RATIONALIZATION OF TEST ITEMS

23. Jaralyn easily learns a lesson when she is working with laboratory equipment but hardly
remembers a lesson the teacher lectured on. What type of learner is Jaralyn?
a. Auditory Learner
b. Kinesthetic Learner
c. Tactile Learner
d. Visual Learner

The correct answer is letter B or C

One popular theory, the VARK Model, identifies four primary types of learners:
1. Visual Learners – prefer to see info and visualize the relationships between ideas
2. Auditory Learners – prefer to hear info rather than reading it or seeing it displayed visually
3. Reading/writing Learners – learn best when reading and writing; interacting with text is
more powerful to them than hearing or seeing images.
4. Kinesthetic/Tactile Learners- hands-on, experiential learners; they learn best by doing

24. Which of the following statements about motivation is false?

a. External motivation is longer lasting and more self-directive than internal motivation
b. Internal motivation is fueled by one’s goals or ambitions
c. Motivation is enhanced by the way in which the instructional material is organized
d. Motivation to perform is affected by expectancy and value

The correct answer is letter A

Motivation is a force that energizes and directs behavior toward a goal (Eggen, Kauchak,
1994). In a learning environment, developing motivation is a difficult task for the teacher
considering that every student learns differently and every student is diverse in their own ways.
There are two kinds of motivation:
1. Intrinsic Motivation (Internal) – refers to behavior that is driven by internal rewards. The
motivation to engage in a behavior arises from within the individual because it is naturally
satisfying to you. You strive towards a goal for personal satisfaction or accomplishment. It is
the strongest motivation.
2. Extrinsic Motivation (External) – refers to behavior that is driven by external rewards such as
money, fame, grades and praise. It arises from outside the individual

Matthew Weller suggests some basic principles of motivation exist that are applicable to
learning in any situation.
1. The environment can be used to focus the student’s attention on what needs to be learned.
2. Incentives motivate learning.
3. Internal motivation is longer lasting and more self-directive than is external motivation,
which must be repeatedly reinforced by praise or concrete rewards.
4. Learning is most effective when an individual is ready to learn, that is, when one wants to
know something.
5. Motivation is enhanced by the way in which the instructional material is organized.
 (Teachers’ instructional choices can make a positive impact on student motivation. As
Barbara Davis writes in Tools for Teaching, “Students respond positively to a well organized
course.)
6. Because learning requires change in beliefs and behavior, it normally produces a mild level
of anxiety.
7. It is important to help each student set goals and to provide informative feedback regarding
progress toward the goals.
8. Both affiliation and approval are strong motivators.
9. Many behaviors result from a combination of motives

In the expectancy-value theory, both expectancies and values play an important role in
predicting an individual’s future decisions, engagement, persistence, and achievement.
According to this theory, motivation depends on an individual’s retention of positive
expectancies and values.