2

INPUT THROUGHPUT OUTPUT

 Respondents
 New method of
profile in terms
 Checklist teaching
of:
 Distribution  Active students
a) Age
and retrieval of  Improvement in
b) Gender
instrument academic
 Causes of lack
performance
of motivation

Fig. 1
Paradigm of the Study

Statement of the Problem

This research aims to answer the following questions for the betterment of the study:
1. What is the profile of the student-respondents in terms of:
a) Age
b) Gender
2. What are the causes of lack of motivation of STE student-respondents? How extent
are they? Rank them according to their extent?
3. Is there any significant relationship between the lack of motivation of student-
respondents and their academic performance?

Hypothesis
H0: There is no significant relationship between the lack of motivation of students in STE and
their academic performance.

Assumption:
This study was premised on the following assumption; that students lack “response
effort” needed to complete the assigned work seems to great, classroom instruction does not
engage, low self-efficacy that he or she cannot do the task alone.
 3

Significance of the Study

The study is significant to the following person:
 Students - This research can be beneficial for the students as they are the main
focus of this study. Staying motivated helps them to perform excellently in their
studies.
 Teachers – This research can help the teachers some tips to improve their strategies
and their way of teaching and to give focus to their student’s interest.
 Administration – This research is significant to the administration to formulate
programs for the improvement of teaching techniques.
 Parents – This research is expected to give knowledge to the parents that they
should pay attention to their student’s interest to build their motivation.
 Researcher – This research is expected to be helpful to the other researchers for
them to make further study on the issue.

Scope and Delimitation

The research focuses on the factors that affects the motivation of students. The study is
further delimited to grade 10 STE students of Valenzuela National High School, selecting 10
students from section Capillary and 10 students from section Catalyst.

Definition of Terms:
Classroom – place where the students study and classes meet.
Grade 10 – 4th year level in secondary education.
STE – Science, Technology, and Engineering; a science-oriented class
Unmotivated Students – the one who are unmotivated and being observed by the researchers.
Motivation – an act or process of being excited or motivated in studying.
VNHS – Valenzuela National High School; a school where the respondents (students) came
from.
 4

Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
Review of Related Literature and studies is a part of a research paper where it explains,
and it is responsible in connecting the study on the given hypothesis. It shows the foundation
and justification for the research problems.

Foreign Literature:
In the article written by Lovett Marsha, Ph.D. entitled Individual Students may suffer from
physical, mental of other personal problems that affect Motivation. Mental or physical health
problems, substance abuse, and other personal problems can interfere with individual students’
motivation to exert effort in a course. For instance, Depression may decrease energy levels.
Behavioral indicators of these problems may include missing class, arriving late, sleeping in
class, missing assignments, not responding to e-mail, and a change in appearance or
demeanor. These problems not only affect the individual who is struggling, but also the other
students whose own motivation may be affected by their classmate’s behavior—consider, for
example, the effect of a student who sleeps through class every day.
Based on the article entitled Students have other priorities that compete for their time
and attention written by Lovett, Marsha, Ph.D. When a number of different goals are at work
simultaneously, an individual’s motivation to pursue some goals may affect both their
motivation and ability to pursue others. This is certainly true for college students who often
struggle to balance different goals, which may be academic, pre-professional, social, and
physical. Consequently, it is important for instructors to think about how to structure their
courses so that students maintain motivation, even when other goals impinge on their time,
energy, and attention.
However, Lovett, Marsha PhD insists that If students do not believe that their efforts are
likely to improve their performance, they will not be motivated to work hard. Motivation can be
affected, for instance, if a course that has a reputation for being inordinately difficult. Students
may also have had discouraging experiences in similar courses or on early assignments in a
course that convince them they cannot do the work. Additionally, students have beliefs about
intelligence and learning that can affect their motivation. If they believe learning is generally
fast and easy, they may lose motivation when they encounter challenges. Similarly, if they
 5

believe intelligence is a fixed quantity, they may not see the point of extra effort. Finally, if
students attribute their success to their innate talents rather than effort, they may not be
motivated to work.

Foreign Study:
According to Dağgöl, Gökçe Dişlen in their research entitled The Reasons of Lack of
Motivation from the Students' and Teachers' Voices that Motivation has been center of attention
among teachers throughout the years because it constitutes the backbone of learning process.
Learning is a complicated and dynamic process, and learning in real sense gets completed
through motivation. Students take an important step on the road to learning through motivation.
However, students may sometimes lose their willingness and interest towards lesson, which
puts a major barrier in front of effective language learning. Therefore, this study is concerned
with lack of motivation. This study starts to explores the reasons of disinterest students display
towards language-learning. It dwells upon the ways of promoting motivation of the students
showing reluctance against foreign language learning. The data were collected through
classroom observation, interview with teachers and questionnaire to students.
Chue, Kah Loong and Nie, Youyan in their research entitled International Students’
Motivation and Learning Approach: A Comparison with Local Students that psychological
factors contribute to motivation and learning for international students as much as teaching
strategies. 254 international students and 144 local students enrolled in a private education
institute were surveyed regarding their perception of psychological needs support, their
motivation and learning approach. The results from this study indicated that international
students had a higher level of self-determined motivation and used a deep and surface learning
approach more extensively than local students. Perceived psychological needs support
positively predicted intrinsic motivation, identified regulation and a deep learning approach for
both groups. There were also differences in the effects of motivation on learning approach
between the two groups.
However, Turturean Monica uttered in her research entitled Current Issues of
Motivation-Implications for an Education of Excellence that Today’s world is facing many
problems caused by the economic crisis, leading to an educational one too. In view of that, if
we want to provide an education of excellence, we need to know the students’ professional
 6

motivation and what brings them to academic performances and to successfully cope with the
challenges of the know-how society. In higher education institutions, success involves the
achievement of pre-established goals, and adaptation to the changes imposed by the know-
how society. In this context, we are interested to find out which type of motivation leads to
success and, consequently, to higher education performances.

Local Literature:
Based on the journal entitled Needs Satisfaction and Academic Intrinsic Motivation of
Education Students written by Daguplo, Marvin S. that Anchored on self-determination theory
(SDT), this descriptive-correlational study aimed to assess the need satisfaction and academic
intrinsic motivation of university students (n=150). Analyses revealed that university students
were intrinsically motivated and are moderately satisfied in their autonomy, competence and
relatedness needs. Measure of relationship showed that autonomy and relatedness
satisfaction significantly related to the intrinsic motivation of university students. This revealed
that need satisfaction and motivation dictated academic lives of university students. Thus,
teachers should initiate socio-academic activities that challenge and develop autonomy and
relatedness among university students. Satisfaction to these activities increases students’
intrinsic motivation to pursue their education.
However, Juan, David insists in his blog entitled Lacking Attention or Motivation: We
Should Tell Stories in Our Classrooms that A mom and a teacher, Shari Gent, provides nine
tips to help kids who struggle in starting and completing tasks in one of the recent issues of
ADDitude magazine. While most of her suggestions involve rewards and a change in mindset,
one seems to have a high probability of working and may apply, in fact, to all students: "connect
uninteresting activities to areas of interest". Children diagnosed with the attention-deficit
hyperactivity disorder are capable of demonstrating at least in a few activities focus,
organization and motivation. Thomas Brown notes this similarity among all children, regardless
of whether they have ADHD or not in his article, "The Mystery of ADHD Motivation, Solved".
All children are motivated in tasks that they are interested in. While Brown does describe the
lack of motivation insightfully that the solution lies in how we can make learning in a classroom
more interesting. One possible solution previously discussed in this blog is storytelling.
 7

Lee, Rebecca in her blog entitled “15 Filipino Motivational Speakers You Should Hear”,
states that motivate provide a reason for doing something or cause (someone) to have interest
in or enthusiasm for something. From the definition of “motivate” alone, we could tell how
important it is. Motivation could serve as a stimulus to get great things done. More than that, it
could transform our attitude and mindset as we work towards achieving our goals. There are
some people who are able to do this so effectively, that apart from motivating those around
them. We rounded up fifteen Filipino motivational speakers making waves locally and
internationally to talk about motivation. One of them is Jessica Cox that was born without an
arms. She decided at a young age to live her life with authenticity and creativity. She can drive
a car, work, text, play and even fly an airplane with only her feet. Jessica’s source of motivation
is adventure. “Adventure is one of several things that motivate me. Trying something I have
never done before brings a wonderful thrill into my life. I believe that someone cannot truly be
happy and motivated until they learn to accept themselves.

Local Study:
According to Reyes, Melisa Lopez et al. in their research entitled Motivational and Social
Aspects of the Filipino College Experience, that although the literature on student motivation
has focused on mastery and performance goals, more recent research has shown the
predominance of social goals among Filipino students. The findings that parents and family are
a main source of motivation and that positive relationships with peers and teachers are major
facilitators of learning show the primacy of personal relationships as students work towards
their college degrees. Implications of this research on the differential roles of family and school-
based relationships are discussed.
Liwag, Ma, Emma Concepcion in her “Teacher Motivation, Student Motivation and
Achievement in High School Mathematics and Science Education,” states that The present
study is an attempt to take a closer look into the state of Math and Science education in the
Philippines, and in particular, the motivation of teachers and students. Four main variables
were the focus of this study, namely, teacher motivation, teacher perception of student
motivation, student motivation, and student achievement. In all, 2,666 high school students
across the four year levels and 37 of their teachers were purposively sampled from 76 Science
and Math classes in two public secondary schools in Metro Manila. The teachers responded to
 8

a research-constructed instrument, the Teacher Motivational Questionnaire (TMQ), which

assessed their feelings and motivation attitudes towards teaching Math or Science, and their
perception of their students' attitudes towards these subjects. The students answered the
Student Motivational Questionnaire (SMQ) where they reported their own motivational attitudes
towards Math or Science, and their motivation-related behaviors in these two subjects. Math
and Science achievement was measured using Third Grading Period grades.
However, Confesor Alex D. et al insists that the purpose of the study was to highlight
the importance of an in depth understanding of the work motivation and attitudes towards
organizational change, and the factors that influence and drive such motivations and attitudes
hoping to mitigate the negative and bolster the positive effects of organizational change on
employees. The work motivation included drive, control, challenge, relationships, and rewards,
while attitudes towards organizational change were focused on cynicism to change, fear of
change and acceptance of change. Using the descriptive correlation method with descriptive
statistics and Pearson r, it was established in the study that there is no significant relationship
between the two variables. The study concludes that employees’ work motivation is not
influenced or driven by their attitudes towards impending organizational change. The results
suggest that the organization must institutionalize measures to sustain and upgrade level of
work motivation.

Synthesis:
According to Dağgöl, Gökçe Dişlen in their research, learning is a complicated and
dynamic process, and learning in real sense gets completed through motivation and students
take an important step on the road to learning through it. However, some of the students
become unmotivated due to the different problems inside the school itself and even in the
community. Here in the Philippines, family is the first source of motivation. Having the problem
within the family can affect the student’s motivation. Cynicism to change, fear of change and
acceptance of change should be focused on according to Confesor Alex D. et al. To deal with
this, the factors that influence and drive such motivations and attitudes hoping to mitigate the
negative and bolster the positive effects of organizational change on employees includes drive,
control, challenge, relationships, and rewards. Having an answer to those problems can
increase not only the performance of the students but also they become motivated as well.
 9

Chapter III
Methodology
This chapter presents the locale study, methods of research, the respondents of the
study and sampling, instrument used and validation procedure of data, resources of data and
statistical treatment.

Locale of the Study

Brief History of Valenzuela National High School

Public secondary education in the municipality of Valenzuela saw the first light of day in
1968. This year, when the Maysan Barrio Council, upon the prompting and initiative of the
Mayor Geronimo S. Angeles, made a big educational leap in establishing the Maysan Barrio
High School.
Then, in June of the following year, the barrio councils of Marulas, Malinta, Gen. T. de
Leon, Barrio High School, and the Polo followed suit in establishing their own barrio: The
Marulas Barrio High School; the Malinta Barrio High School; the Gen. T. de Leon Barrio High
School; and the Polo Barrio High School.
On August 12, 1969 by the virtue of municipal ordinance no. 99, all the barrio high
schools were absorbed by the municipality and converted into municipal high school. Mrs.
Josefina A. Lizaso was thereupon assigned as the first principal of the municipal high school
by then the schools division Superintendent Dr. Felicitas Bernadino. Mrs. Lizaso held office at
 10

Polo, which became the main school of the Municipal High School with annexes in Malinta,
Maysan, Marulas, and Gen T. de Leon. The Municipality of Valenzuela felt the need to serve
better the youth with excellent Mathematics and Science talents, the principal Dr. San Luis and
Honorable Mayor Jose Emmanuel L. Carlos decided to organize, establish and open the
Science- Oriented Experimental Class (SOEC), its students enjoying full financial support from
the Municipality.
The SOEC, housed in Valenzuela National High School- Marulas Main, had its last batch
graduates in 2006. At present, Valenzuela National High School (VNHS) with a colloquial name
ValNat is working with its mantra “Learn Life at ValNat, gateway to quality to life. As a dynamic
school, ValNat continuously strives to give its students a true to life education forged by true to
life experience towards quality life.

Methods of the Study

The researchers used the descriptive method in doing research. The descriptive method
seeks to describe the characteristics or behavior of an audience. The purpose of descriptive
research is to describe, as well as explain, or validate some sort of hypothesis or objective
when it comes to a specific group of people.

The Respondents in the Study

The respondents will be gathered from 10 selected students of 10-Capillary and 10
selected students of 10-Catalyst with the total of 20 students at Valenzuela National High
School (VNHS).

Instruments Used
The researchers designed a questionnaire for the data collection instrument for this
study. The researchers use checklist to know the factors that affects the respondents’
motivation. Based on the tests conducted by the researchers, the researchers assigned the
students in Grade 10 STE to answer the given checklist. The Grade 10 STE were chosen as a
respondent because some students from the class are experiencing lack of motivation.
 11

Sources of Data
The primary source of data is the responses of selected respondents in Valenzuela
National High School.

Statistical Treatment of Data

Data were analyzed with the used of the following statistical tools; percentage was
used to find the relation to the whole.
The formula used was:
P= f/n x 100 For weighted mean
Where Wx= (fx1 + fx2…fxn)
P= percentage Where
F= frequency F= frequency
N= number of respondent X= midpoint
The mean was used; the formula was N= number of respondent
used;
X= f(x)/n
Where
F= frequency
X= midpoint
N= number of respondent
Perceptions on the problems encountered were likewise described using the five (5)
point Likert scale with the following descriptive equivalent.
Range Frequency Interpretation
4.0-5.0 Always Very Great Extent/Very Serious
3.5-4.49 Often Great Extent/Serious
2.5-3.49 Occasionally Moderate Extent/Less Extent
1.5-2.49 Seldom Least Extent/ Not Serious
1.0-1.49 Never Very Little Extent/Not a problem
 12

Chapter IV
Analysis and Interpretation of Data
This chapter mainly includes the presentation, analysis and interpretation upon the
responses to the checklist we conduct in our study.

Table 1
Profile of the Student -Respondents in Terms of Age and Gender

Age Capillary Catalyst Total

M % R F % R M % R F % R M % R F % R
13-14 0 0 0 1 14.3 2 0 0 0 0 0 0 0 0 0 1 6.7 2
15-16 2 66.7 1 6 85.7 1 1 50 1.5 8 100 1 3 60 1 14 93.3 1
17-18 1 33.3 2 0 0 0 1 50 1.5 0 0 0 2 40 2 0 0 0
18 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
above
Total 3 100 7 100 2 100 8 100 5 100 15 100
Legend:
Male- M
Female- F
Rank- R
The table shows the profile of the student-respondents in terms of age and gender.
Ranked 1 in Female, Capillary has 85.7% while Catalyst has 100%. In total or average of 93.3%
that aged 15 to 16 years old. Ranked 1 in Male, Capillary has 66.7% while Catalyst has tie of
50% in 15 to 16 and 17 to 18 years old. In total or average of 60% that aged 15 to 16 years old.
Table further indicates that most of the respondents are 15-16 years of age
 13

Table 2
Causes of Lack of Motivation according to Student-Respondents
Causes of Lack of Motivation Capillary Catalyst Total
5 4 3 2 1 AWM VI R 5 4 3 2 1 AWM VI R 5 4 3 2 1 AWM VI R
1. Poor basic concept 3 3 3 1 0 3.8 GE 1 3 5 2 0 0 4.1 VGE 2 6 8 5 1 0 3.95 GE 3
2. Class Schedule 2 5 2 0 1 3.7 GE 3 2 3 4 1 0 3.6 GE 4 4 8 6 1 1 3.65 GE 4
3. Feeling out of place because 1 2 4 1 2 2.9 ME 6 1 2 0 4 3 2.4 ME 7 2 4 4 5 5 2.65 ME 7
your classmates are competitive.
4. Jealous with classmates 0 1 1 4 4 1.9 LE 8 1 0 1 3 5 1.9 LE 9 1 1 2 7 9 1.9 LE 9
5. teachers strategy and attitudes 1 2 5 1 1 3.1 GE 5 1 1 7 1 0 3.2 GE 6 2 3 12 2 1 3.15 GE 7
6. Financial Matter 3 2 4 0 1 3.6 GE 3 1 1 3 4 1 2.7 ME 6 4 3 7 4 2 3.15 GE 7
7. Family Jealousy 2 3 3 2 0 3.5 GE 4 1 2 5 2 0 3.2 GE 6 3 5 8 4 0 3.35 GE 5
8. Bullying Experience 0 0 2 5 3 1.9 LE 8 0 1 2 2 5 1.9 LE 9 0 1 4 7 8 1.9 LE 9
9. Unsupportive parents 4 2 2 1 1 3.7 GE 3 7 1 1 1 0 4.4 VGE 1 11 3 3 2 1 4.05 VGE 2
10. Strenous Activities and 4 3 0 2 1 3.7 GE 3 5 1 3 1 0 4 VGE 3 9 8 3 3 1 4.65 VGE 1
Homework

This table shows the causes of lack of motivation. In section “Are you happy with your
classmates” got an AWM of 3.8, ranked 1 with verbal interpretation of “GE”. “Feeling lazy in
going to school because of class schedule “, “Sleeping in class”, “Your parents support and
help you in your studies” and “You’re fatigue, unable to sleep well or concentrate’ obtained an
AWM of 3.7 and ranked 3.5 with a verbal interpretation of “GE”.
While the first three (3) ranked in section Catalyst are the “You’re fatigue, unable to
sleep well or concentrate’ Your parents support and help you in your studies”, and “Are you
happy with your classmates” got an AWM of 4.65, “VGE” 4.05 “VGE” and 3.95 “GE”.

Table 3
Academic Performance of Student-Respondents
Capillary Catalyst Total
2 1.75 1.5 1.25 1 AWM VI R 2 1.75 1.5 1.25 1 AWM VI R 2 1.75 1.5 1.25 1 AWM VI R
2nd Grading 5 5 0 0 0 2.25 G 2 1 9 0 0 0 1.95 G 2 6 14 0 0 0 1.83 VG 1
3rd Grading 0 10 0 0 0 1.75 G 1 0 10 0 0 0 1.75 G 1 0 20 0 0 0 1.75 VG 2

Legend:
97-100 - 1/E
94-96.99 - 1.25/VG
91-93.99 - 1.5/VG
88-90.99 - 1.75/G
85-87.99 - 2/G
 14

The given table states the academic performance between Capillary and Catalyst.
Perceptions shows on the problems encountered by the students, Capillary got an average
weighted mean of 1.83 on 2nd grading. While Catalyst, has 1.75 on 3rd grading. With an
interpretation which shows very great extent. Capillary got ranked 1, Catalyst got ranked 2.

Table 4
Relationship Between Causes of Lack of Motivation and Academic Performance
t-Test: Paired Two Sample for Means

Variable 1 Variable 2
Mean 3.16 1.825
Variance 0.638315789 0.013815789
Observations 20 20
Pearson Correlation -0.148520576
Hypothesized Mean Difference 0
df 19
t Stat 7.23991394
P(T<=t) one-tail 3.57144E-07
t Critical one-tail 1.729132812
P(T<=t) two-tail 7.14287E-07
t Critical two-tail 2.093024054

This was the result of the relationship between the causes of lack of motivation and
academic performance. It further shows that T-Test: Paired Two Sample for Means was used
to get the outcome.
 15

Chapter V
Summary, Conclusion and Recommendation
This chapter determined the common factors affecting junior high school students’
motivation and how it affects their academic performance. This chapter shows the summary of
this study, conclusion based on findings, and recommendations.

Summary of the Findings

1.1 Demographic Profile of the Student Respondents as to Age and Gender
Out of 20 respondents, 5 males and 15 females, 1 (5%) of the respondents aged 13-14;
17 (85%) are respondents aged 15-16; and 2 (10%) are respondents aged 17-18.
1.2 General Average of the Respondents
Out of 20 respondents, result shows that most of the respondents attained a general
average of 1.83 in the second grading and 1.75 in the third grading.
1.3 The Causes of Lack of Motivation
The common causes of lack of motivation of the respondents are the following: poor basic
concept, class schedule, feeling out of place because your classmates are competitive, jealous
with classmates, teachers’ strategy and attitudes, financial matter, family jealousy, bullying
experience unsupportive parents, strenuous activities and homeworks.
1.4 Sources of Lack of Motivation prevalent among students
The rank 1 in the sources of lack of motivation in junior high school students is the feeling
of unpleasantness when their classmates achieved something.

Conclusion
Based on the salient findings of the researchers, the following conclusions were drawn.
1. Majority of the respondents are female with a ratio of 15:5
2. The common causes of lack of motivation of the respondents are the following: poor basic
concept, class schedule, feeling out of place because your classmates are competitive, jealous
with classmates, teachers’ strategy and attitudes, financial matter, family jealousy, bullying
experience unsupportive parents, strenuous activities and homework.
3. Among the students’ sources of lack of motivation, the feeling of unpleasantness when their
classmates achieved something affects most of the respondents.
 16

4. There is a significant relationship between the lack of motivation of students in STE and their
academic performance.

Recommendations
Researchers find the following recommendations to:
I. School Administration
- To conduct seminars and programs for teachers and students on how to deal with lack of
motivation.
II. Teachers
- To recognize the motivating factors for students to lessen their stress and to determine when
to act on when his/her students shows symptoms of lack of motivation.
III. Students
- To be able to cope the lack of motivation that they may encounter.
IV. Parents
- To pay attention when they notice their child are showing symptoms of lack of motivation and
take appropriate actions on how to avoid and overcome lack of motivation.
V. Researcher
- To make further study in dealing with problems encountered and cope with the different causes
of lack of motivation that comes across the way.