Motivating the students by an “easy four” is a common phrasing many Lasallians use. The phrase is a reflection of the trend of students choosing professors who give high grades, but require minimum effort from the students.

The idea behind the trend is that many students do not want to work hard for their grades anymore; they opt for the easy way out—getting professors who give high grades, but have minimal requirements.

DLSU President Br. Jun Erguiza FSC admits that many students are not motivated to excel in their academics; he explains that many students at DLSU study merely as an obligations to their parents.

Though DLSU recognizes the gravity of this problem, Br. Jun admits that they can only do so much. Throughout the years, the University developed better classroom facilities, better curricula and has tried to acquire more competent professors. Br Jun emphasizes that even with such improvements, academic excellence is primarily dependent on the student’s effort.

The Easy Four

One of the manifestations of the students’ lack of academic motivation is their choice of professors. Many students who lack such choose professors who are known to be lenient when it comes to academic requirements.

“When students choose a professor, they base it on the professor’s reputation. Eventually a student would know who the lenient professors are and who the stricter ones are,” Br. Jun mentions.

Br. Jun shares that though these professors may not necessarily motivate diligent academic work, they are nevertheless maintained because of favorable evaluation coming from students. “They either keep or kick-out the professor that they do not like, those professors that do not serve their purposes, get low ratings.”

Consequently, professors might also discourage students from performing well in class.

“Sometimes we like the subject, but not the professor,”  Allan Yu (IV, AE-BSA) shares.

 

Extra-curricular approach

Many students also choose professors who are known to be generous in giving incentives for various extra-curricular activities.

Incentives can serve as a motivation to excel, as a way to encourage participation in a certain activity and as a way to earn extra points for a course’s academic requirements.

Dr. Martin C. Ilao from the Chemistry Department believes that incentives can actually serve as an indirect way to encourage students to work and encourage a higher quality of learning in the classroom. “Extra-curricular activities are encouraged without exception and by all means necessary, not only in [universitities that are not well known] but also in [reputable universities],” he points out.

He says, however, that there are other ways to encourage students. “Students could be given ten times more work or they could be required to create their own activities to be participated by other students.”

Vice Dean of the College of Liberal Arts (CLA) Dr. Feorillo Petronila Demeterio III on the other hand, believes that even with its advantages, the practice might also be a reflection of the students’ lack of academic maturity. “The image of a Lasallian achiever may not be clearly portrayed if we have that practice. He or she must be self-motivated and [not just dependent on incentives for academic motivation].”

“Maybe we can do away with it but as of the moment, we are still in a stage where students would not [participate] unless there is an incentive,” he explains.

“If the incentive is very much related to the subject matter of the course, then I think it’s justifiable.” Br. Jun adds.