Beruflich Dokumente
Kultur Dokumente
A Thesis
Presented to the Faculty of Teacher Education Program
RAMON MAGSAYSAY MEMORIAL COLLEGES
General Santos City
Approval Sheet
JESSIE A. PATILUNA
Adviser
PANEL OF EXAMINERS
ACKNOWLEDGEMENT
appreciation to the following persons for their invaluable help and assistance for
To her adviser, Sir Jessie ‘Jet’ A. Patiluna, for his unwavering assistance
from the initial to the final phase of this study; for the critical analysis as to the
content, organization and mechanism and his thoughtful suggestions for its
betterment and for ascertaining that the data are well statistically treated and
interpreted;
affirmation and valuable suggestions for the improvement of this research work;
the moral support even from the start of the study. None of these would’ve made
possible without you both, the best parents any children in this world could have;
To her Siblings and Friends for the genuine encouragement and support;
Above all, this research was developed by the grace of God who gave the
researcher the knowledge and wit to finish and establish this research.
-Xiud
iv
DEDICATION
There are a number of people without whom this thesis might not have
been written, and to whom I am greatly indebted.
To my grandparents
Strong and gentle souls who taught me to trust in God, believe in hard
work and that so much could be done with little.
For being both my stress and stress reliever. Thank you for the hugs and
kisses I receive whenever I am being needy. Ate is so blessed to have you
as my bros and sis.
Thank you so much for the extra support and encouragement. I could
not thank God enough for bringing me into this awesome family. You
guys are simply the best thing this world could ever offer. Specially to
uncle Arlando and tita Elizabeth for the printer, it really did helped me a
lot.
For the joy, experiences and craziness we shared together. I can say that
my college life is never dull and boring because you guys are there
making it colorful and gay. Cheers to more memories and goals to make
together!
-Claudine Marie
TABLE OF CONTENTS
Contents Page
Title Page i
Approval Sheet ii
Acknowledgment iii
Dedication v
Table of Contents vi
Abstract ix
Chapters
Introduction 1
Theoretical Framework 2
Conceptual Framework 2
Hypothesis 4
Definition of terms 5
Research Design 25
Research Locale 25
Respondents 27
Research Instrument 27
Research Procedure 28
Statistical Treatment 28
4 PRESENTATION,ANALYSIS AND 30
INTERPRETATION OF DATA
5 SUMMARY OF FINDINGS,CONCLUSION,
AND RECOMMENDATIONS
Summary of Findings 34
Conclusion 35
Recommendations 36
REFERENCES 37
APPENDICES
A Letter of Permission 39
D Validation Sheet 42
E Survey Questionnaire 43
G Certification of Validity 45
CURRICULUM VITAE 49
ix
ABSTRACT
Students of Labangal National High School enrolled for the academic year 2017-
2018.
To attain its purpose, the descriptive design was utilized. A total of 35 Grade 12
students of Labangal National High School were the respondents of the study
chosen. It used the frequency counts and percentage to analyze the data
gathered.
The result of the study revealed that The level of the student-respondents
are high with the learning motivations in terms of intrinsic. Generally, the level of
Introduction
It (Mathematics) has deeply influenced our daily life, not only economically,
Students, most of which, are having a hard time dealing with complex math
problems which would later on result to lack of interest towards the said
subject matter. In order for their interest to come back to life and become a
math guru, mental health is not enough of a source. The key of making math
friendly towards you is for you to also have the motivation to learn stuffs
related to the subject matter. This is the phase in where this study is going to
be all about. This is where we get to know the intrinsic motivation in great
depth and it’s effect on students’ academic performance especially in the field
of Algebra.
motivating their students to learn while some students have a natural love to
learn for learning, others arrive at a class under protest and act as if they are
2
being tortured rather than taught. Teachers must find way to motivate
especially in learning algebra are the extrinsic motivation factors and intrinsic
some separable outcomes (Deci and Ryan, 2007). Intrinsic motivation refers
challenges and to exercise and develop their skills and knowledge, even in
the absence of operationally separable rewards. Over the past four decades,
Deci, 2017)
encounter mixed variety of learners, all differ from each other based on their
encounters this problem------ lack of interest in the said subject matter. In this
Theoretical Framework
This research was anchored on the study of Lepper that when children
time engaged in the activity, learn better, and enjoy the activity more than
”for it’s own sake” is a primary goals of educators: not only will children learn
better at the immediate task, they will also tend to seek out similar activities in
individual, out of will and interest for the activity at hand. No external rewards
are required to incite the intrinsically motivated person into action. The reward
is the behavior itself. Logically, this seems like an ideal, for people to act as
is certainly not the case that every real world behavior stems from an intrinsic
energy.
motivation has been widely studied. In this review we revisit the classic
Deci, 2008)
4
Conceptual Framework
This study focused on the the intrinsic motivation and its influence to the level
serves as the dependent variable. The arrow signifies the relationship among
the variables.
students of Labangal National High School enrolled during the academic year
2017-2018.
students?
Hypothesis:
High School
There are thirty-five (35) selected Grade 12 students of LNHS who are
enrolled during the school year 2017-2018 who are involved as respondents
of the study.
This study will provide significant insights and contribute to the following
group of people:
School Administrators. This study will give a clear understanding for further
learning acquisition.
Teachers.This study will the teacher to impart knowledge about this specific
based upon the insights they can possibly draw from this study.
Parents. This would help them in creating ideas and activities that would help
Researcher. The result of this study will help her to clarify and fully
Other Researcher. This study will serve as their reference and reliable
source of data and information for further studies with motivational factors.
Definition of Terms
To have better understanding of this study, the key terms used in this
action or behavior because you enjoy the activity itself. Whereas acting on
extrinsic motivation is done for the sake of some external outcome, the
inspiration for acting on intrinsic motivation can be found in the action itself.
the written meaning of a passage: the definition of words, the context of the
writing, the main idea of the passage, and the sequence of thought chosen by
the author.
equations.
study. The study shows valuable findings of both local and foreign writers and
Theory and the trouble with relying solely on extrinsic motivators. The
interventions are also provided (John Mark Froiland, PhD, Emily Oros, PhD,
Liana Smith, B.S., & Tyrell Hirchert, B.A., University of Northern Colorado).
Froiland, 2010) and most students lose intrinsic motivation to learn each year
as they move from first grade to high school (Lepper, Corpus & Iyengar,
core
10
theory, all people seek to satisfy three inherent psychological needs: the need
connections with others), and the need for autonomy (perceiving that one is
& Ryan, 1991). Motivation can fall anywhere on the continuum from
regulation and intrinsic motivation, which are the two highest forms of
help the student move from amotivation to extrinsic regulation, such that the
student would likely study just hard enough to gain the rewards or avoid
negative consequences.
voluntarily study more because he/she realizes the importance of doing well
of interest both in school and outside of the regular school day because they
find enjoyment and deep purpose in learning; their behavior is fully regulated
motivation) are the most enduring forms of motivation and are robustly
Froiland, 2011a).
SCHOOLS
2008), which are desirable attributes to cultivate among students who will
who have well developed intrinsic motivation are more likely than others to
experience flow, a state of deep task immersion and peak performance which
well-being (Deci & Ryan, 2008), positive affect while doing homework
(Froiland, 2011a), and less drug abuse (Battistich, Schaps, Watson, Solomon
12
& Lewis, 2000). Studies have also shown that students with higher intrinsic
motivation at the outset of the semester displayed more persistence and were
less likely to drop out of school (Vallerand & Bissonnette, 1992; Hardre &
persistence and productivity for adults in the working world (Grant, 2008) and
is a pathway to happiness for adults and children (e.g., Froiland, Smith, &
Peterson, 2012), which makes it vital for children’s success and life
satisfaction after school. The aforementioned reasons alone are enough for
motivational issues account for 25% of student referrals, which indicates that
may believe that introjected children are intrinsically motivated because they
do not require external prompts and salient rewards; when in fact such
than parents or teachers have, they also often fail to accurately assess
extrinsically motivated, and neglect to assess the child for other types of
RtI, then the can’t do/won’t do assessment can be done at Tier 2 to help
(VanDerHeyden & Witt, 2007). For instance, a reading fluency probe can be
administered. Then, the student is told that if she increases the amount of
words read aloud per minute significantly, she will receive a tangible prize. If
she improves her fluency significantly on the second trial, it is assumed that
her deficit is in motivation rather than in skill. In one study over 25% of
motivational vs. skill needs among students, the focus is solely on extrinsic
This is problematic because studies have shown that students who are
changes are often not enduring (due to extinction once the reward system is
removed; Hardman, Horne & Lowe, 2011) and are not nearly as healthy.
children do not read frequently for enjoyment (Perie, Grigg & Donahue,
2005).
(Guthrie,Wigfield, Metsala & Cox , 1999; Law, 2009; Becker, McElvany, &
readers use more reading strategies than their peers, such as the following:
text, taking notes while reading as well as questioning and making inferences
(Mokhtari & Reichard, 2002). The frequency with which children read is
longitudinal study, Becker et al. (2010) showed that the children who see
reading as a desirable activity read more frequently and thus develop better
reading skills. Intrinsically motivated readers are inclined to read more often
enjoyment in the activity (versus reading only when some contingent reward
intrinsic motivation leads to greater reading skills due to richer and more
engagement in students in the 4th and 5th grades. They define reading
goals.
instructional practices into their classroom that are directly related to the five
students in the CORI group compared to the control group had higher
16
and read significantly more for enjoyment and outside of the classroom
(Guthrie, McRae & Lutz Klaudia, 2007). School psychologists could teach
essential if we want to prepare students who can compete globally and solve
become successful. Intrinsically motivated students are more likely than their
checking. They are also more prone to select deeper performance and
more complex math problem, the intrinsically motivated child would choose
the more complex problem because he/she prefers a challenge and wants to
(Hardre & Reeve, 2003), intrinsic motivation to learn could help special
education students enhance both their high school completion rates and
and Behavior Besides the home, school is one of the primary places to
developing happiness
because the students are enjoying themselves (Conti, 2001). Conversely, the
extrinsically regulated students who feel they are forced to be there with no
environment, making the school a better place for not only the students but
behavior, which involves being agreeable, helpful and caring about the
also lead to reductions in drug use, violence, and vandalism (Battistich et al.,
letting students know that they value creative self-expression; giving students
time to solve problems on their own and providing suggestions or hints only
assignment; asking children what they learned after they receive a good
grade, rather than solely celebrating the grade; and using motivational
eventually you will reap a big harvest of precious knowledge and skills”
teaching style can initiate cascading effects that enhance the classroom and
share their own passion for subject matter, they will not only enhance the
19
intrinsic motivation of their students, but those inspired students will also
autonomy support from their teachers over the course of the school year,
students to their peers. This was studied through exposing high school
students to one of two guest physical education teachers; the students were
told that either their teacher was a highly motivated volunteer, or that their
guest teacher did not want to participate and even requested a large sum of
money to come
motivation in the students (Radel et al., 2010). Additionally, when the students
of the motivated volunteer were instructed to teach this same lesson to their
motivation
motivation by revealing the quality of their own motivation toward the learning
that it can be paired with praise to enhance intrinsic motivation, rather than
(Deci & Ryan, 2008). Praise is most effective when delivered immediately
describing the positive behavior to the student, and with Intrinsic Motivation to
(Rhode, Jenson & Reavis, 1992). The key components that differentiate
that, while delivering the praise, the teacher explains to students that they are
being praised for their mastery of the material, progress, use of creativity to
good grade. In this way, the praise conveys information to the student about
competency
(Deci & Ryan, 2008). Furthermore, enthusiastic praise coupled with eye
without eye contact, may help meet students’ need for relatedness.
classroom doesn’t require a complete overhaul of what the teacher has been
Rather, a strategic adjustment in the way teachers deliver praise can help
(Hayenga & Corpus, 2010) via effectively delivered praise. One large-
the Child Development Project now called the Caring School Community
(CSC). The CSC is a prevention program that has been implemented in 321
schools across America and has followed the participating students for 7
position that students learn best when their three basic needs of competency,
relatedness and autonomy are met, and training is provided to show teachers
For example, teachers were taught how to hold class meeting lessons,
where students are given the chance to voice their opinion and work together
This activity clearly fosters autonomy because the teacher is allowing the
program (e.g., reading books that promote altruism and discussing readings
at home with parents, thereby meeting the need for relatedness) for a couple
22
being in both the experimental and control groups. The experimental group
prosocial intrinsic motivation, peer relationships, and perception that they are
also exhibited less drug abuse and aggressive behavior than peers in the
comparison group
(USDE, IES, 2007); and the tools and training used in the CSC could be
parents met with a school psychologist for 30 minutes a week and were
were not limited to: explaining to the children why learning the material is
important and suggesting how their homework is preparation for making the
doing the work for them or losing patience with them; highlighting the
of warmly listening to their children talk about what they learned at school;
emphasizing what students learned over the grade they received on a test.
After seven weeks, parents in 97 the treatment group reported that their
little time and resources, to promote positive change in the home learning
praise from others (e.g. wealth, grades, looking good) while intrinsic goals
helping others)
Kasser & Ryan, 1996; Vansteenkiste, Soenes, Verstuf & Lens, 2009).
Intrinsic goals are positively related to well-being and are negatively related to
distress, whereas extrinsic goals have the opposite effect (Kasser & Ryan,
1996). Extrinsic goal framing distracts a student from specific academic tasks
while intrinsic goal framing causes the student to focus on the task at hand
Lens, Sheldon and Deci (2004) illustrated that children are more likely to
24
master the material if they set an intrinsically based goal for leaning such as,
one like “If I learn this I will earn money.” Additionally extrinsic goals direct
(Vansteenkiste et al., 2009) and children who learn to set intrinsic goals
for homework are more likely to develop positive emotions toward homework
(Froiland, 2011a; Froiland, 2010; Froiland et al., 2012; Ryan & Deci,
2000). When students are intrinsically motivated to learn they learn more,
exhibit better behavior, are happier and aspire to contribute to the betterment
and are more engaged in the classroom because they understand the
(Ryan & Deci, 2000). When children are intrinsically motivated to make
the most of their learning opportunities and treat others well, they are truly
their districts (see USDE, IES, 2007). Furthermore, for reading in particular
(Swan, 2003). School psychologists could also become familiar with the
instructional consultation
(Reeve & Jang, 2006). School psychology trainers could also further
(Froiland et al., 2012). School psychologists who consult with parents can
has the potential to elevate both intrinsic motivation and extrinsic motivation.
rewards because of the potential synergy with intrinsic motivation. Due to the
motivation. Motivation problems are among the most frequent reasons for
referrals.
Chapter 3
Methodology
procedure and statistical tools used to analyze and interpret the gathered
data.
Research Design
This study used the descriptive correlation method of research, using the
method most often used in clinical and other applied areas in psychology to
study the relationship which exists between one characteristic and another in
an individual.
Research Locale
Santos City; specifically at Zone 6, Purok Saway near the Makar Wharf. It is
28
Its first population consisted of 540 students who were mostly balik-arals,
some were previously drug dependents closely monitored by the DSWD and
many were averaged. There City Mayor Hon. Adelbert W. Antonio. The
the concerted effort of the community: the parents, Prk. And Brgy. Officials, in
had achieved greater heights since may are already employed locally and
internationally. The school from then on has grown in terms of its student and
Indeed, the school now is far cry from the struggling beginner to well
populace and served by an army of mentors who were able to enjoy further
of its three (3) annexes: Paopao High School, Ligaya High School and Upper
29
Labay High School. These extensions were established through the efforts of
office as the new school head. She was succeeded in office by Dr.
administrative nationally paid personnel and staff. Most of its students belong
Research Respondents
Labangal National High School enrolled during the academic year 2017-
Research Instrument
constructed by the researcher based from her readings. This was used to
Labangal National Highschool. The study used a likert scale ranging from 5,
4, 3, 2, and 1.
The research observed the following procedure during the conduct of the
study:
30
considering their comments and suggestions. Then, after that, she sent a
Statistical Tool
The statistical techniques used by the researcher for the sub problems
For sub problems number 1 and 2, weighted average mean was used to
Where,
This chapter presents analysis and interprets the gathered data in this study.
The various results regarding the learning motivation and level of proficiency in
succeeding tables.
shown in the table, the indicator got a mean under the rating scale of Likert
9-10 7 20 3
(Advanced)
7-8 19 54.29 1
(Proficient)
5-6 9 25.71 2
(Approaching
Proficiency)
3-4 0 0 -
(Developing)
0-2 0 0 -
(Beginning)
35 100%
Total
7.34≈7 Proficient
Mean
got the scores accordingly and based on the given table, 7 students or 20%
got the most number of advance rating. It is followed by proficient rating with
respondents or 25.71%.
35
Average since it has the biggest percentage of all score scales ranging 5-6
The researcher used the descriptive correlational method. This was used
because the gathered data focused on the relationship between the two
variables stated above. The respondent of this study made used of self-made
Summary of Findings
following findings:
mean of 3.22.
2. Data revealed that out of 35 students, 6 or 13.64% got excellent of
were 7 or 20% of students who were above the mean and they
Conclusions
Recommendations
Based on the results, the following recommendations were
established:
1. It is recommended that math coordinators and administrators may
teaching process;
3. It is recommended that parents may continue giving proper guidance
school;
4. It is recommended that students may engage in activities that would
Mathematics; and
5. It is recommended that future researchers may conduct similar study
REFERENCE
Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process
of learning: Beneficial effects of contextualization, personalization,
and choice. Journal of Educational Psychology, 88, 715-740.
Miller, R. B., Greene, B. A., Montalvo, G. P., Ravindran, B., & Nichols, J. D.
(1996). Engagement in academic work: The role of learning goals, future
concequences, pleasing others, and perceived ability. Contemporary
Educational Psychology, 21, 388-422.
Schweinle A., Meyer D. & Turner J. (2006). Striking the Right Balance:
Students' Motivation and Affect in Elementary Mathematics. Journal of
Educational Research. 99, 271- 293
APPENDIX A
LETTER OF PERMISSION
Norma E. Pascua
Principal
Labangal National High School
General Santos City
Dear Ma’am:
Greetings of Peace!
Respectfully yours,
Noted by:
JESSIE A. PATILUNA
Adviser
APPENDIX B
THE PROFESSOR
Teacher Education Program
Ramon Magsaysay Memorial Colleges
Good Day!
I am hoping that this request be given approval. Thank you very much.
Respectfully yours,
Noted by:
JESSIE A. PATILUNA
Adviser
APPENDIX C
Dear Ma’am:
Greetings of Peace!
I would like to humbly ask for your permission to validate the rubrics used in
my research study in this institution. It is entitled “INTRINSIC MOTIVATION
AND LEVEL OF COMPREHENSION IN ALGEBRA OF GRADE 12
STUDENTS IN LABANGAL NATIONAL HIGH SCHOOL”.
Anticipating for your favorable action for this request.
Respectfully yours,
Noted by:
JESSIE A. PATILUNA
Adviser
Dear Sir:
Greetings of Peace!
I would like to humbly ask for your permission to validate the rubrics used in
my research study in this institution. It is entitled “INTRINSIC MOTIVATION
AND LEVEL OF COMPREHENSION IN ALGEBRA OF GRADE 12
STUDENTS IN LABANGAL NATIONAL HIGH SCHOOL”.
Anticipating for your favorable action for this request.
Respectfully yours,
Noted by:
JESSIE A. PATILUNA
Adviser
Dear Sir:
Greetings of Peace!
I would like to humbly ask for your permission to validate the rubrics used in
my research study in this institution. It is entitled “INTRINSIC MOTIVATION
AND LEVEL OF COMPREHENSION IN ALGEBRA OF GRADE 12
STUDENTS IN LABANGAL NATIONAL HIGH SCHOOL”.
Anticipating for your favorable action for this request.
Respectfully yours,
Noted by:
JESSIE A. PATILUNA
Adviser
APPENDIX D
For the Evaluator: Please check the appropriate box for your rating Point
Equivalent:
5 - Excellent
4 - Very Good
3 - Good
2 - Fair
1 - Poor
Criteria 5 4 3 2 1
1. Clarity of directions and items. The vocabulary level,
of respondents The test directions and items are
written in clear and understandable manner.
2. Presentation/organization of items. The items are
presented and organized in logical manner.
3. Suitability of items. The manner of items
appropriately represented the substance of the
research .The questions are designed to determine
the conditions, knowledge, perception, and attitudes
that are supposed to be measured.
4. Adequateness items per category. The items
represented the coverage of the research and
respectively enough of the question needed of the
research.
5. Attainment of the purpose. The instruments as a
whole fulfills the objectives of which was
constructed.
6. Each item question requires only specific answer of
measures only behavior and no aspect of the
questionnaires suggest bias of the researcher.
7. Scale and evaluation rating system. Scale adapted
is appropriate items.
Evaluator
APPENDIX E
Name: (Optional)_______________________________________________
Direction: Put a check mark on the column that best describes your choice.
5 – Always
4 – Very Often
3 – Often
2 – Sometimes
1 – Never
5 4 3 2 1
1. I want to learn everything I need to learn.
2. I am excited about being in school.
3. I want to do well for myself.
4. I am glad I am learning what the teachers were
explaining
5. I feel that challenging assignments can be great
learning experiences.
6. I sign up for the same classes that my friends sign
up for.
7. I want to get better grades in this class than most
of the other students.
8. I am happy I came to school.
9. I want to do well in this class because it is
important to show my ability to my family, friends or
others.
10. I set high goals for myself
I. Multiple choice: Read each item carefully. Encircle the letter of the
correct answer.
1. X + 1 = 9
A. x = 8 C. x = 9
B. x = 5 D. x = 7
2. -3 + 2x = 11
A. x = 6 C. x = 8
B. x = 7 D.x = 9
3. 2x + 6 = 4x - 2
A. x = 2 C. x = 4
B. x = 3 D. x = 5
A.m3+9 C.m6+9
B.m3-27 D.m9+8
5. Simplify 3x2-3
4x2+4x
A. ¾ C. 3(X-1)/4
B. B. 3/4X D. 3(X-1)/4X
X2+4
A. none C. 0
B. -2 D. 2
7. Find the missing term so that 16x4+ +25 forms a perfect square trinomial.
A.20x C.40x
B.20x2 D.40x2
A.18/27 C.13/52
B.56/49 D.25/39
A. (-6, 8) C. (2, 1)
-end of questionnaire-
APPENDIX F
Dear Respondents,
Greetings of Peace!
Truly yours,
Noted by:
JESSIE A. PATILUNA
Adviser
APPENDIX G
CERTIFICATION OF VALIDITY
RAMON MAGSAYSAY MEMORIAL COLLEGES
Pioneer Avenue., General Santos City
Tel No.(083) 552-3348 Fax No. (083) 301-1927
www.rmmc.edu.ph
TEACHER EDUCATION PROGRAM
C E R TI F I CATI O N
The undersigned have found out that the questionnaire and test are
C E R TI F I CATI O N
APPENDIX I
CERTIFICATION OF THE STATISTICIAN
C E R TI F I CATI O N
printing.
JESSIE A. PATILUNA
Statistician
CURRICULUM VITAE
PERSONAL DATA
Povince
Povince
EDUCATIONAL BACKGROUND
Major : Mathematics