Chapter 4

DISCUSSION

Presented in this chapter are the discussion of results, conclusion, and

recommendation of research skills and its significant relationship to students motivation

of Grade 12 students of Atty. Orlando S. Rimando National High School.

Level of Research Skills

The first objective of this study is to determine the level of research skills among

students and its indicators. Base on the results research skills is oftentimes manifested

given the descriptive level result is high. According to Brown et al. (2021), research skills

are essential in fostering independent learning and academic success, as they enable

students to explore topics in depth and develop a deeper understanding of their subjects.

These skills involve identifying credible sources, evaluating information, and effectively

presenting findings. Furthermore, Miller (2019) states that students with strong research

skills tend to be more motivated in their studies, as they feel more confident in navigating

academic challenges. By enhancing research skills through structured guidance and

practice, students can improve their motivation, engagement, and overall academic

performance.

The level of research skills in terms of information seeking skills shows high result

which means it is manifested oftentimes among senior high school students. Adhering to

this results. Lopez (2021) stated that students with strong information-seeking skills tend

to be more self-motivated in their academic pursuits. The ability to locate, evaluate, and

effectively use information empowers students to take ownership of their learning

 46

process, leading to higher engagement and academic success. Furthermore, well-

developed information-seeking skills enhance problem-solving abilities and critical

thinking, which are essential for academic growth.

The level of research skills in terms of methodology skills shows high result which

means it is manifested oftentimes among senior high school students. Adhering to this

results.Creswell (2020) students who are well versed in research methodology are more

likely to produce valid and reliable findings. His study emphasized that the application of

appropriate research methods significantly impacts the credibility and accuracy of

research results. Students who demonstrate strong methodological knowledge are able

to formulate precise research questions, choose suitable design, and interpret data

effectively.

Level of Students Motivation

The Second objectives of the study is to determine the level of students' motivation

plays a crucial role in their academic success and engagement in learning. The factors

that might contribute to students' motivation are the following intrinsic goal orientation,

extrinsic goal orientation, control of learning beliefs, self-efficacy, task value, social

engagement, and instructor support. Martinez (2023) stated that students with high

intrinsic goal orientation are motivated by personal growth and a deep interest in learning,

while those with extrinsic goal orientation are driven by rewards, grades, and recognition.

Parker (2022) emphasized that control of learning beliefs influences students' confidence

in their ability to take charge of their academic progress. Additionally, self-efficacy affects

students' belief in their ability to succeed in challenging tasks, which significantly impacts

their persistence in learning (Anderson, 2021). Task value, or the perceived importance
 47

and usefulness of learning materials, enhances students’ willingness to invest effort in

their studies (Smith et al., 2020). Furthermore, social engagement and instructor support

contribute to motivation, as positive peer interactions and strong teacher guidance create

a supportive learning environment (Garcia, 2023). Likewise, the level of students’

motivation shows a high level, which means that it is oftentimes manifested by the

students.

The level of student motivation in terms of intrinsic goal orientation shows high result

which means it is manifested oftentimes among senior high school students. Adhering to

this results, Ryan and Deci (2020), intrinsic goal orientation refers to students’ motivation

driven by personal interest, enjoyment, or a desire to master a subject. Students with

intrinsic motivation engage in learning activities because they find them meaningful and

fulfilling, rather than for external rewards. This type of motivation fosters deeper

understanding, creativity, and long-term academic success.

The level of student motivation in terms of extrinsic goal orientation shows high result

which means it is manifested oftentimes among senior high school students. Adhering to

this results, Ryan and Deci (2020) also stated that extrinsic goal orientation involves

motivation driven by external factors such as grades, rewards, or social approval.

Students with high extrinsic motivation may focus on completing tasks efficiently to

receive praise, financial incentives, or high scores rather than engaging deeply with the

subject matter. While extrinsic motivation can be effective, it is often linked to surface-

level learning strategies.

The level of student motivation in terms of control of learning beliefs shows high result

which means it is manifested oftentimes among senior high school students. Adhering to
 48

this results, Zimmerman (2018), control of learning beliefs refers to a student's perception

of their ability to influence their academic outcomes through effort and strategy use.

Students with strong control of learning beliefs are more likely to take responsibility for

their learning, set academic goals, and persist through challenges, believing that success

depends on their efforts rather than luck or external factors.

The level of student motivation in terms of self-efficacy shows high result which

means it is manifested oftentimes among senior high school students. Adhering to this

results, Bandura (2017) emphasized that self-efficacy is a student’s belief in their ability

to complete tasks and succeed in academic settings. Students with high self-efficacy are

more confident in their learning abilities, take on challenging tasks, and persist in the face

of difficulties. This belief directly affects academic performance, as students who trust in

their abilities are more likely to put in effort and develop problem-solving skills.

The level of student motivation in terms of task value shows high result which means

it is manifested oftentimes among senior high school students. Adhering to this results,

Eccles and Wigfield (2019) explained that task value refers to how much students

perceive an academic task as useful, important, or interesting. When students find a

subject relevant to their goals, future careers, or personal interests, they are more likely

to stay engaged and put in sustained effort. High task value often leads to deeper learning

and better academic performance.

The level of student motivation in terms of social engagement shows high result

which means it is manifested oftentimes among senior high school students. Adhering to

this results, Wentzel (2021) highlighted the role of social engagement in motivation,

emphasizing that peer interactions, group activities, and collaborative learning

 49

environments enhance student motivation. When students feel a sense of belonging and

support from their peers, they are more likely to stay committed to their studies and

participate actively in classroom discussions.

The level of student motivation in terms of instructor support shows high result

which means it is manifested oftentimes among senior high school students. Adhering to

this results, Tinto (2019) stated that instructor support is a critical factor in student

motivation. Teachers who provide clear instructions, encouragement, and constructive

feedback help students build confidence in their abilities. Supportive instructors create a

positive learning environment where students feel valued, leading to increased

engagement and motivation to succeed academically.

CORRELATON BETWEEN RESEARCH SKILLSAND STUDENTS MOTIVATION

The third objective of the study is to determine whether students' research skills are

significantly related to their motivation for learning among Grade 12 students at [School

Name]. The test to examine the relationship between the two variables reveals a

significant correlation between students' research skills and their motivation for learning,

leading to the rejection of the null hypothesis. The findings of the study were supported

by the research of Creswell and Creswell (2018), which emphasized that students with

well-developed research skills are more likely to demonstrate high intrinsic motivation

toward learning. They discovered that when students applied systematic and effective
 50

research strategies, they perceived themselves as more capable learners, which

enhanced their eagerness to explore and engage with academic content.

REGRESSION ANALYSIS OF RESEARCH SKILLS AND STUDENT MOTIVATION

AMONG GRADE 12 SENIOR HIGH SCHOOL STUDENTS

The fourth objective of this study is to determine which domains of research skills

significantly influence their motivation.

Employing regression analysis on this study results showed that all of the indicators

of research skills significantly influence the motivation of senior high school students.

Similarly, the development of information-seeking skills significantly influences students'

academic motivation, as supported by various studies exploring the relationship between

information literacy and learner engagement. Research demonstrates that when students

are equipped with effective strategies for locating, evaluating, and utilizing information,

their confidence and intrinsic motivation to learn are enhanced, leading to improved

academic outcomes and deeper engagement (Head, 2019).

Conclusion

The researchers were able to formulate the result of the study based on the

gathered and analyzed data. In the first objective, it resulted that the level of research

skills of the Grade 12 senior high school students of Atty. Orlando S. Rimando National

High School was interpreted as high. In the second objective, it resulted that the level of

student motivation of the Grade 12 senior high school students of Atty. Orlando S.

Rimando National High School was interpreted as high. for the third objective, the study
 51

resulted that there is a significant relationship between the research skills and student

motivation of the Grade 12 senior high school students. Lastly, in the fourth objective,

critical thinking and resourcefulness were identified as key research skills that significantly

influence student motivation, as they enable learners to engage more effectively with

academic content and develop a deeper interest in learning.

Recommendation

The fact that the study resulted that there is a significant relationship between the

two variables gives great impact to the studies having the variables research skills and

student motivation. In addition, it resulted that there is a significant relationship but there

was only an enough force in both variables that leads them to become significantly

related.

To students the research skills and student motivation. Specifically, to the factors of

research skills which were information-seeking skills and methodology skills. A student

motivation is connected to their research skills, therefore, research skills can be factors

in achieving a high student motivation.

The teachers must be the second guide after the parents to help and evaluate the

student motivation. Teachers are the instruments who will sharpen each student's

academic performance based on their way of guidance and teachings. Their teachings

could be a form of solution to establish discipline towards students' academic

performance and spread awareness.

 52

The parents may encourage their children, guide them, and observe their research

skills. Thus, the students would improve academically, possibly executing a remarkable

academic performance at school.

Future researchers are encouraged to conduct the study about research skills and

student motivation of students, hence, are encourage also to seek other factors in

conducting the study. Especially the respondents because they play a big part in the

study. Geographically speaking, they are also encouraged to conduct the study in the

other area of Municipality, Province, Region, or places where they feel the urgency upon.
 53

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