STUDENT’S MOTIVATION UPON TAKING

UP PRESCHOOL EDUCATION

A Thesis

Presented to the Faculty of the

School of Education of Xavier University

(Ateneo de Cagayan) Cagayan de Oro City

In Partial Fulfillment

of the Requirements for the Subject

Educ 50.1: Educational Research 1

By:

Bunani, Carl Kristine Jade

Pangan, Chalna

Semaña, Giraldyne

Ucab, Sherry

March 8, 2010

APPROVAL SHEET
 This thesis entitled: Student’s motivation upon taking up
Preschool Education is prepared and submitted by
______________________________________ in partial fulfillment of the
requirements for the subject Educ 50.1: Educational Research, has
been examined and is recommended for Oral Examination.

Ms.
Michelle Suazo
Adviser
---------------------------------------------------------------------------------------------------
---------
PANEL OF EXAMINERS

Approved by the committee on Oral Examination with a grade of

__________.

--------------------------------------------
Chair

Bunani, Carl Kristine Jade Pangan, Chalna

Member Member

Semaña, Giraldyne Ucab, Sherry

Member Member

Approved and accepted in partial fulfillment of the requirements

for the subject Educ 50.1: Educational Research.

--------------------------------------------
Dean, School of Education

--------------------------------------------

(Date of Defense)

Chapter 1
The Problem:
Introduction

Motivation has become a popular word nowadays.

There are motivational coaches and speakers, and motivational books

and articles. What is it actually, and why do you need it?

As Preschool education students, we have to come

up with this study to figure out what specific motivation that the

students are holding upon taking up Preschool Education. Most

education students in general know how motivations are being used to

promote each and everyone’s goals. It’s easier to show motivation in

connection with a subject that is dear to some fellow students. If a

person desires something, but he/she doesn't feel motivated enough to

act, this means that the desire is not important enough. To be

motivated to take action and do something in respect with this desire,

there is a need to possess a strong desire. Motivation is the inner

power or energy that pushes one toward performing a certain action.

Motivation has much to do with desire and ambition, and if they are

absent, motivation is absent too. Often, a person has the desire and

ambition to get something done or achieve a certain goal, but lacks the

push, the initiative and the willingness to take action. This shows a lack

of motivation and inner drive. Motivation strengthens the ambition,

increases initiative and gives direction, courage, energy and the

persistence to follow one's goals. A motivated person takes action and

do whatever it needs to achieve his/her goals. Motivation is usually

strong, when one has a vision, a clear mental image of a certain

situation or achievement, and also a strong desire to materialize it. In

this case motivation pushes one forward, toward taking action and

making the vision a reality.

“Actually, motivation is one of the most important

keys to success. Lack of motivation either does not bring results or

brings only mediocre results, whereas motivation brings faster, better

and bigger results. Compare a student who lacks motivation and who

hardly studies, to a student who is highly motivated, and who devotes

many hours to his studies. They will get absolutely different grades”.

(Remez Sasson,2006). Lack of motivation shows lack of enthusiasm,

zest and ambition, whereas the possession of motivation makes one

full of life, and willing to do whatever it takes to achieve what one sets

out to do. A motivated person is a happier person, more energetic, and

sees the positive end result in his/her mind. Motivation is the powerful

engine that moves you towards success and accomplishments in every

area.

( Implicit and Self-Attributed Motives) Researchers

state that behavior is affected by your motivation to achieve and

situational variables. Two types of motives, implicit and explicit, are

identified as being directly involved in the prediction of behavior. An

implicit motive is a spur-of the-moment impulse to act; they are

unplanned and spontaneous. An explicit motive is done deliberately,

precisely and with forethought.

 Implicit and explicit motives help to predict your

achievement motivation. If you have a strong implicit drive, you will be

pleased that you overcome the challenge by mastering the task.

However if you have a strong explicit drive, your motivation is your

perceived ability.

(Victor Ghebre) Self-worth theory notes that in

certain conditions some will not put forth an effort in failure is a likely

option. Achievement motivation is actually the motivation not to try

since achievement is not likely. How many times have you not tried a

sport or learned how to dance because you know that you will not

succeed? This is commonplace. You feel like you can’t try this because

you don’t think you have the capability to succeed. You are so

threatened by failure that you don’t try the new experiences and stay

stuck in the proverbial rut. Self-worth theory asserts that you can

maintain your self-esteem by withdrawing effort. Scientists continue to

be intrigued why some people are motivated to achieve and others are

not motivated at all. Achievement-orientated people do not gamble

with success. They have to believe that achievement is 100%

guaranteed in order to “play”. An example involves a gambler, a

conservative person and an achievement-oriented person.

No matter what goal you are aiming for, staying

motivated is a challenge for everyone at times. Even though you have

set those goals for yourself, it will be hard to stay focused at times.

Using self motivation techniques is a great way to ensure that you stay
positive and have the mental attitude needed to achieve your goals.

One of the best things that you can do is to map out a plan detailing

your goal and the steps that you will take to achieve your dreams. It is

also a good idea to regularly reassess your plan and make sure that

you still feel that your original strategy is the best one. There is

nothing wrong with changing your plan if you feel that changes will

improve it, the plan is not carved in stone and should always be

considered as a flexible tool. Life is full of unexpected surprises and

this can mean your initial steps will no longer lead you to where you

want to arrive; you can change your written plan to take any surprise

changes into account.

One of the most important aspects of a teacher's

job is to motivate students. In order for a student to be motivated, he

or she must possess a desire to learn and be willing to aim this desire

toward achieving academic goals. For successful student motivation to

occur, a student must want to participate in the learning process. As

future preschool educator, there is a need for us to know what are the

possibilities that the students will pursue on what he/she is aiming for.

SCHEMATIC DIAGRAM
 Independent Variable

Dependent Variable

-XU PSED students -PSED student’s

motivation in taking up
-First choice course PSED course:
-Gender >Behavior
-Age >experiences

Statement of the Problem

 Preschool education student’s motivation is an aid to

trigger students upon taking up the said course. First choice course is

one of the independent variables that may help the study become

strong. For when students pick out the course they might like, we can

refer it if they really wanted to take the course or they may think that

they have no other choice but to pick it.

Gender may also be affected when picking up of courses.

This might generate that men and women must therefore fit their

courses such as teaching is just for women and not for men, especially

preschool education.

Experiences are one of the dependent variables that

enable the students to learn and to get interested with. For the things

that they have encountered, they accidentally learn from it.

Experiences help the minds of the students to collaborate or discover

more about what they have understand or comprehend base on

education.

Hypotheses
 Preschool education students can easily go through stages of

self-motivation and pursuing its goals and those and those who are not

motivated are less likely to have lower achievements.

Significance of the study

This study will help us future preschool educators to

determine what are the methods on how to enhance student’s

motivation. These motivations are taught in education students so we

are aware of the situations on how the students are well-enthusiast on

what he/she is doing.

Base on our objectives, we will be able to determine the

variation between gender and identifying its motivations on how these

affect the grades of PSed students. For the administrations and faculty

teacher’s concern, this study would help them provide teacher’s

motivation strategies to lend to students who lack strength to pursue

ones goals. Students will be aware that proper motivation is the key to

have good performances at school. To the parents and to the

community, to have a great knowledge of awareness wherein the

performances of the students at school are based on what motivation

they have.

(By: Matthew Hick | Oct 18, 2006 | )Academic challenges in

school made me look different. Praise, enthusiasm, positive feedback,

rewards, and a positive environment are just a few ways a teacher can

help stimulate student motivation. Praising a student for positive

efforts he or she makes in the classroom encourages learning. Through

praise, a student will understand that he or she is on the right path.

More often than not, praise will make the student continue to do a

good job.

Rewards also work well for student motivation. Students

love getting a piece of candy from the teacher's candy jar, or even a

day of no homework because of good classroom behavior. Student

motivation can be achieved simply when the teacher puts a gold star

on an A+ exam. While praise and rewards promote high levels of

student motivation, positive feedback from the teacher is also key. A

teacher commending a student for a job well done or sending a letter

to the student's parents expressing how well their child is doing in

school can greatly motivate a student. By giving positive feedback, a

teacher can let a student know that they are doing well and can also

suggest how a student can improve on any weaknesses. Through

feedback, a student will understand what the teacher expects.

Students also benefit when a teacher is motivated to teach. Teacher

enthusiasm increases student motivation. When a teacher shows

excitement about a subject, he or she can motivate students to learn.

Parental involvement is one of the great factor that the

students gain strengths from. Family has a great responsibility on how

they motivate their children to learn and love school because student’s

motivation begins when the toddler is at home learning the basic

functions of life, such as walking. When the toddler is just about to take

his or her first step, the parent is providing support so that the child

does not fall. Every time positive recognition is received, the child is

motivated to achieve more goals. This is why it is vital for parents to

show support and enthusiasm during these experiences.

Another helpful way to start a young child on the right path

to learning is providing educational toys and books for the child. A

parent can also view educational television shows with the child. A

simple toy can help a child learn ABC's and 1, 2, 3's. This helps build

future student motivation. Coloring books, magnetic letters, building

blocks, and television shows like Sesame Street are all great

motivational devices. A parent should encourage a child to ask

questions about such games, books, and shows. Once a child is old

enough to be a student, he or she will then understand that there is

nothing wrong with asking the teacher for help. After a child becomes

a student, responsibility lies with the parents to become involved in his

or her academic life.

Base on the authors and theorists’ works and articles, they

said that by writing articles that include motivations made them be

confident in making it effective and useful. As they start to write

articles, they have been reminiscing the times they strive in school to

achieve their goals to become a writer. For they are ones a student like

us, they gain ideas through each and everyone’s experiences in their

school years.

Student self-esteem comes from within the student. It can

fluctuate depending on daily experiences. Students who do not receive

a grade they were hoping for can experience low self-esteem.

However, when a student answers a question correctly in class and

gets recognized for a job well done, his or her self-esteem will be
raised. A student's self-esteem can also rise by participating in

extracurricular activities. A student will feel accomplished when he or

she is able to perform in a play, win a key club competition, or score a

point for the basketball team.Student motivation comes from within

the student. However, there are many factors and people who can help

the student remain motivated. With the will to learn and the

enthusiasm of others, students will be inspired to do well in school

(Mackinsly, 2007).

Scope and Delimitation of the Study

This study is limited to the Preschool Education students in

Xavier University, Ateneo de Cagayan. This chapter presents the

methodology employed in this study done. This includes Research

Design, Research setting, research respondents, Data gathering

procedure, sampling methods and instruments used in the study.

The research that we have conducted was a survey

research which descriptive method in being implied through written or

by inter view. This research is easy , which provides information from

large sample. The survey will be done in Xavier University, Ateneo de

Cagayan, College of Education major in preschool. Out of 60 Preschool

education students, there were 40 respondents.

We were exposed the field of education which discusses

motivations in the classrooms. The questionnaire was handed out and

they were informing on the objectives of the study. Each item of the

questionnaire had to be quickly as the first impression of how

respondents think was needed. Scale was 1 – 5 with 1 as not

distributed or anxious and 5 as anxious / disturbed.

Definition of Terms

First choice course is a course which first attracted the students to

take up.

Gender is a category between male and female.

Behavior is an action or reaction of any material under given

circumstances.

Experiences is the process or fact or personally observing,

encountering, or undergoing something

Motivation naturally has to do with student’s desire to participate in

the learning process.

CHAPTER 2
 REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents past studies and literature related to

the study categorized by the following variables: First choice course,

PSED student’s motivation in taking up PSED course, Behavior and

Experiences.

Base from what we have read and discovered about the

topic we are aware of, motivation has two kinds. The extrinsic and

intrinsic motivation. Extrinsic motivation refers to motivation comes

from outside the learner, such as motivation resulting the

reinforcement in the form of high test scores or teacher compliments.

Intrinsic motivation is a response to needs that exist within the learner,

such as curiosity, the need to know, and feelings to competence or

growth (Twining, Keith:1998).

Once the child reaches 12 years of age, they tend to blend

with the people surrounding them; they also begin to mature easily

without noticing it. Mostly, these young adults tend to have peer

groups which affect decision-making styles. Sexual socialization come

to arise when they grow a little older to fit in the society or school

(Craig, Grace:1986). As they reach in the proper age in getting into

college, they tend to figure out what would be the best course that fits

them. So considering their fresh minds, they would think about their

motivations of what the course tells them or triggers them to take

other course that they might not like, but due to the influences of other
people, they chose it. Choosing its first be intrinsic or extrinsic

motivation either for reinforcement or a need.

In college, there is an issue between gender differences,

because women and men think differently. Every person has its unique

learning styles which they feel comfortable upon adapting its concepts

and content. These might affect its behavior upon choosing its course

if they are willing to take it up, they might get good performances at

school and if not, some circumstances they might have to improve it.

Students who are recently enrolled in Xavier University

came from different places and provinces may have the difficulty to be

motivated because after reading some articles, these students are far

from their homes and parents, and the adjusting of the environment

maybe very complicated.

 CHAPTER 3

RESEARCH METHODOLOGY

Purpose of the Study

As future teachers someday, we need to know what are the

things that our students want to improve due to motivations. These

things need to be assessed so that we can get the idea of students

who motivated to learn or not.

Now for our study, we have chosen the topic “student’s

motivation towards taking up preschool education”. Base upon this

issue, this triggers our curiosity on what are the motivations of each

students why they have taken up preschool as their major course.

As what we have read on articles and journals, many college

students have high grades because they have good motivations and

positive reinforcements. Some students in education have low grades

due to lack of motivations and has taken for granted their major

subjects.

Motivation:

Research into motivation is peculiarly difficult because the

methodology of observation must take account of the whole self

action. Moreover, such studies of spontaneous behavior are limited by

the environmental setting of observation. For this reason theories of

the essential aspects of personality and motivation tend to stem as

much from the observational opportunity afforded by the environment

as from the continuing nature of the organism. Motivation in this sense

is a more subtle concept and amenable to observation than the end

results of such activity.

A consideration of the processes of maturation in thinking

would seem desirable since motivational levels appear to be geared to

a large extent to cognitive efficiency, though the individual’s

perceptual impact on the environment (Granger 1953). In the present

conception, performance (or behavior) consists of meaningful

responses to meaningful situations.

First choice course:

According to the study of (Granger 1953), before entering college

students think about the course they will take up.

PSED Student’s Motivation in Taking up PSED Course:

PSED students are being motivated in taking up the course like

influenced by other people or encouragement of parents. When people

will encourage them to take the course students may be challenged

taking up the course.

Behavior:

In our research, we searched also about behavior of the students.

There are two kinds of behavior and these are the positive behavior

and the negative behavior. in positive behavior, the students are

motivated by encouraging, inspiring and interested to show in his/her

classes but when we say the negative behavior it is when the students

are no longer interested to attend his/her classes. Like forced by

parents taking the course or advice to take the course the result of the

negative behavior is having low grades at the same time hopelessness.

Experiences:

Experience also motivates the students to take the course like

before they enter college they think about what field to choose.

Example is they prefer to take the teaching profession because they

have their experiences to teach kids when they were in high school

and they think that their skills in teaching are very match when they

take education. When they were in high school other students have

hard time to choose on what course to be taken in college so not only

the parents encourage them to take the teaching profession but also

the teachers can assess their students. When their students are good

in reporting other teachers encourage them to take the teaching

profession.
 Method

In order for us to accomplish the study, we have directly

chosen our respondents or subjects. These are the Preschool education

students, because, in our topic, it was specifically stated that we will

focus on preschool education students upon determining their

motivations upon taking up the said course. Preschool student majors

from second year level up to fourth year.

Statistical Instruments/Procedure

Student motivation will be used to determine whether or

not there is a significant difference on the first choice of course toward

motivation of students’ taking up the PSEd course following up their

behavior, experiences.
 This questionnaire will test you as a person whether your
motivations will help you in taking up Preschool education as your
major course. Please be honest with your answer. The questionnaire
has 15 items.
1=strongly agree to 5= strongly agree. If you wish to change your
answer, just put an X over the previous answer and encircle the
number indicating your new answer.
Please supply all the needed information being asked below.
Your identity and your answers will be kept strictly confidential. The
information gathered in this study will be for research purposes only
and will not be on hand for any other reasons.

Gender____________________ Age________ Civil Status_________________

First Choice of Course_______________________

Others(Specify)_________________________

Read each statement carefully and indicate how your motivations help
you in the field you are in which is preschool education. Please indicate
your personal opinion using a 5-point scale from 1=strongly Disagree
to 5= Strongly Agree.

1. XU is an excellent school for education 5 4 3 2 1

Students.

2. Teachers have good strategies for

encouraging
students to be well-motivated.

3. Preschool education is my choice of course.

4. PSed is not my first choice of course.

5. My parents forced me to take up PSed.

6. I enroll myself in PSed because my friends

are
here too.

7. PSed is just an easy course.

8. I enroll in PSed because my parents are also

teachers.

9. I enroll in PSed because its one of the

opportunities to go abroad.
10. My experience in the past years help me
become on what I am now.

11. I take up PSed because its tuition fee is

cheap.

12. PSed is my passion and my desire to teach.

13. I take up PSed because I have no other

choice but to take it.

14. I feel that I belong in PSed ever since first

year.

15. I take up ECP because I can see a bright

future here.
BIBLIOGRAPHY

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Twining, Keith. Success in Psychology: London: John

Murray(Publishers)Ltd. Pp. 261

Fiske, Edward B. Fiske Guide the Getting the right College:

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Ausubel, David P. Educational Psychology: A Cognitive View. 2nd

Edition. New York: Hole, Rinehart & Winston. Pp 399-402

Amabile, T. M. (1982). Social psychology of creativity: A

consensual assessment technique

Abramson, L. Y., Seligman, M. E. P., & Teasdale, J. D. Learned

helplessness in humans: Critique and reformulation. Journal of
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Psychology, (1978). 87, 49-74.

Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S.

Patterns
of attachment. Hillsdale, NJ: Erlbaum. (1978).

B. Periodicals and Journals

Ng, Willie. “Index of Economic Freedom.” Manila Bulletin, 8
January 2005, 10.

C. Internet Sources

Linnenbrink, E. A. & Pintrich, P. R.Multiple pathways to learning

and achievement: The role of goal orientation in fostering
adaptive
motivation, affect, and cognition. March 3, 2000.

Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic

motivation:
The search for optimal motivation and performance
(2003)

McClelland, D. C. Human Motivation..(2000)

McCullers, J. C. Issues in learning and motivation. In M. R.

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& D. Green(Eds.), The hidden costs of reward: New
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Rawsthorne, L. J., & Elliot, A. J. (2000). Achievement goals and

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APPENDICES

A Letter of Approval

B Informed Consent

C The Questionnaire

D Curriculum Vitae – one for every person in the group

 CURRICULUM VITAE
PERSONAL DATA
Name Carl Kristine Jade Bunani
Date of Birth March 13, 1990
Place of Birth Cagayan de Oro City
Religion Roman Catholic
Civil Status Single
Home Address 291 San Juan 2 Lapasan Cagayan de Oro
Father’s Name Rocky Lagare Bunani
Mother’s Name Helen Antipas Bunani

EDUCATIONAL BACKGROUND

Tertiary Education: Xavier University Ateneo de Cagayan

Secondary Education Misamis Oriental General Comprehensive High
School (March 2006)
Elementary Education East City Central School (March 2002)

CURRICULUM VITAE

PERSONAL DATA

Name Chalna B. Pangan

Date of Birth October 4, 1988

Place of Birth Cagayan de Oro City

Religion Roman Catholic

Civil Status Single

Home Address GMG Homes, Zone 8, Bulua, Cagayn de Oro City

Father’s Name Raul B. Pangan

Mother’s Name Carol B. Pangan

EDUCATIONAL BACKGROUND

Tertiary Education Xavier University, Ateneo de Cagayan

(October 2008-present)

Secondary Education Blessed Mother College (March 2005)

Elementary Education Blessed Child Academy (March 2001)

WORK EXPERIENCE

June - August 2008 Trainee (Call center agent)

Link2support

Cagayan de Oro City

CURRICULUM VITAE

PERSONAL DATA

Name Giraldyne D. Semaña

Date of Birth November 2, 1989

Place of Birth Cagayan de Oro City

Religion Roman Catholic

Civil Status Single

Home Address 26 Clementino Chavez, Macasandig Cagayan de Oro

Father’s Name Romeo Pimentel-Semaña

Mother’s Name Nieva Dorado- Semaña

EDUCATIONAL BACKGROUND

Tertiary Education Xavier University – Ateneo de Cagayan

Bachelor of Elementary Education (PSEd)

(June 2006- present)

Secondary Education Lourdes College High School (March 2006)

Elementary Education Holy Trinity Montessori School (March 2002)

SEMINARS ATTENDED

Seminar on Four Pronged September 30, 2009

Symposium on RA 7277 July 28, 2009

Enneagram Seminar-Workshop July 27, 2008

Ateneo Campus Leadership Discovery February 11, 2007

CURRICULUM VITAE

PERSONAL DATA

Name Sherry Mae O. Ucab

Date of Birth September 2, 1985

Place of Birth Cagayan de Oro City

Religion Born Again Christian

Civil Status Single

Home Address Lapaz 1- Lapasan Cagayan de Oro City

Father’s Name Mr. Adonis B. Ucab

Mother’s Name Mrs. Emma O. Ucab

EDUCATIONAL BACKGROUND

Tertiary Education Bachelor of Elementary Education

Lourdes College

Early Childhood Education

June 2002

Bachelor of Elementary Education

Xavier University – Ateneo de Cagayan

Preschool Education

June 2005- present

Secondary Education Misamis Oriental General Comprehensive School

Yacapin Velez Street,

Cagayan de Oro City

(1997 -2001)

Elementary Education City Central School

Yacapin Velez Street,

Cagayan de Oro City

(1992 -1997)

WORK EXPERIENCE
September 2007-October 2008 SHAKEYS PIZZA Restaurant

Ororama Super Center,

Lapasan Road,

Cagayan de Oro City

November 2008- December 2008 Chowking Restaurant

Agfa Building, Velez St.

Cagayan de Oro City