Chapter II

DATA PRESENTATION, ANALYSIS, AND INTERPRETATION

This chapter presents, analyzes, and interprets the data obtained from the data

gathering. The discussion in this chapter is sequenced according to the order of specific

research problems stated in the previous chapter.

The mean values of the motivational beliefs and learning strategies of Junior High

School learners are shown in tables 1 and 2, respectively.

Table 1
Motivational Beliefs of Junior High School Learners (n=258)

Motivational Belief Variable M t SD

Intrinsic Goal Orientation 5.29 1.31

Extrinsic Goal Orientation 5.77 1.31

Task Value 5.4 1.16

Control of Learning Beliefs 5.36 1.37

Self-Efficacy for Learning and Performance 4.74 1.23

Test Anxiety 5.01 1.65

Table 1 shows that among the six dimensions of motivational beliefs (Intrinsic,

Extrinsic, Task Value, Control of Learning Beliefs, Self-Efficacy, and Test Anxiety), the

participants, scored significantly high in extrinsic goal orientation and control of learning

belief scales with t-scores of

 In this case, the high score in extrinsic goal orientation suggests that majority of

the participants have a motivational orientation grounded on external rewards,

performance, and competition where the main objective of engaging in a learning activity

is not the meeting of desired learning outcomes but the comparison of performance with

others.

Moreover, the high score in control of learning beliefs suggests that the

participants believe that their efforts to learn will result in positive outcomes where the

outcomes are contingent to one’s own effort. Hence, this also suggests that the

participants feel that they can control their academic performance and thus, are more

strategic to affect the desired outcome.

On the other hand, self-efficacy has the lowest scale with a t-score of . This

suggests that the participants have a low sense of self-appraisal in learning activities

where they are not as confident enough in the accomplishment of school tasks.

Table 2 results show that the participants incorporate a set of learning strategies in

meeting with the desired outcomes of a learning activity.

Table 2
Learning Strategies of Junior High School Learners (n=258)

Learning Strategies M t SD

Critical Thinking Strategies 5.15 1.19

Help Seeking Strategies 4.78 1.71

Elaboration Strategies 5.21 1.23

Organization Strategies 5.15 1.46

Peer Learning Strategies 5.05 1.36

 Rehearsal Strategies 5.25 1.41

Metacognitive Self-Regulation Strategies 4.83 1.51

Time and Study Environment Strategies 4.45 1.87

Effort Regulation 4.43 1.68

(We need a discussion on matters related to table 2.)

Table 3
Correlation and Linear Regression Analysis among Junior High School Learners’
Motivational Beliefs, Learning Strategies, and Academic Performance

A multiple linear regression was calculated to predict academic performance

based on the motivational beliefs – specifically, intrinsic goal orientation, extrinsic goal

orientation, task value, control of learning beliefs, self-efficacy for learning and

performance, and test anxiety - and the learning strategies of Junior High School learners

– specifically, critical thinking, help seeking, organization, peer learning, and rehearsal

strategies . The correlation among the variables of motivational beliefs, learning

strategies, and the first quarter grade point average shows a strong correlation at r=,

p<0.05. A significant regression equation was found (F(,)=_._, p < ___) with R2 of 0._.

Participants’ predicted grade point average

Table 4
Components of Motivational Instruction for Junior High School Learners
Educational Model Features and Strategies Student’s Statement
Components

Attention The learner’s attention “On subjects I find

can be grasped by difficult, I tend to relate its
subjects that are inclined components to my
to their interests favourite fictional
characters because it
induces my interest.”
Relevance The degree of relevance
is taken by how useful
the subject’s content is
and its bridge towards
practical use in the real
world
Confidence Confidence is derived by
the developed success
expectation of the
learner’s and their ability
to control their learning
process
Satisfaction Satisfaction is brought by
the achievements the
learners have
accomplished sustained
by their motivations
“I tend to question why I
study certain topics but I
am encouraged to study
when topics serve a
purpose in my future
professional life.”
“There are occasions when
I wouldn’t understand the
teaching methods of a
teacher so I search for
techniques that fit to my
own understanding and
feel assured of myself
when I’m able to get the
same answers.
“I am motivated by giving
back to my parent’s hard
work by doing my best in
school”