The purpose of this study was to investigate the motivational factors on learning and teaching strategies employed by the teachers who were confirmed and preferred by the students as effective strategies in dealing with the 21st century learners. This research employed a descriptive research design using survey and naturalistic observation, and the instruments used to collect data were mainly survey questionnaires, Focus Group Discussion (FGD), and interviews. A total of 158 students and five (5) SHS teachers, and a school principal were chosen to participate in this study using the purposive sampling method. Data collected were analyzed using descriptive statistics (quantitative data) and thematic analysis (qualitative data). The study revealed several salient features; firstly, the motivational factors on learning of SHS students are (1) subject learning value, (2) achievement goal, (3) active learning strategies, and (4) learning environment simulation that will help to positively improve their learning experience inside the constructivist – informed classroom. Secondly, the teaching strategies employed by teachers and preferred by SHS students are activities that help students (a) share or collaborate ideas, (b) simulated and experiential learning, (c) a strategy for speaking and self-confidence development, (d) classes with technology integration, (e) develop the students’ sense of responsibility on their own learning and (f) teachers’ capacity to teach. In conclusion, it is a necessity for teachers dealing with 21st century learners to identify the motivational factors on learning (NEEDS) and to apply the desired teaching strategies (WANTS) to the students.

1. Brophy, J. (1998). Motivating students to learn. New York, NY: McGraw-Hill.
2. Deci, E., & Ryan, R. (1990, 02). A motivational approach to self: Integration in personality (Vol. 38). Lincoln, NE: University of Nebraska Press.
   
3. Green, S. K. (2002). Using an expectancy-value approach to examine teachers motivational strategies. Teaching and Teacher Education, 18(8), 989–1005. doi:https://doi.org/10.1016/s0742-051x(02)00055-0
   
4. Kiliç-Çakmak, E. (2010). Learning strategies and motivational factors predicting information literacy self-efficacy of e-learners. Australasian Journal of Educational Technology, 26(2), 192-208. doi:https://doi.org/10.14742/ajet.1090
   
5. Novak, J. D., Mintzes, J. J., & Wandersee, J. H. (1998). Teaching science for understanding: A human constructivist view. San Diego, CA: Academic Press.
   
6. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578.
   
7. Palmer, D. (2005). A motivational view of constructivist-informed teaching. International Journal of Science Education, 27(15), 1853–1881. doi:https://doi.org/10.1080/09500690500339654
   
8. Sadik, F. (2016). Investigating primary school teachers views about their classroom management behavior. Journal of Advances in Humanities and Social Sciences, 2(2), 76-84. doi:https://doi.org/10.20474/jahss-2.2.2
   
9. Sidney, P. F. (2015). Evaluating a behaviorist and constructivist learning theory for 21st century learners. In Georgia Educational Research Association Conference 17, Georgia Southern University, Savannah, GA.
10. Tuan, H.-L., Chin, C.-C., & Shieh, S.-H. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27(6), 639-654. doi:https://doi.org/10.1080/0950069042000323737
    
11. Von Glasersfeld, E. (1998). Cognition, construction of knowledge, and teaching. In M. R. Matthews (Ed.), Constructivism in science education (pp. 11–30). Berlin, Germany: Springer. doi:https://doi.org/10.1007/978-94-011-5032-3_2
    
12. Wijetunge, M. T. N. (2016). Using communicative task-based speaking activities to enhance ESL speaking motivation in undergraduates. International Journal of Humanities, Arts and Social Sciences, 2(6), 203-208. doi:https://doi.org/10.20469/ijhss.2.20002-6

Lijano, H. B. (2018). Motivational factors on learning in a constructivist classroom: A strategy on learning from 21st century learners. International Journal of Humanities, Arts and Social Sciences, 4(2), 85-95. doi:https://dx.doi.org/10.20469/ijhss.4.10004-2