The Effects of Motivational Forces in the Academic Performance of Grade 12 Students under General Academic Strand in Bataan National High School SY: 2018 – 2019 2019
A Thesis Presented To the Faculty of Bataan National High School Senior High School Department
Franceska Maris R. Tarrayo Mark Gerald R. Manligas Kenneth Clark L. Tigas Rada Gracel E. Ruelos Lance Paolo A. Navoa Arianne M. Gallego
CHAPTER I THE PROBLEM AND ITS BACKGROUND INTRODUCTION
The Educational Psychologists have long recognized the importance of motivation for supporting student learning. More recently, the partnership 21 st century skills has identified initiative initiative as one of the life and their career skills that necessary to prepare of this is to explore the ways in which their motivation has defined by the researchers. Investigate to know the motivation develops and to learn how the teachers can encourage the development of a students. According to Yuri Khylstov, (2016) motivating students is a conspicuously important task when it comes to bringing out the best in students. Part of a teacher’s job is
helping their students realize their capabilities. The first thing that a teacher would want to ensure is that all students find the learning conditions favorable regardless of culture, build, and academic skills. This method of motivating students instills confidence since there’s
equal opportunity in the classroom. Typically, most students are not even aware that they can surpass their current level of achievements. So they sit in a web of self-doubt. Primarily, this may have arisen from previous encounters of failures resulting to a low selfesteem. In motivating students suffering from an injured self- esteem, it’s important to assure them they are victors. Show them that they can do anything if they try. When motivating students, it is important to start off with the basic tasks which are easier, then build to more complex problems. In motivating students suffering from an a n injured selfesteem, it’s important to assure them they are victors. Show them that they can do anything
if they try. When motivating students, it is important to start off with the basic tasks which are easier, then build to more complex problems. According to Galang & Reyes, (2009) the relationship of their career and to what motivates them. There are various way, but their theory is effective. Working for the f uture is not their intention actually, but their part was to make a strategic way to motivate the college student to their chosen career. The Researchers observed that there are students who are not interested to study. The goal of the study is to seek for activities that will serve as motivation for students to study. The researchers want to figure out how to i ncrease their confidence and motivation at school. The focus of the study will be the effectiveness of the motivation to Grade 12 General Academic Strand Students of Bataan National High School. The researchers want to s tudy about the motivation of the grade 11 students to enter college so the researchers chose to specifically review about the motivation in relation to education. They said the parental encouragement is the treatment provided and the parents to their child which can nurture the hidden potentialities potentialities within them. One aspect to which this role of the parent can be seen is through encouragement. This can be seen by guiding, helping and advising the children when they are going through difficult circumstances. It also, through giving encouragement to the children, parents can motivate their children whose parents frequently give encouraging words and support have positive effects such as improvement and better performance academical encouragement and support can be seen through cheering and guiding. STATEMENT OF THE PROBLEM
The purpose of this study is to determine the career motivation of Grade 12 GAS students during the school year 2017-2018. Specifically, this study will seek answers to the following questions: 1. How may the students be describe in terms of
1.1 Age; 1.2 Gender; 1.3 Financial Status and; 1.4 Academic performance? 2. How will be the students be describe in terms of their motivational forces?
2.1 Intrinsic motivation; 2.2 Extrinsic motivation; 2.3 Existence needs ; 2.4 Relatedness needs; 2.5 Growth needs; 2.6 Achievement motive; 2.7 Affiliation motive; 2.8 Power motive; 2.9 Expectancy outlook and; 2.10
Equity?
3. Is there a relationship between the student’s motivation and their academic
performance? 4. What motivation should be implemented to the students?
SIGNIFICANCE OF THE STUDY
This study is about the Career Motivation of Grade 12 GAS students. It’s about
how they motivate their self to strive hard to achieve their desired goal. STUDENTS. The outcome of this study will find out how every student should
motivate their self. TEACHER. The result of this study will have a benefit in the teacher in the way
they will not have a hard time to force their student to study hard. PARENTS. The parents will benefit from this study in the way that their hard
works and support to their children pays off because their children studies hard. SCHOOL. The school will benefit from this study in the way when the students
became the best, the name of the school school will will be known by a lot of people in different places. places. FUTURE RESEARCHER. The future researcher will have a benefit from this
study in the way this can help them to understand more about this research. They will also gain more knowledge about this.
SCOPE AND DELIMITATION
This study will determine the ways of Career Motivation of Grade 12 GAS students at Bataan National High School, during the school year 2017-2018. The main purpose of this study is for us to know how students/everyone should motivate their self to strive hard.
Because nowadays, tardiness is contagious . The respondents will be the Gas 1 and 2 with the number of 47 person. DEFINITION OF TERMS
MOTIVATE – to to provide someone with a motive for doing something WORKFORCE – the the people engage MOTIVATION-The act of process of giving someone a reason for doing something. NURTURE-The care and attention attention given to someone or something that is is growing or developing. Potentialities- a quality that can be developed to make someone or something better.
NOTES IN CHAPTER I
Reyes L. R. & Ga lang A. J. (2009). Motivational and Social Aspects of the Filipino College Experiences. Retrieved December 12, 2017 from http://lynchlibrary.pssc.org.ph:8081/bi http://lynchlibrary.pssc.org.ph:8081/bitstream/handle/0/1551 tstream/handle/0/1551/06_Motivatio /06_Motivational%20and%S nal%20and%S ocial%20Aspects%20of%20the%Filipino%2 ocial%20Aspects%20of%20the%Filipino%20College%20Experience.pdf?eq 0College%20Experience.pdf?equence=1 uence=1 Motivation to Enter College. Retrieved December 12, 2017 from https://www.scribd.com/mobile/document https://www.scribd.com/mobile/document/331957552/Revi /331957552/Revised-RRL-for-Thesis# sed-RRL-for-Thesis# Lai E. (April 2011). Motivation: Motivation: A Literature Review. Retrieved December 12, 2017 from https://images.pearsonassessments.com/images/tmrs/Motiv https://images.pearsonassessments.com/images/tmrs/Motivation_Review_final.p ation_Review_final.pdf df Yuri Khlystov . (December 2016). 2016). Motivating Students to Reach their Full Potential. Retrieved December 28, 2017 from https://www.laowaicareer https://www.laowaicareer.com/blog/motiv .com/blog/motivating-students-t ating-students-to-reacho-reachtheir-full-potential/
CHAPTER II THEORETICAL FRAMEWORK
This chapter presents the related literature and studies after the comprehensive exploration done by the researchers. This will also present the combination of the art, theoretical and c onceptual outline to fully comprehend the study to be done for better understanding of the s tudy Motivational Forces According to (Lillethun 2013), motivation is the ultimate force that causes you to take action. Not only does it initiate and drive goal-oriented
behavior, but it also sustains it. T he actions can be as simple as eating healthy, or as complex as winning a Nobel Prize; every action has a certain motivation behind it. The driving forces behind human motivation can be biological, emotional, social, or personal in nature. According to (Rabideau 2007), motivation can be defined as the driving force behind all the actions of an individual. The influence of an individual's needs and desires both have a strong impact on the direction of their behavior. Motivation is based on your emotions and achievement-related goals. There are different forms of motivation including extrinsic, intrinsic, physiological, and achievement motivation. There are also more negative forms of motivation. Achievement motivation can be defined as the need for success or the attainment of excellence. Individuals will satisfy their needs through different means, and are driven to succeed for varying reasons both internal and external. According to (Petri 2011), motivation has been studied in a variety of ways. For instance, it has been analyzed at the physiological level using electrical and
chemical stimulation of the brain the brain,, the recording of electrical brain-wave activity with the electroencephalograph, and lesion techniques, where a portion of the brain (usually of a laboratory animal) is destroyed and subsequent changes in motivation are noted. Physiological studies performed primarily on animals other than humans have demonstrated the importance of certain brain structures in the control of basic motives such as hunger, thirst, sex, aggression, and f ear. Intrinsic Motive. According to (Cherry 2017), intrinsic motivation refers
to behavior that is driven by internal rewards. In other words, the motivation to engage in a behavior arises from within the individual because it is naturally satisfying to you. This c This contrasts ontrasts with extrinsic motivation, which motivation, which involves engaging in a behavior in order to earn external rewards or avoid punishment. According to (William 2011), imagine that you are conducting a research study on the motivation for high school students to participate in sports. You interview students in grades 9-12 and ask them what their motivation is for joining their school's sports team. Thirty percent of the students tell you that they joined to increase their popularity status, gain muscle and increase their chances for getting a college scholarship. The other 70% joined because they enjoy playing sports, they think sports are cool, or because they love the challenge they get from participating in sports. The reasons that the seventy percent gave are examples of intrinsic motivation. Extrinsic Motive. According to (Cherry 2017), extrinsic motivation extrinsic motivation refers
to behavior that is driven by external rewards such as money, fame, grades, and
praise. T his type of motivation arises from outside the individual, as opposed to intrinsic motivation, which originates inside of the individual. People who are extrinsically motivated will continue to perform an action even though the task might not be in and of itself rewarding. A person who works in a manufacturing position, for example, might perform a number of routine tasks that are not enjoyable. Because this person is receiving an extrinsic reward (a paycheck) for completing completing these tasks, tasks, he or she will feel motivated motivated to to perform them. When you want to get someone to do something, such as getting your kids to do their homework, what is the best way to motivate them? Many people might start by offering some type of reward like a special treat or toy. This is a great example of extrinsic motivation since the behavior is motivated by a desire to gain an external reward. Unlike intrinsic motivation, which arises from within the individual, extrinsic motivation is focused purely on outside rewards. There are a lot of motivation techniques that some professionals used but in our study the main objective was to push them up to the field they chose in working immersion because GAS students are maybe still undecided to the course they’re
going to get in college. Expectancy. According to the book entitled (your coach 2009) Vroom’s
Expectancy theory is the belief that increased effort will lead to increased performance i.e. if I work harder than this will be better. This is affected by such things as having the right resources available (e.g. raw materials, time. Having the right resources available (e.g. raw materials, time). Having the right skills to do the
job. Having the necessary support to get the job done (e.g. supervisor s upport, or correct information on the job). According to the book the expectancy theory helps the students to motivate them to increase their academic performance. Just like the GAS students they should be motivated in order to get higher grades. According to (MSG), the Expectancy theory states that employee’s motivation is an outcome of how much an individual wants a reward (Valence), the assessment that the likelihood that the effort will lead to expected performance (Expectancy) and the belief that the performance will lead to reward (Instrumentality). In short, Valence is the significance associated by an individual about the expected outcome. It is an expected and not the actual s atisfaction that an employee expects to receive after achieving the goals. Expectancy is the faith that better efforts will result in in better performance. Expectancy Expectancy is influenced by factors such as possession of appropriate skills for performing the job, a vailability of right resources, availability of crucial information and getting the required support for completing the job. Instrumentality is the fa ith that if you perform well, then a valid outcome will be there. Instrumentality is affected by fac tors such as believe in the people who decide who receives what outcome, the simplicity of the process deciding who gets what outcome, and clarity of relationship between performance and outcomes. Thus, the expectancy theory concentrates on the following three relationships. Effort-performance relationship: What is the likelihood that the individual’s effort be recognized in his performance appraisal? Performance -
reward relationship: It talks about the extent to which the employee believes that
getting a good performance appraisal leads to organizational rewards. Rewards personal goals relationship: It is all about the attractiveness or appeal of the potential reward to the individual. According to (Hamel 2017), expectancy theory states that a person will choose to pursue behavioral options with the greatest motivational force, or MF. According to the theory, motivational force is equal to expectancy, times instrumentality times valence. Expectancy is the perceived likelihood that effort will result in a desired level of performance, instrumentality is the perceived likelihood that a given level of performance will result in a certain reward and valence is the value the person expects to derive from a certain reward. In other words, people will be more likely to choose to do something if they expect a valuable reward, and that effort will result in a performance level that will lead to obtaining the reward. Expectancy theory provides a framework f or thinking about how people make choices based upon expectations. Focusing on expectations allows the theory to account for diff erences in choices between people despite the actual amount of effort necessary to achieve rewards and the actual value of ormula expectancy time’s instrumentality time’s valence also agrees rewards. The f ormula
with basic intuition regarding motivation. If any of the three values that make up MF is zero, MF also equals zero. This makes intuitive sense: If someone believes his effort will have no chance of resulting in a certain reward, that a certain performance level will not lead to a reward reward or that a reward will have no value, he will have no motivation to work toward the reward. One of the drawbacks of expectancy theory is that perceptions about effort, performance and the value of
rewards are difficult to quantify so comparisons between different choices or people using the expectancy theory framework may not be accurate. In addition, rewards may not necessarily be directly connected to effort and performance: in some companies rewards such as raises might be built into a contract or depend upon factors like education or specific job skills. Expectancy theory implies that individuals will only put effort toward something for a reward. This implication seems to conflict with altruism, which describes actions done purely to benefit others without regard for personal rewards.
It is all about the employees to motivate as an outcome to have reward or maybe to promote them. When students get their own jobs they need to be motivated to perform well to their work. Equity. According to (Hawks), in 1963, John Stacey Adams introduced the
idea that fairness and equity are key components of a motivated individual. Equity theory is based in the idea that individuals are motivated by fairness, and if they identify inequities in the input or output ratios of themselves and their referent group, they will seek to adjust their input to reach their perceived equity. Adams suggested that the higher an individual's perception of equity, the more motivated they will be and vice versa: if s omeone perceives an unfair environment, they will be de-motivated. de-motivated. The easiest easiest way to see the equity theory theory at work, work, and probably the the most common way it does impact employees, is when colleagues compare the work they do to someone else that gets paid more than them. Equity theory is at play anytime employees say things like, 'John gets paid a lot more than me, but doesn't do nearly as much work,' or 'I get paid a lot less than Jane, but this place couldn't
operate without me!' In each of those situations, someone is comparing their own effort-to-compensation ratio to someone else's and is losing motivation in the process. According to (MSG), the core of the equity theory is the principle of balance or equity. As per this motivation theory, an individual’s motivation level is
correlated to his perception of equity, fairness and justice practiced by the management. Higher is individual’s perception of fairness, greater is the motivation
level and vice versa. While evaluating fairness, employee compares the job input (in terms of contribution) to outcome (in terms of compensation) and also compares the same with that of another peer of equal cadre/category. D/I ratio (output-input ratio) is used to make such a comparison. Equity motivation is needed to balance their activities in order to build their confidence to do an activity. And it is important because if an individual has a lot to do maybe this guy might be burned out. Existence needs. According to Motivation and Leadership at Work (Steers,
Porter, and Bigley, 2008), in the early twentieth century researchers began to examine other possible explanations for differences in individual motivation. Some Some researchers focused on internal drives as an explanation for motivated behavior. Others studied the effect of learning and how individuals base current behavior on the consequences of past behavior. Still others examined the influence of individuals' cognitive cognitive processes, such as the beliefs they have about future events.
According to Robischon, N. (2009, July 22). Performance is a function of motivation, ability, and the environment in which you work. Zappos seems to be creating an environment that e ncourages motivation and builds inclusiveness. The company delivers above and beyond basic workplace needs and addresses the s elfactualization needs that most individuals desire from their work experience. CEO Tony Hsieh believes that the secret to customer loyalty is to make a corporate culture of caring a priority. This is reflected in the company’s 10 core values and its emphasis on building a team and a family. During the interview process, applicants are asked questions relating to the company’s values, such as gauging
their own weirdness, open-mindedness, and sense of family. Although the offer to be paid to quit during the training process has increased from its original number of $400, only 1% of trainees take the offer. Work is structured differently at Zappos as well. For example, there is no limit to the time customer service representatives spend on a phone call, and they are encouraged to make personal connections with the individuals on the other end rather than try to get rid of them. GAS students should know their needs [in the future if they know all of that they maybe have an idea to boost their se lf to attain the life they deserve. Relatedness needs. According to Parkin, A.B., Tutesigensi, A. and Büyükalp, Büyükalp ,
A.I.. (2009) Motivation among construction workers in Turkey. T he role of A.I management is to apply organisational resources to achieve organisational objectives. The nature of commercial enterprise necessitates the desire for increased productivity and efficiency, and workforce motivation is acknowledged to be an influencing factor in these areas. Theory suggests that motivational factors follow
a hierarchical format where higher level needs become dominant when lower level needs have been fulfilled, and improvements in motivation are facilitated more effectively through the higher level needs. This study looks at factors affecting the motivation of workers on Turkish construction sites. 370 construction workers were asked in a questionnaire to give examples of positive and negative factors which affect their motivation at work. It was found that money earned is the foremost motivating and de-motivating factor in the eyes of the construction workers. As a result it is suggested that workers on Turkish construction sites are managed in a way which limits their opportunities to fulfil higher level needs, and in order to increase worker motivation, and therefore productivity, the management of such workers should move away from control through external means and towards control through internal and cultural f orces. Growth Needs. According Roviscon (2009), the first level, at the bottom of the
pyramid, consists consists of our short-term basic needs, also known known as physiological needs: food, water, warmth, sex. The second level consists of longer-term safety needs: security, order, stability. The third level represents the social need for affiliation, also known as “love and belonging”. We want to be accepted by others around us.
We want to have stable relationships. The fourth level represents the need for esteem. Within our social groups we want to be recognized and admired as individuals who accomplish things. We want prestige and power. Almost at the top of the pyramid, self-actualization is the desire to experience ever deeper fulfilment by realising (actualising) (actualising) more and more of our human potential. At the very top of
the pyramid is the desire for self-transcendence — to to experience, unite with and serve that which is beyond the individual self: the unity of all being. Growth needs is a must for each human being. Because this will help the people in the way they’ll knew the steps in order to be motivated for their desired course. According www.umass.edu, Abraham Maslow felt that human needs were arranged in a hierarchical order (Maslow, 1954). He based his theory on healthy, creative people who used all their talents, potential, and capabilities. At the time, this methodology differed from most other psychology research studies in that they were based on observing disturbed people. There are two major groups of human needs: basic needs and meta needs. Basic needs are physiological, such as food, water, and sleep; and psychological, such as affection, security, and self-esteem. These basic needs are also called deficiency needs because if they are not met by an individual, then that person will strive to make up the deficiency. Maslow's Hierarchy of Needs 8. Self-transcendence - a transegoic (see Note below) level that emphasizes visionary intuition, altruism, and unity consciousness. 7. Self-actualization - know exactly who you are, where you are going, and what you want to accomplish. A state of well-being. 6. Aesthetic - at peace, more curious about inner workings of all.
5. Cognitive - learning for learning alone, contribute knowledge. 4. Esteem - feeling of moving up in world, recognition, few doubts about self. 3. Belongingness and love - belong to a group, close friends to confide with. 2. Safety - feel free from immediate danger. 1. Physiological - food, water, shelter, sex. Maslow knew that every person should knew the steps in order to be motivated. He arranged it in hierarchical order. He proposed. This motivation will help us to a chieve our goal. By reading these goals, we’ll know the different needs
that every person need. According to Harcourt (2016), all people have needs that they want satisfied. Some are primary needs,such as those for food, sleep, and water — needs needs that deal with the physical aspects of behavior and are considered unlearned. These needs are biological in nature and relatively stable. Their influences on behavior are usually obvious and hence easy to identify. Secondary needs, on the other hand, are psychological, which means that they are learned primarily through experience. These needs vary s ignificantly by culture and by individual. Secondary needs consist of internal states, such as the desire for power, achievement, and love. Identifying and interpreting these needs is more difficult because they are demonstrated in a variety of ways. Secondary needs are responsible for most of the behavior that a supervisor is concerned with and for the rewards a person seeks in an organization.
Commented [KL1]:
This talks about the needs of each person. Whether it is food, sleep, etc. or psychological like it is is about each person’s mind. mind. Every person person has his or her own
need. According to Schultheiss, O. C., Jones, N. M., Davis, A. Q., Kley, C. (2008). Considering the effect of implicit motives, the current study examined the link between well-being in important life domains, that is, job and relationship, and the satisfaction of needs as proposed by s elf-determination theory. Data on domainspecific well-being, satisfaction of needs for competence and relatedness, and the implicit achievement and affiliation motives were assessed from 259 German and Cameroonian participants. The achievement motive moderated the relation between competence and job satisfaction. Furthermore, the affiliation motive moderated the association between relatedness and relationship satisfaction. Satisfaction of the needs for c ompetence and relatedness is linked to higher levels of job and relationship satisfaction, respectively, among individuals with strong implicit motives. Effects were found regardless of participants’ culture of origin.
Findings indicate that implicit motives can be understood as weighting dispositions dispositions that affect how far experiences of competence and relatedness are linked with satisfaction in relevant life domains. Power Motive. According to (Winter), the key defining element of the power
motive is one person having an impact on the behavior or emotions of another, or being concerned about prestige and reputation. This basic imagery is often elaborated with anticipations, actions designed to have impact, prestige, pleasure at reaching the goal, and so forth. The measure is implicit, tapping a motivation
system based on emotional experience rather than conscious verbal processing, which is affected by language, defenses, and rationalizations. Thus, the content analysis measure of the power motive is usually uncorrelated with direct questionnaire measures that is, what people believe or consciously report. According to Reeve (2007) explains that the principle of the need for power is an aspiration to make make the physical and social world adapt to one’s personal personal
image (Winter & Stewart, 1978). People high in the need for power desire to have “impact, control, or influence over another person, group, or the world at large”
(Winter, 1973). Reeve categorises the power needs into three separate desires to offer a simplified understanding of the theory behind the need for power. According to McClelland (1987) affirms that as humans we all have three motivating drivers, and one of these will be our dominant motivating driver. This dominant motivator is largely dependent on our culture and life experiences. The three motivators are achievement, affiliation, and power. Power motive must have by any person because it is simply yourself, the power, the confidence in every step of the way. People are capable of doing something and doing it with the help of ourselves. Achievement Motive. Achievement motivation is one of the three
components that make up McClelland's Human Motivation Theory. This theory was proposed by social psychologist David McClelland, who studied workplace motivation. His approach aimed to explain how different types of motivation affect people's performance within within a business business setting. McClelland proposed proposed that there there are three types of motivation that drive us all no matter what our background is. This
includes achievement, affiliation, and power. In this lesson, we will only be focusing on achievement. According to Gale (2008), achievement motivation, also referred to as the need for achievement (and abbreviated nAchievement), is an important determinant of aspiration, effort, and persistence when an individual expects that his performance will be evaluated in relation to some standard of excellence. Such behavior is called achievement-oriented. achievement-oriented. Affiliation Motive. According to Weiner 2009 Affiliation Locus of control
Educational applications sults Affiliation Biochemical correlates … diverged from
Hull and Lewin in concentrating on individual differences in achievement motivation.\
According to (RM ryan 2008) It has been partially internalized and is energized by factors such as an approval motive, avoidance of … Intrinsic aspirations include such life goals as affiliation, generativity, and personal development, whereas extrinsic aspirations include such goals. According to RG ANDRADE In contrast, objective markers of motivation (pallidal activation, SCR, and hand- grip force) gradually increased with … These results indicate that motivational processes involved in boosting behavior are qualitatively similar. According to Rabideau (2008), motivation can be defined as the driving force behind all the actions of an individual. The influence of an individual's needs
and desires both have a strong impact on the direction of their behavior. Motivation is based on your emotions and achievement-related goals. There are different forms of motivation including extrinsic, intrinsic, physiological, and achievement motivation. There are also more negative forms of motivation. Achievement motivation can be defined as the need for success or the attainment of excellence. Individuals will satisfy their needs through different means, and are driven to succeed for varying reasons both internal and external. It is all about the achievement, the dreams, and their goals. Once they had desire to be successful it will motivate them to do that at the time and at the right place.
Academic Performance
According to (Bell 2009), in educational institutions, success is measured by academic performance, or how well a student meets standards set out by local government and the institution itself. As career competition grows ever fiercer in the working world, the importance of students doing well in school has caught the attention of parents, legislators and government education departments alike. Although education is not the only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools. Parents care about their child's academic performance because they believe good academic results will provide more career choices and job
security. Schools, though invested in fostering good academic habits for the same reason, are also often influenced by concerns about the school's reputation and the possibility of monetary aid from government institutions, which can hinge on the overall academic performance of the school. State and federal departments of education are charged with improving schools, and so devise methods of measuring success in order to create plans for improvement. In the past, academic performance was often measured more by ear than today. Teachers' observations made up the bulk of the assessment, and today's summation, or numerical, method of determining how well a s tudent is performing is a fairly recent invention. Grading systems came into existence in the United States in the late Victorian period and were initially criticized due to high subjectivity. Different teachers valued different aspects of learning more highly than others, and although some standardization was attempted in order to make the system more fair, the problem continued. Today, changes have been made to incorporate differentiation for individual students' abilities, and exploration of alternate methods of measuring performance is ongoing. The tracking of academic performance fulfills a number of purposes. Areas of achievement and failure in a student's academic career need to be evaluated in order to foster improvement and make full use of the learning process. Results provide a framework for talking about how students fare in school and a constant standard to which all students are held. Performance results also allow students to be ranked and sorted on a scale that is numerically obvious, minimizing minimizing complaints complaints by holding teachers teachers and schools accountable accountable for the components of of every grade.
Academic Performance is needed to be observe or maybe it will be the result of the study because every students were given a form called evaluation paper where this paper leads their adviser if the person is great at that f ield their into. Financial Status
Financial Status means, the amount of money a person has. Based on the researcher, many students believe that financial problems are having an adverse effect on their performance. According to (Lee Harvey et al.) the survey had been constructed to minimize the overstatement of financial and academic difficulties. Just over 20 percent said that their financial had a positive implicit on their academic performance. But s tudents who had part time jobs they were more likely to think that financial problems were affect their academic work. Having a problem with the financial status may occur the student to loss the opportunity to do something that is important to their studies. And according to our experiences it is one of the main problems of a person why did they gave up on studying because of the financial problem. Sex
In the English language, the terms sex and gender are often used interchangeably in the vernacular. However, in a medical and technically scientific sense, these words are not synonymous. Increasingly, the term gender is being accepted to define psychophysiological processes involved in identity and social role. Therefore, it is not uncommon to hear references to "gender" by professionals
from numerous disciplines, including medicine, psychology, anthropology, and social science. Gender comes from the Latin word genus, meaning kind or race. It is defined by one's own identification as male, female, or intersex; gender may also be based on legal status, social interactions, public persona, personal experiences, and psychologic setting .Sex, from the Latin word sexus, is defined by the gonads, or potential gonads, either phenotypically or genotypic ally. It is generally assigned at birth by external genital appearance, due to the common assumption that this represents chromosomal or internal anatomic status. When an intersex condition is noted in a newborn, one se x is often chosen with the intention of simplifying social interactions and rearing. rearing . (Gender Identity,2015).
According to (WHO 2010), it refers to the socially constructed characteristics of women and men – such such as norms, roles and relationships of and between groups of women and men. It varies from society to society and can be changed. While most people are born either male or female, they are taught appropriate norms and behaviours – including including how they should interact with others of the same or opposite sex within households, communities and work places. When individuals or groups do not “fit” established gender norms they often face stigma, discriminatory practices or social exclusion – all all of which adversely affect health. It is important to be sensitive to different identities that do not necessarily fit into binary male or female sex categories. Gender norms, roles and relations influence people’s susceptibility to different health conditions and diseases and affect their enjoyment of good mental, physical health and wellbeing. wellbeing. They also have a bearing on people’s access to and
uptake of health services and on the health outcomes they experience throughout the life-course. According to (Health Canada), gender refers to the array of socially constructed roles and relationships, personality traits, attitudes, behaviours, values, relative power and influence that society ascribes to the two sexes on a differential basis. Gender Gender is relational - gender roles and and characteristics characteristics do not exist exist in isolation, but are defined in relation to one another and through the relationships between women and men, girls and boys. Identifying the sex of the students is important because there will be some cases in the study shows if the sex of the students was a hindrance in their behavior. I am telling that are boys properly being matured enough in the age there are in now or are girls can easily acquire the development or maybe the changes in the environment. Age
According to (Janssen 2011), this study investigated the influence of age on the relationship between work characteristics and workers' work motivation and job satisfaction. In total, 1036 workers of a Dutch division of a multinational organization participated. Data were collected by a digital questionnaire. Two interaction terms in the regression on work motivation were significant. The first interaction showed that the positive correlation between Motivating Potential Score (MPS) and motivation was much stronger for older than for younger employees. So, to remain motivated, older employees seem more in need of intrinsic
challenging and fulfilling jobs. The second significant interaction indicated that the positive association between career opportunities and motivation was much stronger for younger employees than for older employees. This means that, especially, younger workers' motivation increases as they are offered more career opportunities. Careful career mentoring by the supervisor as part of an aging policy can contribute to the maintenance of workers of any age. According to (Europe’s Journal Psychology 2009), “Career” and “making friends” motivations decrease significantly as people age. This is likely the result
of older people already having established careers and f riendships. The spike in the motivation to make friends from ages 56-65 can be explained by the loss of contact with co- workers at retirement. “Social” and “value” motivations are highest amongst those aged 46 and up. Young people aged 16-25, however, showed a slightly greater need to please others than their 26-45 year old counterparts. Other motivations
to
volunteer,
such
as
“protective,”
“enhancement”
and
“understanding,” were fairly consistent amongst all participants, suggesting th ese motivations don’t vary significantly with age.
Age is given in the s tudy because it will relate to the behavior they were into which it will identify where stages a person now is. And it relates this to the motivational forces if their age was properly in to the psychological needs of a person has.
Dependent Variable: Intrinsic motivation Student’s profile
Extrinsic motivation
Age
Existence needs
Sex
Academic Performance
Relatedness needs
Financial Status
Growth needs Achievement motive Affiliation motive Power motive Combine for an expectancy outlook Equity
Hypotheses There is no relationship between academic performance and motivational forces.
Notes in Chapter II
Herbert L. Petri (2011), MOTIVATION. Retrieved February 7, 2018 from https://www.britannica.com/topic/motivation Introduction to Gender and Health. Retrieved February 7, 2018 from http://genderandhealth.ca/en/modules/intro http://genderandhealth.ca/en/modules/introduction/introd duction/introductionuctiongenderasadeterminantofhealth-Shayna-03.jsp
World Health Organization (2010), Retrieved February 7, 2018 from http://www.who.int/gender-equity-righ http://www.who.int/gender-equity-rights/understanding/gend ts/understanding/gender-definition/en/ er-definition/en/
Melissa J. Bell (2009), Define Academic Performance. Retrieved from https://classroom.synonym.com/define-academic-performance-4740750.html
Yolanda Williams (2011), INTRINSIC MOTIVATION. Retrieved February 7, 2018 from https://study.com/academy/lesson/intrinsic-mo https://study.com/academy/lesson/intrinsic-motivation-in-psycholo tivation-in-psychology-definitiongy-definitionexamples-factors.html
Kendra Cherry (2017), Intrinsic Motivation, Very well mind. Retrieved February 7,2018 from https://www.verywellmind.com/what-is-intrin https://www.verywellmind.com/what-is-intrinsic-motivationsic-motivation2795385 Scott T. Rabideau (2007), Effects of Achievement Motivation on Behavior. Retrieved February 7, 2018 from http://www.personalityresearch.org/papers/rabideau.html
Havard Lillethun (2013), The Driving Forces Behind Human Motivation. Retrieved from https://addicted2success.com/motivation https://addicted2success.com/motivation/the-7-driving-forces-behind-human/the-7-driving-forces-behind-humanmotivation/
Janssen Sm. (2011), Age-differences in work motivation and job satisfaction. The influence of age on the relationships between work characteristics and workers' outcomes. Retrieved from https://www.ncbi.nlm.nih.gov/pubm https://www.ncbi.nlm.nih.gov/pubmed/22474915 ed/22474915 Europe’s Journal Psychology (2009), Retrieved fromhttp://clearlogic.ca/therelationship-between-age-and-motivation/
You’re Coach (2009), Vrooms Expectancy Theory. Retrieved from
http://www.yourcoach.be/en/employ http://www.yo urcoach.be/en/employee-motivation-theories/vroom-ex ee-motivation-theories/vroom-expectancypectancymotivation-theory.php Expectancy theory and Instrumentality. Retrieved from https://www.managementstudyguide.com https://www.managementstudyguide.com/expectancy-theory-motivat /expectancy-theory-motivation.htm\ ion.htm\ Hammel (2017), Expectancy Theory as an Motivational force. Retrieved from https://bizfluent.com/info-8672752-strengths-w https://bizfluent.com/info-8672752-strengths-weaknesses-expectancy-theory eaknesses-expectancy-theory.html .html The Social Comparisons Theory or Inequity Theory (Gogia, 2010). Retrieved from https://www.managementstudyguide.com https://www.managementstudyguide.com/equity-theory-motivatio /equity-theory-motivation.htm n.htm
Hawks (2007), Equity According to Douglas. Retrieved from https://study.com/academy/lesson/equity-t https://study.com/academy/lesson/equity-theory-of-motivation-in-managem heory-of-motivation-in-managemententdefinition-examples-quiz.html
Steers (2008), Motivation and Leadership at Work. Retrieved from http://www.referenceforbusiness.com/management/Mar-No/ http://www.referenceforb usiness.com/management/Mar-No/Motivation-andMotivation-andMotivation-Theory.html#ixzz57iTRuvmC
Rovischon (2009), Motivational at work. Retrieved from https://saylordotorg.github.io/tex https://saylordotorg.github.io/text_organizational-behavio t_organizational-behavior-v1.1/s09-theories-ofr-v1.1/s09-theories-ofmotivation.html
Freud (2007), The Hierarchy of needs. Retrieved from http://personalityspirituality.net/articl http://personality spirituality.net/articles/the-hierarchy-of-human-needs-maslow es/the-hierarchy-of-human-needs-maslowssmodel-of-motivation/ Harcourt (2016), Motivation Theories: Individual Needs. Retrieved from https://www.cliffsnotes.com/study-guides/princi https://www.cliffsnotes.com/study-guides/principles-of-management/motivatin ples-of-management/motivatinggand-rewarding-employees/motivation-theories-individual-needs
CHAPTER III METHODS OF RESEARCH This chapter presents the procedures and strategy, population and sample, the research instrument, the construction and validation of the instrument, the data gathering procedure and the data processing processing and statistical statistical treatment employed employed in the study. Method and techniques of the study
According to Key James P. descriptive research is used to obtain information concerning the current status of the phenomena to describe “what exists” wit respects to
variables or conditions in a situation. Descriptive studies may be characterized as simply the attempt to determine, describe or identify what is, while analytical research attempts to establish why it is that way or how it c ame to be. Population and Sample of the Study
The target population for this research defined to include the General Academic Strand 1 and 2 in Bataan National High School. Purposive sampling also known as judgement, selective or subjective sampling. It is a sampling technique in which researchers relies on his or her own judgement when choosing members of population to participate in the study.
Research Instrument
According to Annum, (2017), they are tools for data collection. They include questionnaires, interviews, observations, and reading. He said that the researcher must ensure that the instrument chosen was valid and r eliable. The validity and reliability of any research projects depends to a large extent on the appropriateness of the instrument. The instrument that was used in the study was divided into two parts. First part of the questionnaire was about the background of the student. Second part was made up of 12 questions related to motivational forces that affects the student. A six-point Likert scale ranging from usually, sometimes, and never was employed in the questionnaire to give their response to each item. Construction and validation of instruments
In constructing the research, the researcher has used internet to browse some data how motivational forces affecting the grade 12 students in their work immersion. The research were validated in the form of s urvey that was conducted in Bataan National High School. The data gathered from the questions that was given and tallied in order to obtain the content validity. The validity of this topic is tested by the results of our survey that measures the effectiveness of motivation in their work immersion. Data Gathering Procedure
To test the validity of the module and the research instrument, a survey was conducted. The researchers must give a permission to the teacher before conducting a
survey to conduct a survey. It involves the distribution of questionnaires. The survey questionnaire were distributed to the respondents during their freetime/vacant. Enough time were given to the respondents to accomplish the questionnaire then collection of data survey questionnaires. The survey questionnaires were collected from the respondents after they had finished answering it. Data Processing and Statistical Treatment
Design. Non-experimental research utilizing a correlational approach with an explanatory design. Descriptive statistical analyses were executed on the sample groups to obtain a clear understanding of the population. Data gathering and statistical treatment
The data gathered from the respondents through the questionnaire are going to tally, put together, organizes organizes and tabulates. The data data accumulate will will present quantitatively. quantitatively.
Frequency count and percentage will be used in determining the distribution of the respondents’ responses based on their personal profile and the assessment of their
vulnerability in terms of some various hazards. P= (F/N) (100) P= percentage F= Frequency N= Total number of respondents respondents CHAPTER IV: PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
This chapter contains the results and discussions of the data given by the respondents.
Table 1. Age of the respondents
Age
Frequency
Percentage
17
13
28%
18
30
64%
19
2
4%
24
1
2%
26
1
2%
Total
47
100%
The table shows the respondent’s ages. The youngest among all was 17 years old
and 13 respondents are in the 17 th year of their life in short 28% of the respondents was 17. 64% of the respondents was 18 years old the half of the respondents was in the age of 18. 4% of the respondents was 19 years old. Lastly the last two remaining respondents were 24 and 26 years old. Theme 1: Mostly of the students were 18 years old and it averages 64%
Table 2. Sex of the respondents
Sex
Frequency
Percentage
Male
27
57%
Female
20
43%
Total
47
100%
This table shows the respondent’s sex or gender. 27 of the respondents were
males with the 57% average. And 20 of the respondents were females with the average of 43%. Theme 2: Majority of the respondents were males. Table 3. Financial Status Financial Status
Frequency
Percentage
1,000 to 1,200
1
3%
5,000 to 10,000
33
70%
11,000 to 20,000
10
21%
21,000 above
3
6%
Total
47
100%
70% of the respondents chooses 5,000 to 10,000 monthly. 11,000 to 2,000 pesos was only 21%. 6% for 21,000 and above and 3% for 1,000 to 1,200 based on the optional chose. Theme 3: Majority of the respondents for financial status was 5,000 to 10,000
pesos monthly with the average of 70%.
Table 4. 1 st Semester Grade grades
frequency
percentage
65
1
2%
76
1
2%
78
2
3%
80
1
2%
81
1
2%
82
6
9%
83
8
12%
84
4
6%
85
3
5%
86
5
8%
87
5
8%
88
10
15%
89
5
8%
90
4
6%
91
3
5%
92
1
2%
93
4
6%
94
1
2%
65
100%
total
The showed the average of the students fr om 1 st semester. It is quite serious because the grade listed was from 65 to 94. Theme no.4: The highest percentage was 15% and it was the average of 88 ten of
the students got it. Interpretation: The exercise gives the researchers a chance to reflect on what motivates
the respondents. Those statements for which they checked “usually” are motivating factors that affects them; those checked “never” probably don’t affect them. Here is a summary of
the 12 factors described in this exercise and in this chapter: 1. Existence needs 2. Relatedness needs; 3. Growth needs; 4. Achievement motive; 5. Affiliation motive; 6.
Power motive; 7, 8, 9, combine for an expectancy outlook; 10. Equity; 11. Extrinsic awards; and 12 intrinsic awards. Table 5: Question no. 1
I am bothered by lack of creature comforts and security
Statistic
frequency
percentage
Usually
8
17%
sometimes
37
79%
Never
2
4%
Total
47
100%
This table showed the question given. 8 of the respondents responded usually and its percentage was 17%. And 37 of the respondents responded sometimes with 79%. Lastly 4% of the answer was never. Theme 5: According to the interpretation many of the students were bothered by
lacked of creature comforts and security under the existence needs with 79%. According to the data that the researchers gathered 2 of them answered never, they had very satisfactory grade. 37 of the students answered sometimes, 18 of them had a very satisfactory, 14 of them got satisfactory and 5 of them got outstanding grade. 8 of the students answered usually and they both got satisfactory grade. Table 6: Question no. 2
I need a frequent companionship of others
statistic
frequency
Percentage
usually
9
19%
sometimes
36
77%
Never
2
4%
Total
47
100%
This table is under the relatedness needs which is connected to the question. 19% answered usually, 77% answered sometimes and 4% answered never. It s howed that many of the students needed companionship to do something because that’s what
motivates them. Theme 6: Majority of the answers was s ometimes with 77% under the relatedness
needs. The result of the data that the researchers gathered, 2 of the students answered never one of them got very satisfactory and the other one get satisfactory. 36 of the students answered sometimes. 17 of them got very satisfactory, 17 of them got satisfactory and 3 of them got outstanding grade. 9 of the students answered usually, one of them got very satisfactory, 5 of them got satisfactory and 3 of them got outstanding. Table 7: Question no. 3
I seek out novel experiences and learning opportunities
statistic
frequency
percentage
usually
17
36%
sometimes
28
60%
never
2
4%
total
47
100%
36% of the respondents answered usually. 60% for s ometimes, and 4% for never. This table showed the growth need of a person in able to attain the chosen path they have chosen to. Theme 7: The question was interpreted the growth needs the most answered was
sometimes with 60% average it means that they used those opportunities to grow more and to know more about the life they are in so they need to motivate themselves to grow more and to be successful someday. The result of the data that the researchers gathered 2 of the students answered never and they both got satisfactory, 28 of the students answered sometimes, 11 of them got satisfactory and 2 of them got outstanding. 17 of the students answered usually 4 of them got very satisfactory, 10 of them got satisfactory and 3 of them got outstanding. Table 8: Question no. 4
I really get turned on by achievement related task.
statistic
frequency
percentage
usually
24
51%
sometimes
19
40%
never
4
9%
Total
47
100%
Majority of the answers here was usually with the percentage of 51%. 40% answered sometimes and 9% for never. According to the data they turned on by achievement related task. Theme 8: The question was under achievement motive, and according to the study
most
of
them
are
motivated
in
terms
of
achievement
related
task.
According to the data we gathered 2 of them answered never they had very satisfactory grade. And also 2 of them answered never they had satisfactory grade. In outstanding, there is no one who answered never to the data we gathered. Based to the data we gathered 7 of them answered sometimes they had very satisfactory grade. And in the satisfactory grade, 8 of them answered sometimes they have it. The 4 respondents said that sometimes they get an outstanding grade. And last, according to the data we gathered 10 of them answered usually they had very satisfactory grade. And to the satisfactory grade, 13 of them answered usually they have it. The 1 respondent also said that usually he/she get an outstanding grade. Table 9. Question no. 5
I delight in building friendships and helping people
Statistic
Frequency
percentage
Usually
26
55%
Sometimes
19
40%
Never
2
4%
Total
47
100%
This table showed the question given. 26 of the respondents responded usually and its percentage was 55%. And 19 of the respondents responded sometimes with 40%%. Lastly 4% of the answer was never. Theme 9: It was under affiliation motive most of the s tudents are willing to help
other in able to motivate those students. According to the data we gathered 1 of the 2 respondents answered never they had very satisfactory grade. And the last 1 respondent said that he/she never had a satisfactory grade. In outstanding, there is no one who answered never to the data we gathered. Based to the data we gathered 7 of them answered sometimes they had very satisfactory grade. And in the satisfactory grade, 11 of them ans wered sometimes they have it. The 1 respondent said that sometimes he/she get an outstanding grade. And last, according to the data we gathered 11 of them ans wered usually they had very satisfactory grade. And the 11 respondents answered usually they had satisfactory grade. The 4 respondents said that usually they got an outstanding grade. Table 10. Question no. 6
I am at my bes t when in charge and influencing others
Statistic
Frequency
percentage
Usually
19
40%
Sometimes
23
49%
Never
5
11%
Total 47 100% I am at my best when in charge and influencing others. 40% of the respondents answered usually. 49% answered sometimes which was the highest and 11% answered never. Theme 10: The question given was under power motive and they were at their
best at influencing others others sometimes. Based to the data we gathered 3 of them answered never they had very satisfactory grade. And to the data we gathered 2 to the 5 respondents answered never they had satisfactory grade. In outstanding, there is no one who answered never to the data we gathered. According to the data we gathered 10 of them answered s ometimes they had very satisfactory grade. And also to the 10 of the 23 respondents answered sometimes they had satisfactory. The 3 respondents said that sometimes they got an outstanding grade. And last, according to the data we gathered 6 of them answered usually they had very satisfactory. Also to the 11 of the 19 respondents answered usually they had satisfactory. And the last 2 respondents said that usually they got an outstanding grade. Table 11. Question no. 7
My efforts and abilities affect my task performance
statistic
frequency
Percentage
usually
24
51%
sometimes
21
45%
never
2
4%
total 47 100% 51% of the respondents responded usually. 45% answered sometimes. Lastly 4% of the respondents answered never. Theme 11: It was under the combine for an expectancy outlook and 45% of the
students answered usually. Based on the data 1 of the respondents answered never and they had a very satisfactory grade. And the data that we gathered has 1 of the 2 respondents answer never and they had a satisfactory grade, but in outstanding no one answer. Then a ccording to the data we gathered 21 of them answered sometimes and 9 had a very satisfactory grade and 10 had a satisfactory grade and then 2 of them had an outstanding grade. Lastly 24 of them answered usually and 9 of them had a very satisfactory grade, and 12 of them had satisfactory grade and then 3 of them had an outstanding grade.
Table 12. Question no. 8
I am rewarded when I perform well, punished when fail
statistic
frequency
percentage
usually
8
17%
sometimes
30
64%
never
9
19%
total
47
100%
17% of the respondents responded usually. 64% answered sometimes. Lastly 19% of the respondents answered never. Theme 12: It was under the combine for an expectancy outlook and 64% of the
students answered sometimes but 17% says that they get punished when they fail but rewarded when doing good things in terms of academic performance. Based on the data 9 of the respondents answered never and 5 of them had a very satisfactory grade, 3 of them had s atisfactory grade, 1 of the respondents had an outstanding grade. And the data that we gathered 30 of them answered sometimes and 11 of the respondents had very satisfactory grade, 15 of them had satisfactory grade and 4 of them had an outstanding grade. And then lastly 8 of the respondents answered usually and 3 0f them had a very satisfactory grade, 5 of them had satisfactory grade but in the outstanding there is no one answered.
Table 13. Question no. 9
I value the rewards and punishments I e ncounter
statistic
frequency
percentage
usually
22
47%
sometimes
24
51%
Never
1
2%
Total
47
100%
47% of the respondents responded usually. 51% answered sometimes. Lastly 2% of the respondents answered never. Theme 13: It was under the combine for an expectancy outlook and 51% of the
students answered sometimes and 47% says that they valued all the rewards and the punishments because that’s what makes a person person stronger stronger and it is a good thing even though though
the negative will be the positive side of their life maybe. Based on the data 1 of the respondents answered never and no one had a very satisfactory grade and also a satisfactory grade but 1 on the respondents had a outstanding grade. Then 24 of the respondents 10 of them had a very satisfactory grade and 11 of them had satisfactory grade, 3 of them had an outstanding grades. Lastly 22 of the respondents answered usually and 9 of them got a very satisfactory grade and 11 of them had a satisfactory grade and 2 of the r espondents had a outstanding grades. Table 14. Question no. 10
I am treated fairly compared to others
Statistic
Frequency
percentage
Usually
18
38%
Sometimes
25
53%
Never
4
9%
Total
47
100%
Majority of the answers here was sometimes with the percentage of 53%. 38% answered sometimes and 9% for never. 0 Theme 14: The question was under equity, and according to the study most of them
are treated fairly than others treated. Based on the data 10 that the researchers had collected, it is shown there that 4 of the respondents answered never and 3 of them had an very satisfactory grade, no one had an satisfactory grade and 1 had an outstanding grade, while, 25 of the researchers answered sometimes and 10 of the had an very satisfactory grade 11 had satisfactory grade, and 4 had outstanding grade, and lastly, 18 of the researchers answered usually and 6 of them had very satisfactory grade, 12 had an outstanding grade, and no one had an outstanding grade. Table 15. Question no. 11
I appreciate others rewarding me for my good work
Statistic
Frequency
Percentage
Usually
29
62%
Sometimes
17
36%
Never
1
2%
Total
47
100%
This question was under the extrinsic award. 62% of them a re glad when someone notice their good works. 36% answered sometimes and 2% answered never. Theme 15: According to the data most of the students appreciated the reward given
by other person because because of the good works they have done. Based on the data 11 that the researchers had collected, it is shown there that 1 of the respondents answered never and no one had an very satisfactory grade, 1 had an satisfactory grade and no one had an outstanding grade, while, 17 of the researchers answered sometimes and 8 of the had an very satisfactory grade, 7 had satisfactory grade, and 2 had outstanding grade, and lastly, 29 of the researchers answered usually and 11 of them had very satisfactory grade, 15 had an outstanding grade, and 3 had an outstanding grade. Table 16. Question 12
No one need to acknowledge when when I do good things
Statistic
Frequency
Percentage
Usually
14
30%
Sometimes
25
53%
Never
8
17%
Total
47
100%
This question was under the intrinsic award. 30% of them a nswered usually. 53% answered sometimes and 17% answered never. Theme 16: According to the data most of the students didn’t what their good works
to be recognized 53% of them s aid sometimes. It is maybe because of their past moments when they got the achievements they obtained maybe it was not recognized. Based on the data 12 that the researchers had collected, it is shown there that 8 of the respondents answered never and 3 of them had an very satisfactory grade, 2 had an satisfactory grade and 3 had an outstanding grade, while, 25 of the researchers answered sometimes and 13 of the had an very satisfactory grade 10 had satisfactory grade, and 2 had outstanding grade, and lastly, 14 of the researchers answered usually and 3 of them had very satisfactory grade, 11 had an outstanding grade, and no one had an outstanding grade.
CHAPTER V: CONCLUSION, IMPLICATION AND RECOMMENDATION Findings
According to the data that the researchers gathered 2 of them answered never, they had very satisfactory grade. 37 of the students answered sometimes, 18 of them had a very satisfactory, 14 of them got satisfactory and 5 of them got outstanding grade. 8 of the students answered usually and they both got satisfactory grade. The result of the data that the researchers gathered, 2 of the students answered never one of them got very satisfactory and the other one get satisfactory. 36 of the students answered sometimes. 17 of them got very satisfactory, 17 of them got satisfactory and 3 of them got outstanding grade. 9 of the students answered usually, one of them got very satisfactory, 5 of them got satisfactory and 3 of them got outstanding. The result of the data that the researchers gathered 2 of the students answered never and they both got satisfactory, 28 of the students answered sometimes, 11 of them got satisfactory and 2 of them got outstanding. 17 of the students answered usually 4 of them got very satisfactory, 10 of them got satisfactory and 3 of them got outstanding. According to the data we gathered 2 of them answered never they had very satisfactory grade. And also 2 of them answered never they had satisfactory grade. In
outstanding, there is no one who answered never to the data we gathered. Based to the data we gathered 7 of them answered sometimes they had very satisfactory grade. And in the satisfactory grade, 8 of them answered sometimes they have it. The 4 respondents said that sometimes they get an outstanding grade. And last, according to the data we gathered 10 of them answered usually they had very satisfactory grade. And to the satisfactory grade, 13 of them answered usually they have it. The 1 respondent also said that usually he/she get an outstanding grade. According to the data we gathered 1 of the 2 respondents answered never they had very satisfactory grade. And the last 1 respondent said that he/she never had a satisfactory grade. In outstanding, there is no one who answered never to the data we gathered. Based to the data we gathered 7 of them answered sometimes they had very satisfactory grade. And in the satisfactory grade, 11 of them answered sometimes they have it. The 1 respondent said that sometimes he/she get an outstanding grade. And last, according to the data we gathered 11 of them answered usually they had very satisfactory grade. And the 11 respondents answered usually they had satisfactory grade. The 4 respondents said that usually they got an outstanding grade. Based to the data we gathered 3 of them answered never they had very satisfactory grade. And to the data we gathered 2 to the 5 respondents answered never they had satisfactory grade. In outstanding, there is no one who answered never to the data we gathered. According to the data we gathered 10 of them answered sometimes they had very satisfactory grade. And also to the 10 of the 23 respondents answered sometimes they had satisfactory. The 3 respondents said that sometimes they got an outstanding grade. And last, according to the data we gathered 6 of them answered usually they had very
satisfactory. Also to the 11 of the 19 respondents answered usually they had satisfactory. And the last 2 respondents said that usually they got an outstanding grade. Based on the data 1 of the respondents answered never and they had a very satisfactory grade. And the data that we gathered has 1 of the 2 respondents answer never and they had a satisfactory grade, but in outstanding no one answer. Then a ccording to the data we gathered 21 of them answered sometimes and 9 had a very satisfactory grade and 10 had a satisfactory grade and then 2 of them had an outstanding grade. Lastly 24 of them answered usually and 9 of them had a very satisfactory grade, and 12 of them had satisfactory grade and then 3 of them had an outstanding grade. Based on the data 9 of the respondents answered never and 5 of them had a very satisfactory grade, 3 of them had s atisfactory grade, 1 of the respondents had an outstanding grade. And the data that we gathered 30 of them answered sometimes and 11 of the respondents had very satisfactory grade, 15 of them had satisfactory grade and 4 of them had an outstanding grade. And then lastly 8 of the respondents answered usually and 3 0f them had a very satisfactory grade, 5 of them had satisfactory grade but in the outstanding there is no one answered. Based on the data 1 of the respondents answered never and no one had a very satisfactory grade and also a satisfactory grade but 1 on the respondents had a outstanding grade. Then 24 of the respondents 10 of them had a very satisfactory grade and 11 of them had satisfactory grade, 3 of them had an outstanding grades. Lastly 22 of the respondents answered usually and 9 of them got a very satisfactory grade and 11 of them had a satisfactory grade and 2 of the r espondents had an outstanding grades.
Based on the data 10 that the researchers had collected, it is shown there that 4 of the respondents answered never and 3 of them had an very satisfactory grade, no one had an satisfactory grade and 1 had an outstanding grade, while, 25 of the researchers answered sometimes and 10 of the had an very satisfactory grade 11 had satisfactory grade, and 4 had outstanding grade, and lastly, 18 of the researchers answered usually and 6 of them had very satisfactory grade, 12 had an outstanding grade, and no one had an outstanding grade. Based on the data 11 that the researchers had collected, it is shown there that 1 of the respondents answered never and no one had an very satisfactory grade, 1 had an satisfactory grade and no one had an outstanding grade, while, 17 of the researchers answered sometimes and 8 of the had an very satisfactory grade, 7 had satisfactory grade, and 2 had outstanding grade, and lastly, 29 of the researchers answered usually and 11 of them had very satisfactory grade, 15 had an outstanding grade, and 3 had an outstanding grade. Based on the data 12 that the researchers had collected, it is shown there that 8 of the respondents answered never and 3 of them had an very satisfactory grade, 2 had an satisfactory grade and 3 had an outstanding grade, while, 25 of the researchers answered sometimes and 13 of the had an very satisfactory grade 10 had satisfactory grade, and 2 had outstanding grade, and lastly, 14 of the researchers answered usually and 3 of them had very satisfactory grade, 11 had an outstanding grade, and no one had an outstanding grade. Conclusion
In conclusion the researchers gathered twelve motivational theories to support the study which are Extrinsic Motivation, Intrinsic Motivation, Power Motive, Existence Needs, Relatedness Needs, Growth Needs, Achievement Motive, Affiliation Motive, Expectancy Outlook and Equity Motive. In survey questionnaires each of this has been an interpretation to every questions. It depends in the variables in every questions, and every questions has its own interpretation. The grade would be depend on their answer that base in variables if it helps them to motivate or not. For example in the existence needs, who answered never, those who answered never will be define their grade. Simply as their grades will define their answer which are based on the variables and the result will be helpful or not to their academic performance. We conclude that Extrinsic motivation was the most effecti ve theory that the researchers found out based on the data’s the researchers gathered.
Recommendation
In the conduct of this research, it has its own strengths and weaknesses. Each variables has its own importance. The Grade 12 students under General Academic Strand are motivated in Extrinsic Motivation. The future researchers must implement the Extrinsic Motivation because according to the data’s the researchers had gathered the rate of the
grades of the students who are extrinsically motivated are outstanding and very satisfactory. They are motivated to study well because of the rewards they’ve attain.
