1

INNOVATIVE COLLEGE OF SCIENCE & TECHNOLOGY

Malitbog, Bongabong, Oriental Mindoro
SENIOR HIGH SCHOOL DEPARTMENT
S.Y. 2023 – 2024

“THE ROLE OF MOTIVATION ON THE ACADEMIC PERFORMANCE AMONG JUNIOR

& SENIOR HIGH SCHOOL STUDENTS OF INNOVATIVE COLLEGE OF SCIENCE &
TECHNOLOGY; S.Y. 2023 – 2024”

GROUP 1

MEMBERS:

Angelou M. Rosales,
Cyron Ramirez,
John Warren J. Dula,
Justin Kylle B. Abante,
Lyle Lorence A. Gabia,
Nealson B. Macalipay,
Rance F. Bagunas; and
Renalyn P. Hilario

Regina Gadon
Subject Teacher
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“The Role of Motivation on the Academic Achievement among Junior

& Senior High School Students of Innovative College of Science &
Technology; S.Y. 2023 – 2024.”

Chapter I
Problem and Its Background

A) Rationale

Achievement motivation is not a single construct but

rather subsumes a variety and different constructs like ability

self-concepts, task values, goals, and achievement motives. The

few existing studies that investigated diverse motivational

constructs as predictors of school student academic achievement

above and beyond student cognitive abilities and prior

achievement showed that most motivational constructs predicted

academic achievement beyond intelligence and that student ability

self-concepts and task values are more powerful in predicting

their achievement than goals and achievement motives. The aim of

the present study was to investigate whether the reported

previous findings can be replicated when ability self-concepts

task value, goals, and achievement motives are all assessed at

the same time level of specificity as the achievement criteria

(e.g., hope for success in math and math grades). Additionally,

we assessed their intelligence and their current and prior grade

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point average and grades in the math and German. Relative weight

analysis revealed that domain-specific ability self-concept,

motives, task values and learning goals but not performance goals

explained a significant amount of variance in grades above all

other predictors of which ability self-concept was the strongest

predictor. Results are discussed with respect to their

implications for investigating motivational constructs with

different theoretical foundation. Achievement motivation

energizes and directs behavior toward achievement and therefore

is known to be an important determinant of academic success.

(https://www.frontiersin.org/articles/10.3389/fpsyg.2019.12730/

full.)

The role of motivation is to motivated students are

much more likely to achieve their potential and find success.

Motivation is an essential ingredient in effective teaching and

learning. It’s not only yield’s more positive behavior in

students, but it also contributes to a greater sense of well-

being. Understand how to motivate children and young people in

education is crucial, if we are to provide them with the best

possible start in life. Motivation is defined as our enthusiasm

for doing something. It is the “why” behind every action.

Motivation is the reason-or-reasons. For acting or behaving in a

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particular way. It helps us to set a goal and reach it. The term

“motivation” is derived from the Latin verb “movere”, so quite

literally, it’s what keeps us moving.

(https://www.highspeedtraining.co.uk/hub/motivation-in-

education/#:~:text=Motivated%20students%20are%20much%20more,a

%20greater%20sense%20of%20wellbeing.)

The objective of their student was to as certain the

relationship between achievement motivation, attitude and student

academic achievement. A structured questionnaires was

administered on 1484 from five faculties of the diversity

students. obtained data was analyzed using correlation and

regression analysis. The findings of their work revealed a

positive significant correlation between student attitude towards

learning and achievement motivation. The study also revealed that

student attitude and academic achievement are correlated

positively, conversely, the findings also indicated that a low

and negative correlation exist between student achievement

motivation and their academic performance. According to Mahyuddin

et al. (2009), the objective of this work is to compare the

motivation of high school students and that of a university

student. In particular, their study is devoted toward findings

how student motivation is changing due to a selecting career for

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studying in the university. To achieve this, a structured

questionnaire was administered to 302 university students and 294

high school students that are in science major. An exploratory

factor analysis was used to provide evidence to construct

validity. Obtained data was analyzed using descriptive

structures.

The study of motivational has evolved significantly

from the previous day to the present. Overtime, researchers and

scholar sought to gain a deeper understanding of what diverse

individuals to achieve their goals and how motivation can be

hardness to increase productivity and well-being. In the past,

motivation was often viewed through a basic Leus, with theories

focusing primarily on external factors such as rewards or

punishments. For example, early behavior theories suggested that

individuals were motivated by the desire to obtain rewards or

avoid punishments, and these external factors solely determined

their behavior. However, as research progressed, scholars, began

to question the limited scope of these theories and started

exploring the role of internal factors in motivation as well. The

emergence of cognitive theories of motivation shifted the focus

to individual thoughts, beliefs, and expectations. One

significant development in the study of motivation was Abraham

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Maslow’s hierarchy of needs of theory, proposed in the mid-20 th

century. Maslow argued that individuals have a hierarchy of needs

to fulfill, ranging from basic physiological needs to self-

actualization. This theory emphasized the importance.

For many Filipinos, a college diplomat symbolized the

attainment of a major life goal, along with the hard work that

led to its attainment and the promise of professional success,

financial stability, and personal sature (cf, Puyat, 2005),

according to cf. Furstenberg, 200, completion of a college

education being a milestone, behavior human development

specialist who study the transition from adolescence to adulthood

to examine the Filipino college experience. In particular, it is

important to characterized in the context of school, what enables

and motivation Filipino youth to develop the competencies and

outlook for effectively recognizing and assuming adult roles and

identities. This paper is an attempt to characterized the

Filipino college experience in this regard. According to

Boekaerts, 1996; Hofer, Yu, and Pintrinch, 1998; Pintrich 2000,

theories and studies on academic achievement have focused mainly

on two sets of constructs, namely, goal orientations and learning

strategies. Research and theorizing on goal orientations (often

referred to as achievement goal theory) and on learning

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strategies (typically examined using a cognitive perspective)

have shown how goal orientations and learning strategies together

predict and achievement (Cleary & Chen, 2009; Schraw, Horn,

Thorndike, Christ, & Brunning, 1995; Schutz, 1994; Sperting,

Howard, Stately, & DuBois, 2004).

The Filipino’s have a strong sense of family and their

motivation stems from providing for and supporting their loved

ones. Filipinos are known for their resilience and determination,

particularly in times of adversity. The ability to become back

from challenges and persevere motivates many individuals. The

Filipino’s have a strong sense of community and bayanihan

(collective unity and cooperation). The desire to contribute to

and uplift their community motivates many individuals to work

hard and make a positive impact. Religion plays a significant

role in the lives of many Filipinos. Their faith and spirituality

serve as a source of motivation and strength, providing guidance

and purpose. Filipinos are known for their passions and

creativity in various fields such as music, arts, and sports. The

pursuit of their passions and the desire to excel motivates

individuals to work hard and strike for success. The importance

placed on education and the desire for better career

opportunities motivate many Filipinos to study hard pursue their

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dreams. The desire to contribute to the development and success

of the Philippines motivates individuals to work hard and make a

difference.

My goal is to understand the factors that influence

student achievements. Researchers aim to gain insights into how

motivation effects student attitudes, behaviors and academic

outcomes. By studying the role of motivation, they can identify

factors that contribute to academic success and develop

strategies to enhance student motivation. To inform educational

practices. Research on motivation can provide valuable

information to educators and policy makers. Understanding how

motivation impacts academic performance can help in designing

effective teaching strategies, curriculum development, and

creating supportive learning environments that foster student

engagement and motivation. To improve student well-being,

motivation is not only important for academic success but also

for overall well-being. Research in this area can shed light on

how motivation impacts student psychological and emotional

states. By understanding the role of motivation, educators and

schools can implement interventions to support student mental

health and create a positive learning environment. To contribute

to the existing body of knowledge. Conducting research on the

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role of motivation in academic performance adds to the existing

knowledge base in the field of education. It allows researchers

to avoid upon previous studies, validate or challenge existing

theories, and contribute to the overall on the role of motivation

in academic performance is to contribute to the improvement of

educational practices and student outcomes by understanding the

factors that drive and enhance motivation is the academic

setting.

STATEMENT OF THE PROBLEM

This research entitled “The Role of Motivation on the

Academic Performance among the Junior and Senior High School

students of Innovative College of Science and Technology; S.Y.

2023 – 2024.” The purpose of this study is to determine to what

students are self-aware of their own motivation and to what

extent their awareness relates to their perceptions of effort and

performance.

Specifically, the study sought to answer the following

questions:

1) To what extent do student perceptions to confirm extent

motivational literature?
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2) How do student perceptions of effort, motivation, and

achievement relate to one another?

3) How do effective states (negative or positive) relate to

student perception of effort and performance?

SCOPE AND DELIMITATION OF THE STUDY

This study focused mainly on the academic motivation of

Junior and Senior High School students of Innovative College of

Science & Technology; S.Y. 2023 – 2024. The data collected will

be conducted to 10 randomly selected students of Innovative

College of Science & Technology. Motivation style comprises of

Academic Performance classified into four categories which are

Authoritarian or Power Asserting Disciplinarians (APAD),

Authoritative or Warm Giving Protectors (AWGP), Permissive or

Lenient Freedom Givers (PLFG), Uninvolved or Selfish Autonomy

Givers (USAG). It was determined through student leaders of

Innovative College of Science and Technology.

The student academic motivation constitutes intrinsic

motivation only. It was analyzed by using the Motivated

Strategies for Learning Questinnaire Subscale (MSLQ). The main

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source of data will be the questionnaire, which is prepared by

the researchers.

SIGNIFICANCE OF THE STUDY

The results of the following will be benefiting the

following:

Students. The results of the study would give an insight to

students that enables them to understand the point of view of the

students including of their school leadership style used.

Teacher’s and School’s Guidance Office. This will be benefits the

teachers and teachers and the school’s guidance office as this

will help them understand the students’ background relating to

their academic motivation level. The study will also serve as a

guide for programs to be developed by the guidance office in

helping raise the students’ academic motivation.

Parents. This study will give information and awareness to the

parents that their way of raising their children plays a great

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role in their studies specifically affecting their academic

motivation.

Other Researchers. This study can be a guide on other studies

related to academic motivation styles. Future researchers can

improve the study by adding other variables.

DEFINITION OF TERMS

Academic Achievement - describes academic outcomes that

indicate the extent to which a student has achieved their

learning goals. Academic achievement may refer to completing

educational benchmarks such as bachelor’s degree. Academic

achievement is often measured through examinations or continuous

assessment.

(https://tophat.com/glossary/a/academic/#:~:text=Academic

%20achievement%20describes%20academic%20outcomes,through

%20examinations%20or%20continuous%20assessments.)

Achievement Motivation - define as an individual’s ability

to building up their skills and behaviors so that they can tap

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into their highest potential. An achievement motivation example

would be an individual working toward becoming a better public

speaker. (https://study.com/learn/lesson/achievement-motivation-

theory-examples.html#:~:text=Achievement%20motivation%20is

%20defined%20as,becoming%20a%20better%20public%20speaker.)

Self – concepts - is the image we have of ourselves. It

is influenced by many forces, including our interaction with

important people in our lives. It is how we perceive our

behavior, abilities, and unique characteristics.

(https://www.verwellmind.com/what-is-self-concept-2795869)

Cognitive abilities - are skills your brain uses to

complete essential day-to-day tasks like thinking, learning,

reading, remembering, speaking, listening and paying attention.

Cognitive abilities occur naturally in the brain, but you can

further by challenging yourself.

(https://ca.indeed.com?career-advice?career-development/

cognitive/ability

Domain – specific - is a concept in cognitive science that

suggests that some cognitive functions are solely responsible for

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individual specific functions and not multiple one. Different

areas of cognition are referred to as domains.

(https://www.alleydog.com/glossary/definition.php?

terms=Domain+Specificity+28Domain-Speecific+Learning%39a

Leadership - is a set of behaviors used to help people

align their collective direction, to execute strategic plans, and

to continually renew an organization.

(https://www.mckinsey.com/featured-insights/mckinsey-explainer/

what-is-leadership

CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT

 Perceived
severity
 Perceived
Vulnerabili
ty
 Response
Knowledge Efficacy  Protection
 Maladaptive  Perceived Motivation
Self- (Intension)
 Adaptive efficacy
 Treat
Appraisal
 Coping
Appraisal
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Protection Motivation
Figure 1
Health behavior are actions that can directly affect health

outcomes. It is defined as “any activity undertaken by a person

believing himself to be healthy for the purpose of preventing

disease or detecting it at an asymptomatic stage.” (Kasl and

Cobb, 1996)

(https://www.sciencedirect.com/topics/social-sciences/health-

behavior#:~:text=Health%20behavior%20has%20been

%20defined,Sciences%20(Second%20Edition)%2C%202015)

THEORETICAL FRAMEWORK

Independent Variable Dependent Variable

Motivational Factors

Payment

Job Security

Promotion
Job Performance
Freedom
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Figure 1: Theoretical framework for the relationship between

motivational factors and job performance. Motivation theory is

the study of how learn and understand what inspires a person to

pursue a specific result. This theory has many uses, including in

psychology and sociology, but it’s also important for businesses,

especially in relation to management. By studying this, you can

learn what actions can motivate people to work harder or care

more about something, whether through a reward or another factor.

In management, professionals use motivation theories to

increase production, profits, employee retention rates and

employee satisfaction levels. As a manager, you may aim to

increase employee motivation to help your company achieve its

business goals. Using motivation theories can include offering

incentives, addressing needs or providing rewards to motivate

your team to meet a specific goal.

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(https://www.indeed.com/career-advice/career-development/

motivation-theories#:~:text=The%20incentive%20motivational

%20theory%20suggest,action%20or%20receive%20a%20reward.)

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This study deals with literature and studies of both local

and foreign that the researchers consider relevant to the present

day.

Related Literature and Studies in Foreign Language/Setting

The New Age hype about praising and rewarding children for

what we call “good” behavior has gained massive popularity. “Find

something good your child has done, and praise them for it” say

the Nouveau “how-to” books and seminars. Psychologist all over

recommended the “star chart” treatment to modify the child’s

behavior. This offspring of particular school of psychology the

“behaviorists”- whose thinking currently much a mainstream

psychological and educational theory.

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Contrary to a popular myth, there are many studies showing

that when children expect or anticipate rewards, they perform

more poorly. One study found that students’ performance was

undermined when offered money for better marks. A number of

American and Israeli studies show that reward system suppress

students’ creativity, and generally impoverish the quality of

their work. Rewards can kill creativity because they discouraged

risk-taking. When children are hooked in getting a rewards, they

tend to avoid challenges, to “to play it safe”. They refer to do

the minimum required to get the prize. Here is a good

illustration of why we made a mistake of believing a rewards,

based on the benefits that appear on the surface.

When an American fast-food company offered food prizes to

children for every book they read, reading rate soared. This

certainly look encouraging-at first glance. On closer inspection,

however it was demonstrated that the children where selecting

shorter books, and that their comprehension test-scores

plummeted. They were reading for junk-food, rather than for the

intrinsic enjoyment of reading. Meanwhile, reading outside the

school (unrewarded situation) dropped off. There were more

studies showing that, while rewards may well increase activity,

they smother enthusiasm and kill passion. Individuals

anticipating rewards lose interest in activities that were

otherwise attractive. It seems that the more we want the reward,

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the more we come to dislike what we have to do to get it. The

activity required of us stands in the way of our coveted prize.

It would been smarter to just give the children more interested

books, as there are plenty of evidence that intrinsically

enjoyable activity is the best motivator and performance

enhancer.

Alistair Smith (2002) believe that, motivation causes

physiological changes in the brain. Research shows that with

proper motivation more areas of the cortex become involved and

learning is quicker.

Children are naturally doing something to learn and

assimilate. According to Richard M. Ryan he quoted that “to be

motivated is to be moved to do something”. Children who are

energized and activated in school are being motivated that

learning is the part of life that needs attention and

understanding. Learning to know what are the right things to do

in school and they are send to school give them accomplishments

of being intrinsically motivated to do good in class.

(Contemporary Educational Psychology, 2000)

Motivation that are performed by giving of rewards, praises,

encouragements, grades and other external motivation are

intrinsic motivation this is given for students to participate in

class and limits this appropriate to perform well in class

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activities. This help teacher to keep children listens in their

instruction during class discussion and tries to keep their

performance at their best.

With or without incentives, education should be a

“Disneyland of learning.” Both students and educators should

enjoy “living, learning, and laughing” in learning institutions,

according to Richard Gerver, the world-renowned motivational and

business speaker.

Theories have developed several approaches to motivation

which fall in four broad categories. Adopting these approaches

can assist teachers in their endeavor to provide the right

conditions for student learning: (1) the behavioral view, (2) the

cognitive view, (3) the humanistic view, and (4) the achievement

motivation theory.

The behavioral interpretations of motivation rests on B.F.

Skinner’s behavioral learning theories and focuses on the

reinforcement of desired behavior through the use of extrinsic

reward. Biehler and Snowman (1993) state that behavioral

interpretations of learning help to explain why some pupils react

favorably to particular subjects and dislike others. Social

theorist, such as Albert Bandura, emphasize the impact of

students’ identification and imitation of someone, pointing out

their resulting positive academic outcomes.

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Psychologists have noted that excessive use of extrinsic

forms of motivation such as praise and rewards may lead to

resentment, limitation of transfer, may cause dependency on

teachers, the undermining of intrinsic motivation, and viewing

learning as a means to an end. They suggest that to limit the

negative effects to extrinsic rewards, teachers should use

extrinsic forms of reward only when correct or desired response

occur.

The cognitive view of motivation emphasized the arousal of

cognitive disequilibrium as a means to motivate students to learn

something new. For example, if students face a problem, they will

desire to solve it. This is consistent with Piaget’s concepts of

organization, adaptation, and schemes. According to Piaget, when

people experience a discrepancy between something new and what

they already know or believe, it produces a state of

disequilibrium they are driven to eliminate in order to achieve

equilibrium. To achieve the state of disequilibrium, Jerome

Bruner recommends posing questions that will cause students to

recognize gaps in their thinking, which will want to fill.

Cognitive theory emphasized intrinsic motivation. When

teachers utilize intrinsic motivation techniques, such as the

arousal of disequilibrium, students value learning for its own

sake.
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The major limitation of the cognitive view of motivation is

that it is very difficult to “induce students to experience a

cognitive disequilibrium sufficient to stimulate them to seek

answers” (Biehler and Snowman, 1991).

Biehler and Snowman (1993) pointed out that Maslow described

cognitive needs and aesthetic needs to play a critical role in

the satisfaction of basic needs. They said that Maslow maintained

that such condition as the freedom to investigate and learn,

fairness, honesty, and orderliness in interpersonal relationship

are critical because their absence makes satisfaction of the five

basic needs impossible.

In the social cognitive perspective of motivation,

psychologists, such as Atkinson and Pintrich, argued that

individuals' choices and persistence expended in performance can

basically be predicted by expectations of achievement and the

value attributed to the task (i.e., expectancy-value beliefs.

Expectation refers to students' beliefs that they are capable of

accomplishing a task, and self-efficacy is an essential component

of expectation. Pintrich & DeGroot (1990) found that it is

important to teach students different cognitive and self-

regulatory strategies. These can improve students' academic

performance. Motivation can produce perseverance that brought

success (achievement), and the successful experiences will

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motivate the students to work on the next task. When a person is

convincing that she/he can do something, then it will increase

efforts to do something (Pintrich and Groot, 1990). Intrinsic

motivation correlates positively toward student learning

performance and attitude of the students towards learning (Byman

et al., 2012).

Similar to control, students who place more value on their

education were more likely to be engaged, invest more effort in

the classroom, and persist during learning tasks (Eccles, 2005;

Pintrich & De Groot, 1990). Task value has been shown to increase

motivation (Eccles & Wigfield, 1995), increase student engagement

(Simonton, Simonton, Dasinger, & Garn, 2016) and improve learning

and achievement outcomes (Pekrun, Elliot, & Maier, 2009; Myres

stated that people who believe in their own competence and

effectiveness, as well as having an internal control center,

perform better handling and achieve more than others. Of all the

rewards given, grades are the most common reward (Seoane and

Smink, 1991). These good intentions, though, are missing the

mark. When rewards are given, children don't perceive themselves

in control of learning, they approach and complete tasks

differently than when rewards are not given, and their work is

judged as less creative (Amabile and Gitomer, 1984; Condry, 1977;

Ryan and Grolnick, 1986).

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Specifically, students do not see the cause/effect link

between the actions they take and the things that happen to them.

Repeated failures in school cause them to build barriers to

protect themselves, and therefore they become uninvolved in

school (Long and Bowen, 1995). Rewards, then, should be replaced

with teaching that is focused on the intrinsic motivation of the

student. A common goal should be to have the student’s interest

be at the center of their learning, not a reward. Students who

are taught to perceive themselves as causal agents in the

classroom engage in more risk-taking behavior, and increase their

achievement (DeCharms, 1972). Also, students who perceive

themselves as more in control of learning have better self-esteem

(Ryan and Grolnick, 1986).

Related Literature and Studies in Local Language/Setting

The Policy Guidelines on Awards and Recognition for the

K to 12 Basic Education Program articulates the recognition

given to learners who have shown exemplary performance in

specific areas of their school life. These guidelines are

anchored in the Classroom Assessment for the K to 12 Basic

Education Program (DepEd Order No. 8 s. 2015 ), which supports

learners’ holistic development in order for them to become

effective lifelong learners with 21 st century skills. This

policy aims to give all learners equal opportunity to excel

 25

in relation to the standard set by the curriculum and focus

on their own performance rather than to compete with one

another. It recognizes that all students have their unique

strengths that need to be identified, strengthened, and

publicly acknowledged.

In support of the holistic development of Filipino

learners, it is important to veer away from valuing only

academic achievement based on high grades and move toward

valuing and celebrating a wide range of student achievements.

The awards aim to acknowledge and promote student excellence

in various areas and to provide formal recognition of student

achievements that can motivate learners to strive for

excellence in academic, leadership, and social

responsibility. In effect, the policy encourages all learners

to remarkably and skillfully perform specific kinds of tasks

critical to their success in school and at work.

Consequently, the policy will include all learners and

encourage them to be proactive members of their school and

community.

Motivation refers to reasons that underlie behavior

that was characterized by willingness and self-determination.

Motivation can also be defined as one’s behavior and vice

versa. (Wikipedia)
 26

Rewards can be used to encourage your child’s good

behaviors. It also helps your child to do more of the things

you want her to do. Rewards that happen right after a

behavior are best. Sometimes rewards can’t be given right

away but should be given as soon as possible. Rewards don’t

work as well when they are given long after a behavior reward

are important in many reasons. First, rewards can be used to

increase self-esteem. Toddlers are preschoolers hear the

words “no”, “don’t”, “stop”, and “quit” many times during the

day. This is normal and one of the ways they learn right from

wrong. When a child earns a reward, he knows what he has done

something good and something that you like. Rewards can build

good relationship with your child. When you give rewards to

your child, both of you receives joy and happiness. In giving

such material rewards, it must be an item that your child’s

like to have and enjoys. Praise and attention must be always

accompanied with some rewards.

The use of rewards may either encourage or diminish

motivation, depending on the type of rewards and the context

in which they are given. Teachers should attempt students

more autonomy or control over their own learning by allowing

 27

them to make choices and use collaborative and cooperative

approaches.

2011). Guay et al.

(2010) defined motivation
as the reasons
underlying behavior.
Motivation was regarded
by
experienced and
inexperienced teachers’
alike as a prerequisite
for effective learning,
and the greatest challenge
for teachers is to make
students want to learn
(Odera, 2011). In the
 28

study of Glynn and

Koballa (2006), they
identified six components
of motivation. These
components include the
following: intrinsic
motivation, extrinsic
motivation, relevance of
the task to personal
goals, self-
determination, self-
efficacy, and assessment
anxiety. A
wide range of literature
discusses these different
motivational components.
Intrinsic motivation was
defined by Oudeyer and
Kaplan (2008) as the
 29

driver of spontaneous
exploration
and curiosity. Ryan and
Deci (2000) defined
intrinsic motivation as
the doing of an
activity for its
inherent
satisfaction rather than
for separable consequence.
Froiland et al. (2012)
posits that intrinsic
motivation to learn,
if cultivated, can lead to
academic, social and
emotional improvement.
While, extrinsic
motivation was defined
 30

by Ryan and Deci

(2000) as “a construct
that pertains whenever
an activity is done in
order to attain some
separable outcome.” Deci,
Koestner and Ryan (2001)
provided a strong support
to the concept that
rewards have
substantial undermining
effects on motivation
Motivation refers to reasons that underlie behavior

that is characterized by willingness and volition (Lai,

2011). Guay et al. (2010) defined motivation as the reasons

underlying behavior. Motivation was regarded by experienced

and inexperienced teachers’ alike as a prerequisite for

effective learning, and the greatest challenge for teachers

is to make students want to learn (Odera, 2011). In the

study of Glynn and Koballa (2006), they identified six

components of motivation. These components include the

 31

following: intrinsic motivation, extrinsic motivation,

relevance of the task to personal goals, self-determination,

self-efficacy, and assessment anxiety. A wide range of

literature discusses these different motivational components.

Intrinsic motivation was defined by Oudeyer and Kaplan (2008)

as the driver of spontaneous exploration and curiosity. Ryan

and Deci (2000) defined intrinsic motivation as the doing of

an activity for its inherent satisfaction rather than for

separable consequence. Froiland et al. (2012) posits that

intrinsic motivation to learn, if cultivated, can lead to

academic, social and emotional improvement. While, extrinsic

motivation was defined by Ryan and Deci (2000) as “a

construct that pertains whenever an activity is done in order

to attain some separable outcome.” Deci, Koestner and Ryan

(2001) provided a strong support to the concept that rewards

have substantial undermining effects on motivation.

Among Philippine students, besides parents, peers and

teachers were identified as important motivational sources

(Bernardo, Salanga, & Aguas, 2008). Positive relationships with

peers and teachers have been mentioned as major facilitators of

learning for students on their way to obtain a degree (Reyes &

Galang, 2009). In this sense, students are motivated by their

peers to become high achievers as well as by teachers who are

viewed as authority figures (Bernardo et al., 2008). The current

 32

study tackles the role of peers and teachers as motivational

source for Filipino students by providing a reliable measure of

socio-motivational relationships in school. The self-report

measure consists of five dimensions namely, peers as positive

motivators, peers as negative motivators, individual learning

behavior, teachers as positive motivators, 4 6 REMO-P and

teachers as negative motivators.

According to Pearson, motivation involve constellation

of closely related beliefs, perceptions, values, interests,

and actions. Motivation within individuals tends to vary

across subject areas, and this domain specify increases with

age. Motivation in children predicts motivation later in

life, and the stability of this relationship strengthens with

age.

The control-value theory of academic emotions by Pekrun

(2006) contends that students’ emotional experiences in

achievement-related situations have sources from the appraisals

students make about the importance and value of academic tasks

they engage in. The present study looked into Filipino students’

structure of academic emotions, as well as intrinsic and

extrinsic motivation as antecedents of academic emotions, upon

the assumption that students’ motivations are shaped by their

appraisals of importance and value of schooling. Results showed

 33

that intrinsic motivation had a positive predictive utility on

positive emotions but negatively associated with any negative

types of emotions. Extrinsic motivation positively predicted

negative emotions.

People seem to have different wants. This is

fortunate, because in markets this created by the desirable

situation where, because you value stuff that I have but you

don’t, and value stuff that you have that I don’t, we can

trade in such way that we are both happier as a result. Part

of the theory of motivation tries to do is explain and

predict who has which wants. This turns out to be exceedingly

difficult. Any theories posit a hierarch needs, in which the

needs at the bottom are the most urgent and need to be

satisfied before attention can be paid to the others.

SYNTHESIS

In a complex and dynamic environment, leader of the

organization used to create the environment in which employee

feel trusted and are empowered to take decisions in the

organization which leads to enhance motivation level of

employee and ultimately organizational performance are

enhanced. Smith and Rupp (2003) stated that performance is a

role of individual motivation; organizational strategy, and

structure and resistance to change, is an empirical role

 34

relating motivation in the organization. Likewise, Luthans

and Stajkovic (1999) concluded that advancement of human

resources through rewards, monetary incentives, and

organizational behavior modification has generated a large

volume of debate in the human resource and sales performance

field. According to Orpen (1997) better the relationship

between mentors and mentees in the formal mentoring program,

the more mentees are motivated to work hard and committed to

their organization. Likewise, Malinaand Selto (2001)

conducted a case study in one corporate setting by using

balance score card (BSC) method and found out that

organizational outcomes would be greater if employees are

provided with positive motivation. The establishment of

operations-based targets will help the provision of strategic

feedback by allowing the evaluation of actual performance

against the operations-based targets. Goal-directed behavior

and strategic feedback are expected to enhance organizational

performance (Chenhall 2005). Kunz and Pfaff (2002) stated no

substantive reason to fear an undermining effect of extrinsic

rewards on intrinsic motivation. Decoene and Bruggeman (2006)

in their study developed and illustrated a model of the

relationship between strategic alignment, motivation and

organizational performance in a BSC context and find that

effective strategic alignment empowers and motivates working

 35

executives. Leaders motivate people to follow a participative

design of work in which they are responsible and get it

together, which make them responsible for their performance.

Aguinis et al. (2013) stated that monetary rewards can be a

very powerful determinant of employee motivation and

achievement which, in turn, can advance to important returns

in terms of firm-level performance. Garg and Rastogi (2006)

identified the key issues of job design research and practice

to motivate employees’ performance and concluded that

adynamic managerial learning framework is required to enhance

employees’ performance to meet global challenges. Vuori and

Okkonen (2012) stated that motivation helps to share

knowledge through an intra-organizational social media

platform which can help the organization to reach its goals

and objectives. Den and Verburg (2004) found the impact of

high performing work systems, also called human resource

practices, on perceptual measures of firm performance. Ashmos

and Duchon (2000) recognizes that employees have both a mind

and a spirit and seek to find meaning and purpose in their

work, and an aspiration to be part of a community, hence

making their jobs worthwhile and motivating them to do at

ahigh level with a view to personal and social development.

(https://www.researchgate.net/publication/

263225315_A_literature_review_on_motivation .)
 36

CHAPTER III

RESEARCH METHODOLOGY

3.0 Introduction:

This chapter explains various methodologies that were

used in gathering data and analysis which are relevant to the

research. The methodologies will include areas such as the

location of the study, research design, Research Locale, Research

Participants, Data Collection Procedure, and Data Analysis

Procedure.

3.1 Research Design:

The researchers will use the qualitative interview

methodology as the study is attempting to know the different

perceptions of the Junior and Senior High School Students of ICST

on the academic performance of the role of motivation.

Specifically, a semi-structured interview will be conducted so

that the researchers can ask additional questions during the

interviews if clarifications and further explanations will be

needed. The respondents’ subjective and objective perceptions are

expected to form the core data of the study. Hence it needed the

method that would deal with the topic in a narrative and

descriptive nature.
 37

According to Oakley, qualitative interview is a type of

framework in which the practices and standards be not only

recorded, but also achieved, challenged and as well as

reinforced. Interviews are useful for getting the story behind a

participant’s experience. The interview can pursue in-depth

information around the topic.

An interview will be administered to the respondents prior

to the interview proper will include the questions that they will

be asked during the interview.

Leedy (1993) explains that qualitative research is based on

the belief that first hands experience provides that most

meaningful data. It is also believed that qualitative data gives

large volumes of quality data from a limited number of people. It

is aimed at understanding that word of participants from their

frame of reference (Walker,1995).

RESEARCH LOCALE

The study will be conducted in Innovative College of Science

& Technology, a private institution located at Malitbog,

Bongabong, Oriental Mindoro since the study’s main aim to

determine the perceptions of the Junior and Senior High School

students regarding the Role of Motivation on the Academic

Performance of the said institution.

 38

RESEARCH PARTICIPANTS

The participant of the study will be consisted of ten (10)

Junior and Senior High School students of Innovative College of

Science & Technology. At present, ICST has a large population,

thus, the researchers have decided to select only the said number

of students from Junior and Senior High School randomly.

The researchers believe that these participants would be

enough to provide sufficient and essential information to answer

the questions raised in this study.

DATA COLLECTION PROCEDURE

After randomly selecting the respondents to be interviewed,

a consent form will be given to each of them before the interview

and will serve as a document proving that they have given their

permission for them to be interviewed by the researchers. A brief

description of the study is printed in the consent from which

also include the confidentiality and disclosure of the

respondents’ name during and after the completion of the study.

After the consent form have been signed by the respondents, the

interviewer will inform then when the interview proper starts and

so as the recording.
 39

When all the respondents have already been interviewed, the

recorded answers will be transcribed into texts for analyzation.

Since this study is the role of motivation, the use of a

semi-structured interview will allow the researchers some

flexibility in the way they worded the questions for each

individual respondent. It will also give the researchers the

opportunity to probe for more information and clarification when

necessary. The researchers need to have a skill to match the

interview questions to an appropriate technique (Neuman, 2000).

DATA ANALYSIS PROCEDURE

When the answers of the respondents have already been

transcribed into texts, which was referred by Mthembu (2000) as

raw data that need to be converted into refined data for better

analysis by the researcher, these would be translated into

English as part of data refinement. The refined data will be

analyzed using thematic analysis. Braun and Clarke (2006) state

that thematic analysis is a foundational method of analysis that

needed to be define and described to solidify its place in

qualitative research. It is a method for identifying, analyzing,

organizing, describing, and reporting themes found within a data

set (Braun and Clarke, 2006).

The respondents’ answers to each questions will be evaluated

into codes and these codes will simplified into categories, and
 40

from the categories, the researchers will generate a theme which

will represent the answer that prevailed for each questions

raised in this study.

REFERENCES (Additional)

https://www.frontiersin.org/articles/10.3389/fpsyg.2019.12730/

full

https://www.highspeedtraining.co.uk/hub/motivation-in-education/

#:~:text=Motivated%20students%20are%20much%20more,a%20greater

%20sense%20of%20wellbeing

https://tophat.com/glossary/a/academic/#:~:text=Academic

%20achievement%20describes%20academic%20outcomes,through

%20examinations%20or%20continuous%20assessments

https://study.com/learn/lesson/achievement-motivation-theory-

examples.html#:~:text=Achievement%20motivation%20is%20defined

%20as,becoming%20a%20better%20public%20speaker

https://www.verwellmind.com/what-is-self-concept-2795869

https://www.alleydog.com/glossary/definition.php?

terms=Domain+Specificity+28Domain-Speecific+Learning%39a

https://ca.indeed.com?career-advice?career-development/

cognitive/ability
 41

https://www.mckinsey.com/featured-insights/mckinsey-explainer/

what-is-leadership

https://www.sciencedirect.com/topics/social-sciences/health-

behavior#:~:text=Health%20behavior%20has%20been

%20defined,Sciences%20(Second%20Edition)%2C%202015

https://www.indeed.com/career-advice/career-development/

motivation-theories#:~:text=The%20incentive%20motivational

%20theory%20suggest,action%20or%20receive%20a%20reward

https://www.researchgate.net/publication/

263225315_A_literature_review_on_motivation

Braun, V., Clarke, V. (2006).

Leedy,P.1993

Neuman, W.L. (2000)

Walker, R. (1985)