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The University of Manila

546 M.V Delos Santos St. Sampaloc Manila

THE VALUE OF MOTIVATION IN THE LEARNING ACTIVITIES OF THE


GRADE12 STUDENTS AT THEUNIVERSITY OF MANILA S.Y 2019-2020

In Partial Fulfillment of the Requirements in Language Research

SUBMITTED BY:

MORTEL, MICAH GRACE M.

MONTERO, EMMANUEL B.

FELICIANO, SHANEN ROSE D.

LAZONA, JHOBEL ANN M.

BALTAZAR, MICA B.

VIBAL, MARY JOY C.

PATINO, ANGELICA D.

MAGAYANES, RIEZEL ANN

SUBMITTED TO:

DR. LOURDES D. SABILE


CHAPTER I

THE PROBLEM AND ITS BACKGROUND

THEVALUE OF MOTIVATION IN STUDYING TO THE GRADE 12


STUDENTS AT THE UNIVERSITY OF MANILA S.Y 2019-2020

This chapter contains the preliminary information regarding the research


study of having the value of motivation especially in applying to our studies.

INTRODUCTION
Our world today faces different problems on the different aspects of life
whether it is inside or outside of our country. But the most common and the
starting point of all this problem begins in our own family. The number one
who’s involved to this problem is we, a teenager because of having many
different problems from our own dwelling we carrying this burden until we
entering school. Through this, we suffer lot of problems, always thinking
nobody cares us, blaming ourselves, losing assurance to other people,and
discouraging to oursurroundings.Therefore, each individual lose the power of
motivation on how to please on it and obtain it.
Entering and studying in school are the best solution to empower our
weakness and strength.Knowing why every word that we encountered seek
to know its true meaning. Starting from ourselves were looking to a sufficient
and enough answer that will satisfied us and that is knowing first the value of
motivation especially the students who suffered hundred percent of problem
in school.
Henry Ford best quote for motivation.``Failure is the opportunity to begin
again more intelligently’’. This quote on motivation means, failures and
mistakes often stop people from carrying on. However, mistakes offer you
lessons and opportunities to improve, so keep going. And it takes a lot of
time to process what we are want to achieved in life all we need to do is to
keep going and have strong determination in achieving it successfully.
Motivation is the reason for people’s action, willingness and goals.
Motivation is derived from the word motive in the English language which
is defined as a need requires satisfaction. These needs could be wants or
desires that are acquired through influence of culture, society, lifestyle etc. or
generally innate. Motivation is one’s direction to behavior, or what causes a
person to want to repeat a behavior, a set of forced that acts behind the
motives.(Wikipedia)Motivation definition is: A general desire, need or want
that generates the energy required for someone to behave in a particular way.
This means that there’s actually a motivate behind the action, which really
impulse that will trigger the motivational cognitive process which will lead
and individual or an animal for that matter, to act on that impulse.
Motivation has several effects on students learning and behavior toward
particular goals. Motivation will increase students time on task and in also
important factor affecting their learning achievement. It is first important to
understand how motivation works in the classroom. There are infinites
procedures teachers used to achieved desired effects from their students, but
there are general pattern these motivational tools follow. In order for teachers
to communicate with their students, they must identify with their needs on a
individual basis.(GAWEL 1997).
Here are some example on how to motivate students. Students are more
motivated academically when they have a positive relationship to everyone
in the she/he belong. Choice is a powerful motivator in most educational
contexts. For complex task that require creativity and persistence, extrinsic
rewards and consequences actually hamper motivation. To stay motivated to
persist any task, students must believe they can improve in the task. Students
are motivated to learned things that have relevance to their lives.
STATEMENT OF THE PROBLEM

The study attempts to find out the value of motivation in the learning activities
ofthe grade 12 students of The University of Manila SY2019-2020.

Specifically, it sought answers to the following questions:

1.What is the demographic profile of the students according to the


followingvariables:

1.1 Age

1.2 Gender

1.3 Strand

2.What are the strategies of the teachers in motivating a students?

3.How does motivation influence the learning activities of the students?

SIGNIFICANCE OF THE STUDY

The result of this study will hopefully give better insights to all the people in the
academe:

Academic Council

The result of this research is a better way in knowing the value of motivationand
identify the background of the student on there weakness and strength . Thus, will
help them to make and do some activities much better without hesitation and
doubtness but conquering all their fear.
To Students

Since the present investigation is related to academic purposes of the students. This
investigation will help them to realized and improved their characteristics such as
being patient seeking an information, knowing everyone limitation and how they
handled well themselves..

It may help them to be a better researcher someday. Can handle the study better
and to be sociable and interactive to the people around him.

To the Teacher

Teacher is the key to the classroom. They are the one who look at teaching through
a different lens and In doing so, motivate their students in their learning too. The
one who motivate and helps to energize , direct and sustain positive behavior over
the long period of time. As educator they are one need to constantly strive to
maximize the potential of the students.

To the stakeholders

The result of this study will be used as their basis for further related research.
Which may help them to identify the needs of everyone and develop a program in
improving everyone skills.To the Future Researcher

To the future researcher

The result of this investigation to provide them with some information as their
reference materials so they conduct of their own investigations. To enhance their
learning style and improved their academic performance.
Scope and Delimitation of the study

The study of this research is to know The Value of Motivation in the Learning
Activities of the Grade 12 students in The University of Manila SY 2019-2020. In
knowing antheir strength and potential as a students.

The respondent involved 40 students of grade 12 randomly selected from the five
strands: Accounting Business and Management (ABM), Humanities and Social
Sciences (HUMSS), Science, Technology , Engineering and Mathematics (STEM)
, Technical Vocational or (Tech-Voc)and General Academic Strand(GAS).

DEFINITION OF TERMS

Motivation-is an internal process that makes a person move toward a goal.

The act or an instance of motivating , or providing with a reason to act in a certain


way.

SHS Students- is a secondary school that students attend in the three or four
highest grade before college.

Learning Activities- are activities designed or deployed by the teacher to bring


about or create the conditions for learning.
CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of related literature particularly of studies, and


theoretical framework which form part of the basis in the conceptualization of the
present study.

Foreign Literature

Motivation refers to the reasons that underlie behavior that is characterized by


willingness and volition. Intrinsic motivation is animated by personal enjoyment,
interest, or pleasure, whereas extrinsic motivation is governed by reinforcement
contingencies. Motivation involves a constellation of closely related belief,
perceptions, values interest and actions. Motivation within individuals tends to
vary across subject areas, and this domain specificity increase with age. Motivation
in children predicts motivation later in life, and the stability of this relationship
strengthens with age. Traditionally, educators consider intrinsic motivation to be
more desirable and to result better learning outcomes than extrinsic motivation. In
general, children appear to enter in school with high levels of intrinsic motivation,
although motivation tends to decline as children progress through school. Research
suggest that motivation can be through certain instructional practices, although
studies demonstrate both positive and negative effects. The use of rewards may
either encourage or diminished motivation, depending on the type of rewards and
the context in which they are given. Teachers should attempt to give students more
autonomy or control over their own learning by allowing them to make choices
and use collaborative or cooperative learning approaches . In addition , teachers
should create a supportive classroom environment with respect to goal structures,
attributions, and external evaluation. There are several challenges to assessing
motivation, especially in children..Recommendations for eliciting evidence of
motivation for assessment purposes are made.(Bob Dolan,DebbieHamilton,Jadie
Kong, and Kathleen McDonnold)

Motivation refers to `` the reasons underlying behavior’’(Guay et


al.,2010,p712)Paraphrasing Gredler, Broussard and Garrison(2004)broadly define
motivation as `` the attribute that moves us to do or not do
something,’’(p.106)Intrinsic motivation is a motivation that animated by personal
enjoyment, interest, or pleasure . As Deci et al. (1999) observed,``intrinsic
motivation energizes and sustain activities through the spontaneous satisfactions
inherent in effective volitional action. It is manifest in behaviors such as play,
exploration , and challenge seeking that people often to do external
rewards’’(p.658). Researcher often contrast intrinsic motivation and extrinsic
motivation, which govern by reinforcement contingencies. Traditionally,
educators consider intrinsic motivation to be desirable and to result in better
learning outcomes than extrinsic motivation(Deci et al.,1999)

Local Literature

Students have different goals in school. Some students go to school with the
purpose of developing their skills and competence, while others focus on
competing with their peers. There are those whose main goal is to be with their
friends, and there are also those who want to get external rewards for studying.
Decades of research n goal theory have confirmed student’s academic
engagement in school is determined, to a large extent, by their goals( see for
reviews,Covington,2000;Elliot,2005;Maehr&Zusho,2009).This indicate the
important role played by students’ goal, which are defined as the reasons for
engagement or non-engagement in school related task(Maehr, 1984;Pintrich ,2000)
In this landmark review of motivation research in psychology, Pintrich
(2003)position the question, ``What motivates students in school?’’Achievement
goal theory has attempted to answer this question by focusing on the role of
mastery and performance goals in motivating students(Ames ,1992;Dwek
&Leggett,1998).

Foreign Studies

Motivation is one of the main determinants of second/foreign language (L2)


learning achievement and, accordingly, the last three decades have seen a
considerable amount of research that investigates the nature role of motivation in
the L2 learning process . Much of this research has been initiated and inspired by
two Canadian psychologist , Robert Gardner and Wallace Lambert( see 34), who
together with their colleagues and students, grounded motivation research in a
psychological framework ( for recent summaries , see 33;35). Gardner and his
associates also established scientific research procedures and introduced
standardized assessment techniques and instruments, thus setting high research
standards and bringing L2 motivation research to maturity.

Although Gardner ‘s motivation construct did not go unchallenged over the


years(see 2;44), it was not until the early 1990s that a marked shift in thought
appeared in papers on L2 motivation as researchers tried to reopen the research
agenda in order to shed new light on the subject (e.g.,10;19;51;52). The main
problem with Gardner ‘s social psychological approach appeared to be,
ironically, that is was too influential. In Crookes and Schmidt’s words, it was ``so
dominant that alternative concepts have nt been seriously considered’’ (p.501).
This resulted in an unbalanced picture, involving a conception that was , as
Skehan put it,``limited compared to the range of possible influences that
exist’’(52:p.280).While acknowledging unanimously the fundamental importance
of the Gardnerian social psychology model, researchers were also calling for a
more pragmatic , education- centred approach to motivation research, which
would be consistent with the perceptions of practicing teachers and which would
also be in the line with the current results of mainstream educational psychological
research.

Local Studies

Although the literature on the student motivation has focused mainly on mastery
and performance goal, more recent research has shown the predominance of
social goals among Filipino students . Using mostly and inductive qualitative
approach, such research showed the importance of accounting of diverse aspects
of the college experience. The current research was attempt to document students
motivation for studying and the factors that facilitate or inhibit learning.Data from
the five focus group discussion among students in Philippine Universities showed
that beyond students valuing of education for the professional competence it
builds, students value education as a means of fulfilling filial and familial
responsibilities. 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 relationship in students
valuing of and working towards their colleges degrees. (Melissa Lopez Reyes,
Adrianne John R.Galang).
CHAPTER III

RESEARCH METHOD AND PROCEDURES

This chapter deals with the research design, the respondents, the formulation
and the validation of the data gathering instruments, and the statistical tools used in
analyzing the data

Research Design

The research study used the descriptive method research because it tries to
describe and interpret what is. It is concerned with the conditions or relationships
that exist, opinions that are held, processes that are going on, effects that are
evident, or trends that are developing (Best and Kahn,2003; Sevilla, et al, 1992).
Quantitative research is used in this study because it involve large sample sizes,
concentrating on the quantity responses.

Respondents of the Study

The respondents involved 40 students of grade 11 randomly selected from


five strands; Accounting Business and Management (ABM), Humanities and
Social Sciences (HUMMS), Science, Technology, Engineering and Mathematics
(STEM), Technical Vocational or (Tech-Voc) and General Academic Strands
(GAS).

Data Gathering Instruments

Survey questioners were used in getting the profile of the respondents; age,
gender, grade level and strand; and the strategies implemented by the students to
improve their research skills and the other students are interviewed and were
requested to give their suggestion that would help in improving their research
skills.

Validation, Administration, and Retrieval of the Instrument

Survey questionnaire was the main data gathering instrument used in the
study. The questions were crafted by the researchers with the guidance of the Dean
and the Research Adviser. For the validation of the questionnaire, 20 Senior High
School students who were not respondents of the study were used as subjects.
After the validation, the survey questionnaire was submitted for approval to the
Research Adviser and the Dean of the Graduate School. Copies of the survey
questionnaire were distributed to the respondents. There was a 100 percent
retrieval of the accomplished questionnaires.

The study made use of the Likert Rating Scale where the following
descriptions and values are used.

For the assessment of the questionnaire presents the description and the rating
scale; are the following:

Strongly Agree (SA) ------------------------------5.0

Agree (A) -------------------------------------------4.0

Fairly Agree(FA) -----------------------------------3.0

Disagree (D) -----------------------------------------2.0

Strongly Disagree (SD) ----------------------------1.0


Statistical Tools

The statistical tools used are the frequency and the percentage distribution and the
average weighted mean. The formula of the percentage is as follows:

P = f/n x 100

Where:

P = refers to percentage.

f = refers to frequency.

n = refers to the total number of population.

The formula of the average weighted arithmetic mean of the foregoing data is

𝑓1 𝑥1 +𝑓2 𝑥2 +𝑓3 𝑥3 +𝑓𝑥 +𝑓𝑥


𝑥̅ =
𝑓1 +𝑓2 +𝑓2 +𝑓+𝑓

This formula is written simply as

∑ 𝑓𝑥
𝑥̅ = ∑𝑓

Where: 𝑥̅ = weighted arithmetic mean

∑ 𝑓𝑥 = sum of all the product of f and x, weight f is the frequency of each score
and x, weight of each score

∑ 𝑓 = sum of all the respondents tested.


CHAPTER IV

PRESENTATION, ANALYSIS AN INTERPRETATION OF DATA

This chapter consist of the presentation, analysis and interpretation of data

Statement of the problem

The study attempts to find out the value of motivation in the learning activities of
the grade 12 students of The University of Manila SY 2019-2020.

Specifically, it sought answers to the following questions:

1. What is the demographic profile of the students according to the following


variables:

1.1 Age

1.2 Sex

1.3 Strand

2. What are the strategies of the teachers in motivating a students?

3. How does motivation influence the learning activities of the students?

Presentation of Result

1. What is the demographic profile of the respondents according to age?

1.1 Age
Table 1.1

The Frequency and Percentage of the Respondents According to Age

Age of Respondents Frequency Percentage


16 5 12.5
17 15 37.5
18 8 20
19 7 17.5
20 5 12.5
Total 40 100

Table1.1 shows that 5 respondents out of a total of 40 are 16 years old, which is
12.5% of the total number of respondents. Fifteen respondents are 17 years old,
which is 37.5% . Majority of the respondents belong to that age bracket of grade
12 students. There are 8 respondents who are 18 years old, which is 20%; there are
7 respondents who are 19 years old, which is 17.5%; and there are 5 respondents
who are 20 years old, which is 12.5%. The result further reveal that most of the
Grade 12 students age of 17years old need the value of motivation in the learning
activities. When the students are interviewed, they stated that it is important for
every students to receive motivation to someone.
1.2 Gender

Table 1.2

The Frequency and Percentage of the Respondents According to Gender

Gender Frequency Percentage


Male 15 37.5
Female 25 62.5
40 100

Table 1.2 shows that 15 out of 4o respondents, which is 37.5% are male; then 25
respondents out of 40 are female, which 62.5%. The results reveal that majority of
the respondents are female compared to the number of male. It is also show that
most of the female need the value of motivation.

1.3 Strand

Table 1.3

The Frequency and Percentage of the Respondents According to Their Strand

STRAND Frequency Percentage


GAS 7 17.5
STEM 10 25
TECH-VOC 5 12.5
HUMSS 11 27.5
ABM 7 17.5
40 100
Table 1.3 presents the frequency and percentage of the respondents according to
the different strand they chose. There are 7 students who chose GAS as they
strand, which is 17.5%; there are 10 respondents who chose STEM, which is 25%;
there are 5 respondents who chose TECH-VOC, which is 12.5% ; there are 11
respondents who chose HUMMS, which is 27.5%; and there are 7 respondents
who chose ABM, which is 17.5% of the total. The result reveal that most of the
respondent are in the strand of HUMSS who need and get motivated in the learning
activities.
TABLE 2

The Average Weighted Mean of the Respondents Regarding the Topics the
Value of Motivation in the Learning Activities of the Grade 12 students.

Strongly Strongly AWM


Agree Agree Fairly Disagree Disagree And
(SA) (A) agree (D) (SD) Intepretation
Topic
5 4 (FA) 2 1
3
It is motivating when: f fx f fx f fx f fx f fx

1.Given a reward after an 12 60 11 44 10 30 4 8 3 3 3.63 FA


accomplishent
2.Having a 3 15 8 32 15 45 10 20 4 4 2.9 D
crush/inspiration in class
3.Creates a threat free 15 75 14 56 8 24 3 6 0 0 4.03 A
environment
4.Use positive competition 20 100 10 40 7 21 3 6 0 0 4.18 A
5.Students were a 14 70 16 64 9 27 1 2 0 0 4.08 A
responsibility
It is how motivation
influences:
6. Motivation when 18 90 15 60 5 15 1 2 1 1 4.2 A
behavior toward particular
goals
7.Determines the specific 13 65 11 44 9 27 6 12 1 1 3.73 FA
goals toward which people
strive .
8.Motivation increases the 20 100 13 52 5 15 0 0 2 2 4.23 A
initiation and persistence
of activities.
9. Increases an individual 15 75 13 52 10 30 1 2 1 1 4 A
energy level
10.Motivation decrease the 16 80 10 40 11 33 2 4 1 1 3.95 FA
stress level of the students
OVERALL WEIGTHED MEAN 3.893
CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter consist of the summary of findings, conclusions and recommendations.

STATEMENT OF THE PROBLEM

The study attempts to find out The value of motivation in the learning activities of
the Grade 12 students of The University of Manila SY2019-2020.

Specifically, it sought answers to the following questions:

1.What is the demographic profile of the students according to the following


variables:

1.1 Age

1.2 Gender

1.3 Strand

2. What are the strategies of the teachers in motivating a students?

3. How does motivation influence the learning activities of the students?


Summary of Findings

The following finding are formulated based on gathering data.

1.The demographic profile of respondents was described as to age ,gender and strand.

1.1 As to age, out of 40 respondents five (5) students or (12.5%) of the total of respondents age
of 16. Fifteen (15) students or (37.5%) of the total respondents age of 17. Eight (8) students or
(20%) of the total of respondents age of 18. Seven (7) students or (17.5%) of the total
respondents age of 19. Five (5) students or (12.5%) of the total respondents age of 20.

1.2 As to gender, the greater number of respondents were female comprise of 25 (62.5% of the
total respondents) and the male respondents were 15 (37.5% of the total respondents).

1.3 As to strand, out of 40 respondents; 7 students or (17.5% of the respondent) students were
GAS; 10 students or (25% of the respondents) students were STEM; 5 students or (12.5% of the
respondents) students were TECH-VOC; 11 students or (27.5% of the respondents) students
were HUMSS and 7 students or (17.5% of the respondents) students were ABM.

2. The strategies of the teachers in motivating a students are; given a reward after
accomplishment, creates a threat free environment, use positive competition. Mostly the
respondents answered strongly agree. Students were a responsibility answered agree. While,
having a crush/inspiration in class the respondents mostly answered fairly agree.

3. The respondents answered on how motivation influence the learning activities of the students.
First, motivation when behavior toward particular goals. Second, determine the specific goals
toward which people strive. Third, motivation increases the initiation and persistence of
activities. Fourth, increases an individual energy level. Last, motivation decreases the stress level
of the students. Mostly the respondents answered strongly agree.
Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. Based on the age, the students in grade 12 ranges from 16 to 20 years old. Majority of the
respondents were female and majority of them are Humss which is 11 respondents out of
40 respondents.
2. Based on our survey, it tells that the respondents need the value of motivation especially
when it comes in learning activities in school that are given by their teachers/proffesors.
It is because they mostly answered strongly agree on the questions above.
3. Based on the survey, it shown that motivation really influences the learning activities of
the grade 12 students. Upon answering the questions strongly agree that motivation
influences. First, motivation when behavior toward particular goals. Second, determine
the specific goals toward which people strive. Third, motivation increases the initiation
and persistence of activities. Fourth, increases an individual energy level. Last,
motivation decreases the stress level of the students.
Recommendation

Based on the findings and conclusion presented, the following recommendations are offered;

1. To the students they must participate actively in doing the activities or lesson inside and
outside the campus

2. The students must feel that they are part of sharing ideas, experiences and opinion for them
to feel comfortable and safe in the group they belong to.

3.To the teachers they must be the one to lift up every students, recognize and boost their
ability in each field. Must see and feel the value of motivation is importance in every
situation.

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