Motivational Factors in Relation to High and Low Academic Performance of the Nursing Students of San Juan de Dios Educational

Foundation Inc., College

A Thesis Presented to the San Juan de Dios Educational Foundation Inc. 2772 2774, Roxas Blvd, Pasay City,Philippines

In Partial Fulfillment of the Requirements for the Degree of Bachelor of Science in Nursing

By: BSN IV E Group 4 Leader: Sales, Ma. Clarissa O. Members: Angat, John Emmanoel Bachiran, Pol Manuel, Kris Ivan Ongkeko, Joshua Sales, Joseph T. Arca, A-zhel Buag, Maureen Gaza, Irene Gato, Nikki- Karren Javier, Kyle

TABLE OF CONTENTS

I. THE PROBLEM AND ITS BACKGROUND Introduction and background of the study ..1 Theoretical Framework4 Conceptual Framework5 Statement of the Problem.6 Hypothesis...7 Significance of the Study8 Definition of Terms.9 II. REVIEW OF RELATED LITERATURE Variable I Foreign Literature10 Local Literature21 Variable II Foreign Literature23 III. METHODS, PROCEDURES AND SOURCES OF DATA Research Method Used25 Locale of the Study..25 Subject of the Study26 Data Gathering Procedure...26 Validation of the Instrument...27

Statistical Treatment of the Data28

Chapter 1 THE PROBLEM AND ITS BACKGROUND

Introduction Students develop confidence in many ways with their academic performance. The perceptions of the students on their performance deal well with their studies and accomplished tasks which increase their achievement orientation and motivation. Adequate motivation of the students provides energy that makes it possible for their learning to occur toward a certain direction or goal. Learning is an active process that needs to be motivated and guided by the motives or incentives in order for the learner to persist in learning process; therefore, learning efficiency is impaired if there is neither explicit nor self- induced desire to learn. Low academic performing students are characterized with low motivation, while high performing students are those with high motivation. Students are influenced by both internal and external factors that can start, sustain, intensify, or discourage behavior. Intrinsicallymotivated students are bound to do much better in classroom activities because they are willing and eager to learn new material. Their learning experience is more meaningful, and they go deeper into the subject to fully understand it. Internal factors may affect them include their characteristics or dispositions that they bring to their learning such as their interests, attitudes, values, efforts, and perceived ability. These factors may be referred to which include fascination with the subject, a sense of its relevance to life and the world, a sense of accomplishment in mastering it, and a sense of calling to it. On the other hand, extrinsic motivation refers to the driving force enabling the students to perform and to succeed for the sake of accomplishing a specific result or outcome. Extrinsic motivators include parental expectations, expectations of other trusted role models, earning potential of a course of study, and grades. The students may

have to be bribed to perform based from the external rewards; whereas, students who seem to truly embrace their work and take a genuine interest in it are intrinsically motivated. Motivation is one of the principal factors influencing the high and low academic performing students or the outcome on their education. Students motivation to learn is generally regarded as one of the most critical determinants, if not the premier determinant, of the success and quality of any learning outcome. Academic performance involves the students motives to deal with their studies and how they cope with or accomplish different tasks given to them. The increase on motivation and engagement in learning has consistently been linked to increased levels of student success. Development of academic motivation in students is an important goal for educators because of its inherent importance for future motivation as well as their effective school functioning. Achievement values include whether or not the students likes the task, the importance they attach to the task and the potential usefulness of the tasks. Their attitudes toward school may be contributory to their academic performance. Their attitudes may be characterized by positive feelings and/or negative feelings toward their studies. High achieving students exhibit more positive academic self-perceptions, motivation, goal evaluation, attitudes toward school, and attitudes toward teachers. They are self-regulated individual who are cognitively, motivationally, and behaviorally active participants in their own learning. Their self-generated thoughts, feelings, and actions are systematically geared toward the attainment of their goals. They use take advantage of every learning opportunities that come their way. In contrast, low performing students may lack motivation, self-regulation skills, or a combination of the two traits. They are inconsistent in abilities and performance (achievement). Factors commonly associated with their low or poor academic performance include low academic self-concept, low

self-efficacy, low self-motivation, low goal-valuation, and negative attitude toward school and low perceived control.

Background of the Study The study was chosen by the researchers upon encountering the problems of nursing students in terms of their academic performance in San Juan de Dios Educational Foundation Inc., College. The study would like to identify the reasons affecting the students school performance. The researchers would like to determine how second year nursing students perform according to their motivations and how those will affect their academic performance. The study would like to determine the motivations of a high performing student and the motivations of a low performing student. Thus, through identifying the motives, this would be a help to their school progress and be able to continue their improvement and work out on their weaknesses. In addition, researchers would like to perceive how school can produce quality and well-screened students. Being part of the SJDEFI community, the researchers would like to impart and contribute to the schools effective functioning. The study aims to enhance and improve the academic performance of high and low performing students in relation to their motivational factors.

Theoretical Framework According to Deci and Ryan(2002), Self-determination theory (SDT) is the theory of human motivation and is concerned with the choices people make with their own free will and full sense of choice and external influence and interference. SDT focuses on the degree to which an individuals behavior is self-endorsed and self-determined. It distinguishes between different

types of motivation based on the different reasons or goals that give rise to an action. The most central distinction is between intrinsic motivation and extrinsic motivation. Intrinsic motivation refers to initiating an activity for its own sake because it is interesting and satisfying in itself, as opposed to doing an activity to obtain an external goal (extrinsic motivation). Based on the degree of control exerted by external factors, levels of extrinsic motivation can be aligned along a continuum. This theory differentiated between intrinsic and extrinsic motivation played in an individuals behavior. Extrinsic motivation involves the need to experience oneself as capable and competent controlled by the environment or external to the individual and being able to reliably predict outcomes. Internal motivation involves the need to actively participate in determining own behavior. It includes the need to experience ones actions as result of self or own choice. Hence, in the relation to the present study, the SDT or theory of human motivation was used in the study of motivational factors of high and low performing nursing students in relation to their academic performance, whether they were influenced by intrinsic and/ or extrinsic factors. Motivational factors may or may not influence their academic performance. The study would help the high performing students to maintain or enhance their academic performance, while low performing would help them to improve their performance, in relation to their motivational factors.

Conceptual Framework

Motivational Factors Intrinsic Extrinsic

Academic Performance High LOw

Figure 1. Diagram of Research Paradigm

The motivational factor of the students arouses and sustains their action toward a desired goal, classified as intrinsic or extrinsic. Intrinsic motivational factors are factors that come from within. These are composed of desire to learn due to their interests, for self-fulfillment, enjoyment and to achieve a mastery of the subjects. Examples of intrinsic motivations: seeing nursing as a caring profession, perceiving nursing as a challenge, taking up nursing to be able to render care to those who are ill, belief that Filipinos are good nurses, and the desire to uplift ones self esteem. On the other hand, extrinsic motivational factors came from external or outside. These were composed of parental, peers, media influence and rewards such as high salary or opportunity going abroad. The motivational factors which can be intrinsically and/or extrinsically motivated help the students on their level of academic performance to concentrate which can be identified as high and low performance. High-achieving students exhibit self-generated thoughts, feelings, and actions which they are systematically oriented and motivated towards the attainment of goals. However, low performing students may lack motivation. They are inconsistent in ability

and performance (achievement). Factors commonly associated include low academic selfconcept, low self-efficacy, low self-motivation, low goal-valuation, and negative attitude toward school and low perceived control. Thus, students can be classified as high and low on their level of academic performance through the influence of their motivational factors, whether they are intrinsically and/or extrinsically motivated.

Statement of the Problem This study will determine the intrinsic and/or extrinsic motivational factors of the first year nursing students of San Juan de Dios Educational Foundation Inc., school year 2008- 2009 in relation to their level of academic performance. This study aims to answer the following questions: 1. To what extent do the motivational factors influence the respondents to take up nursing?
2. What percentage of the respondents are high and low performing when grouped

according to motivational factors? 3. Is there a significant relationship between the motivational factors and level of academic performance of the respondents?

Hypotheses HO: There is no significant relationship between motivational factors of high and low performance of the second year nursing students? Ha: There is a significant relationship between motivational factors of high and low academic performance of the second year nursing students.

Scope and Delimitation The respondents were selected from 160 second year nursing students school year 20092010 classified as high and low performing students during their first year level in San Juan de Dios Educational Foundation Inc., school year 2008- 2009. The students are officially enrolled in the program of Bachelor of Science in Nursing regardless of age and gender in the first semester. The students classified as high performing had an average grade of eighty five percent (85%) and above while low performing students had an average grade of seventy nine percent (79%) and below. The permission of the Nursing Department and the second year nursing students was asked to allow the researchers to gain access on their final grades in the first and second semester during the said year. This study aimed to identify the intrinsic and/or extrinsic motivational factors in relation to the level of academic performance of the students. The researchers selected respondents through sampling technique method. Descriptive correlational design was used to obtain necessary information about the randomly-selected respondents

Significance of the study To the Students The study will determine the motivational factors among second year nursing students that influence or affect their academic performance. This study will help the low performing students improve their academic performance, while high performing students will be encouraged more to maintain or further improve their academic performance thru developing a favorable behavior towards the learning process whether they are intrinsically and extrinsically motivated thru possible recommendations of the researcher.

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To the Parents This study will determine the motivational factors of their children in order for them to be aware of the factors influencing them on their academic performance. It will help the parents to guide and support their children to improve their performance toward their study in relation to their identified motivational factors.

To the Department-College of Nursing This study will help the educators by knowing what strategies they will use to motivate the students to study and to understand the attitudes of the students towards the course. Thus, it would help maintain quality nursing students. Increased motivation and engagement in learning have consistently been linked to reduced dropout rates and increased levels of student success. Development of academic motivation in students is an important goal for educators because of its inherent importance for future motivation as well as for student's effective school functioning.

Definition of Terms Motivation is anything that caused the students to behave as they do. It involves having the desire and willingness to do something. It can be the reason for the action or that which gives direction to their action. There are two types: intrinsic and extrinsic motivation. -Intrinsic Motivation is motivation that comes from inside an individual rather than from any external or outside rewards, such as money or grades. The motivation of the student comes from the pleasure gets from the task itself or from the sense of satisfaction in completing or even working on a task.

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-Extrinsic motivation refers to motivation that comes from outside an individual. The motivating factors are external, or outside, rewards such as money or grades. These rewards provide satisfaction and pleasure that the task itself may not provide. Academic Performance is an action, task or operation and progress of students in school Final Grade refers to the average grade in the first and second semester of the students during their first year level of school year 2008- 2009 and who are currently enrolled in San Juan de Dios Educational Foundation Inc., College High performing students included students with an average grade of 85% and above which exhibit more positive academic self-perceptions, motivation/self-regulation, goal evaluation, attitudes toward school, and attitudes toward teachers. They are self-regulated in which they are cognitively, motivationally, and behaviorally active participants in their own learning. Low performing students included students with an average grade of 79% and below are lack of motivation, self-regulation skills, or a combination of the two traits. They are inconsistent in ability and performance (achievement). Factors commonly associated include low academic selfconcept, low self-efficacy, low self-motivation, low goal-valuation, and negative attitude toward school and low perceived control.

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Chapter 2 REVIEW OF RELATED LITERATURE

Motivation towards studies is a question of energy, such as process starting, sustaining and directing students study behavior. On the other hand, motivation in education can have effects on how the students learn and their behavior towards subject matter. It can direct behavior toward specific goals, guide to increased effort and energy, increase initiation of, and persevere in activities, intensify cognitive processing, determine what consequences are to be strengthened, lead to better performance. (Omrod, 2003) Motivation determines the presence and vigor of activity. Although motivation provides energy or power that makes it possible for learning to occur, more is needed for the realization for learning. Motivation is the heart of learning process. A strong inner urge will mean stronger efforts. Adequate motivation provides the energy that makes it possible for learning to occur. More is needed for the realization of learning. Learning efficiency is impaired if there is neither explicit not self-induced desire to learn. Self-direction is essential to promote a complete development best when they are sensitive to maturing self-direction in the students. (Gregorio, 2000). Motives are important aspect of motivation. They release energy and arouse activity. It is not enough to activate an organism. The energy released is ineffective unless action is directed toward some object that is capable of satisfying the drive. Improvement in learning will take place when activities are converged upon well-defined and attainable goals. Learning cannot be successful without persistent selective and purposeful effort. This principle has far reaching implication for educational procedures. The needs are adequate motives for doing college or

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university work is clearly as great as the need for adequate motive for doing any other types of work. (Gregorio, 2000). Motivation is a driving force that initiates and directs behavior. In other words, motivation is a kind of internal and external energy which drives a person to do something in order to achieve something. (ezinearticles.com). It is a question of energy, such as process starting, sustaining and directing students study behavior. On the other hand, motivation in education can have influenced on how the students learn and their behavior towards subject matter (Ormrod, 2003). It can direct behavior toward specific goals, guide to increased effort and energy, increase initiation of, and persevere in activities, intensify cognitive processing, determine what consequences are to be strengthened, lead to better performance. Motivation refers to the dynamics of our behavior, which involves our needs, desires, and ambitions in life. Achievement motivation is based on reaching success and achieving all of our aspirations in life. Achievement goals can affect the way a person performs a task and represent a desire to show competence (Harackiewicz et al.,1997). Motivation is based on three specific aspects such as the arousal of behavior, the direction of behavior, and persistence of behavior. Arousal of behavior involves what activates human behavior and direction of behavior is concerned with what directs behavior towards a specific goal. Persistence of behavior is concerned with how the behavior is sustained. According to Ryan and Decis Self-determination theory (SDT) is the theory of human motivation and is concerned with the choices people make with their own free will and full sense of choice and external influence and interference. The individuals behavior is self-endorsed and self-determined. It distinguishes between different types of motivation based on the different reasons or goals that give rise to an action. Extrinsic motivation involves the need to experience oneself as capable and competent controlled by the environment or external to the individual and

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being able to reliably predict outcomes. Internal motivation involves to the need to actively participate in determining own behavior. It includes the need to experience ones actions as result of self or own choice. On the other hand, Stephen Moultons Multifactor Motivation Theory (2007) says that people are motivated to do things because they desire to and not because others think it is a good thing to do. Motivations results from actions that gratify from inner needs. It is not an indicative of being motivated if people are strained to do something and doing it. And according to numerous studies done over the past 50 years, parents (despite of generation or supposed generation gap) have the greatest influence over their childrens decisions even in todays society, with the influence of television, peers and internet. Student motivation naturally has to do with students' desire to participate in the learning process. But it also concerns the reasons or goals that underlie their involvement or noninvolvement in academic activities. Although students may be equally motivated to perform a task, the sources of their motivation may differ. A student who is intrinsically motivated undertakes an activity "for its own sake, for the enjoyment it provides, the learning it permits, or the feelings of accomplishment it evokes". An extrinsically motivated student performs "in order obtain some reward or avoid some punishment external to the activity itself," such as grades, stickers, or teacher approval (Lepper) Anyone formally or informally responsible for oversight of others, who are engaged in work or learning tasks, will be aware that some people are participating more out of interest in the task than others are. Others gain their satisfaction principally out the way in which their performance on the task leads to rewards like pay or status or good grades in a course. But typically there is a mixture of motives for which a range of different incentives is relevant. Most

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people will find at least some satisfaction in simply doing the work. They might say, for example, that they found it "interesting". For most people there is also some satisfaction in rewards which are contingent upon performance in the task. The balance of these intrinsic and extrinsic sources of satisfaction varies from one person to another and between different situations. Some people indeed are highly motivated by both intrinsic interest and extrinsic rewards. They are usually aware to some extent of the ways in which both intrinsic and extrinsic types of motivation affect academic performance satisfaction, but there are many complexities in how these different types of motivations and their relevant rewards affect behavior. One of the most subtle and demanding complexities has been found to occur when extrinsic rewards are given for performance in a task which would otherwise have been undertaken purely out of interest. But effects of the interaction are not simple and have been a subject of extensive debate in recent years. How extrinsic rewards affect intrinsic motivation obviously has many implications for the management of incentives for work and study where both extrinsic rewards and intrinsic motivation are very often found together. Extrinsic rewards have been found to reduce intrinsic motivation, but not in all circumstances. The majority of published research has dealt with the effect on motivation rather than performance, but consequent effects can be evident in performance, and there are many theoretical predictions supported at least in part by empirical findings. When people are intrinsically motivated they tend be more aware of a wide range of range of phenomena, while giving careful attention to complexities, inconsistencies, novel events and unexpected possibilities. They need time and freedom to make choices, to gather and process information, and have an appreciation of well finished and integrated products, all of which may lead to a

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greater depth of learning and more creative output. Extrinsic rewards tend to focus attention more narrowly and to shorten time perspectives, satisfaction and long term commitment to a task may also be affected. By intrinsic motivation we mean a process of arousal and satisfaction in which the rewards come from carrying out an activity rather from a result of the activity. We speak of the rewards being intrinsic to a task rather than the task being a means to an end that is rewarded or satisfying. By contrast, one might study hard in order to get high grades in which there is a reward as a consequence of effort to reach a goal where the deficit is reduced. The term intrinsic sometimes also occurs with a different connotation in reference to incentives which are consistent with personal qualities, intentions and values. Satisfaction gained from such incentives may be seen as intrinsic to the person rather than to the task. It can be the case that behavior such as undertaking a scientific research project can assist in the satisfaction of personal development goals while it is also intrinsically rewarding in itself. The micro sense of intrinsic interest in the task is the primary meaning, but satisfaction intrinsic to the person in the macro sense carries some of the same meaning, especially in regard to the processes of integration which will be considered further below. However, while the two can work together, intrinsic motivation in the primary sense is vulnerable to being inhibited by the use of extrinsic rewards in ways which do not give the secondary type of intrinsic satisfaction but are experienced as alien to the person. The work of several investigators in recent years points to the importance of the secondary or macro type of intrinsic satisfaction from extrinsic rewards as the clue to managing the effects of extrinsic rewards in ways which do not inhibit the operation of intrinsic motivation for engagement in the task..

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The original report of an experiment which led to many others showing that extrinsic rewards, like grades and money, when associated with outcomes of interesting tasks tend to suppress the operation of intrinsic motivation, was published by Deci in 1971 (Deci 1975). He found that if people will get high grades, they would otherwise have done out of interest they will be less likely to do it in future without getting a high grade. There are different reasons why Filipinos would want to go abroad especially those in the medical field. Some prefer to go abroad because of high salary. Filipinos are motivated to get a better quality life. It may be difficult for a health professional to but a new house and car, as well as easily purchase a digital camera, television set, personal computer and the like here in the Philippines. By working overseas, their dream of owning a car can be fulfilled (Cruz, 2004; Tapaoan, 2004). Most MD-RNs prefer going to the US to realize the American Dream, just like most other immigrants. The goal to improve ones life is worth all the effort (Saha, 2004). Nurses based in cities around the Philippines can earn from P8,500 (US $155) to P16,500 (US $300) per month. While nurses based of rural areas can earn only between P3, 500 (US $64) and P5, 500 (US $100) monthly. And even in private hospitals around Metro Manila, the accounts of nurses only earning P2,500 (US $45) to P3,000 ( US $55). The Republic Act 9173 states that P13,00 ( US $245) should be the minimum basic pay of nurses. On the other hand, if we compare the salary of doctors and the salary of nurses here in the Philippines, the doctors definitely have a higher salary. But why do more and more people in the medical profession change career paths and why do some prefer nursing over medicine? When we consider nursing and the medical professions, there are people who prefer the nurses kind of work since it is more in tune with the patient in terms of providing care. It follows a more holistic approach as compared to medicine that is more concerned with the pathophysiology of disease and its medical management. The needs of the patient are more often neglect by doctors.

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One respondent added, Nursing makes me feel complete in taking care of patients. Another said that nursing has made him a better doctor. Many are disgusted with what is happening in the country uncontrolled corruption and poor peace and order. The country is also in hopeless economic state: the peso falls and the cost of living continue to go up. Nursing is the road to migration of families abroad, away from the Philippines, away from the land of lost opportunities (Manalansan and Azurin, 2003)
The Philippines has become the number one provider of nurses in the United States. This is because nurses from the Philippines have the reputation of being committed to their profession. Filipino nurses are also compassionate, hardworking and, loyal which are the key attributes health care facilities are looking for in nurses. And with the ever-decreasing health care professionals in the United States, there is no reason not to continue getting nurses from overseas nurse recruitment firms in the Philippines. The United States started adding 20,000 to 65,000 working visas in 2003 available for foreign professionals per year, including nurses from the Philippines. The visas are distributed among countries that send nurses to the US. Overseas nurse recruitment firms in the Philippines are aware of this need. Overseas nurse recruitment firms in the Philippines can help solve this serious crisis in the healthcare and medical industry in the United States by providing the country with adept and flexible Filipino nurses who can offer quality services. Overseas nurse recruitment firms in the Philippines believe that the solution to this shortage in nurses is the deployment of qualified nurses to fill in the positions. With this, overseas nurse recruitment firms in the Philippines are able to sustain business and, at the same time, help the thousands of registered nurses in the Philippines get good jobs abroad. There is a projection that more nurses are to be required in the United States until the year 2020. With the highly qualified nurses from the Philippines, the country can still remain to be the number one supplier of nurses for health care and medical facilities in the United States. Overseas nurse recruitment firms in the Philippines are reaching out to more registered nurses in the Philippines to meet this overwhelming and growing demand for nurses and medical professionals. (Abbariao.com)

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In the study made by BioMed Central Nursing Research about Nursing Students Motivations towards their studies, the motivation among first year nursing students goal and the future time perspective theories were combined. The result of the study showed that the students could be motivated by the present studies leading to the future utilities as registered nurses and that both present and the future might be regulated internally or externally. These dimensions of a goal have different influence on motivation. Students who are internally regulated were more task-oriented and attracted in the course and performed well. Students who are externally regulated used more avoidance ego goals, were less interested and performed worse. Those students, who also find the courses practical for the future, not only for the training but also they are motivated and attained better result, than those students who found the courses just relevant for training (Wilson, 2008).

The principle of motivation states that the learner must be motivated before learning takes place. This fact suggests the desirability of studying the way in which concepts goals and needs engendered in the learner. Motivation is basic to learning through a proper motivation. Motives compel the learner to act or to react. Motivation of learning is more efficient when it is directed by strong motivational pattern. Continuous motivation is essential in developing concentration of attention.(Gregorio 2000). Students motivation naturally has to do with students desire to take part in the learning process. But it also concerns the reasons or goals that underlie their involvement or noninvolvement in academic activities. Although students may be similarly motivated to perform a task, the sources of their motivation may differ.

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A student who is intrinsically motivated undertakes an activity for its own sake for the enjoyment it provides, the learning it permits or the feelings of accomplishment it evokes (Lepper, 1991) An extrinsically motivated student performs in order to: attain some reward or avoid some punishment external to the activity itself. such as grades, stickers or teacher approval. (Lepper, 1991) Even if motivation is elevated, this may not be reflected in the performance, perhaps because of hindrances, such as lack of capability or preparation, inadequate materials, machinery, aids and tools, an unsuitable strategy for doing the job, a system and organizational environment which are not helpful to continuous improvement, etc.

INTRINSIC AND EXTRINSIC MOTIVATION Motivation can be seen as an intrinsic or extrinsic factor. Enjoy learning for its own sake or positive feedback on learning outcomes are example of intrinsic motivation. Accordingly, there is a built-in pleasure for the activity itself. Intrinsic motivation is the internal desires to perform a particular task, people do certain activities because it gives them pleasure, develops a particular skill while extrinsic motivations are factors external to the individual. In a study of self- efficacy, intrinsic and extrinsic motivations as predictors for students engage in academic work.

Intrinsic Motivation Intrinsic motivation is an internal stimulus to learning. It is based on the motives that every individual strives to satisfy. Motives are intrinsic, or within the person. They have their

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roots in needs and drives. Motives refer to drives that exercise behaviors. Motives are thoughts, feelings, or conditions that cause one to act. Motives are highly individualized. They belong to the students and they have energizing function. The desire for knowledge, the desire to explore and the desire to construct are the most common forms of intrinsic motivation. Interest of the learner in a subject matter is an internal desire to do better work. In intrinsic motivation the students work are not on the focus of external rewards, but for personal satisfaction that comes with accomplishment. Good motivation aims when the motive for doing the act lies within the act. The students who are intrinsically motivated carries out an action for the learning it permits and engage for the enjoyment in the learning process without considering its consequence. They take advantage of a given opportunity and show intense effort and concentration in the implementation of learning process. Also, they reveal positive emotions such as excitement, enthusiasm, interest, and optimism during learning. (ezinearticles.com) Students are likely to be intrinsically motivated if they: attribute their educational results to internal factors that they can control (e.g. the amount of effort they put in), believe they can be effective agents in reaching desired goals (i.e. the results are not determined by luck), and are interested in mastering a topic, rather than just rote-learning to achieve good grades. Motivation is based on three specific aspects such as the arousal of behavior, the direction of behavior, and persistence of behavior. Arousal of behavior involves what activates human behavior and direction of behavior is concerned with what directs behavior towards a specific goal. Persistence of behavior is concerned with how the behavior is sustained. In fact, several theorists such as Combs (1982) or Purkey & Stanley (1991) maintain that there is only a single kind of intrinsic motivation. That motivation is one that can be described as engaging in activities that enhance or maintain a person's self-image or concept of oneself.

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Other theorists such as Malone and Lepper (1991) define self motivation in broader and perhaps more useful terms. Malone and Lepper believe that motivation is simply what people will do without external influence. Said another way, self motivation or intrinsically motivating activities are those in which people will partake in for no reward other than the enjoyment that these activities bring them.

Extrinsic Motivation This type of motivation is an external stimulus to learning activity. Praises and rewards are some of the more common types of extrinsic motivation. Extrinsic motivation is based on incentives external rewards. The extrinsic motivation, students are encourage to do good college work by such prizes and privileges. Extrinsic or external motivation is the term used to describe external factors that stimulate individual. The concept of externally motivating someone is not at odds with the fact that motivation comes from within. The point here is that it is possible to provide others with situations or an external environment that is motivating. The students who are extrinsically motivated carries out an action in order to obtain rewards or to avoid punishments from external source. Extrinsic referred to as social motivations include parents influence, peers influence, and media influence. (Motivation Theory and Leadership 2006 - 2007 Money-Zine.com) Extrinsic motivators include parental expectations, expectations of other trusted role models, earning potential of a course of study, and grades (which keep scholarships coming). (DeLong and Dale Winter,2002) Students self-efficacy beliefs their confidence in their educational and vocational prospects shape the occupational options they consider and the way they prepare for careers. These beliefs and aspirations are often influenced by parents own self-efficacy beliefs and

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aspirations (Bandura et al, 1996). Parents Values regarding academic achievement influence adolescents values and occupational goals (Sameroff, 2001).Moreover, gender also may have an influence. A 1192 report by the American Association of University Women (AAUW) Educational Foundation claimed thet the schools short-change girls by steering them away from science and math and into gender-typed pursuits. Six years later, a follow up study reported that girls were taking more science and math than before and doing better in those subjects. According to the National Center for Education Statistics (1997), male and female high school seniors are now equally likely to plan careers in math or science (AAUW Educational Foundation, 1998b; Weinman 1998).

Parents Influence Over the years, research has moved from examining family demographics and their relationships to career development to examining the dynamics of family interactions. One consistent finding in research suggests that adolescents own aspirations are influenced by their parents aspirations or expectations for them. When adolescents perceive their parents to have high educational expectations for them, adolescents are likely to have higher aspirations for themselves. A (1998) Sylvan Learning Center report indicates that parents and childrens views about career aspirations are more compatible than incompatible. Parents are influential figures with whom, whether intentionally or unintentionally, children become aware of and get exposed to occupations or career opportunities and implied expectations (Taylor et al, 2004). Overall, research supports the influence of parental expectations and aspirations on the career decisions and aspirations of their children. These expectations lay a foundation for parents behaviors and

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interactions with their children, which then indirectly or directly influence choices they make in the future (Taylor et al, 2004).

Parents Educational Attainment The most common place observation in the study of educational stratification and mobility is that how far an individual goes in school is strongly associated with how far his or her parents have gone in school. Although the reasons for this association are the subject of a rich field of investigation and the strength of the association varies across time and place, the positive correlation of parents and offsprings educational attainments is nearly universal. Whereas early studies of educational inequality focused on educational attainment as a status, typically measured by total years of schooling attained, (Duncan 1965; 1967; Blau and Duncan 1967; Hauser and Featherman1976) more studies that are recent have assumed that schooling is a dynamic process. The process is conceived of and measured as a sequence of school transitions between levels of schooling, whether measured as years of school completed or enrollment in major organizational divisions of school systems (e.g., Duncan 1968; Mare 1980, 1981a; Shavit and Blossfeld 1993; Breen and Jonsson 2000). Typically, mothers and fathers schooling in the same way as offsprings schooling measure as highest grade of school completed, and estimate their linear effects on the log odds of school continuation. It is widely recognized that parents aspirations for their offsprings socioeconomic achievements are heavily conditioned by their own accomplishments. Parents desire and expect that their children will grow up to achieve at least as high a standard of living as they themselves enjoy and that educational attainment is the primary avenue to socioeconomic success. In an era of secularly rising average levels of educational attainment, one criterion of successful parenthood is for children go at least as far in school as their parents. Moreover, theorists of educational inequality suggest that parents

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educational attainments set a floor for the attainments of their offspring because individuals face psychic costs to downward intergenerational mobility (Boudon 1974; Breen and Goldthorpe 2000; Breen and Yaish ).

Peer Influence Peers have also been shown to have an effect on decision. While the effect of peers on vocational choice is reliant upon gender and social class, research point out that boys tend to rank peer influence low when it comes to choice. Also, there is verification that lower class boys who attend middle class schools tend to have higher aspirations than do lower boys who attend lower class schools (Adams, 1980)

Media Influence These results relate to how the media depict nurses and the nursing profession. Thirtytwo (25%) participants stated that the media presented a negative view of nursing. In comparison, only 6 (4.8%) participants stated that the media projected a positive perspective. This view shows how media affects students in choosing nursing as a degree of course. Boudon 1974; Breen and Goldthorpe 2000; Breen and Yaish ).

Academic Performance In educational institutions, success is measured by academic performance, or how well a student meets standards set out by the institution itself. As career competition grows ever fiercer in the working world, the importance of students doing well in school has caught the attention of parents, legislators and government education departments alike. Although education is not the

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only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools. Parents care about their child's academic performance because they believe good academic results will provide more career choices and job security. Schools, though invested in fostering good academic habits for the same reason, are also often influenced by concerns about the school's reputation which can hinge on the overall academic performance of the school. State and federal departments of education are charged with improving schools, and so devise methods of measuring success in order to create plans for improvement. The tracking of academic performance fulfills a number of purposes. Areas of achievement and failure in a student's academic career need to be evaluated in order to foster improvement and make full use of the learning process. Results provide a framework for talking about how students fare in school, and a constant standard to which all students are held. Performance results also allow students to be ranked and sorted on a scale that is numerically obvious, minimizing complaints by holding teachers and schools accountable for the components of each and every grade. Performance in school is evaluated in a number of ways. For regular grading, students demonstrate their knowledge by taking written and oral tests, performing presentations, turning in homework and participating in class activities and discussions. Teachers evaluate in the form of letter or number grades and side notes, to describe how well a student has done. At the state level, students are evaluated by their performance on standardized tests based on a set of achievements students are expected to meet. (ehow.com) As stated by Eric Clearinghouse on Educational Management, Eugene, Oreg, in 1994 although students motivational histories go together with them into each new classroom setting, it is necessary for facilitators to view themselves as active socialization agent capable of stimulating students motivation to learn (Brophy 1987).

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Different task dimensions can also promote motivation to learn. Ideally, tasks should be challenging but achievable. Relevance also promote motivation, as does contextualizing learning, that is, helping the students to distinguish how skills can be applied in the real world (Lepper). Tasks that consist of a moderate amount of discrepancy or integrity are favorable because they arouse the students inquisitiveness, an intrinsic motivator (Lepper). In addition, defining tasks in terms of specific, short term goals can assist students to associate effort with success (Stipek 2000). The verbal noting of the purposes of the specific tasks when presenting to the students is also beneficial (Brophy). While extrinsic rewards, should be used with caution, for they have the potential in decreasing intrinsic motivation. To encourage motivation to learn, practices should stress learning, task, mastery and effort (Maehr and Midgley) rather than relative performance and competition.

High and Low Performing Students Students develop confidence in many ways with their academic performance. Perceptions of the students about their performance, deals with their studies and copes with different tasks in school. Valuing learning, and believing in the importance of the task increases their achievement orientation and motivation. Application of energy and effort of students toward attaining a goal (diligence) or the students ability to reach goals (achievement) would provide a powerful prospective mechanism to the level of academic performance. It is likely that high performing students are engaged in learning opportunities and take advantage of the teaching practices for their own learning. (Konstantoupoulos). Students comprise self-generated thoughts, feelings, and actions which are

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systematically towards the attainment of their goals. They are cognitively, motivationally, and behaviorally active participants in their own learning (Zimmerman, 1994). Likewise, students value the goals associated with school which consists of the enjoyment that a task brings. They tend to develop confidence in many ways, and those who are confident about their skills are more likely to engage in a variety of learning. The perceptions students have about their skills influence the types of activities they select, how much they challenge themselves at those activities, and the persistence they exhibit once they are involved in the learning process (Schunk,1994). Attitudes toward school consist of the students' self-reported interest in and positive feelings toward school. Low performing students are inconsistent in ability and performance (achievement). Factors commonly associated include low academic self-concept, low self-efficacy, low self-motivation, low goal-valuation, and negative attitude toward school and low perceived control.They lack of motivation, self-regulation skills, or a combination of the two traits (Thorpe,1994). Underachievers appear to display negative attitudes toward school (Diaz, 1998). They often exhibit low self-concept or low self-efficacy (Supplee et al., 1990). Grading System in San Juan De Dios Educational Foundation The grades of the students are computed in accordance with the prescribed norms and standards established by the college. The college adopts the following grading system: 30% for class standing, 30% for average quizzes or long examinations, and 40 % for major examination (midterm and final examinations).

Class Standing The basis of a students grades and credits in any subject is not only based on the results of his/her examination but also on the totality of his/her efforts. Class Standing includes 10%

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class recitation or participation, 10% of laboratory experiments or special projects such journal reports, case studies, reaction papers or reports, 5% for conduct and 5% on attendance. The average grade from the midterm period plus the average grade from the final period shall determine the final total grade or credit of the student in a particular subject. For subjects with lecture and laboratory units, the 60%-40% grading scheme shall be followed. This means that 60% of the students final grade shall be taken from the lecture grade and 40% of the students final grade shall be taken from the laboratory grade. Sum of these shall be the students total final grade for the particular subject. The official passing grade of the college is 75% and above. A student who gets an average grade of 74% and below as his/her total final grade shall be marked as Failure (F). Any provisional or temporary grade at the end of the semester or term for any curriculum subject which is still subject to conversion into another grade such as conditional shall not be allowed. Chapter 3 RESEARCH METHODOLOGY

This chapter includes research method, locale of the study, subject of the study, data gathering procedure, validation of instrument and statistical treatment of the Data.

Research Method The study used a descriptive correlational design to obtain necessary information about the study. Information was ollected through structured questionnaires (frequency method) composed primarily of extrinsic and/or intrinsic factors that determined the motivation of the respondents.

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Locale of the Study San Juan de Dios Educational Foundation, Inc can be found at Roxas Boulevard, Pasay City. Its College of Nursing was established in the year 1913. It is generally acknowledged as one of the schools that produce competitive nurses and always have high passing rate in the Nursing Licensure Examinations. As early as second year college, their nursing students were exposed to the hospital for their training. Its faculty has well-experienced clinical instructors, who educate the students in lectures and during their duties at the hospital. Despite of having San Juan de Dios Hospital as their base of hospital, they also affiliate at Philippine Orthopedic Center, San Lazaro Hospital and National Center for Mental Health, Ospital ng Sampaloc, Jose Fabella Memorial Hospital and Paraaque Community Hospital.

Subjects of the Study The respondents were selected from 160 second year nursing students classified as high and low performing in academic performance were grouped according to motivational factors during their first year level in San Juan de Dios Educational Foundation Inc., school year 20082009. The students classified as high performing had an average grade of 85% and above, while low performing students had an average grade of 79% and below. The respondents must be currently enrolled in the program of Bachelor of Science in Nursing of San Juan de Dios Educational Foundation Inc., school year 2009-2010, regardless of age and gender in the first and second semester. The said respondents were selected through sampling technique

Data Gathering Procedure

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The main purpose of the researchers was to determine the intrinsic and/or extrinsic motivational factors in relation to high and low academic performing students during their first year level of school year 2008- 2009. The respondents were selected out of 160 students through stratified sampling technique. Structured questionnaires were used to gather the information needed with regard to the motivational factors affecting the students. Intrinsically motivated students have the desire to learn due to their interests, for self-fulfillment, enjoyment and to achieve a mastery of their subject. Extrinsically- motivated students motives came from external or outside, rewards such as high salary or opportunity going abroad. Students work on their learning process even when they have little interest in it because of the anticipated satisfaction they will get from some reward. The study identified the significant relationship between motivational factors and the level of academic performance of the students. The permission of the Nursing Department was sought to allow the researchers to gain access to their final grade in the first and second semester during the said year. The researchers were able to classify if the high and low performing students were intrinsically and/or extrinsically motivated.

Research Instrument The researchers used structured questionnaires for the gathering of data to determine the motivational factors of the selected second year nursing students of SJDEFI. The questionnaire included 20 different intrinsic and extrinsic motivational factors that were combined randomly. The tool adapted from previous thesis study entitled: Career motivation and Academic

Performance of First Year Nursing Students of SJDEFI, by BSN 4E group 10 School Year 20082009.

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The questionnaire is composed of 20 different intrinsic and extrinsic motivational factors that influenced the high and low performing that were combined randomly. It is composed of 10 intrinsic and 10 extrinsic factors that motivated them to take up nursing. All odd numbers are intrinsic factors and all even numbers are extrinsic factors. The respondents will choose from 1-5 wherein it will indicate the extent to which of the following reasons that influenced them in taking up nursing course. Wherein 5- to very high extent, 4- to a high extent, 3- to a moderate extent, 2- to a limited extent, and 1- not at all. The researchers will total up the scores of all odd and even numbers. If the student got a high score on all odd numbers, the student will be considered intrinsically motivated. If the students got a high score on all even numbers, then the students will be considered extrinsically motivated. The results will determine the motivational factors between high and low performing students.

Statistical treatment of the Data Grouped frequency distributions, percentage distributions, weighted mean, and Pearson r are the statistical treatments that were used by the researchers for the interpretation and analysis of data and testing of hypothesis.

A. Grouped frequency distributionA frequency distribution in which frequencies are displayed for ranges of data rather than for individual values. This is used to display the final grades in the first and second semester of the second year nursing students of San Juan de Dios Educational Foundation Inc.

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B. Percentage distributionThis is used to present the percentage of the respondents classified as high and low when grouped according to intrinsic and extrinsic factors. P = f x 100% N Where: P = percentage F = frequency N = total number or respondents

C. Weighted meanThis is the most widely used descriptive statistic. It is used to measure central tendency. The mean is the index of central tendency that is usually referred to as the average. The mean is computed by adding all together all the scores or values divided to the total number of scores. This is used to determine whether the high and low performing student was intrinsically and/or extrinsically motivated.

X=
------

Where: X= Mean N= Total no. of respondents = Summation of all variable express as a Greek capital letters sigma.

D. Pearson r This is used to present the significant relationship between the motivational factors and level of academic performance of the respondents.

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Chapter 4 DATA PRESENTATION, ANALYSIS, AND INTERPRETATION

This chapter presents, analyzes and interprets the findings based on the specific based on the specific posed in the previous chapter. This will also answer and respond to the hypothesis which was posed in the study. The data gathered is presented in tables and has been described in narrative form. The data gathered from 160 respondents were analyzed using Excel to determine the descriptive characteristics of the data using the following statistical treatment: weighted mean, percentage distribution, and Pearson r.

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Problem 1: To what extent do the motivational factors influenced the respondents to take up nursing?

Table 1 Ranking of the types of Intrinsic Motives as Perceived by the Second Year Nursing Students

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This table 1 contains list of different intrinsic motives that influenced the student nurses. INTRINSIC MOTIVES
1. I see nursing as a caring profession 3. I perceived nursing as a challenge. 5. I took up nursing because I want to render quality care to those who are ill 7. I believe that becoming a nurse is my destiny. 9. Becoming a nurse is my dream. 11. I believe that Filipino nurses are good in rendering care. 13. I want to uplift my self esteem. 15. I want to challenge myself 17. Nursing fits my personality. 19. I have what it takes to finish the course.

WEIGHTED MEAN

RANK

INTERPRETATION

4.25 4.06 3.79

2 4 6

To a very high extent To a high extent To a high extent

3.07 4.15 4.43

10 3 1

To a moderate extent To a high extent To a very high extent

3.79 3.61 3.15 3.37

5 7 9 8

To a high extent To a high extent To a moderate extent To a moderate extent

It shows that the students were highly inspired to take up nursing because they believe that Filipino nurses are good in rendering care having a highest mean of 4.43. The lowest motive was they believe that nursing was their destiny with a mean of 3.07. Majority of the respondents perceived that Filipino nurses are good in rendering care. These only show that students take up nursing because they know that Filipino value of caring and nurturing of others is of primary consideration in taking up nursing as a course. According to

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Ganzon (2006), Filipinos are generally caring in nature that treat patients like their members of family. They are generally a very caring people. According to Wagner (2008), Filipino nurses possess a pleasant attitude and demeanor towards work and life in general, good work ethics, loyal, family-oriented, and grateful for the opportunity. They are known to be conscientious, highly skilled, and competent and dedicated to their job. They are some of the sweetest persons on earth. In addition, they are very professional, goal-oriented, compassionate, and hardworking. (Abbariao.com/overseas-nurse-recruitment-firms-philippines) The respondents chose nursing as a course because it was their own field of choice and not because they were destined for it. It was their own choice in order to achieved self fulfillment and satisfaction, but not because they believed it was a destiny. People are motivated to do things because they want to and not because someone else thinks it is good thing to do. These factors inspired them to decide on their own, satisfy their inner needs and make them feel fulfilled. They know that if they choose nursing, and it is what they want, they will be interested and would perform better. (Moulton, 2007)

Table 2 Ranking of the types of Extrinsic Motives as Perceived by the Second Year Nursing Students

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This table 2 contains the list of different extrinsic motives that influenced the student EXTRINSIC MOTIVES
2. My parents influenced me to take up nursing 4. I took up nursing because my friends do so. 6. I took up nursing because of the high salary. 8. I took up nursing because its in demand in the Philippines and abroad. 10. I have plans of working abroad. 12. I took up nursing because I want to uplift my status in life. 14. Medical course runs to my family. 16. I took up nursing only because I want to flaunt my white uniform. 18. Nursing is the course that I will support on. 20. The media shows nursing as an exciting job.

WEIGHTED MEAN

RANK

INTERPRETATION

3.64 2.16 3.59 3.28

3 7 4 6

To a high extent To a limited extent To a high extent To a moderate extent

4.00 3.74

1 2

To a high extent To a high extent

3.00 2.01

8 10

To a moderate extent To a limited extent

3.57 2.51

5 9

To a high extent To a moderate extent

nurses. The table indicates that plans of working abroad got the highest mean of 4.00. The lowest motive was students took up nursing because they want to flaunt their white uniform with a mean of 2.01. Most of the students thought that it was their stepping stone to achieve a better life and a better future. Due to the higher demand of nurses abroad, they believed that the opportunity of having a job is easy. And because of that, owning a house and even valuable things can be
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fulfilled. And also the workload of a nurse working abroad is decreased; therefore, decreased workload plus easy money could give them and their family a better and fruitful life they dreamt of. According to the article from Philippine Journal of Nursing, that demand of nurses abroad is high, that is why many Filipinos wanted to take up nursing. And also, there were lots of benefits that they could get if they will strive hard to finish the said course such as: higher salary abroad- A city bases nurse in the Philippines can earn from P8, 500 (US. $155) to P16, 500 (US $30 per month, while a rural nurse can earn only between P3, 500 (US $64) and P5, 500 (US. $100) monthly. And even in Metro Manila private hospitals, the accounts of nurses only earning P2500 (US $45) to P3, 000 (US $55). The Republic Act 9173 states that the minimum basic pay of nurses should be P13, 500 (US $245). But in reality, the salary of nurses here in the Philippines does not meet the said agreement especially in the private hospitals; Higher standard of living overseas- In the Philippines, it may be difficult for health professionals to buy a new house and car, as well as easily purchase things such as television set, personal computer, cell phones, and the like. On the other hand, those workers abroad, their dream of owning a house or a car can be fulfilled; more employment and career development opportunities, unlike here in the Philippines. There are better and constant training provided by overseas and better working condition, unlike in the Philippines. The leading answer for migrating is higher salary. A nurse in the U.S. can work in two hospitals at the same time in three days at each hospital per week. These factors can contribute to the reasons why most of the respondents have plan of working abroad. Problem 2. What percentage of the respondents is high and low performing when grouped according to motivational factors?

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Figure 1 Percentage Distribution of Students According to Motivation

6% 21% intrinsic extrinsic 73% both

The figure 1 shows the percentage distribution of extrinsically and/or extrinsically motivated students. Out of 160 respondents, 73% were intrinsically motivated, 21 % were extrinsically motivated, and 6% were both intrinsically and extrinsically motivated. The data gathered revealed that majority of the respondents were intrinsically motivated. Intrinsically motivated individuals tend to impress people and be competitive to attain success in the chosen career. As stated by Edward Deci and Richard Ryan in their Self Determination Theory, the primary factors that inspire motivation and development are autonomy, competence, feedback, and relatedness. Also, in the theory of needs, intrinsic people want to have success and need to receive positive feedback often. These factors are more likely to affect an individual to achieve personal success but are not a basis for determining ones abilities and capacities to perform the task. Extrinsically motivated individuals performs task because of rewards or to avoid punishments. Both groups can perform in the same degree but with a different stimulations and motivations. And both intrinsically and extrinsically motivated
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individuals performs task because they were influenced by inner needs and at the same time with the influenced of the outside environment.

Figure 2 Percentage Distribution of the respondents are high and low performing when grouped according to motivational factors

Motivational Factors

High academic performance

Low academic performance

Intrinsic Extrinsic

(37) 23%

(11) 7%

(9) 6%

(2) 1.25%

The figure 2 shows the percentage distributions of high and low performing students when grouped according to motivational factors. Out of 160 respondents, 23% of high performing students and 7% of low performing students were intrinsically motivated. On the other hand, 6% of high performing students and 1.25 % of low performing students were extrinsically motivated. The data gathered revealed that majority of high performing and low performing students were intrinsically motivated.

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Problem 3. Is there a significant relationship between the motivational factors and level of academic performance of the respondents?

Academic Perfermance High Perfoming Student

Motivitional Factor Intrinsic Extrinsic

Significant Relationship -0.123 -0.228 -0.041 0.389 Interpertation Negatively no relationship Negatively no relationship Negatively no relationship Low Relationship

Low Perfoming Student Intrinsic Extrinsic

The table 4 presents the determination of the relationship in the academic performance of high and low performing students when group according to motivation when group according to motivation. The relationships in academic performance of high performing students according to their motivational factors are -0.123 and -228 in intrinsic and extrinsic motive. On the other hand, low performing students got -0.041 in intrinsic and -0.389 in extrinsic motives. The data gathered revealed that there was no relationship in the academic performance of high performing students according to their motivation and low relationship in the academic performance of low performing students in terms of extrinsic factor.

Extrinsically motivated equally performed well as intrinsically motivated students. Student motivation naturally has to do with students interest to participate in the learning process. But it is also concerned with the reasons or goals that underlie their involvement or
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noninvolvement in academic activities. A student who is intrinsically motivated, initiates an activity for its own good, for the enjoyment it renders, the learning it permits, or the feelings of accomplishment it cause (Mark Lepper 2000). An extrinsically motivated student performs in order to obtain some reward or avoid punishment external to the activity itself, such as grades and/or teacher approval (Lepper). These motivations can affect the performance of the students. If an individual is highly stimulated, intrinsically and/or extrinsically, this will result into a better performance. Their level of stimulation from their motivation determines their performance as to the intrinsically motivated students, it is understood that they perform well because it is a drive from within or from themselves. Extrinsically motivated individual, they also perform well because of factors like to avoid punishment from their parents or they are about to get a reward like working abroad or prestige they will achieve if they got the highest rank in the class. (Lepper)

Chapter 5 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Findings Based on the data gathered from the respondents 160 completed the questionnaires- a response rate of 100% and the major findings of the study are as follows:

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1.

Based on the research executed, it revealed that the highest intrinsic motive (4.43) was

they see nursing because they believe that Filipino nurses are good in rendering care and the lowest intrinsic motive (3.35) was becoming a nurse is their destiny. On the other hand, the highest extrinsic motive (4.13) was they have plans of working abroad and the lowest extrinsic motive (1.93) was they took up nursing because their friends do so.

2.

Out of 160 respondents, 37% high performing and 7% of low performing students were

intrinsically motivated. On the other hand, 6% of high performing and 1.25 % of low performing students were extrinsically motivated. It revealed that majority of high performing and low performing students were intrinsically motivated.

3.

The result of the study revealed that there is no relationship in the academic performance high performing students in terms of intrinsic motives (-0.123) and

of

extrinsic motives (-0.227). On the other hand, academic performance of low performing students has no relationship in terms of intrinsic motives (-0.042), however in terms of their extrinsic factor revealed that there was a low relationship in the academic performance of low performing students (0.39). It shows that there was a low relationship in academic performance of low performing students in terms extrinsic motives. The data gathered were justified using Pearson r.

Conclusion Statistical evidence accepts that there is no relationship in the academic performance of high and low performing students when they were grouped according to motivation. Based on the research conducted, an intrinsic and/or extrinsic motivational factor does not affect the academic performance of high performing and low performing students. Intrinsically motivated

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individual can perform equally well with an extrinsically motivated individual. A student who is intrinsically motivated, initiates an activity for its own good, for the enjoyment it renders, the learning it permits, or the feelings of accomplishment it cause. An extrinsically motivated student performs in order to obtain some reward or avoid punishment external to the activity itself, such as grades and/or teacher approval (Mark Lepper, 2000).

Recommendations Based on the instruments, findings, and conclusions the researchers arrived at this study and the following recommendations are given: 1. The administration office should strengthen the motivation program among the first year

nursing students in the College of Nursing. The professors and clinical instructors may use other teaching styles to improve the students academic performance.

2.

The parents should continue supporting their children regardless of the effects of

motivation in the academic performance.

3.

High and low performing students should stay focused on their studies even though

intrinsic an extrinsic motivation does not have any relationship to their academic performance. Students should take into consideration other factors that could affect their academic performances such as lack of resources, lack of ability or training, inappropriate strategies or teaching styles.

4.

The studies/research of the same type as to the relation of motivation to the academic

performance must be conducted.

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BIBLIOGRAPHY

Herman Gregorio, Principles and Methods of Teaching Garotech Publishing, 2000, pp. 105- 110

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Matt DeLong and Dale Winter, Learning to Teaching and Teaching to Learn Mathematics: Resources for Professional Development, Mathematical Association of America, 2002, page 163.

Bonito, S. (2005) Status of Filipino Nurses in Foreign Employment Philippine Journal of Nursing 75 (2), 2-4

Harackiewicz, J. M. (2001), Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706 72.

Bandura, A. (2001). Social Cognitive Theory: And Angetic. Annual Review of Psychology, 54(1), 1-26. Taylor et al., (2004), Evaluating a model of parental influence on youth physical activity. American Journal of Preventive Medicine 2003, 25:277-282

Goldthorpe, J. (2000. ) in On Sociology (Oxford Univ. Press, Oxford), pp. 137-160.

Jonsson (2000), Understanding Educational Inequality. The Swedish Experience', L'Anne sociologique, Vol. 50, No. 2, pp. 345 - 382.

Sameroff, A. (2001). Psychosocial, motivational, and contextual profiles of youth reporting different patterns of substance use during adolescence. American Educational Research Association, Seattle, WA. pp. 38- 45

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Deci, E., & Ryan, (2002). Handbook of self-determination research. Rochester, NY:University of Rochester Press combs 1982 and purkey and Stanley 1991

Lepper, M.R. & Hodell, M. (1991). Intrinsic motivation in the classroom. In C. Ames & R. Ames, Research on Motivation in Education: Goals and Cognitions (Vol 3). New York: Academic Press.

BSN 4E group 10 (2008) , Career motivation and Academic Performance of First Year Nursing Students of SJDEFI, School Year 2008- 2009.
http:/www.ehow.com http:/www.wikipedia.com http:/www.freelibrary.com http:/www.msu.edu http:/www.biomedcentral.com http:/academic.reed.edu http:/www.adb.org http:/www.yahoo.com http:/www.googles.com http:/www.askjeeves.com http:/www.ezinearticles.com http://education.calumet.purdue.edu

APPENDIX A

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APPENDIX B San Juan de Dios Educational Foundation, Inc. 2772-2774 Roxas Blvd., Pasay September 23, 2009

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Sr. Heidi A. Facto, DC. Dean, College of Nursing SJDEFI Dear Sr. Facto: Greetings! We, the BSN 4E- Group 4 students will be conducting a study entitled Motivational Factors of High and Low Performing Students in Relation to Academic Performance. A partial fulfillment in NPP-105 ( Nursing Research) under the supervision of Mrs. Carolyne L. Hizon. This study aims to determine the motivations of the students affecting their level of academic performance. The respondents of the study will be the 2nd year nursing students in the first semester school year 2009- 2010. In this connection, may we request your good office to allow the researchers to get the final grades in all the subjects of the said respondents during the 1st and 2nd semester of school year 20082009. Likewise, we shall also be asking consent of the students to get their respective grades. This data will help us establish factors contributory to their performance during the said school year. Rest assured that all the data to be gathered will be treated with confidentiality. Your approval regarding this request would really be deeply appreciated. Thank you very much! Very truly yours, __________________ Ms. Clarissa Sales Leader Noted by: __________________ MRS. CAROLYNE L. HIZON RESEARCH FACULTY/ ADVISER Approved by: __________________ SR. HEIDI A. FACTO DEAN, COLLEGE OF NURSING APPENDIX C San Juan de Dios Educational Foundation, Inc. 2772-2774 Roxas Blvd., Pasay September 23, 2009

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Mrs. Leonora Ogacion Registrar SJDEFI Dear Mrs. Ogacion Greetings! We, the BSN 4E- Group 4 students will be conducting a study entitled Motivational Factors of High and Low Performing Students in Relation to Academic Performance. A partial fulfillment in NPP-105 ( Nursing Research) under the supervision of Mrs. Carolyne L. Hizon. This study aims to determine the motivations of the students affecting their level of academic performance. The respondents of the study will be the 2nd year nursing students in the first semester school year 2009- 2010. In this connection, may we request your good office to allow the researchers to get the final grades in all the subjects of the said respondents during the 1st and 2nd semester of school year 20082009. Likewise, we shall also be asking consent of the students to get their respective grades. This data will help us establish factors contributory to their performance during the said school year. Rest assured that all the data to be gathered will be treated with confidentiality. Your approval regarding this request would really be deeply appreciated. Thank you very much! Very truly yours, __________________ Ms. Clarissa Sales Leader Noted by: __________________ MRS. CAROLYNE L. HIZON RESEARCH FACULTY/ ADVISER Approved by: __________________ MRS. LEONORA OGACION REGISTRAR QUESTIONNARE

San Juan de Dios Educational Foundation Inc. 2772-2774 Roxas Blvd., Pasay City Student no. ______

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Section: _______ Direction: Indicate the extent to which the following reasons influenced you to take up Nursing. 5 to a very high extent 4 to a high extent 3 to a moderate extent 2 to al limited extent 1 not at all

5 1. 2. 3. 4. 5. I see nursing as a caring profession My parents influenced me to take up nursing. I perceived nursing as a challenge. I took up nursing because my friends do so. I took up nursing because I want to render quality care to those who are ill 6. I took up nursing because of the high salary. 7. I believe that becoming a nurse is my destiny. 8. I took up nursing because its in demand in the Philippines and abroad. 9. Becoming a nurse is my dream. 10. I have plans of working abroad. 11. I believe that Filipino nurses are good in rendering care. 12. I took up nursing because I want to uplift my status in life. 13. I want to uplift my self esteem. 14. Medical course runs to my family. 15. I want to challenge myself. 16. I took up nursing only because I want to flaunt my white uniform. 17. Nursing fits my personality. 18. Nursing is the course that I will support on. 19. I have what it takes to finish the course. 20. The media shows nursing as an exciting job.

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