THE INFLUENCE OF INTRINSIC MOTIVATION ON ACADEMIC ACHIEVEMENT

IN SENIOR HIGH SCHOOL STEM STUDENTS’ OF GEBPS-OICS: A

CORRELATIONAL STUDY

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A Research Proposal
Presented to the
Senior High School Department
Gov. Efren Pascual Sr. Orani Integrated School
Orani Bataan

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In Partial Fulfillment of the Requirements for the Academic Track

Science, Technology, Engineering and Mathematics Strand
STEM 12-2

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By:

RALF JEDIDIAH T. BAÑARES

DAVE P. IGNACIO
CLARENCE EMER C. REPAS
JEZRIELLE G. LAZARTE
REYNALYN L. REGASPI
January 2025
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Motivation is the process that initiates, guides, and maintains goal-oriented behaviors. It

also involves factors that direct and maintain goal-directed actions. Although, such motives are

rarely directly observable. As a result, we must often infer the reasons why people do the things

that they do based on observable behaviors, (Cherry, 2023). Furthermore, intrinsic motivation is

defined as the motivation to engage in a behavior because of the inherent satisfaction of the

activity rather than the desire for a reward or specific outcome, stated by (Cherry, 2023).

Research has shown that the lack of motivation toward academic activities is one of the most

prominent academic problems plaguing teenage youth today (Gupta & Mili, 2017). (DepEd,

2018) states that more than 3.5 million of the population are considered out-of-school children

and youth (OSCY), accounting for 9.1 percent of the 39 million people 6 to 24 years. A quarter

of the O SCY population cited lack of personal interest as a reason to quit school and is most

pronounced in the 12-15 age group, where 2 out of 3 dropped out of school due to lack of

interest. The main reasons for these children and young being out of school to have less to do

with school accessibility than with personal and domestic reasons (DepEd, 2018).

The intrinsic motivation also exists in other countries; due to the lack of motivation of

students, it results in them getting low grades. According to Agustina et al.,(2021) student
learning motivation is a factor that influences students' academic success. Students' motivation

can push them to become more excited and excel in the process of learning. Student motivation

is the basis for driving a student towards achieving their goals. Motivation is seen as a factor that

can enhance an individual's drive to attain success by pursuing their goals. Moreover, according

to Liu, I. F. (2020) interest is a common intrinsic factor that motivates individuals, and also,

stimulating learner interest during learning can lead to increased motivation. Online learning

communities have the potential to trigger intrinsic motivations in learners, enhancing

participation in competitive activities and boosting social self-efficacy through peer interactions.

Competing and working together with peers in contests can boost a student's drive to learn.

As stated by Maranan (2019), the Agovernment Funded University in Luzon's Senior

High School Students' demonstrated intrinsic motivation, academic engagement, and high

academic marks. In the meantime, there was a significant positive association discovered

between engagement and academic success. The results suggest that students are more likely to

be involved in class activities and have intrinsic motivation, both of which lead to higher

academic grades. Additionally, it was discovered that the students' academic progress was

favorably predicted by their levels of academic engagement and intrinsic drive. Thus, the data

analysis showed that there is a positive, unidirectional predictive association between

engagement, academic accomplishment, and intrinsic drive. Furthermore, there were four

components of self-regulation, external regulation, Introjected regulation, identified regulation,

and intrinsic motivation that were examined in the Senior High School STEM Students of the

Divine World Colleges. The results demonstrated the high level of academic self-regulation. This

indicates that their levels of identifiable, introjected, and external regulation are high, while their

levels of intrinsic motivation are modest. It also demonstrated, nevertheless, that there is no
connection between students' academic achievement and academic self-regulation. There may be

more factors influencing their academic achievement that this study did not take into account

(Abun & Magallanes, 2021).

The study will be conducted at Governor Efren B. Pascual Sr. - Orani Integrated Central

School, located in Mulawin Road, Orani, Bataan. GEBPS-OICS is an educational institution that

likely reflects a unique demographic and cultural setting. In this context, intrinsic motivation—

driven by personal interest and internal rewards—plays a critical role in shaping students'

engagement and success in Science, Technology, Engineering, and Mathematics (STEM)

subjects. Understanding how intrinsic motivation impacts academic achievement in this setting is

crucial, as it can provide insights into how local factors, such as teaching methods, school

environment, and student aspirations, influence learning outcomes. By focusing on GEBPS-

OICS, the research addresses localized educational dynamics and offers relevant findings that

can inform strategies to enhance student motivation and performance in STEM fields within this

particular context.

Previous research has indicated that the gender of students can impact their motivation

leading to the conclusion that girls exhibit lower proficiency in STEM subjects. As mentioned by

Murphy, et al., (2019), the motivation of STEM students can be influenced by factors beyond

just gender. In addition, there is some incomplete research that has not sufficiently examined the

factors that can influence the motivation of STEM students. This new study aims to address the

research gaps by identifying or exploring variables that could impact the motivation of STEM

students. This research will contribute to increasing understanding and offering suggestions to

prevent influences that may impact the motivation of STEM students. Moreover, intrinsic

motivation, as well as self-regulatory skills, has been closely identified as characteristic of high
achievers. Self-determination theory guided this quantitative correlational study which sought to

determine the relationships between class size, class composition, intrinsic motivation, and self-

regulation. This quantitative correlational investigation, which aimed to ascertain the links

between class size, composition, intrinsic motivation, and self-regulation, was led by the self-

determination theory. The study improved knowledge of classroom dynamics and clarified how

strong learning variables like intrinsic motivation and self-control behavior are influenced by the

classroom setting, (Neely, 2014).

The general objective of this quantitative study is to identify and quantify the influence of

intrinsic motivation among senior high school STEM students’ in pursuing higher academic

achievement. This research is important because it will help us understand why some students do

better in STEM based on their own interest and effort. This research aims to statistically assess

the extent to which different components of intrinsic motivation—such as interest in the subject

matter, personal goals, and self-efficacy—affect the academic achievement of senior high school

STEM students. It will also check if the students with more motivation achieve higher grades

than intrinsic motivation. By employing a structured survey or questionnaire, this study will

gather data from a representative sample of students to examine the correlations between these

factors and their academic performance. The study will also offer advice for teachers to help

students stay motivated and improve their learning to achieve higher grades in their particular

subjects. Specifically, this study will: 1. Measure the level of intrinsic motivation among senior

high school STEM students. It will check both general and subject-specific motivation. 2.

Analyze the relationship between students' intrinsic motivation and their academic performance

in STEM subjects. Statistics will be used to understand this connection. 3. Examine how specific

elements of intrinsic motivation, such as interest in STEM subjects, self-determination, and

enjoyment of learning, contribute to academic success. The study will focus on how much

control and enjoyment students feel while learning their subjects in STEM. 4. Determine the

significance of intrinsic motivation compared to extrinsic factors (e.g., grades, rewards, or

external pressures) in influencing academic achievement. This will show whether students do

better because they want to achieve an academic reward. By understanding the role of intrinsic

motivation in students' academic success, this research aims to provide data-driven insights that

can inform educators, administrators, and policymakers in developing strategies to foster a

motivational climate that enhances learning outcomes in STEM education.

Motivation plays a crucial role in a student's learning and development. A crucial aspect of

teaching is encouraging students' internal drive to learn and comprehend, known as intrinsic

motivation. It is a key factor in senior high school students' academic achievement, especially in

STEM (Science, Technology, Engineering, and Mathematics) sectors. This study examines the

quantitative impact of intrinsic motivation on academic accomplishment in STEM students’

enrolled in Senior High School, emphasizing the influence of intrinsic motivation on

engagement, performance measures, and long-term learning outcomes. Additionally, Every

students possesses their unique qualities; educators can significantly influence student

engagement and creativity through various motivational approaches. Teachers have the ability to

transform learning into a thrilling and anticipatory experience, thereby empowering their

students and creating an exciting classroom environment.

Statement of the Problem

This study seeks to correlate the influence of intrinsic motivation on academic

performance in Senior High School STEM students’ of Governor Efren B. Pascual Orani

Integrated Central School in the School Year of 2024-2025. The result of this investigation will

be the basis for the establishment of the intrinsic motivation among students’.

Specifically, this study will seek answers to the following questions:

1. What is the profile of Senior High School STEM students’ in terms of:

1.1 Age; and

1.2 Sex?

2. How may the influence of intrinsic motivation be described in terms of:

2.1 Determination level; and

2.2 Overall performance?

3. What is the level of the students’ academic performance in terms of general point average

(GPA)?

4. Is there any significant relationship between intrinsic motivation and academic

performance of Senior High School STEM Students’?

5. Based on investigation, what impact does intrinsic motivation have on Senior High

School students’ academic performance?

Significance of the Study

This study will be greatly important to the following:

Students. By conducting this study, students will be able to manage their productivity

and learn techniques on how they can be able to motivate themself to achieve higher grades. This

study will serve as their guide to improve themselves.

Educators. Teachers will benefit from this study by being able to better explain

concepts to their pupils and make their lessons more understandable. Additionally, Teachers will

gain some insight from this as well, realizing that in order for their students’ to learn from them,

they must increase their motivation and confidence.

Parents/Guardian. It will help them to realize the significance of their students’ being

motivated and having confidence in terms of studying. Moreover, through the support and

guidance of their parents, the students’ will be motivated and aspire to achieve higher grades to

excel in class.

Future Researcher. This study will benefit future researchers specially those who will

conduct a study about ‘Students’ Lack of Motivation in Achieving Higher Grades, as this will

serve as their source and related study. Likewise, by expanding on the results of this study, future

researcher might examine similar fields of inquiry and get further insight into the subject.

Administration.
Scope and Delimitation of the Study

This correlational study aims to know how the Intrinsic motivation influences the Senior

High School STEM Students to achieve higher grades in Governor Efren B. Pascual Sr. Orani

Integrated Central School during the School Year 2024-2025. The respondents of the study will

be the Senior High School STEM Students in Governor Efren B. Pascual Sr. Orani Integrated

Central School. The scope of this study includes the analysis of Intrinsic motivation influences

on STEM (Science, Technology, Engineering and Mathematics) education that impact

individuals’ efficacy in learning. The respondents will be selected using the stratified sampling

technique.

Specifically, this study will describe how the influence of intrinsic motivation affects the

academic performance of the Senior High School STEM students’ in terms of determination

level, productivity, resilience and overall performance. It will additionally examine how well

students perform in class, how intrinsic motivation encourages them to participate more in daily

activities, and how well they perform in class. Additionally, it will concentrate on the ways in

which this benefit of intrinsic motivation influences their day-to-day experiences as students. It

will also look at the relationship between the students’ intrinsic motivation and academics.

The method to be used is to conduct a survey questionnaire to STEM Students at Governor

Efren B. Pascual Sr. Orani Integrated Central School to determine the proportion and total

numbers of students’ who are complacent about their academic performance due to the influence

of intrinsic motivation.
Definition of terms

The following terms are defined conceptually and operationally.

Motivation. The psychological process that initiates, guides, and sustains goal-oriented

behavior. It includes the internal and external factors that energise actions aimed at achieving

goals, even though motives themselves are not directly observable (Cherry, 2023). Motivation is

the reason why we do things. It's the inner drive or desire that pushes us to take action, whether

it's to achieve a goal, meet a need, or satisfy a want.

Intrinsic Motivation. In analysis, the drive to engage in activities is for the inherent

satisfaction they provide rather than for an external reward or outcome (Cherry, 2023). It is

characterised by personal interest, enjoyment, or a sense of accomplishment in the task itself.

Academic Achievement. According to Steinmayr et al., (2014) academic achievement is

a measure of how well a person has met specific goals in educational settings, such as schools,

colleges, and universities. It is a measurable outcome of a student's academic performance,

typically reflected in grades, test scores, or overall learning progress in school subjects,

particularly in STEM (Science, Technology, Engineering, and Mathematics).

STEM Students. In interpretation, the term "STEM," which stands for science,

technology, engineering, and mathematics, has become a central topic in global discussions on

education, industry, innovation, and competition. The term is applied to students from early

childhood education to advanced education levels, as well as jobs in those fields (Marrero et al.,

2014). Students enrolled in subjects related to Science, Technology, Engineering, and

Mathematics, which are areas of education focused on developing skills in analytical thinking,

problem-solving, and technical knowledge.

Self-Regulation. Operationally, self-control is essential for achieving adaptive

developmental tasks successfully throughout every stage of life (McClelland et al., 2018). The

method in which individuals manage their behavior, feelings, and thoughts in order to reach

lasting objectives. In an educational environment, academic self-regulation pertains to a student's

capacity to independently control their learning tasks and drive.

Extrinsic Motivation. According to Legault, L. (2020), extrinsic Motivation refers to

behavior performance that depends on achieving a separate outcome from the action itself. It is a

motivation driven by external rewards such as grades, recognition, or the avoidance of negative

consequences, as opposed to intrinsic enjoyment or interest in the task itself.

Academic Engagement. In analysis, the level of interest, participation, and investment a

student exhibits in their academic tasks. High engagement often correlates with higher academic

performance and motivation (Maranan, 2019). Academic engagement is defined as the degree of

participation, interest, and involvement shown by a student in their academic learning and

activities.
 Notes in Chapter I

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