Preference of the Grade 11 STEM students on the Academic Motivators

Proponents:

John Dave L. Aparre

Aaron Jefferson G. Judilla

Norizashere R. Nodalo

Crisheila Sarah O. Piedad

Rishathaim A. Quinalayo

Rome Axl Jay C. Villegas

January 2020
 CHAPTER 1

INRODUCTION

1.1 Background of the Study

In today’s modern age, motivation affects a student’s learning and behavior. It is

evident and we can reasonably draw this conclusion based on our student’s attention in
class, their eagerness to do the activity whenever they can, and their career goal. Motivation
is something that energizes, directs, and sustains behavior; it gets students moving, points
them in a particular direction, and keeps them going. As Reeve (2006) says, “We often see
students’ motivation reflected in personal investment and in cognitive, emotional, and
behavioral engagement in school activities”.

Motivation is an essential factor in the students learning process. The success of the
students studying in process is depending on their motivation. Motivation leads them to
their goals. As Omrod (2011) says, “It leads to increase the effort and energy in pursuit of
these goals”. Therefore, motivation is the key to open their future success. It has an
important role to influence the power of learning activity, and greatly influences the
students’ learning and behavior. Motivation directs behavior toward particular goals. Social
cognitive theorists propose that individuals set goals for themselves and direct their
behavior accordingly. Motivation determines the specific goals toward which learners
strive (Maehr & Meyer, 1997). Thus, it affects the choices students make.

The academic motivators that are being deliberated extensively affects the students’
academic approach. A significant factor to this academic approach could either be the
intrinsic or extrinsic motivation. Researchers have found that intrinsic motivation and
extrinsic motivation can have different effects on behaviors and how people pursue goals.
Each individual is unique in all factors including their way in perceiving things applying
and applying them. Thus, we could say that not all forms of motivation have exactly the
same effect on human learning and performance; considering various of students with
different reasons for attending school.

For this study, we would interview students of the STEM Grade 11 students.
Questionnaires are made up of essential questions that would be of great help in generating
an answer to our research gap that is found. Each of their preferred type of motivators will
be used as our basis for determining the goal of this study. The researchers hope to discover
various of means in motivating the students to do well in their academic performance, and
to motivate students to learn and behave in ways that promote their long-term success and
productivity.

1.2 Statement of the Problem

In order to better prepare university students as proficient, versatile, and productive

in the 21st century, they need to implement instructional strategies and activities that would
naturally align with their predisposition.

Students’ motivation is not always easy to define, although teachers usually have
no trouble recognizing it. When working with an unmotivated student, challenges are
expected. It is necessary to change the unmotivated student’s thinking, so that when they
would put forth their efforts, they would be able to accomplish their academic tasks. Yet,
applying a certain academic motivator to a student may not be effective to another. The
study aims to answer the main question: What academic motivators does the Grade Eleven-
STEM students opt to prefer?

Specific questions that the researchers aim to answer are the following:

1. What are the demographics of the student being interviewed?

a. Age
b. Gender
2. What academic motivators does the Grade 11 STEM students of DLSJBC prefer:
Intrinsic or Extrinsic?
3. From whom does the extensive act of motivation in motivating the Grade Eleven STEM
students of DLSJBC initially actualize?
4. How does motivation drive the Grade Eleven STEM students to take action on the
provided task given to them?
5. What are the possible strategies to be implemented that could further improve the
student’s academic behavior?

1.3 Significance of the Study

We could not deny that most time, we have different kinds of motivation. This
motivation may be fueled up by our own desires for our own benefit, or we could be
motivated to act because we are driven by a desire for external rewards.
Students

Applying the academic motivator that students opt to prefer would help them
establish definite goals. Thus, it influences the choices individuals decide to venture into.
These goals are centered with a definite purpose that has the power to influence other
peoples’ mind. This burning desire will become a medium in taking daily action that moves
them towards attaining their goals.

Educators

Educators in our society could generate ideas which could be effective for students
with different characteristic. An approach that could be effective to one, may not be
effective to another. Students nowadays can be really motivated when there’s someone who
can cope with their learning curve, as well as their attitude towards working on a set goal.
Hence, teachers would be able to generate ideas to have the right mindset in order to
motivate students and support them with their chosen endeavors.

Parents

Parents would be able to know on how to act as facilitators by helping, guiding,

assisting, and directing their students so that they can learn new things on their own. They
would also get motivated to achieve a good performance by making them understand why
they need to experience or learn these things.

Nation

Our country’s schools would be able to produce quality students who are prepared
to take the challenges that are being thrown to them. Students with excellent performance
that is being fueled up by motivation could be of great help in molding them to be confident,
and competent enough for the future circumstances they would face. Students who holds
this excellency would always bring pride for our country wherever they would go.

Community

Student learners who are afraid to try out new things or tasks happen to get pressured
because of their weaknesses. Sometimes, they just don’t want to commit mistakes. In order
to motivate them, it would really be best to know what their strengths are and focus on those
things first before trying to deal with their weaknesses. The society around the student would
be the key element in motivating them to try and do their best. When they are confident
enough that they can do things they are good at, it would be easier to target their weaknesses
and flaws and work on them little by little

1.4 Scope and Delimitation

In this study, the researchers inquired about the preference of Grade Eleven STEM
students on the academic motivators. The researchers will conduct a study regarding the
different types of motivational actors, and how they influence students’ academic
performance. This study would be done, and is situated in De La Salle John Bosco College;
which is shown in Figure 1. To acquire the data for the study, the researchers will conduct
a survey to the selected respondents. The respondents of this study will be aided by a
random based sampling, which will be represented by any forty (10) randomly chosen
Grade Eleven STEM students. This will all be done in De La Salle John Bosco College.

Figure 1. Map of Barangay Mangagoy locating De La Salle John Bosco College

As the researchers carry out this investigation, it is kept in mind that the core of this
study will be to determine which academic motivator will be preferred by the students.
While the researchers continue to obtain information from the respected respondents, they
would approach the desired answer. However, it is anticipated that there will be boundaries
present that will limit the scope of their study. In reality, the researchers would not be able
to generalize the sentiment of each unique individual. Every individual, pertaining to the
respondents, has a different approach in facing diverse types of motivators. There is a huge
gap between their opinions which makes their interpretations distinctive to each other. Due
to the said limitation, the researchers are not able to accurately say and discern that the said
result of the conducted study would be preferred and applicable to the rest of the students
in different grade levels.

The cluster of constraint is an aberrant situation in a research study for the

researchers who conducted the study are still students with limited experience on this kind
of task. As a result, they could not fathom a deeper understanding about the topic. Instilling
in their minds that they are merely students, they lack the capabilities in conducting the
said study when it comes to financial aspect that the researchers are still not capable of
funding themselves.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies after the thorough and in-
depth search done by the researchers. Several studies have been conducted on the
effectiveness of extrinsic and intrinsic motivation to the students’ willingness in academics.

A. Related Literature about the Influence of Motivation

Motivation has been shown to positively influence study strategy, academic

behavior, adjustment and well-being in students in domains of education other than medical
education (Vansteenkiste et al. 2005). True enough, motivating a student learner to study
hard can be a real pain in the beginning. But we could try various of ways that are seen as
a proven motivating strategies that could be able to help in pushing someone forward
towards great academic performance.

As indicated by an article from the Borderline Charity Inc., student learners are
motivated in so many different ways, especially when it comes to acquiring knowledge and
achieving good academic behavior. A student learner may be interested in classroom
participation or discussion while another may be more productive in studying alone or in a
quiet place like a library. Still, others may be more enthusiastic about social work,
extracurricular activities, or sports.

Learners are more likely to begin a task they actually want to do. They are also more
likely to continue working at it until they’ve completed it, even if they are occasionally
interrupted or frustrated in the process (Larson, 2000; Maehr, 1984; Wigfield, 1994).

In general, then, motivation increases students’ time on task, an important factor

affecting their learning and achievement (Brophy, 1988; Larson, 2000; Wigfield, 1994).
Motivation affects cognitive processes. It affects what learners pay attention to and how
effectively they process it (Eccles & Wigfield, 1985; Pintrich & Schunk, 2002; Pugh &
Bergin, 2006). For instance, motivated learners often make a concerted effort to truly learn
it meaningfully and consider how they might use it in their own lives.

Motivation determines which consequences are reinforcing and punishing. The

more learners are motivated to achieve academic success, the more they will be proud of
the honor roll award they would receive and upset by a low grade. The more learners want
to be accepted and respected by peers, the more they will value membership in the group
and be distressed by the ridicule of classmates.

In situations where a student is uninterested in aiming to get high scores in exams,

making or not making to have an excellent score is no big deal, but to a student whose life
revolves around books and making it to the top, being able to attain a high score or not
excelling the exam may be a consequence of monumental importance.

B. Related Literature about the Intrinsic and Extrinsic Motivation

Motivation can be stimulated by uncomfortable or aversive conditions or events or

by attractions to positive or pleasurable conditions or events. We also become motivated
when we’re deprived of something that we want or need, like adequate nutrition or social
contact. According to Boundless Psychology, there are two types of motivation which are
intrinsic and extrinsic motivation. Intrinsically motivated behaviors are generated by the
sense of personal satisfaction that they bring. They are driven by an interest or enjoyment
in the task itself that comes from the individual, not society. Extrinsically motivated
behaviors, in contrast, are performed in order to receive something from others. They do
not come from within the individual, but from the society the person is being surrounded.

According to Kasambria Paul, form her article To Motivate Students or Not to

Motivate — Is That The Question, she stated that motivation affects students’ performance
based on their nature for students are intrinsically motivated if they love or enjoy what they
are doing even if there is no reward or incentive for it. While students are extrinsically
motivated if they do not enjoy what they do, they will still do so to obtain the rewards or
tokens. Teachers often encourage intrinsic motivation as it is best for their students in the
long run. Some action plans for elevating intrinsic motivation include triggering their
interests, keeping up with their curiosity, assisting them in goal setting, and making sure that
they are really learning during the process.

Aside from being motivated intrinsically, being motivated extrinsically can also be
helpful. However, this should be used only if the students are uninterested in what they need
to do or learn. Extrinsic motivation can help in developing intrinsic motivation if the students
are not just doing their tasks because of the reward but tend to enjoy and are comfortable in
learning these “uninteresting” things.
 Fairly, students are motivated in one way or another. One student may be keenly
interested in classroom subject matter and seek out challenging course work, participate
actively in class discussions, and earn high marks on assigned projects. Another student
may be more concerned with the social side of school, interacting with classmates
frequently, attending extracurricular activities almost every day, and perhaps running for a
student government office. Still another may be focused on athletics, excelling in physical
education classes, playing or watching sports most afternoons and weekends, and faithfully
following a physical fitness regimen. Yet another student may be motivated to avoid
academics, social situations, or athletic activities.

Some are interested in getting their scholarship at their preferred university, but in
addition, they would also attend their classes to improve their skills; like skills in writing
where they could improve as a writer and perform better in that field. They are able to see
its usefulness for their future profession. Besides, they are also able to learn a lot of new
techniques for making what that write more vivid and engaging.

Students on the first example exhibits extrinsic motivation: These are students who
are motivated by factors external to themselves and unrelated to the task they are
performing. Learners who are extrinsically motivated may want the good grades, money,
or recognition that particular activities and accomplishments bring. Essentially, they are
motivated to perform a task as a means to an end, not as an end in itself.

In contrast, the second example exhibits intrinsic motivation: These students are
motivated by factors within themselves and inherent in the task they are performing.
Learners who are intrinsically motivated may engage in an activity because it gives them
pleasure, helps them develop a skill they think is important, or seems to be the ethically
and morally right thing to do.

Some learners with high levels of intrinsic motivation become so focused on and
absorbed in an activity that they lose track of time and completely ignore other tasks; a
phenomenon known as flow (Csikszentmihalyi, 1990, 1996; Schweinle, Turner, & Meyer,
2006).

Learners are most likely to show the beneficial effects of motivation when they are
intrinsically motivated to engage in classroom activities. Intrinsically motivated learners
tackle assigned tasks willingly and are eager to learn classroom material, more likely to
process information in effective ways (e.g., by engaging in meaningful learning), and more
likely to achieve at high levels.

In contrast, extrinsically motivated learners may have to be enticed or prodded, may

process information only superficially, and are often interested in performing only easy
tasks and meeting minimal classroom requirements (A. E. Gottfried, Fleming, & Gottfried,
2001; Reeve, 2006; Schiefele, 1991; Tobias, 1994).

In the early elementary grades, students are often eager and excited to learn new
things at school. But sometime between Grades 3 and 9, their intrinsic motivation to learn
and master school subject matter declines (Covington & Müeller, 2001; Lepper, Corpus, &
Iyengar, 2005; Otis, Grouzet, & Pelletier, 2005). This decline is probably the result of
several factors. As students get older, they are increasingly reminded of the importance of
good grades (extrinsic motivators) for promotion, graduation, and college admission,
causing them to focus their efforts on earning high grade point averages.

Furthermore, they become more cognitively able to set and strive for long-term
goals, and they begin to evaluate school subjects in terms of their relevance to such goals,
rather than in terms of any intrinsic appeal. In addition, students may grow increasingly
impatient with the overly structured, repetitive, and boring activities that they often
encounter at school (Battistich, Solomon, Kim, Watson, & Schaps, 1995; Larson, 2000).

Extrinsic motivation is not necessarily a bad thing, however; often learners are
simultaneously motivated by both intrinsic and extrinsic factors (Cameron & Pierce, 1994;
Covington, 2000; Lepper et al., 2005). According to Hynd (2003), although intrinsically
motivated students enjoys their course, they also know that a good grade will help them get
a scholarship at universities. Furthermore, good grades and other external rewards for high
achievement may confirm for these type of students that they are mastering the school
subject matter.

In some instances, extrinsic motivation, perhaps in the form of extrinsic reinforces

for academic achievement or productive behavior—may be the only thing that can get
students on the road to successful classroom learning and productive behavior. Yet intrinsic
motivation is ultimately what will sustain students over the long run. It will encourage them
to make sense of and apply what they are studying and will increase the odds that they will
continue to read and learn about writing, science, history, and other academic subject matter
long after they have left their formal education behind.
 C. Related Literature about Social Cognitive Theory’s role in Motivation

Motivation refers to processes that instigate and sustain goal-directed activities.

Motivational processes are personal/internal influences that lead to outcomes such as
choice, effort, persistence, achievement, and environmental regulation. Motivation has
been a prominent feature of social cognitive theory from the early modeling research to the
current conception involving agency. Social Cognitive Theory is a major theory of
motivation that postulates the internal processes that would lead to behavioral outcomes.

Social cognitive theory, the cognitive formulation of social learning theory that has
been best articulated by Bandura, explains human behavior in terms of a three-way,
dynamic, reciprocal model in which personal factors, environmental influences, and
behavior continually interact. Social cognitive theory synthesizes concepts and processes
from cognitive, behavioristic, and emotional models of behavior change. A basic premise
is that people learn not only through their own experiences, but also by observing the
actions of others and the results of those actions. Key constructs of social cognitive theory
that are relevant to intervention include observational learning, reinforcement, self-control,
and self-efficacy.

D. Related Literature about Motivation’s effect on academic behavior

Motivation on students’ academic behavior would be able to uplift the quality of

students’ learning experience, motivation from parents and teachers can be really
influential. Motivation affects cognitive procedures and psychological states (Forsyth, D. R.
and McMillan, J. H., 1991). Yet, motivation is not necessarily something that learners
brings to school; it can also arise from environmental conditions at school. When we talk
about how the environment can enhance a learner’s motivation to learn particular things or
behave in particular ways, we are talking about situated motivation (Paris & Turner, 1994;
Rueda & Moll, 1994).

Motivation has several effects on students’ learning and behavior. It directs

behavior toward particular goals. Social cognitive theorists propose that individuals set
goals for themselves and direct their behavior accordingly. Motivation determines the
specific goals toward which learners strive (Maehr & Meyer, 1997). Thus, it affects the
choices students make; for instance, whether to enroll in what academic strand for senior
high school they prefer, whether to spend an evening completing a challenging homework
assignment or playing videogames with friends.
 Motivation would also lead to increased effort and energy. Motivation increases the
amount of effort and energy that learners expend in activities directly related to their needs
and goals (Csikszentmihalyi & Nakamura, 1989; Maehr, 1984). It determines whether they
pursue a task enthusiastically and wholeheartedly or apathetically and lackadaisically. It
would then increase initiation of and persistence in activities.

Motivation often enhances performance. Because of the other effects just identified:
goal-directed behavior, effort and energy, initiation and persistence, cognitive processing,
and the impact of consequences, motivation often leads to improved performance. As being
observed inside the classes, students who are most motivated to learn and excel in
classroom activities tend to be our highest achievers (A. E. Gottfried, 1990; Schiefele,
Krapp, & Winteler, 1992; Walberg & Uguroglu, 1980). Conversely, students who have
little interest in academic achievement are at high risk for dropping out before they graduate
from high school (Hardré & Reeve, 2003; Hymel et al., 1996; Vallerand, Fortier, & Guay,
1997).

Motivation uplifts student’s enthusiasm about the activities presented to them. Once
they get motivated to achieve something by doing the tasks, they will eventually exert their
full effort, time, and energy. In this way, they become determined or persistent in
accomplishing things even if these are not of their interest. This will also determine if they
are pursuing such tasks on a voluntary or on a compulsory basis (Borderline Charity
Inc.,2017).

Motivation affects students’ behavior and values. Motivating someone with

behavioral issues can be really hard. But it should not stop us from transforming their
negative behavior and attitude into positive ones. The best way to deal with it is to align the
motivation in a way that they can understand the benefits of the tasks and its advantages.
Proper discipline should be taught and implemented so that they will know their limitations.

When a new academic year approaches, the most prevalent problem parents and
teachers encounter is the lack of motivation from students. Students can feel unenthusiastic
towards studying or learning, when: they are scared to fail; when they are not challenged;
when they don’t feel the importance of studying; when they have emotional or anger issues;
or when they need special attention.

According to some researches, student learners’ motivation to study or acquire a new

set of skills can change within a short span of time or with some barriers along the way.
Because of these, those students who are unmotivated need assistance from other people,
particularly by offering them some advantages and rewards for achieving the goal.

The American Psychological Association conducted a study on how motivation can

be a big factor in achieving academic goals in a classroom setting. Some students deal with
their assignments or school projects as something that they should finish right away without
really understanding it or learning from it. They try to avoid reading the instructions or the
resource materials and come up with answers just to satisfy the requirements. Some would
think that the lectures and terms they need to memorize or review are not really relevant in
their everyday lives, and they try to give reasons or alibis for this. They also tend to make
this as an excuse so that they can get away with it easily.

Parents, as their first teachers, need to really exert an unwavering effort and patience
in motivating their children when it comes to achieving academic excellence. They should
be able to understand the needs of their children and focus on assisting them when they need
help. School teachers, on the other hand, need to be aware that their students may come from
different backgrounds, races, and culture. They should respect these uncontrollable
differences, but still create a harmonious relationship among everyone. This way, motivating
each student can be an easy task to undertake (Gonida, E., & Urdan, T., 2007).
 CHAPTER 3

Methodology

1.1 Theoretical Framework

Motivation has always been a multi-generational aspect in everyday life and it only
differs on its distinct sole purpose. It holistically affects or encapsulates the over view of
achieving a particular goal. It can be an intrinsic one which means doing the activity for
own good or own reward or an extrinsic one which means doing the activity to avoid
punishments or receive awards. Furthermore, the core concept of this research is the totality
accompanied by the ideas encompassing the definition of motivation.

The academic motivators that are being considered greatly affects the students’
academic approach. A contributing factor to this academic approach could either be the
intrinsic or extrinsic motivation. These motivators affect the buildup in the emotional
influence of the students. Social Cognitive Theory is a major theory of motivation that
postulates the internal processes that would lead to behavioral outcomes. Some action plans
for elevating motivation include triggering their interests, keeping up with their curiosity,
assisting them in goal setting, and making sure that they are really learning during the
process.

Motivation often enhances performance. Because of the other effects just

identified: goal-directed behavior, effort and energy, initiation and persistence, cognitive
processing, and the impact of consequences, motivation often leads to improved
performance. As being observed inside the classes, students who are most motivated to
learn and excel in classroom activities tend to be our highest achievers (A. E. Gottfried,
1990; Schiefele, Krapp, & Winteler, 1992; Walberg & Uguroglu, 1980). Conversely,
students who have little interest in academic achievement are at high risk for dropping out
before they graduate from high school (Hardré & Reeve, 2003; Hymel et al., 1996;
Vallerand, Fortier, & Guay, 1997).

Intrinsic Motivation – Intrinsic Motivation motivates the learners in their assigned

tasks willingly and thus making the students more eager to learn, more likely to process
information in effective ways through engaging in meaningful learning.
 Extrinsic Motivation – Extrinsic Motivations is a type of motivation where if
students do not enjoy what they do, they will still do so to obtain the rewards or tokens.
Teachers often encourage intrinsic motivation as it is best for their students in the long run.

1.1.2 Theoretical Model

Academic Motivators Influence Academic Approach

Do something because it’s

Intrinsic Motivation
personally rewarding to you
Good academic
performance
Do something because you
Extrinsic Motivation want to earn a reward or
avoid punishment

Social Cognitive Theory

Internal processes lead to behavioral outcomes

Directly Affects

Figure 2. Schematic diagram showing the relationship between the academic

motivators to the attitude of the student towards their academic performance
1.2 Research Design

The research is entitled as “Preference of the Grade Eleven-STEM students on the

academic motivators”. In this study, the researchers would try to delve into the preferences
of the students on what academic motivator suits them. The researchers would like to
handle the study using the Grounded Theory and Narrative Analysis. Grounded Theory is
a systematic methodology that analyzes and develops theories right after the collection of
data. On the other hand, Narrative Analysis refers to interpreting stories told within the
context of the research. The researchers would like to administrate the study using these
two research designs. The use of Grounded Theory would be essential for it enables the
researchers to use theories as they analyze the data that is being gathered. The Narrative
Analysis would also have a vital role for it interprets the gathered experiences from
different students regarding each of their experiences on their academic motivators.

1.3 Sampling Technique

This chapter will explain what method or sampling technique will be adopted by the
researchers. To determine the participants for this research, the researchers would like to
use the Snowball sampling. Snowball sampling enables the research participants to suggest
or recruit other research participants. The researchers would enable the research
participants to invite other people to partake in the conducted study. The snowball sampling
technique would play a vital role in the conducting of the survey for the research
participates could help the researchers gather participants who has the same experience
with them. The results would be much more reliable if the respondents were from the
suggested people the respondents suggest.
 CHAPTER 4
Analysis and Interpretation
I. Data Analysis
Motivation is one of the factors, which encourages the person to the
commitment of some action and play a crucial role in generating good
performances. There are plenty of different theories which tries to explain
mechanism of motivation and its affection on various aspects of academic
performances. The Social Cognitive Theory, which supports two points of view
(Intrinsic and Extrinsic motivation) on the psychological triggers, is developed
throughout the duality of the psychological determinants, which functions as a
prompt for further concernment of a person. The theory has a wide applicability
regarding the understanding of an educational process which could be of help
in developing revolutionized practical implementation for the students.

Age Gender
16 M
17 M
16 M
16 F
16 F
16 F
17 F
17 F
17 M
17 M

Table 1. Table of the Demographics of the interviewed Grade Eleven STEM

students of DLSJBC

The Table 1 shows that there were five (5) students (50%) who were in the age of
sixteen (16), and five (5) students (50%) who were in the age of seventeen (17) that were
interviewed. The table also shows that half of the respondents were male.
 Intrinsic Extrinsic
1. Are you motivated whenever you
are about to do academic activities? Why? a. b. c. a. b. c.
No Restrictions Y Y Y N N N
No Lazy Y Y Y Y N Y
Yes Learn something new Y Y Y N N N
Yes Helps me grow Y Y Y Y N Y
Yes Learn something new Y Y Y Y Y Y
Yes Think about Future Y Y Y Y Y N
Yes Helps me grow Y Y Y Y Y N
Yes Helps me grow Y Y Y Y Y N
Yes Learn something new Y N Y Y Y Y
Yes Learn something new Y Y Y N Y N

Table 2. Table of the Academic Motivator Preference of the Grade Eleven STEM
students of DLSJBC

The Table 2 shows that eighty percent (80%) of the respondents agree that they are
motivated to do academic activities, while twenty percent (20%) of the respondents
disagree. Reasons were mostly resulting for new ideas and learnings. The answers of the
students were observed to be intrinsically motivated. Twenty percent (20%) of the
respondents are seen to be fully intrinsically motivated. Fifty percent (50%) of the
respondents says that they are fully intrinsically motivated but are influenced by some
extrinsic motivators. Ten percent (10%) of the respondents are seen to be extrinsically
motivated but are influenced with intrinsic motivators. Twenty percent (20%) of the
respondents are observed to be both extrinsically and intrinsically motivated.

3.Who motivates you to do academic tasks? Why?

Nobody Norm
Future Fear of failure
Teachers Help
Parents Strength
Parents Love
Parents Love
Parents Love
Parents Love
Parents Fear of failure
Parents Love

Table 3. Table reflecting to where the motivation of the Grade Eleven STEM
students of DLSJBC initially actualize
 The Table 3 shows that seventy percent (70%) of the students are initially motivated
by their parents. Ten percent (10%) of the respondents says that they are motivated by their
teachers. Twenty percent (20%) of the respondents state that they are motivated by other
external motivators. Reasons for motivation that were initially actualized from their parents
were because of their love for them.

5.Do you 7.Have you

4.Do you seek for 6.How do experienced
find any kind you feel feeling
motivation of when you dissatisfied
effective motivation are with the
in terms of upon motivated type of
doing doing to do motivation
academic academic academic you
tasks? How? tasks? Why? activities? Why? receive? Why?
I'll
Y Depends Y Procrastinate Excited Fun Y Not enough
Finish the
Y Excites Y best Excited Motivated N Satisfactory
Y Act on it Y Finish easily Excited Learn more Y Not enough
Y Inspires Y Finish easily Excited Motivated N Satisfactory
Y Inspires N Norm Excited Motivated Y Not enough
Y Excites Y Finish easily Tired Expectation N Satisfactory
Y Inspires Y Finish easily Plain Used to it Y Not enough
Y Act on it Y Finish easily Excited Motivated N Satisfactory
Y Confidence Y Fear to fail Excited Learn more N Satisfactory
Y Inspires N Norm Excited Learn more N Satisfactory

Table 4. Data showing the drive of motivation of the Grade Eleven STEM
students of DLSJBC initially actualize

The Table 4 shows that one-hundred percent (100%) of the respondents agrees that
motivation is an effective way to do academic tasks. Based from the gathered data, the
students are motivated in the sense on inspiration. Twenty percent (20%) of the students
disagrees that they seek motivation for the reason that it is a norm as a student to do
academic activities either motivated or not. Eight percent (80%) of the students says that
they feel excited when motivated with the reason of either feeling motivated or with the
excitement that they feel to learn more. Sixty percent (60%) of the students disagrees to the
statement that they feel unsatisfied with the reason that they received a satisfactory rating
in motivation.
 Suggestions
Think of the future
Think of the future
Good words
Set goals
Set goals
Think of the future
Appreciation, immersion,
approachable
Good words
Good words
Good words

Table 5. Data of the strategies that were suggested to improve the Grade Eleven
STEM students of DLSJBC’s academic behavior

The Table 5 shows various of suggestions that were generated by the Grade Eleven
STEM students of DLSJBC in improving their academic behavior towards academic
activities. Thirty percent (30%) of the students says that to be able to motivate the students,
they should be thinking of their possible future if they do well in their academic behavior.
Fifty percent (50%) of the respondents says that the students should be inculcated with
positive words to radiate positivity in their acts. Twenty percent (20%) of the students says
that they need to set amiable goals to boost up their level of inspiration to act on their
academic activities.
Corresponding to the second statement of the problem, which asks a question about
the type of academic motivator the students prefer, the results of the study show that a large
percentage of the students are motivated in a combined manner of motivators. They are
preferring both types of academic motivators depending in the situation. The third
statement of the problem questions the respondents from whom does the extensive act of
motivators initially actualize. A large percentage of the respondents opt to say that their
motivation came from their parents with the reasons that the students love them. The fourth
statement of the problem asks about how does the motivation drive the students to take
action to their tasks. Most students enunciate that they become inspired to do the task given
upon them. Motivation inspires the students well to act upon the academic activities given
to them.
 Motivation is important in almost every aspect of human behavior. It plays an
important role as you make decisions, and these decisions are certainly influenced by a
persons motivational state
 CHAPTER 5
General Conclusion and Recommendation
A. Conclusion

Motivation is an important part of understanding the behavior in making someone

do what they want. An organization of what type of academic motivational strategies are
effective to the degree to which it achieves its goals. In this sense, human element has an
important role for the organization of the academic motivators to be encrypted to the
students. Applying the academic motivator that students opt to prefer would help them
establish definite goals. Thus, it influences the choices individuals decide to venture into.
These goals are centered with a definite purpose that has the power to influence other
peoples’ mind. This burning desire will become a medium in taking daily action that moves
them towards attaining their goals.

Motivation on students’ academic behavior would be able to uplift the quality of

students’ learning experience, motivation from parents and teachers can be really
influential. Motivation affects cognitive procedures and psychological states (Forsyth, D. R.
and McMillan, J. H., 1991). Motivation often enhances performance. Because of the other
effects just identified: goal-directed behavior, effort and energy, initiation and persistence,
cognitive processing, and the impact of consequences, motivation often leads to improved
performance. As being observed inside the classes, students who are most motivated to
learn and excel in classroom activities tend to be our highest achievers (A. E. Gottfried,
1990; Schiefele, Krapp, & Winteler, 1992; Walberg & Uguroglu, 1980). Motivation uplifts
student’s enthusiasm about the activities presented to them. Once they get motivated to
achieve something by doing the tasks, they will eventually exert their full effort, time, and
energy. In this way, they become determined or persistent in accomplishing things even if
these are not of their interest. This will also determine if they are pursuing such tasks on a
voluntary or on a compulsory basis.

The academic motivators that are being considered greatly affects the students’
academic approach. A contributing factor to this academic approach could either be the
intrinsic or extrinsic motivation. These motivators affect the buildup in the emotional
influence of the students. Social Cognitive Theory is a major theory of motivation that
postulates the internal processes that would lead to behavioral outcomes. The researchers
handled the study using the Grounded Theory and Narrative Analysis. Grounded Theory is
The researchers administrates the study using these two research designs. The use of
Grounded Theory would be essential for it enables the researchers to use theories as they
analyze the data that is being gathered. To determine the participants for this research, the
researchers used the Snowball sampling. Snowball sampling enables the research
participants to suggest or recruit other research participants. The researchers would enable
the research participants to invite other people to partake in the conducted study.

Based from the data that was gathered by the researchers, the researchers came up
with the conclusion that most students from the Grade Eleven STEM students of DLSJBC
prefer the Intrinsic type of Motivation. Students are seen to be well motivated with a
percentage of eighty percent (80%). Motivation improves academic performance of the
students. These findings suggest when the people reinforcing the academic motivators are
caring and supportive and tend to emphasize the organizational learning process over
performance outcomes, and when they give feedback, the students tend to be motivated to
achieve and to expect success. Motivation practices are more effective if accompanied by
specific academic motivators and associated intrinsic and extrinsic practices. In other
words, motivation factors must be systematically associated with both extrinsic and
intrinsic motivation in order to reach the maximum performance. The findings of the study
reveal that both intrinsic and extrinsic motivation affects the students in their task.

B. Recommendations

The researchers were able to grasp range of areas for attention in relation to
improving the academic behavior of the students inculcating different strategic motivators.
The following recommendations for research are based on the study findings:

1. Establish high expectations and establish clear goal that are attainable by the
students.
2. Parents, teacher, motivators are encouraged to voice out motivational,
inspirational, and heart-warming statements to the students to boost up their
emotion towards the academic activity.
3. Strengthen the students’ self-motivation through appreciating their efforts.
C. Bibliography
Ormrod, J. E. (2014, April 30).
Educational Psychology
D. Acknowledgement