......................................................................................................................12
POST OBSERVATION CHECKLIST.................................................................................................................13
5. Report Analysis S0n Reflections /summary ........................................................................................14
5.1 Discussion.........................................................................................................................................................15
5.2 Conclusion........................................................................................................................................................15
5.3 Recommendation ..........................................................................................................................................16
REFERENCES...............................................................................................................................................................17
APPENDIX A.................................................................................................................................................................19
CONSENT LETTER.....................................................................................................................................................19
APPENDIX B.................................................................................................................................................................20
PRE/POST OBSERVATION TOOL........................................................................................................................20
APPENDIX C.................................................................................................................................................................21
TIME SPAN....................................................................................................................................................................21

5. iv
ACKNOWLEDGEMENT
First of all I am grateful to Allah Almighty and His Prophet Muhammad (P.B.U.H) who provided
me strength and help to complete my action research I also must acknowledge those people who
encouraged and supported me during my research study for the ancestors who paved the path
before me upon whose shoulder I stand. This is also dedicated to my family and my best friend
who supported me on this journey.
Thank you
I would like to express my my deepest gratitude to my co-coordinator Ms. Nadia Thalho, my
supervisor Ms. Shahista Channa for their unwavering support , collegiality , and mentorship,
Assistance and Supervision show me the way which is highly appreciated.
Finally I wish to thank to my family for their patience and support.
Anusha Noor

6. v
Abstract
Motivation plays a significant role in a student’s learning and development. It is part of
teachers’ pedagogy to develop in students the desire for new knowledge and
understandings, known as intrinsic motivation. All students are unique; educators, through
implementing a variety of motivational techniques, can have considerable influence on
students’ participation and self-expression. Individual teachers have the capability of
making learning empowering, thus allowing the energy of the classroom to be filled with
excitement and anticipation. The purpose of this paper is to examine my own
understandings of the importance of intrinsic motivation within the classroom, as it applies
to pre-service teachers. It is important for pre-service teachers to think about ways to
motivate students in the classroom, as part of the process of developing lifelong learners
and to develop effective practice.
Keywords: Intrinsic Motivational Theory, Performance, Students

7. 1
1.Background of the study
Intrinsic motivation is an energizing of behavior that comes from within an individual, out of
will and interest for the activity at hand. Logically, this seems like an ideal, for people to act
as “origins” of their behavior rather than “pawns” (DeCharms, 1968). However, it is certainly
not the case that every real world behavior stems from an intrinsic energy.
Schools are of particular interest when it comes to intrinsic motivation particularly because
of the different outcomes that researchers have shown to result from intrinsic motivation:
more interest, excitement, confidence, enhanced performance, persistence, creativity, self-
esteem and general well-being (In Ryan and Deci, 2000) Why do some students pursue
academic learning for its own sake while others are motivated by external factors? Over the
years, several theorists have offered insights into the phenomenon through their conceptions
of intrinsic motivation.

8. 2
1.1 Statement of the problem
The problem sort out by me during practicum that students were not motivated to do well and
excellent work in school, and some who may struggle to find any motivation at all. It is then the
teacher's job to get students enthusiastic about learning. This study hopes to uncover more about
how to build intrinsic motivation when applicable, and how to use extrinsic rewards to help build
motivation or focus for those students who need the extra push. In the educational setting, teachers
will at one point or another struggle with motivating the class, and work to foster some in the
students who seem to lack it .
1.2 Objectives Of The Study
The objectives are those given below are concerning my topic. First three objectives are written
and other objectives are cited in the light of researcher’s views.
1.To analyse the inter: .motivation strategies at elementary classroom be
2. To evaluate the methods and techniques to overcome the difficulties emerging implementing
motivation strategies.
1.3 ResearchQuestions
The following questions arise when the action research is conducted on the selected topic some
questions are taken from a researchers’ point of view to support study.
Q.1. How can motivation increased by implementing intrinsically motivating strategies.at
Elementary classroom ?
Q.2. What are the methods and techniques to overcome the difficulties emerging implementing
motivation strategies?
1.4 Significance of the study
Intrinsic motivation involves teachers providing choice, enabling students to set goals and
investigate their interests and curiosities. Through the implementation of Rich Tasks, students are
able to connect to the content and engage in learning. Motivating students into learning for the

9. 3
desire of learning can open up a world of possibilities. Intrinsic motivation is a fundamental
element in students’ learning, with teachers having the influence to implement learning
experiences that allow students to see knowledge as worthwhile and take ownership over their
learning. When students are motivated to learn and excel for themselves, and without any needed
incentives, this intrinsic motivation is thought to lead students to success.
1.5 Scope of the study
Increasing motivation through tools like enthusiasm and giving students choice in assignments
does not work for all students. What about those who still act out in class or are careless about
their assignments? Teachers across all grades and subjects struggle with this question. If the
student does not care to learn or focus on what I'm teaching, how can I change their mind about
learning. This study hopes to uncover more about how to build intrinsic motivation when
applicable for those students who need the extra push.
2. Review of Literature
The theoretical framework refers to the intrinsic motivation, so many theories have been
describe by many educationists where they emphasis on the learning of the students.
Psychologist Abraham Maslow was obsessed with getting to the root of intrinsic
motivation . After closely studying he purposed his theory in 1943 paper "A theory of
Human Motivation" in Psychological Review in which he well explained in intrinsic
motivation that “It looks as if there were a single ultimate goal for mankind, a far goal
toward which all persons strive. This is called variously by different authors self-
actualization, self-realization, integration, psychological health, individuation, autonomy,
creativity, productivity, but they all agree that this amounts to realizing the potentialities of
the person, that is to say, becoming fully human, everything that person can be.

10. 4
2.1 Gap of the research
> Maslow’s theory remains a theory; it has never been adequately validated. Others have tried to
update the theory. Kenrick, Griskevicius, Neuberg, and Schaller (2010) promised a “renovated”
model that accounts for advances in evolutionary biology, anthropology, and psychology with
seven overlapping “goal systems”:
> Similarly, Researchers have also applied it to food politics (Lusk, 2018), durable goods (Gabor,
2013), palliative care (Zalensky & Raspa, 2006), and hotel employee management (Conley,
2007) to provide a sampling.
> According to a reseach conduct in 2013 Maslow's hierarchy is incomplete, because it ignores
the main human need, which is the personal relationship with the Divine Savior, GOD.
> Know Your Meme (Downer, 2017) traces a humorous version of Maslow’s theory of human
motivation, commonly called Maslow’s Hierarchy of Needs, to 2014 this version, someone has
drawn another row underneath the pyramid and written “Wi-Fi” in the new space.

11. 5
3. ResearchMethodology
This study was conducted in PC. Primary schoool attached with Government Elementary College
Of Education (GECE) for women Hyderabad. This study was performed to investigate the role of
intrinsic motivation on the learning of students at elementary level. This study was conducted by
using qua;itative research method is primary exploratory research, it is descriptive in nature. In this
research methodology researcher describes a specific procedures used to identify and analyse
information to understand the research problem. This research methodology consists of the
population of the research specific process of the development of the instruction and stepwise
follow of research work and data collection and data interpretation.
3.1 ResearchDesign
The Research Design explains the study of research on effect of motivational activities on
students in intrinsic motivation for learning in grade 3rd through research and step-by-step
data collection. The following flowchart show the stepwise Research Design of the study.

12. 6
3.2 Population of the study
The population of research was PC Primary school’s students. There are total 13 students in class
3rd
of PC Primary school.
3.3 Researchsample of the study
Sample size was selected by purposive sampling motivational activities, 05 students of science
subject at PCPrimary school attached with GECE(w) Hyderabad. The sampling frame consisted of
following students from this school.
SR. NAMESOF SAMPLE STUDENTS
1 Kanwal Jabbar
2 MaheenSami
3 ShazainShahid
4 Masooma Sohail

13. 7
5 Umm e Kolsoom
3.4 ResearchSampling
3.5 Researchtools / Instruments:
Following tool was developed and used for this study.
Observation tool:
Work wall activity and checklist was used as observational tool for students of class 3 whether
they are intrinsically motivated or not through motivational activities and meeting with HM as well
as interview from teacher.
3.6 Data Collection:
Researches went to the school and collected data through checklist and assessed to student
of PC. Primary school attached with GECE(w) Hyderabad. The researcher filled checklist
by observing students during learning.
3.7 Interpretation and analysis tool:
Researcher interprets and present data through using MS Word bar graph is used to exhibit
and descriptions are also given for the understanding of information.
SAMPLINGSIZE METHOD OF SAMPLING TARGET POPULATION
05 SIMPLE RANDOMSAMPLING 13

14. 8
4. Data Analysis
Data analysis is a process of inspecting cleansing, transforming and modelling, data with
the goal of discovering useful information, informing conclusion, and supporting decision
making. All of above are varieties of data analysis.
4.1 Data analysis in qualitative research
We used qualitative data in this research. It is defined as the data that approximates and
characterizes. Qualitative data can be observed and recorded. This data type is non-
numerical in nature. This type of data is collected through methods of observations, one-
to-one interviews, conducting focus groups, and similar methods. Qualitative data in
statistics is also known as categorical data – data that can be arranged categorically based
on the attributes and properties of a thing or a phenomenon.
4.2 Actions ResearchCycle for Collecting And Managing Data Reflections:
Reconnaissance:
This reflection follows the first step of the action research these steps included in
Planning, Act, Observe and Reflect, the researcher applied the step on dated 20.08.20.
In this step of action research I will plan a meeting with headmistress (HM) for conducting
action research in their school.
This step is involved in the planning meeting with HM of PC. Primary school attached
with GECE(w) Hyderabad was discussed about the study on impact of intrinsic motivation
on elementary level. I shared the objectives of my research topics. I described her the
importance of intrinsic motivation of students and how it helps them grow as a person. I
also met with the teachers and students to get to know them better for my action research.
In this meeting the HM carefully listened, motivated to the research topic and gave some
advice for the improvement and enhancing the strength of action research. During
reconnaissance we observe that students were not much interested , students were not able
to connect their ideas , organized skills , develop information and present in the class, the
HM said yes in this area we need to work for the betterment of a student's learning and she

15. 9
advised to motivate students and also involved teachers and said you should continue your
research on intrinsic motivation.
In this step of action research reconnaissance meets with HM and I was given information
about my research topic. She gave a positive response and listened carefully and gave
some advice about the area of working. The next step in my action research is conducting
a survey and gathers information about student's intrinsic motivation.
Action 1: UsedWork Wall Activity To Observe Students
PLAN
My planning was to conduct the session with the classroom and to discuss with the class
teachers about her insight on students.
ACT
I went to school after I went to class 3. As teacher’s involvement is central to children’s
experience in the classroom. So I discussed with the teacher about her ideas on instrintic
motivation of students. And then I observed the classroom through wall work activity.
OBSERVATION
I observed that students not interested , they look lazy and sleepy. They ignored the work
and have spelling mistakes.
REFLECT
Due to my observation I notice that students not taking any interest in motivational
activity for their intrinsic motivation so that’s why I decided that I will do some interesting
activity to enhance their motivation.

16. 10
FINDINGS
I did wall work activity I find that students didn’t take interest in activities they look lazy
and uninterested.
PRE OBSERVATIONAL CHECKLIST
Discussion on Pre- checklist findings:
Pre checklist results were that only 12% of the students were eye contacting with the
teacher. 24% of them lazy or bored as they didn’t take interest in class activities. 11% of
students were not motivated for doing class activities. 12% of the time teacher used
1
12%
2
24%
3
11%
4
12%
5
11%
6
6%
7
24%
Class observation checklist
Theme Code
Yes 1
No 3
Sometimes 3
Total 7

17. 11
different activities . only 11% of students had active body language or confidence and
24% of students were feeling shy and 6% of students took part in presentation activity.
Action 2: UsedVideo Representation
PLAN
The main objective of this action is to explore the results of the use of videos as an
educational tool which helps increasing students’ intrinsic motivation.
ACT
As video presents both visual and audio so it attracts the students’ interest. I used short
interactive and motivational videos to get to their minds.
OBSERVATION
I observed that students were more focused and were excited about their learning through
videos also students had more motivation in learning. This study shows that learning
activities was more interesting and interactive.
REFLECT
Due to my observation I notice that students took interest in motivational activity for
learning so that’s why i decided that I will develop another motivational activity to
enhance their learning.
FINDINGS
I did video presentation activity and I find that some students did not take interest but

18. 12
some students get involved and took good interest , but some didn’t… So I motivated
them to participate in another activity.
Action 3: UsedGiven Choice Activity
PLAN
In this reflection , I have taken action on the base of action 2. Intrinsic motivation is also
increased when students have a choice in the activities they do. Studies show that giving
students an opportunity to choose learning activities increases their internal motivation.
When students are given a choice, they are given some control over their learning. What
interests’ one student may not appeal to another; therefore, giving them a choice or a
decision in the learning process will better link the student to the information.
ACT
So in trying to generate intrinsically motivated learners, I gave students a choice to read
whatever the passage they like, that was something of their interest.
OBSERVATION
I found that a group of third and fourth graders remembers more of what they were asked
to read when they were allowed to pick the topic of the passage. In fact how interested the
students were in what they were reading proved to be thirty times more important than
how "readable" it was.
REFLECT
From this experiment I found out that when given the opportunity to makes choices in
their learning, the students could indeed be motivated for the intrinsic value of what they
had chosen to work at. Furthermore, by taking students' opinions and applying them to the
lessons, teachers can better motivate them better.
ACTION 4: Used Post Checklist

19. 13
PLAN
My final plan is to go to school in class 3 to conduct post classroom observation and to see
teachers that she motivate students or not.
ACT
I went to school where I observe the classroom that motivate students or not and students
are being motivate or not. The work which was done by me in previous days affected or
not in student's learning. I observed through post checklist.
OBSERVE
I observed that teacher motivate students intrinsically by different activities and students
get motivates. I also observed that my work was effective for students self determination ,
the teachers appreciated me.
REFLECT
Due to my observation I notice that if teacher motivates students , the students get
motivated. If they do not involve with thw student’s psyche , the student stops growing
and motivating. So the teacher should use the motivational activities session for students.
POST OBSERVATION CHECKLIST
Theme Code
Yes 5
No 1
Sometimes 1
Total 7

20. 14
Discussion On Post Checklist Findings:
14% students were eye contacting with the class now and 19% students looked interested
and 11% students were motivated for doing class activities also teacher now 21% time using
different activities the confidence of 18% students were bold and active this time 13%
students took part in presentation activity and only 4% students were feeling shy at all.
5. Report Analysis S0n Reflections /summary
I went to PC. Primary School attached with GECE (w) Hyderabad and took permission
from HM to conduct my research then I went to class 3rd and then I conducted pre
observation of the class through work wall activity and the class teacher by conducting
her basic interview. I observed that students somehow lack the intrinsic motivation for
their learning so I took some actions. First i make them watch some motivational videos,
as video presents both visual audio so it attracts the students’ interest. I observed that
1
14%
2
19%
3
11%
4
21%
5
18%
6
13%
7
4%
class observation checklist

21. 15
students were more focused and were excited about their learning through videos also
students had more motivation in learning. This study shows that learning activities was
more interesting and interactive. So in trying to generate intrinsically motivated learners, I
gave students a choice to read whatever the passage they like, that was something of their
interest. I found that a group of third graders remembers more of what they were asked to
read when they were allowed to pick the topic of the passage. They were motivated to do
better when they’ve given a choice. After some days of my work I took post observation
and observe the classroom. The students were motivated intrinsically, and the teachers and
principal appreciated all the work.
5.1 Discussion
The purpose of this study was to examine intrinsic motivation and how it relates to
learning and retention of new information. I observed in PC. Primary school attached with
Govt Elementary College Of Education (women) Hyderabad. Previous literature has
established that factors such as choice and teacher’s support affect intrinsic motivation in
the classroom (Gutman & Sulzby, 2000). According to the Self-Determination Theory
(Deci & Ryan, 1985), students in these types of environments should be more intrinsically
motivated. The present study examined how different learning activities (wall-work, visual
motivation, and a choice in how to direct one's own learning), affected student's
motivation for the task. Researcher conduct these activities in grad 3 and 80% students get
motivated. In my point of view teachers should elaborate the different motivational
activities in class.
5.2 Conclusion
Based on my findings from my study, and the work of others who examined motivation in

22. 16
elementary aged children, I learned how important building motivation in students is. With
no one particular approach being the sole way to inspire a child to excel, increasing a
student's motivation depends greatly on the specific child. Motivation is clearly an
important factor in classrooms. Researchers and educators need to place more emphasis on
how to foster intrinsic motivation for learning.
5.3 Recommendation
1. Through my research I also observed that students are more motivated if material feels
personally relevant. So it would be helpful for researchers if students are given activity
where they are on some level, care about the course content or activity if they are to be
motivated.
2. English teacher should integrate motivational activities.
3. I recommend that teacher should develop interest of learning.
4. I recommend that teacher should behave according to a child's psyche and give
autonomous support to students.
5. Government should provide furniture like dice for teachers and students.
6. Government should be appointing qualified and trained teachers.
7. Teacher should use different types of modern technology to motivate students towards
the topic.
8. Teacher should provide material in activities if needed.
9. Teacher should design different motivational activities for students.
10. For future researchers I would suggest them that they should use interesting activities,
if the activity feels interesting and worthwhile, connected to everyday life or to students’
professional goals, students will be more likely to genuinely engage in it.

23. 17
RENCES
● Abraham Maslow and self actualization [Video]. (2015). Available from
https://www.youtube.com/watch?v=x9ttmNTGZAM#t=94
● Conley, C. (2007). Peak: How great companies get their mojo from Maslow. John Wiley &
Sons
● Downer, A. (2017). Hierarchy of needs pyramid parodies. Retrieved August 21, 2018,
from https://knowyourmeme.com/memes/hierarchy-of-needs-pyramid-parodies
● Deci, E., Koestner, R. & Ryan, R. (2001, January 1). Extrinsic rewards and intrinsic motivation
in education: Reconsidered once again. Review of Education Research, 71(1), 1.
● Deci, E. L., & Ryan, R. M. (1985). An Introduction and Conceptualization of intrinsic
motivation and self-determination. Intrinsic motivation and self-determination in human behavior
(pp. 3-39). Springer, NY: Plenum P
● deCharms, R. Personal causation. New York: Academic Press, 1968.
● Gutman, L.M. & Sulzby, E. (2000). The role of autonomy-supportive versus control in the
emergent writing behaviors of african-american kindergarten children. Reading, Research and
Instruction, 39 (2), 170-183.
● Kenrick et.al (2010). Goal-driven cognition and functional behavior: The fundamental-motives
framework. Current Directions in Psychological Science,
● Lusk, J. (2018, August 21). Hierarchy, disagreement, and food politics. Retrieved September 4,
2018, fromhttp://jaysonlusk.com/blog/2018/8/15/disagreement-and-food-demandMarquez, J.,&

24. 18
Downey, A. (2015). Service design: An introduction to a holistic assessment methodology of
library services. Weave: Journal of Library User
Experience, 1(2).https://doi.org/10.3998/weave.12535642.0001.201
● Maslow, A. (1943). A theory of human motivation. Psychological Review,50(4),370–
396.https://doi.org/10.1037/h0054346Maslow, A. H. (1954). Motivation and personality (1st ed.).
New York: Harper.
● Zalenski, R. J.,& Raspa, R. (2006). Maslow’s Hierarchy of Needs:A framework for achieving
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1127.https://doi.org/10.1089/jpm.2006.9.1120

25. 19
APPENDIX A
CONSENT LETTER

26. 20
APPENDIX B
PRE/POST OBSERVATION TOOL
PRE OBSERVATIONAL TOOL
SR STATEMENT YES NO SOMETIME
1 Eye contact of students with class teacher. 2
2 Students take interest in activities. 3
3 Students were motivated for doing activities. 2
4 Teacher use different activities for enhance the
learning.
3
5 Confidence/Body language of students. 3
6 Students taking part in presentation activity. 2
7 Students feel shy. 1
POST OBSERVATION TOOL
SR STATEMENT YES NO SOMETIME
1 Eye contact of students with class teacher. √
2 Students take interest in activities. √
3 Students were motivated for doing activities. √
4 Teacher use different activities for enhance the learning. √
5 Confidence/Body language of students. √
6 Students taking part in presentation activity. √
7 Students feel shy. √

27. 21
APPENDIX C
TIME SPAN
Date Action Task Meeting Objectives Place Reflection
20-Aug-20 1 Reconnaissance Meeting
with HM
Observation
Collecting
Data
PC.
Primary
School
Move for
next task
22-Aug-20 2 Work Wall
Activity
Meeting
with
supervisor
Observation
Collecting
Data
PC.
Primary
School
Motivate
responses
24-Aug-20 3 Video Activity Meeting
with
coordinate
Observation
Collecting
Data
PC.
Primary
School
Motivate
responses
25-Aug-20 4 Given Choice
Activity
Meeting
with
teacher
Observation
Collecting
Response
PC.
Primary
School
Motivate
responses
27-Aug-20 5 Post checklist Meeting
with class
Observation
Collecting
Data
PC.
Primary
School
Assigned