Research Draft Corrected 1.1713527726825
Research Draft Corrected 1.1713527726825
Research Draft Corrected 1.1713527726825
Francia, Roñan P.
respondents in the study that will be conduct soon. Intrinsic and extrinsic
derived from the activity" (Chen, chen, & Liu, 2018 p. 686) . A study
separable outcome" (Deci & Ryan 2018, p 575). This definition highlights
motivated behavior.
REVIEW OF RELATED LITERATURE
reach desired goals. (Steinmayr Et al., 2019) (Siyuan et al., 2020) claims
mentioned below (Siyuan et al., 2020) Originating from the Latin word
"movere," which means "move," the English word "motivation" was created.
on a goal, people should be aware of the traits that make up their more
person. (Longhurst and Santos, 2019) Think about the instances of intrinsic
incentive is almost the same as instigation. You see, when you're driven by
other factors, you may find yourself doing things that you don't
Conceptual Framework
This research study stated the basis and components that greatly
Students
motivation
Definition of Terms
praise or fame.
Sense of satisfaction - a pleasant feeling that you get when you receive
something you wanted, or when you have done something you wanted.
external violence, other than an event against which the insured risk
following questions:
1.1 Age
1.2 Gender
Grade 11 students?
Grade 11 students?
Hypothesis
what makes kids more intrinsically motivated, teachers may create lessons
capable. This can therefore result in higher levels of engagement, more in-
The scope of this study will focus on identifying the factors that
study will examine the social, and environmental factors that contribute to
The delimitation of this study will be limited to Grade 11. The study
will not include students from other grade levels or schools. The study
will also not explore the impact of cultural backgrounds, or other external
factors that may affect students' motivation levels. The study aims to
provide insights into the factors that influence student motivation and
Grade 11 students.
METHODS
Research Design
This study utilizes the descriptive research method and a simple
High School in Mount Carmel School of San Luis. 160 students were selected
Table 1
Respondents
Grade 7-
Dinalungan 10 10 20
Table
Grade 7-
1 show
Dipaculao 10 10 20
the
Grade 8-
Maria Aurora 10 10 20
Grade 8-
San Luis 11 9 20
Grade 9-
Panukulan 12 8 20
Grade 9-
Patnanungan 11 9 20
Grade 10-
Jomalig 11 9 20
Grade 10-
Burdeos 10 10 20
females from combined Grade 8- Maria Aurora and San Luis. 23 males and 17
females from combined Grade 10- Burdeos and Jomalig.With the total of 160
respondents.
Table 2.1
2.1 show
11-12 3 15% 2
the ages of
20 100%
respondents of the study. The table shows, 13-14 is the age of the
respondents with the highest frequency of 17, which is 85%. Last 11-12
Table 2.2
Respondent’s Distributed by Age in Grade 7 Dipaculao
11-12 8 40% 2
13-14 12 60% 1
20 100%
Table 2.2 show the ages of the respondents of the study. The table shows,
13-14 is the age of the respondents with the highest frequency of 12, which
is 60%. Last 11-12 years old with the frequency of 8,which is 40% of the
population.
Table 2.3
15-16 1 5% 2
20 100%
Table 2.3 show the ages of the respondents of the study. The table
shows, 13-14 is the age of the respondents with the highest frequency of
19, which is 95%. Last 15-16 years old with the frequency of 1,which is 5%
of the population.
Table 2.4
13-14 20 100% 1
20 100%
Table 2.4 show the ages of the respondents of the study. The table
shows, 13-14 is the age of the all respondents with the highest frequency
Table 2.5
13-14 7 35% 2
15-16 13 65% 1
20 100%
Table 2.5 show the ages of the respondents of the study. The table
shows, 15-16 is the age of the respondents with the highest frequency of
13, which is 65%. Last 15-16 years old with the frequency of 1,which is 5%
of the population.
Table 2.6
13-14 12 60% 1
15-16 8 40% 2
20 100%
Table 2.6 show the ages of the respondents of the study. The table
shows, 15-16 is the age of the respondents with the highest frequency of 8,
which is 40%. Last 13-14 years old with the frequency of 12,which is 60% of
the population.
THE TREATMENTS
SOURCE OF DATA
The researchers created a 16-item questionnaire with two parts
were given this study questionnaire to review, edit, and double-check for
problems.
DATA ANALYSIS
Always 4 points
Sometimes 3 points
Rarely 2 points
Never 1 points
To get the weigted mean,the following formula was used:
WM = F x WM
Where:
F = Frequency of option
WV = Weighted Value
WM = Weighted Mean
question.
P = F N x 100
Where:
P = Percentage
F = Number of respondents
CHAPTER III
INTRINSIC MOTIVATION
Table No. 1
ALWAYS SOMETIMES RARELY NEVER TOTAL
STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM
1. I
prioritize
learning for
the sake of
understanding
and personal
growth rather
67 268 1.67 84 252 1.57 8 16 0.1 1 1 0.006 537 4.35
than solely
focusing on
achieving
external
rewards or
avoiding
punishments.
Table 1 shows that out of 160 respondents, 67 are willing to learn and
understand the lesson, not only for rewards but also for their own personal
just want rewards. while 8 out of 160 respondents rarely study just for
rewards, and 1 respondent only said never because he only studied due to
shows that students prioritize to study for their own personal growth and
Table No. 2
2. I often
persisting
challenging
academic
tasks even
when faced
obstacles or
setbacks
because I am
internally
motivated to
succeed
are not ready, and 16 respondents say that they rarely feel that excited or
motivated to face challenges. while 14 out of 160 respondents say that they
difficult. With the total weighted mean of 3.18 it shows that students do
( Sarwari et al 2022)
Table No. 3
3. I feel that
enjoying the
learning
process and
finding joy in
knowledge
enhances my
overall
academic
performance
Table 3 show that out of 160 respondents, 98 believe that enjoying the
lessons and acquiring new knowledge can enhance their academic performance.
while 5 out of 160 respondents say that rarely it enhances their academic
Table No. 4
ALWAYS SOMETIMES RARELY NEVER TOTAL
STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM
4. I believe
that fostering
a sense of
intrinsic
motivation,
such as
passion for
79 316 1.97 71 213 1.33 10 20 1.12 0 0 0 549 4.42
learning and
personal
growth, leads
to sustained
academic
success in the
long run
willing to put passion into learning because they believe that putting
passion into their learning it may sustain them to academic success. and
may be good for their own personal growth. and in 160 respondents, 10
respondents say that rarely it may sustain them into academic success while
in 160 respondents no one said never. With a total of weighted mean of 4.42
it shows that the respondents have put passion into their learning.
according to A.M, Sardiman (2020), "intrinsic motivation is the
motives that become active and function do not need to be stimulated from
something".
Table No. 5
5. I often
feel
internally
motivated to
engage in
challenging
62 248 1.55 81 243 1.52 17 34 0.21 0 0 0 525 3.28
academic tasks
because I find
them
personally
meaningful or
interesting
Learners who have high levels of self-efficacy may act in ways that
will improve their academic performance and learning. This entails putting
over simple ones when given the option (Travis et al., 2020).
Table No. 6
6. I find that
experiencing a
sense of
accomplishment
and satisfaction
new concepts or
mastering skills
drives me to
excel
academically
Table 6 shows that out of 160 respondents, 80 respondents who
excellent, while 9 out of 160 respondents rarely felt this feeling. and in
the 160 respondents, no one says never. With a total of weighted mean of
(2020).
Table No. 7
7. I find that
pursuing
knowledge and
personal
subjects
motivates me
to study
harder
out of 160 respondents rarely pursue knowledge because it does not make
them feel motivated, and in the 160 respondents, no one said never. With a
Table No. 8
8. I believe
that my
motivation to
learn
87 348 2.17 64 192 1.2 9 18 0.11 0 0 0 558 3.48
positively
impacts my
academic
performance
positively, which makes them believe that it may have a positive impact on
their academic performance. 64 are sometimes motivated to learn and believe
said they are rarely motivated. In the 160 respondents, no one said never.
With a total of weighted mean of 3.48 it shows that the respondents are
motivated to learn positively which makes them believe that I can have a
EXTRINSIC MOTIVATION
Table No. 9
9. I think
that the
availability
of extrinsic
motivators
40 160 1 99 297 1.85 20 40 0.25 1 1 0.006 498 3.11
affects my
willingness
to engage in
academic
tasks
Table 9 show that out of 160 respondents, 40 indicated that their
Table No. 10
ALWAYS SOMETIMES RARELY NEVER TOTAL
STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM
10. I
experience
situations
where
external
25 100 0.62 84 252 1.57 43 86 0.54 8 8 0.005 446 2.74
rewards
negatively
impacted my
academic
performance
performance. And 8 out of 160 respondents say that they never experience
performance. The weighted mean of 2.74 shows that the most respondents say
my academic performance.
11. I often
find myself
losing
interest or
motivation
in my
25 100 0.62 52 156 0.97 48 96 0.6 35 35 0.22 387 2.41
studies when
there are no
external
rewards or
consequences
involved
involved. 35 respondents say that they that they never find themselves
rewards or consequences involved. With the weighted mean of 2.41 shows that
the most respondents say that they find themselves losing interest or
involved.
Table No. 12
ALWAYS SOMETIMES RARELY NEVER TOTAL
STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM
12. I believe
that my
academic
performance
would
significantly
improve if I
consistently
offered
external
rewards or
incentives
for my
efforts
for their efforts. 65 respondents answered that they sometimes believe that
respondents say that they rarely believe that their academic performance
would significantly improve if they were consistently offered external
answered that they never believe that their academic performance would
incentives for their efforts. With the total of weighted mean of 2.98
indicate that the most respondents answered that they believe that their
up, stars, clapping, head strokes, and so forth. Furthermore, the teacher's
goal is to punish the pupils and keep them from making the same mistakes in
acceptable, they must both be done so in ways that promote learning in the
Table No. 13
ALWAYS SOMETIMES RARELY NEVER TOTAL
STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM
13. I think
that
receiving
recognition
or praise
for my
85 340 2.12 50 150 0.94 22 44 0.27 3 3 0.02 537 3.38
academic
achievements
boosts my
motivation
to learn
further
think that they are always receiving recognition or praise for their
motivation to learn further. 3 out of 160 respondents say that they never
boosts their motivation to learn further. With the total of weighted mean
of 3.38 shows that the most respondents answered that they think that
incentives, and when properly crafted and put into practice, these rewards
Table No. 14
14. I
prioritize
tasks that
has
external
rewards
them over
tasks that
don’t offer
any
immediate
incentives
Table 14 shows that out of 160 respondents, 33 respondents answered
that they prioritizing tasks that has external rewards attached to them
over tasks that don’t offer any immediate incentives. 76 respondents say
that they prioritizing tasks that has external rewards attached to them
answered that they prioritizing tasks that has external rewards attached to
them over tasks that don’t offer any immediate incentives. 10 out of 160
respondents answered that they prioritizing tasks that has external rewards
attached to them over tasks that don’t offer any immediate incentives. With
the total of weight mean of 2.81 shows that the most respondents answered
that they prioritizing tasks that has external rewards attached to them
A study examined how learners' motivation affects the testing effect for
complex study materials. High mastery goal orientation weakens the effect,
Both experiments showed a testing effect, with low mastery goal orientation
retrieval and restudy is crucial for the testing effect. (Tino Endres,
15. I feel
motivated to
study when I
know that
there are
tangible
incentives
waiting for
me upon
completion if
my academic
tasks
they always feel motivated to study when they know that there are tangible
when they know that there are tangible rewards or incentives waiting for
them upon completion in their academic tasks. 27 respondents say that they
rarely feel motivated to study when they know that there are tangible
tasks. 9 out of 160 respondents answered that they never feel motivated to
study when they know that there are tangible rewards or incentives waiting
for them upon completion in their academic tasks. With that total of
weighted mean of 4.07 shows that the most respondents answered that they
feel motivated to study when they know that there are tangible rewards or
motivation.
Table No. 16
16. I think
that
receiving
praises from
88 352 2.2 53 159 0.99 15 30 0.34 4 4 0.02 547 3.55
others
motivates me
to do better
academically
that they always think that receiving praises from others motivates them to
answered that they never think that recieving praises from others motivates
shows that the most respondents answered that they think that recieving
pupil to try harder, especially if the pupil values the mark for effort.
CHAPTER IV
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
MOUNT CARMEL SCHOOL OF SAN LUIS" . This study aims to find out what are the
in Junior High.
count, percentage, ranking, and calculate the weighted mean to know the
findings and result of the data students' sources of motivation about their
academe.
Table 1 shows that the most of the respondents said that prioritize
learning for the sake of understanding and personal growth with the average
weighted mean 3.18 says that often persisting challenging academic tasks
weighted mean of 3.58 says that enjoying the learning process and finding
joy in acquiring new knowledge in their academic journey. Table 4 says that
success in the long run, with an average weighted of 4.42. Table 5 shows
that the weighted mean of 3.28 says that internally motivated to engage in
challenging academic tasks. The result in table 6 has weighted mean of 3.44
motivates to study harder with the total weighted mean of 3.49 . Table 8
in academic tasks with the total weighted mean of 3.11 . Table 10, With the
total weighted mean of 2.76 says that experience situations where external
efforts with the weighted mean of 2.98. Table 13 says that receiving
learn further with the total weighted mean of 3.38. Table 14 shows that
prioritize tasks that has external rewards attached to them over tasks that
don’t offer any immediate incentives with the total weighted mean of 2.81 .
Table 15 says that motivated to study when knowing that there are tangible
weighted mean of 4.07 . At last, Table 16 shows that receiving praises from
of 3.55 .
CONCLUSION
conclusion.
motivation both still stimulate student's desire and ambition to work hard
2.When the students are motivated by their own personal development instead
motivation, this does not mean that they are not pleased and motivated by
improve themselves and create space for personal growth through their own
work.
the learning process in the educational setting. While some students can
build their own desire to learn because they are intrinsically motivated,
some students need external rewards to be motivated because they are not
accomplishment.
RECOMMENDATIONS
students.
students since the data showed that it helps the students to improve
avoiding punishments?
Choices Frequency
Always 67
sometimes 84
Seldom 8
Never 1
Choices Frequency
Always 72
sometimes 58
Seldom 16
Never 14
3. I feel that enjoying the learning process and finding joy in acquiring
Choices Frequency
Always 98
sometimes 57
Seldom 5
Never 0
Choices Frequency
Always 79
sometimes 71
Seldom 10
Never 0
5. I often feel internally motivated to engage in challenging academic
Choices Frequency
Always 62
sometimes 81
Seldom 17
Never 0
Choices Frequency
Always 80
sometimes 71
Seldom 9
Never 0
Choices Frequency
Always 91
sometimes 57
Seldom 12
Never 0
8. I believe that my motivation to learn positively impacts my academic
performance.
Choices Frequency
Always 87
sometimes 64
Seldom 9
Never 0
Choices Frequency
Always 40
sometimes 99
Seldom 20
Never 1
academic performance.
Choices Frequency
Always 25
sometimes 84
Seldom 43
Never 8
11. I often find myself losing interest or motivation in my studies when
Choices Frequency
Always 25
sometimes 52
Seldom 48
Never 35
Choices Frequency
Always 50
sometimes 65
Seldom 37
Never 8
Choices Frequency
Always 85
sometimes 50
Seldom 22
Never 3
14. I prioritize tasks that has external rewards attached to them over
Choices Frequency
Always 33
sometimes 76
Seldom 41
Never 10
15. I feel motivated to study when I know that there are tangible rewards
Choices Frequency
Always 56
sometimes 68
Seldom 27
Never 9
academically.
Choices Frequency
Always 88
sometimes 53
Seldom 15
Never 4
CURRICULUM VITAE
I. Personal Identification
Birthday: July 18, 2006
Age: 17
Gender: Male
Status: Single
Height: 5'6
Weight: 60kg
Nationality: Filipino
I.Personal Identification
Birthday: December 25, 2005
Age: 18
Gender: Male
Status: Single
Height: 5’10
Weight: 64kg
Nationality: Filipino
I.Personal Identification
Birthday: July 18, 2006
Age: 17
Gender: Male
Status: Single
Height: 5'6
Weight: 60kg
Nationality: Filipino
I.Personal Identification
Birthday: July 18, 2006
Age: 17
Gender: Male
Status: Single
Height: 5'6
Weight: 60kg
Nationality: Filipino
Ronan P.Francia
Pob. 04, San Luis, Aurora
Email: [email protected]
Mobile Number: 09637430832
Age: 17
Gender: Male
Status: Single
Height: 5'6
Weight: 60kg
Nationality: Filipino
Age: 17
Gender: Male
Status: Single
Height: 5'6
Weight: 60kg
Nationality: Filipino
Age: 17
Gender: Male
Status: Single
Height: 5'6
Weight: 60kg
Nationality: Filipino