Motivating Factors among Achievers in th
Motivating Factors among Achievers in the High School Grade
Levels of S.I.A.T.I during the First and Second Grading Periods
in the Frist Semester of S.Y. 2016-2017
______________________________________________________
A Research Paper
Presented to
Dr. Sotera F. Diaz
San Isidro Academy of Tudela, Incorporated
Tudela, Misamis Occidental
_____________________________________________________
In Partial Fulfillment of the Subject
Requirements in Practical Research I
_____________________________________________________
By:
GracevelleMhaeVillamor
Jonalyn Malmis
Trisha Marie Adecir
Cherry Mie Eroy
Marjorie Anne Villanueva
Mary Loise Acla
Rachel Tangub
John Welbert Gallegos
Hertz Justin Galleto
JunjieGalleros
Rechael Gain Vina
Acknowledgement
The researchers owe deep gratitude to those who have helped them
make this researchers paper possible. They were the people behind
this piece to whom this page is dedicated to .For without the,
the researchers would not become so courageous, dedicated and
committed to finish this research.
Heartfelt thanks to Dr. Sotera F. Diaz, our
Practical Research 1 teacher for her effort, guidance and
suggestions in the preparation and completion of this research
study.
Our sincerest thanks to the S.I.A.I.T.I. library and the very
supportive librarian, Mrs. Salome Langiras for accommodating our
stimulating urge for information by generously providing us with
classified dissertations, theses, journals and books.
Deepest gratitude is given to the school
principal, faculty and staff the high school grade levels of
S.I.A.T.I for allowing the researchers to field the
questionnaires.
We likewise offer our great thanks to our beloved
parents for their invaluable financial and moral support.
To our friends who empathized with their leisure
time simply to work and help us to perfect completion of the
research.
Thanks to the respondents, the high school grade
levels achievers for being part of the success of this research
capitalized by their cooperation of giving exact information
needed.
Special thanks to the people whom the researchers
failed to mention but in one way or another helped the
researchers in the completion of this study.
And above all , our words of thanks to our God
Almighty ,whose grace nurtured us , giving the group with
good health , endurance and spiritual blessings to make the
group members persevere in their
completion.
study till the time of its
Research Abstract
This study is a descriptive study, which aimed to determine
the motivating factors among achievers in the high school grade
levels of S.I.A.T.I during the first and second grading periods
in the first semester of S.Y. 2016-2017.
It also aimed to determine which among the 2 factors
predicted the most effective motivation. The findings of the
study served as the basis in knowing more the effective way of
motivating the achievers as well as the non-achievers.
Gender was also investigated as a variable to determine if
it affected the motivating factors of the high school grade
levels achievers.
The respondents of the study were the 38 high school grade levels
achievers of San Isidro Academy of Tudela, Incorporated during
the first and second grading periods in the first semester of
S.Y. 2016-2017.
The study revealed that among the 2 motivating factors, the
students are found to be most effectively motivated in intrinsic
motivation factor and least effectively motivated in extrinsic
motivation factor. The study also found out that gender affected
the motivating factors of the respondents. Females are more
motivated in the affective factor than males.
Based on the findings, it was conclude that each of the
motivating factors has a great extent in the achievements of the
achievers.
However, there are still other factors which may affect the
students’ achievements.
List of Tables
TABLE
PAGE
1
Respondents’ Profile as to Gender
2
Respondents’ Degree of Motivating factors
in Intrinsic
3
Motivation
Factors
Summary Table of the Respondents’ Degree of
Motivating Factors in Intrinsic Motivation Factors
4
Respondents’ Degree of Motivating Factors in
Extrinsic Motivation Factor
5
Summary Table of the Respondents’ Degree of
Motivating Factors in Extrinsic Motivation Factor
6
Analysis on the Mean Scores of the Two
Motivating Factors
7
Analysis on the
Mean Scores Between Males and
Females in the Two Motivating Factor
Data-Gathering Procedure
Statistical Treatment of the Data
Chapter 3
RESULTS AND DISCUSSION
Respondents’ Profile
Gender of the Respondents
Motivating Factors
Intrinsic Motivation Factor
Extrinsic Motivation Factor
The Most and Least Effective Motivation as
Experienced by the High School Grade Levels Achievers
Gender Differences in the Most and Least Effective
Motivation as Experienced by the High School Grade
Levels Achievers
Chapter 4
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary
Findings
Conclusion
Recommendations
BIBLIOGRAPHY
APPENDICES
Table of Contents
TITLE PAGE
ACKNOWLEDGEMENT
ABSTRACT
LIST OF TABLES
LIST OF FIGURES
Chapter 1
THE PROBLEM AND REVIEW OF RELATED LITERATURE
Setting of the Study
Review of Related Literature
Conceptual Framework
Schema of the Study
Statement of the Problem
Research Hypothesis
Scope and Limitation of the Study
Significance of the Study
Chapter 2
METHOD
Research Design
Respondents of the Study
Sources of Data
Data-Gathering Instruments
Scoring Procedure
List of Figures
FIGURE
1
PAGE
Schematic Diagram of the Study
Chapter 1
The Problem and a Review of Related Literature
To be motivated means to be moved to do something. A person who
feels no impetus or inspiration to act is thus characterized as
unmotivated, whereas someone who is energized or activated toward
an end is considered motivated. Most everyone who works or plays
with others is, accordingly, concerned with motivation, facing
the question of how much motivation those others, or oneself, has
for a task, and practitioners of all types face the perennial
task of fostering more versus less motivation in those around
them (Deci & Ryan, 1985).
Motivation is based on your emotions and achievementrelated goals. But the problem is, “What are the factors that
motivates the students especially the achievers to excel or be on
top of the class?” Researchers explored and conducted a study
about the possible factors of motivation that affects
student’s achievement. There are different
forms of motivation
and the two of them were extrinsic and intrinsic.
Intrinsic motivation is defined as the doing of an
activity for its inherent satisfactions rather than for some
separable consequence .When intrinsically motivated a person is
moved to act for the fun or challenge entailed rather than
because of external prods, pressures or rewards. The phenomenon
of intrinsic motivation was first acknowledged within
experimental studies ofanimal behavior, where it was discovered
that manyorganisms engage in exploratory, playful and curiositydriven behaviors even in the absence of reinforcement or reward
(White, 1959). It also refers to doing something because it is
inherently interesting or enjoyable. Intrinsic motivation has
emerged as an important phenomena for educators—a natural
wellspring of learning and achievement that can be systematically
catalyzed or undermined by parent and teacher practices (Ryan and
Stiller, 1991). Because intrinsic motivation results in highquality learning and creativity, it is especially important to
detail the factors and forces that engender versus undermine it.
In humans, intrinsic motivation is not the only form of
motivation, or even of volitional activity, but it is a pervasive
and important one.
Extrinsic motivation occurs when we are motivated to perform
a behavior or engage in an activity to earn a reward or avoid
punishment. It refers to behavior that is driven by external
rewards such as money, fame, grades, and praise. Extrinsic
motivation is construct that pertains whenever an activity is
done in order to attain some separable outcome. Extrinsic
motivation thus contrasts with intrinsic motivation, which refers
to doing an activity simply for the enjoyment of the activity
itself, rather than its instrumental value. There are different
types of extrinsic motivation. It includes: home environment,
peer motivation, teacher motivation and school environment.
Home environment- A child whom comes from a home
environment which is caring , comfortable and supportive brings
to the classroom , motivation arising from his conducive home
environment .
Classroom Environment – A positive school environment
will reinforce the student’s motivation and cause him to achieve
at even higher levels or it will create motivation where there
was none from the home.
Peer Motivation - Peer are also a great source of motivation
for one another.Lifelong friendship are formed at school and
peers have been known to stand up for one another something even
more than siblings. They assist one another with school work and
also become mentors to one another in their lives. Very often one
finds that the studentswho work in groups, sharing their
knowledge and skills, obtain better results than those who work
alone.
The School System – The school system itself can influence
students either to excel or to rebel .A school system which
is extremely regimented can impact negatively on students. Nobody
wants to be associated with a school whose reputation is poor,
thus students who attend such school feel that nothing good is
expected of them and so they are not motivated to do well.
Setting of the Study
The study was conducted at San Isidro Academy of Tudela,
Incorporated, located at Raagas Street, Upper Centro, Tudela,
province of Misamis Occidental, Philippines. It is the only
Catholic secondary learning institution in the town of Tudela.
San Isidro Academy of Tudela, Incorporated (SIATI) was formerly
known as San Isidro Academy (SIA, 1953-2016). SIATI was
historically founded by an Irish National, Fr. Patrick “Pat
Farrel, who in his mid-twenties came to the Philippines as a
Columban Missionary, June 1953. It was named after the town’s
Patron Saint, San Isidro Labrador.
The school started with a one-storey concrete building.
First year was offered with an enrolment of forty-five boys and
forty-five girls. The rest of the year levels were offered
gradually until finally during the school year 1956-1957, the
school completed its secondary course and had its first
graduation.
Being a Parochial School, it was administered by the Parish
Priest. At that time, the parishes of Misamis Occidental were
under the Missionary Priest of the Columban Order. In the
sixties, a new set of Diocesan Filipino priests began to replace
the Columban Missionaries in the parishes. Like a mustard seed,
SIATI flourished through the years. Enrolment increased thus more
rooms were constructed to accommodate the students. The present
St. Peter’s Building was constructed in 1963.
In 1964, the administration of the school was turned over to
the Columban Missionary Sisters. That was the beginning of the
long-line of Columban Sisters in the school. Everything has its
end just as the Columban Missionary Sisters’ stay in school also
ended.
In the year 1988, the administration of the school was again
turned over to the Daughters of Charity. However, they only
stayed for two years and again left for another mission.
In the year 1990, Msgr. Jesus Dosado took over the
administration and became the school director for one year. Rev.
Fr. Eladio Ceballos succeeded him.
In the year 1997, Rev. Fr. JovenLustre became the school
director equipped with dreams and optimism in life. During his
time, the first Kindergarten School I and ii were opened. He did
not stop there, amidst difficulties and hardship along the way,
it did not deter him to pursue his dream of opening the
Elementary Department. The wild dream became a reality and now, a
preparatory school, a complete elementary course are being
offered added to the secondary course of San Isidro Academy.
In the year 2003, San Isidro Academy of Tudela, Incorporated
celebrated its Golden Jubilee (50 years of existence). It was
also for the first time that the school has three graduations,
the Kindergarten, Elementary and Secondary.
In the year 2016, the government implemented a new education
curriculum – the K-12 Curriculum. The school decided to open a
Senior High School program. The former Fr. Patrick Farrel
building was turned into a Senior High School Building. The first
senior high school students were the SIATI- Batch 2016. SIATI
offered the following courses for Senior High School: Academic
Track (GAS and ABM) and Technical-Vocational Track (Cookery and
ICT).
The San Isidro Academy of Tudela, Incorporated will continue
to flourish and mold students in a holistic way in the next
decade as long as it exists.
Review of Related Literature
Human beings can be motivated by strangest things, but
basically motivation can be either intrinsic or extrinsic.
For those of us who are lucky, we find our motivation from
within; we call it our drive. From early on we are able to set
goals for our lives and chart the course of our destiny. Without
a sound financial background it may appear extremely daunting to
achieve our goals, however, the inner drive is what enables us to
be proactive; to persevere and achieve despite the odds.
But, before we go through, let us know what is the meaning
of the word “motivation”. What really is motivation? Motivation,
the act or process of giving someone a reason for doing something
or the act or process of motivating someone.
Fabien (2015) said that a positive school environment will
reinforce the students motivation and cause him to achieve at
even higher levels r it will create motivation where none from
the home.
Rosales (2017) said that having a crush as an inspiration is
one of the motivating factors that makes the student become an
achiever.
Joyette (2015) said that peers are also a great source of
motivation for one another. She also said that lifelong
friendships are formed at school and peers have been known to
stand up for one another sometimes even more than siblings.
Villamor (2017) said that one of the motivating factors
among achievers for her is her loving family. She also said that
having a family who never fails to show their love and support is
the one who motivates her to study well.
Fabien (2015) said further that a child who comes from a
home environment which is caring, comfortable, and supportive
brings to the classroom, motivation arising from his conducive
home environment.
The related literature and the findings of same studies
became the bases of the present study.
Conceptual Framework
These study is anchored on the theory that there are factors or
different forms of motivation affecting the student to become an
achiever including the high school grade levels students.
Motivation the process of giving someone a reason for doing
something. It also can be defined as the driving force behind all
the actions of an individual. There are different factors of
motivation but we only choose two factors, namely; intrinsic
motivation and extrinsic motivation.
The first factor is the intrinsic motivation. Intrinsic
motivation is defined as the enjoyment of and interest in an
activity for its own sake. Fundamentally viewed as an approach
form of motivation, intrinsic motivation is defined as an
important component of achievement goal theory. Examples of
actions that are the result of intrinsic motivation include:
participating in a sport because you find the activity enjoyable
and solving a word puzzle because you find the challenge fun and
exciting.
The second factor is the extrinsic motivation. Extrinsic
motivation occurs when we are motivated to perform a behavior or
engage in an activity to earn a reward or avoid punishment. It
includes: home environment, peer motivation, teacher motivation
and school environment.
Schematic Diagram of the Study
B.
Intrinsic Motivation
C.
A.
Extrinsic
Motivation
Student’s Profile
Statement of the Problem
The study focused on the motivating factors among
achievers in the High School Grade Levels of San Isidro Academy
of Tudela, Incorporated (SIATI) during the first and second
grading periods in the first semester of S.Y 2016-2017.
Specifically, the study intended to answer the following
problems:
1. What is the profile of the respondents in terms of:
Gender
2. What are the motivating factors encountered by the high
school grade levels students in the following areas:
Intrinsic Motivation
Extrinsic Motivation
2.1
Which among the motivating factors do
the students consider most effective and least effective?
3. Which factors affect the males most?
4. Which factors affect the females most?
Research Hypothesis
Intrinsic and extrinsic motivation predict as motivating
factors among achievers in the High School Grade Levels of San
Isidro Academy of Tudela, Incorporated (SIATI), Tudela, Misamis
Occidental.
Scope and Limitation of the Study
The scope of the study was confined mainly on the motivating
factors among achievers in the high school grade levels of
SIATI .Although there are a number of possible motivating
factors that may affect the student’s achievement , the research
only focused on the intrinsic and extrinsic motivating factors
due to the limited time given, to be specific two and a half
months only and it will really be hard for the researchers if
they would include all the possible factors that may affect the
respondent’s achievements.
The extent of the study is limited on the data being gathered
through questionnaires used as they were equally distributed to
the 38 respondents, the high school grade levels achievers,
enrolled first semester of school year 2016-2017.
The study dealt primarily on the identification of the
effective factors dimension that best describes students’
especially achievers’ achievements, the results of which
provided information and basis for the benefit of the respondents
and to the researchers to know the motivating factors among
achievers.
Significance of the Study
The results of the present study provide valuable information.
The researchers feel that this study is important for the
following reasons and will be of benefit to the following groups
of people in the education milieu.
A. School Administrators
The result of the study may help the school administrators in
designing programs and re-engineering of their curriculum to
provide maximum students learning and create strategies and
activities that will be relevant and useful for the enhancement
of student’s personality towards achievement through motivation.
B. Faculty
This study may give teachers new directions to design new
teaching strategies and approaches and provide classroom
experiences and activities that will enhance students’
personality towards achievement and will address the affective
factor dimensions of all the students, achiever or non-achiever.
It will also help them to recognize and change their personality
towards work.
C. Guidance Counselor
The findings may give information about the students’
motivating factors and the possible barriers to their goals. It
would guide them more in strengthening their growth session
activities on self-awareness, life skill seminar, workshops and
boosting confidence of the achievers. Moreover, the results may
be used as basis in their planning of activities for nonachievers to become one and enhancing the different guidance
services.
D. Students
The results may help them identify their own personality,
interpersonal interaction, and their ability to motivate their
selves, which can help improve their totality as they strive more
to learn and become globally competitive. It can also help them
in encouraging other students through motivation.
E. Researchers
For the researchers alone, they would have the feeling of
gratefulness for doing such research as they know that it would
benefit many people especially the students. And also, for the
future researchers, the results may give them guide and be a good
source or basis for another research.
Other maybe encouraged to further do researchers on other
factors that predict the motivating factors among students
especially achievers.
Chapter 2
Method
This chapter presents the research design, the respondents of the
study, sources of data, data-gathering instrument, data gathering
produce, scoring produce, and statistical treatment that were
used in this study.
Research Design
The descriptive method was employed in this study. It was
descriptive because the study is concerned with the description,
presentations, recording, analysis and interpretation of the
facts regarding the profile of the respondents in terms of their
motivating factors.
An actual survey was conducted to the respondents, by
means of questionnaire. Informal interview was also conducted to
gather supplementary information from the respondents.
Respondents of the Study
Purposive random sampling is used in the selection of the
respondents of the study. The respondents of this study were 38
achievers of San Isidro Academy of Tudela, Incorporated enrolled
in the first and second grading periods in the first semester of
school year 2016-2017. Of the total respondents 10 were males and
28 were females.
Sources of Data
This study used the following sources to gather data:
1. Questionnaires. The researchers used questionnaires to
gather information from the respondents. It has two parts,
first is the Profile of the Students and the second refers
to the indicators of the Motivating Factors namely:
intrinsic and extrinsic.
2. Interview. An informal interview to the respondents was also
employed to gather additional information.
3. Other Sources.
A. Records from the Guidance Office. Additional
information about the Student’s Personal Profile from
the Guidance Office was also used in the research.
B. Records form the Registrar. The gender and year of the
respondents were taken from the student’s individual
folders in the Registrar’s Office.
Data- gathering Instruments
To measure the constructs of the students’ motivating
factors, the researcher-made and modified standardized survey
instruments taken from finished research journals as a reference.
An informal interview to the respondents was also adopted
to gather supplementary data.
On the other hand, the survey-questionnaire consists of 33item questions and is divided into 2 factors, namely: intrinsic
motivation factor-7 and extrinsic motivation factor – 26.
Scoring Procedure
In the interpretation of data, the researchers adopted the
following scales to measure the variables in the study.
The respondent’s intrinsic motivation factors were
categorized as follows:
5.0 – 5.9 = Strongly Agree
4.0 – 4.99 = Agree
3.0 – 3.99 = Undecided
2.0 – 2.99 = Disagree
1.0 – 1.99 = Strongly Disagree
The
respondent’s extrinsic motivation factors were
categorized as follows:
5.0 – 5.9 = Strongly Agree
4.0 – 4.99 = Agree
3.0 – 3.99 = Undecided
2.0 – 2.99 = Disagree
1.0 – 1.99 = Strongly Disagree
Data Gathering Procedure
The questionnaires were personally distributed by
the researcher to the students of the study which were the high
school grade levels students of San Isidro Academy of Tudela,
Incorporated. They have chosen 38 respondents to answer the
questionnaires and personally administered them. It was
informally distributed since not all respondents have the same
class schedule. It took 2-3 hours for the distribution of the
questionnaires. The answered questionnaires were collected after
1 and a half hours from the distribution.
The questionnaires were distributed to the
students with a cover letter explaining the purpose of the study.
It stresses the important of full, honest and accurate completion
of the instruments and assurance of the confidentiality of the
responses.
The data gathered were statistically treated,
interpreted and analyzed accurately according to the stated
research problems.
Statistical Treatment of the Data
The following statistical measures were used in
analyzing and interpreting the data gathered:
Percentage Distribution.This was used to come up with the profile
of the respondents in terms of their gender.
Weighted Mean.This was used to show the profile of the
respondents in terms of the following variables: (a) intrinsic
motivation factor and (b) extrinsic motivation factor.
Chapter 3
Results and Discussion
This chapter includes the presentation, analysis and
interpretation of the gathered data. The data presented in this
chapter are arranged according to the specific problems treated
in this study.
Profile of the Respondents
This study deals with the respondent’s profile in terms of
gender. Its focus is on the description of the respondents’
motivating factors in terms of intrinsic and extrinsic motivation
factor.
Gender
Table 1 presents the profile of the respondents according to
gender.
Table 1
Respondents’ Profile as to Gender
Gender
Number
Percent
Male
10
26.32%
Female
28
73.68%
Total
38
100%
The results of the investigation indicated that there are
more female achievers (73.68%) than male achievers (26.32%) in
the High School Grade Levels of S.I.A.T.I.
The result figures out the majority of achievers in the High
School Grade Levels of S.I.A.T.I. were females. In a follow-up
interview, the respondents mentioned that the achievers in
S.I.A.T.I. are mostly females. Their observation was supported
with the present situation which revealed that majority of the
achievers in many schools or in universities are females
especially in academic. The information indicated culturally
gender-biased undertones in terms of intellectual capacity.
Motivating Factors
Intrinsic Motivation Factor
Table 2 shows the degree of motivating factors of the respondents
in intrinsic motivation factor, then corresponding mean scores
and interpretations.
Table 2
Respondents’ Degree of Motivating Factorsin
Intrinsic Motivation Factor
Indicators
Weighted Mean
Verbal
Interpretatio
n
1. I have set some goals.
5.08
2. I am determined to
achieve my dreams and
aspirations in life.
4.66
Strongly
Agree
Agree
3. I want to help my
parents someday.
4.97
Agree
4. I want to prove
something to someone.
4.51
Agree
5. I want to be a good role
model to everyone.
4.31
Agree
6. I decided the good path
to take in the future.
4.84
Agree
4.73
Agree
4.73
Agree
7. I want my parents,
relatives and friends to
be proud of me.
Grand Mean
The data reveals that the respondents are found to
be effectively motivated in the first indicator which is they
have set some goals.
Moreover, to be a good role model to everyone with
weighted mean of 4.31 is agree and is considered as the least
motivation. This is because achievers didn’t really just want to
be a good role model but they have set some goals.
Table 3 shows the summary of the respondents’ degree of
motivation in intrinsic motivation factor.
Table 3
Summary Table of the Respondents’ Degree of Motivating Factors in
Intrinsic Motivation Factor
Degree of Problem
Number
Percent
Strongly Agree
1
14.29%
Agree
6
85.71%
Undecided
0
0
Disagree
0
0
Strongly Disagree
0
0
Total
7
100%
The results show that motivating factors in intrinsic motivation
factor are strongly agree with 14.29% of the respondents’
answers.
Extrinsic Motivation Factor
Table 4 presents the degree of motivating factors of the
respondents in extrinsic motivation factor, then corresponding
mean scores and interpretations.
Table 4
Respondents’ Degree of Motivating Factors in
Extrinsic Motivation Factor
Indicators
Weighted Mean
Verbal
Interpretatio
n
A. Home Environment
1. I am comfortable at home.
4.52
Agree
2. I have a complete happy
family.
4.76
Agree
3. My parents are proud of
me.
4.45
Agree
4. My parents care and
support me holistically.
4.57
Agree
4.93
Agree
4.45
Agree
4.42
Agree
3.42
Undecided
4.13
Agree
4.21
Agree
3.72
Undecided
4.17
Agree
5. My parents want me to
become an achiever and a
professional someday.
B. Peer Motivation
6. I have many friends.
7. I have lifelong
friendships.
8. I have a crush or
relationship with
someone.
9. My friends are good
influence.
10.
My friends help me
with my school work.
11.
My friends become my
mentors on my personal
life.
12.
My friends share
their knowledge and
skills.
C. Teacher Motivation
13.
I like my teacher/
adviser most.
4.50
Agree
14.
My teacher teaches
very well.
4.40
Agree
15.
My teacher is my
role model.
4.42
Agree
4.40
Agree
3.92
Undecided
4.20
Agree
4.19
Agree
4.42
Agree
21.
The school is
famous.
4.06
Agree
22.
The school is
beautiful and clean.
4.00
Agree
4.40
Agree
4.04
Agree
3.90
Undecided
3.88
Undecided
16.
My teacher
encourages me to study
well.
17.
My teacher supports
me in everything I do.
18.
My teacher is
concerned about my wellbeing.
19.
My teacher has a
good personality or
attitude and attire every
time.
20.
My teacher becomes
my second mother, father
or friend.
D. School Environment
23.
The school cares for
their teachers, faculty
staff and students.
24.
The school
implements well-organized
rules and regulations.
25.
The school’s
facilities are good and
well-ventilated.
26.
The school
activities give us
satisfaction and
enjoyment.
Grand Mean
4.24
Agree
Among the 26 indicators of motivating factors in
extrinsic motivation factor, the thought of parents want their
children to become an achiever and a professional someday is
considered to be significantly the most effective motivation. It
entails the home environment they live in is the greatest concern
of the students.
According to Fabien (2015) that a child who comes from a
home environment which is caring, comfortable, and supportive
brings to the classroom, motivation arising from his conducive
home environment.
However, of all the items within the extrinsic motivation
factor, having a crush or relationship with someone is considered
to be the least effective motivation.
Table 5 presents the summary of the respondents’ degree of
motivating factors in extrinsic motivation factor.
Table 5
Summary Table of the Respondents’ Degree of Motivating Factors in
Extrinsic Motivation Factor
Degree of Problem
Agree
Undecided
Number
Percent
21
80.77%
5
19.23%
Strongly Agree
0
0
Disagree
0
0
Strongly Disagree
0
0
26
100%
Total
The data shows that motivating factors in extrinsic
motivation factor are considered agree with 80.77% of the
respondents’ answers.
The Most and the Least Effective Motivation as Experienced by the
High School Grade Levels Achievers
Table 6 presents the mean scores of the effective
motivations arrange from highest to lowest. Beside the mean score
is its qualitative interpretation.
Table 6
Analysis on the Mean Scores of the Two Motivating Factors
Adjustment
Factors
Mean Score
Verbal
Interpretation
Rank
Intrinsic
Motivation
Factor
4.73
Agree
1
Extrinsic
Motivation
Factor
4.24
Agree
2
The results revealed that among the two factors, intrinsic
motivation factor is considered as the significantly most
problematic.
Among the motivating factors, it is the extrinsic motivation
factor which is considered as the least effective motivation.
This motivating factor entails
Gender Differences in the Most and Least Effective Motivating
Factor Experienced by the High School Grade Levels Achievers
Table 7 presents the analysis on the mean scores between males
and females in the two motivating factors.
Table 7
Analysis on the Mean Scores between Males and Females in the
Two Motivating Factors
Males
Motivating
Factors
Females
Weighted
Mean
Verbal
Interpretatio
n
Weighted
Mean
Verbal
Interpretatio
n
Intrinsic
Motivation
Factor
4.64
Agree
4.64
Agree
Extrinsic
Motivation
Factor
4.23
Agree
4.42
Agree
4.44
Agree
4.53
Agree
Grand Mean
The qualitative interpretation shown on table indicates
that both males and females are more motivated in intrinsic
motivation factor.On the other hand, the males and females
considered extrinsic motivation factors as rarely a motivation
and is significantly least effective.
The table also reveals that females experience more
motivation towards achievement than males.
Chapter 4
Summary, Conclusion and Recommendations
This chapter presents the summary, conclusion drowned and
the recommendations formulated in the study.
Summary
This descriptive study attempted to investigate the
motivating factors among achievers in the high school grade
levels of S.I.A.T.I during the first and second grading periods
in the first semester of school year 2016-2017.It also determined
the influence of gender on the motivating factors of the same
target population.
The respondents consisted of 38 high school grade levels
achievers (10 are males and 28 are females) enrolled at S.I.A.T.I
during the first and second grading periods in the first semester
of school year 2016-2017.
The findings of this study indicate that there are
motivating factors experienced
among the achievers in the area
of intrinsic and extrinsic motivation.
In conducting the study, the researchers made use of a
modified standardized and researcher-made survey questionnaires.
From the results of the survey questionnaires, the researchers
used statistical instruments such as; 1.) Percentage distribution
-- to get the respondent’s profile in terms of the gender and
2.)Weighted mean -- to show the profile of the respondentsin
terms of the two motivating factors, intrinsic motivation and
extrinsic motivation.
Findings
The findings were prevented according to the order of the
problems stated in chapter 1.
1. Seventy-three and sixty-eight percent (73.68%) of the
respondents are females while twenty-six and thirty-two
percent (26.32%) are males.
2. The respondents considered having set some goals as the most
effective motivation in intrinsic motivation factor.
3. Within the extrinsic motivation factor, the thought of
parents want their children to become an achiever and a
professional someday is found out to be the most effective
motivation.
4. Majority of the respondents are affected most in intrinsic
motivation factor towards their achievements.
5. It is the extrinsic motivation factor, where the respondents
considered as the least motivation.
6. Both genders considered intrinsic motivation factor as the
most effective motivation towards achievement.
Conclusions
Based on the findings of the study, the following conclusions are
drawn:
1. The population of the achievers of the 5 high school grade
levels of S.I.A.T.I. comprised more of females.
2. Having set some goals is the greatest motivation encountered
by the high school grade levels achievers of S.I.A.T.I. in
intrinsic motivation factor.
3. Achievers thought that their parents want them to become an
achiever and a professional someday.
4. Few students don’t believe that having a crush or
relationship with someone could motivate them more in doing
something beneficial to them.
5. Most of the students are not extrinsically motivated and it
had only a little impact to them.
6. Both genders are intrinsically motivated towards
achievements.
7. Extrinsic motivation factor is the least effective
motivation.
Recommendations
Based on the findings and conclusions of the study, the
researchers presented the following recommendations:
1. The guidance center should create and consider programs for
students, achievers or non-achievers to be helped in their
personality and motivation towards achievement.
2. The teachers, in collaboration with the guidance counselors,
should provide classroom experiences and activities that
will help the students enhance their personality towards
achievement especially the non-achievers.
3. The administration should create and reconstruct their
curriculum and programs to provide maximum students learning
that will be relevant and useful for the enhancement of
student’s personality towards achievement.
4. The school principal, faculty and staff and faculty
registrar should continue to coordinate, follow-up and
should be considerate with the students.
5. The parents, relatives, guardians and friends should
continue to manifest concern and support for their children
or friends in order to boost their morale and confidence and
to change their vision towards success in life especially
the promising achievers, thus motivating them more to
perform well in school.
6. Other researcher may focus on other factors which are not
included in this study but are perceived to affect
motivating factors among achievers.
Bibliography
Brown, L.V. (2007). Psychology of motivation. New York:
Nora Publishers
deCharms, R. (1968). Personal causation. New York: Academic
Press
Deci, E.L. (1975). Intrinsic motivation .New York: Plenum.
White, R.W. (1959). Motivation reconsidered. Psychological
Review, 66, 297-333
http://hubpages.com/education/Selfmotivationforsucces (Date
of Retrieval: October 23, 2015. By Fabien, Joyette
Hull, C. L. (1943). Principles of Behaviour. New York:
Appleton- Century—Crofts
Myers, D. (2005). Exploring Psychology, Sixth Edition in
Modules. New York: Worth Publishers
Rabideau, Scott T.(1997).Effects of Achievement Motivation
on Behaviour , Unpublished Research Journal , Rochester
Institute of Technology
Rosales, Raymond (2017). Interview
Ryan, Richard M. and Edward L. Deci(1985).Intrinsic and
Extrinsic Motivation :Classic Definitions and New Direction
, Research Journal , Rochester, N.Y., Academic Press Co.
Villamor, GracevelleMhae (2017). Interview
Appendices
Appendix A- Letter to the Respondents
Dear Respondents:
We are conducting a survey about the Motivating Factors
among Achievers in the High School Grade Levels of S.I.A.T.I
during the First and Second Grading Periods in the First Semester
of S.Y. 2016-2017. Please help us answer honestly the items in
the questionnaires. YOUR ANSWERS WILL BE HANDLED WITH UTMOST
CONFIDENTIALITY and your help is much appreciated.
Thank you,
The Researchers
Appendix B- Motivating Factors Questionnaire
A. Personal Data.
Name:
_____F
Gender: _____M
Year:
B. Instructions: The following are indicators of the motivating
factors among achievers. Please encircle the number that
best describes the degrees of the motivating factors.
5
4
3
2
1
–
–
–
–
–
Strongly Agree (SA)
Agree (A)
Undecided (Un)
Disagree (D)
Strongly Disagree (SD)
Fill-up Questions.
SA
A
Un
D
SD
8. I have set some goals.
5
4
3
2
1
9. I am determined to
achieve my dreams and
aspirations in life.
10.
I want to help my
parents someday.
5
4
3
2
1
5
4
3
2
1
11.
I want to prove
something to someone.
5
4
3
2
1
12.
I want to be a good
role model to everyone.
5
4
3
2
1
Intrinsic Motivation
13.
I decided the good
path to take in the
future.
14.
I want my parents,
relatives and friends to
be proud of me.
Extrinsic Motivation
5
4
3
2
1
5
4
3
2
1
15.
I am comfortable at
home.
5
4
3
2
1
16.
I have a complete
happy family.
5
4
3
2
1
17.
My parents are proud
of me.
5
4
3
2
1
18.
My parents care and
support me holistically.
5
4
3
2
1
19.
My parents want me
to become an achiever and
a professional someday.
F. Peer Motivation
5
4
3
2
1
20.
5
4
3
2
1
21.
I have lifelong
friendships.
5
4
3
2
1
22.
I have a crush or
relationship with
someone.
23.
My friends are good
influence.
5
4
3
2
1
5
4
3
2
1
24.
My friends help me
with my school work.
5
4
3
2
1
25.
My friends become my
mentors on my personal
life.
5
4
3
2
1
E. Home Environment
I have many friends.
26.
My friends share
their knowledge and
skills.
G. Teacher Motivation
5
4
3
2
1
27.
I like my teacher/
adviser most.
5
4
3
2
1
28.
My teacher teaches
very well.
5
4
3
2
1
29.
My teacher is my
role model.
5
4
3
2
1
30.
My teacher
encourages me to study
well.
31.
My teacher supports
me in everything I do.
5
4
3
2
1
5
4
3
2
1
32.
My teacher is
concerned about my wellbeing.
33.
My teacher has a
good personality or
attitude and attire every
time.
34.
My teacher becomes
my second mother, father
or friend.
H. School Environment
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
35.
The school is
famous.
5
4
3
2
1
36.
The school is
beautiful and clean.
5
4
3
2
1
37.
The school cares for
their teachers, faculty
staff and students.
38.
The school
implements well-organized
rules and regulations.
5
4
3
2
1
5
4
3
2
1
39.
The school’s
facilities are good and
well-ventilated.
40.
The school
activities give us
satisfaction and
enjoyment.
5
4
3
2
1
5
4
3
2
1
Levels of S.I.A.T.I during the First and Second Grading Periods
in the Frist Semester of S.Y. 2016-2017
______________________________________________________
A Research Paper
Presented to
Dr. Sotera F. Diaz
San Isidro Academy of Tudela, Incorporated
Tudela, Misamis Occidental
_____________________________________________________
In Partial Fulfillment of the Subject
Requirements in Practical Research I
_____________________________________________________
By:
GracevelleMhaeVillamor
Jonalyn Malmis
Trisha Marie Adecir
Cherry Mie Eroy
Marjorie Anne Villanueva
Mary Loise Acla
Rachel Tangub
John Welbert Gallegos
Hertz Justin Galleto
JunjieGalleros
Rechael Gain Vina
Acknowledgement
The researchers owe deep gratitude to those who have helped them
make this researchers paper possible. They were the people behind
this piece to whom this page is dedicated to .For without the,
the researchers would not become so courageous, dedicated and
committed to finish this research.
Heartfelt thanks to Dr. Sotera F. Diaz, our
Practical Research 1 teacher for her effort, guidance and
suggestions in the preparation and completion of this research
study.
Our sincerest thanks to the S.I.A.I.T.I. library and the very
supportive librarian, Mrs. Salome Langiras for accommodating our
stimulating urge for information by generously providing us with
classified dissertations, theses, journals and books.
Deepest gratitude is given to the school
principal, faculty and staff the high school grade levels of
S.I.A.T.I for allowing the researchers to field the
questionnaires.
We likewise offer our great thanks to our beloved
parents for their invaluable financial and moral support.
To our friends who empathized with their leisure
time simply to work and help us to perfect completion of the
research.
Thanks to the respondents, the high school grade
levels achievers for being part of the success of this research
capitalized by their cooperation of giving exact information
needed.
Special thanks to the people whom the researchers
failed to mention but in one way or another helped the
researchers in the completion of this study.
And above all , our words of thanks to our God
Almighty ,whose grace nurtured us , giving the group with
good health , endurance and spiritual blessings to make the
group members persevere in their
completion.
study till the time of its
Research Abstract
This study is a descriptive study, which aimed to determine
the motivating factors among achievers in the high school grade
levels of S.I.A.T.I during the first and second grading periods
in the first semester of S.Y. 2016-2017.
It also aimed to determine which among the 2 factors
predicted the most effective motivation. The findings of the
study served as the basis in knowing more the effective way of
motivating the achievers as well as the non-achievers.
Gender was also investigated as a variable to determine if
it affected the motivating factors of the high school grade
levels achievers.
The respondents of the study were the 38 high school grade levels
achievers of San Isidro Academy of Tudela, Incorporated during
the first and second grading periods in the first semester of
S.Y. 2016-2017.
The study revealed that among the 2 motivating factors, the
students are found to be most effectively motivated in intrinsic
motivation factor and least effectively motivated in extrinsic
motivation factor. The study also found out that gender affected
the motivating factors of the respondents. Females are more
motivated in the affective factor than males.
Based on the findings, it was conclude that each of the
motivating factors has a great extent in the achievements of the
achievers.
However, there are still other factors which may affect the
students’ achievements.
List of Tables
TABLE
PAGE
1
Respondents’ Profile as to Gender
2
Respondents’ Degree of Motivating factors
in Intrinsic
3
Motivation
Factors
Summary Table of the Respondents’ Degree of
Motivating Factors in Intrinsic Motivation Factors
4
Respondents’ Degree of Motivating Factors in
Extrinsic Motivation Factor
5
Summary Table of the Respondents’ Degree of
Motivating Factors in Extrinsic Motivation Factor
6
Analysis on the Mean Scores of the Two
Motivating Factors
7
Analysis on the
Mean Scores Between Males and
Females in the Two Motivating Factor
Data-Gathering Procedure
Statistical Treatment of the Data
Chapter 3
RESULTS AND DISCUSSION
Respondents’ Profile
Gender of the Respondents
Motivating Factors
Intrinsic Motivation Factor
Extrinsic Motivation Factor
The Most and Least Effective Motivation as
Experienced by the High School Grade Levels Achievers
Gender Differences in the Most and Least Effective
Motivation as Experienced by the High School Grade
Levels Achievers
Chapter 4
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary
Findings
Conclusion
Recommendations
BIBLIOGRAPHY
APPENDICES
Table of Contents
TITLE PAGE
ACKNOWLEDGEMENT
ABSTRACT
LIST OF TABLES
LIST OF FIGURES
Chapter 1
THE PROBLEM AND REVIEW OF RELATED LITERATURE
Setting of the Study
Review of Related Literature
Conceptual Framework
Schema of the Study
Statement of the Problem
Research Hypothesis
Scope and Limitation of the Study
Significance of the Study
Chapter 2
METHOD
Research Design
Respondents of the Study
Sources of Data
Data-Gathering Instruments
Scoring Procedure
List of Figures
FIGURE
1
PAGE
Schematic Diagram of the Study
Chapter 1
The Problem and a Review of Related Literature
To be motivated means to be moved to do something. A person who
feels no impetus or inspiration to act is thus characterized as
unmotivated, whereas someone who is energized or activated toward
an end is considered motivated. Most everyone who works or plays
with others is, accordingly, concerned with motivation, facing
the question of how much motivation those others, or oneself, has
for a task, and practitioners of all types face the perennial
task of fostering more versus less motivation in those around
them (Deci & Ryan, 1985).
Motivation is based on your emotions and achievementrelated goals. But the problem is, “What are the factors that
motivates the students especially the achievers to excel or be on
top of the class?” Researchers explored and conducted a study
about the possible factors of motivation that affects
student’s achievement. There are different
forms of motivation
and the two of them were extrinsic and intrinsic.
Intrinsic motivation is defined as the doing of an
activity for its inherent satisfactions rather than for some
separable consequence .When intrinsically motivated a person is
moved to act for the fun or challenge entailed rather than
because of external prods, pressures or rewards. The phenomenon
of intrinsic motivation was first acknowledged within
experimental studies ofanimal behavior, where it was discovered
that manyorganisms engage in exploratory, playful and curiositydriven behaviors even in the absence of reinforcement or reward
(White, 1959). It also refers to doing something because it is
inherently interesting or enjoyable. Intrinsic motivation has
emerged as an important phenomena for educators—a natural
wellspring of learning and achievement that can be systematically
catalyzed or undermined by parent and teacher practices (Ryan and
Stiller, 1991). Because intrinsic motivation results in highquality learning and creativity, it is especially important to
detail the factors and forces that engender versus undermine it.
In humans, intrinsic motivation is not the only form of
motivation, or even of volitional activity, but it is a pervasive
and important one.
Extrinsic motivation occurs when we are motivated to perform
a behavior or engage in an activity to earn a reward or avoid
punishment. It refers to behavior that is driven by external
rewards such as money, fame, grades, and praise. Extrinsic
motivation is construct that pertains whenever an activity is
done in order to attain some separable outcome. Extrinsic
motivation thus contrasts with intrinsic motivation, which refers
to doing an activity simply for the enjoyment of the activity
itself, rather than its instrumental value. There are different
types of extrinsic motivation. It includes: home environment,
peer motivation, teacher motivation and school environment.
Home environment- A child whom comes from a home
environment which is caring , comfortable and supportive brings
to the classroom , motivation arising from his conducive home
environment .
Classroom Environment – A positive school environment
will reinforce the student’s motivation and cause him to achieve
at even higher levels or it will create motivation where there
was none from the home.
Peer Motivation - Peer are also a great source of motivation
for one another.Lifelong friendship are formed at school and
peers have been known to stand up for one another something even
more than siblings. They assist one another with school work and
also become mentors to one another in their lives. Very often one
finds that the studentswho work in groups, sharing their
knowledge and skills, obtain better results than those who work
alone.
The School System – The school system itself can influence
students either to excel or to rebel .A school system which
is extremely regimented can impact negatively on students. Nobody
wants to be associated with a school whose reputation is poor,
thus students who attend such school feel that nothing good is
expected of them and so they are not motivated to do well.
Setting of the Study
The study was conducted at San Isidro Academy of Tudela,
Incorporated, located at Raagas Street, Upper Centro, Tudela,
province of Misamis Occidental, Philippines. It is the only
Catholic secondary learning institution in the town of Tudela.
San Isidro Academy of Tudela, Incorporated (SIATI) was formerly
known as San Isidro Academy (SIA, 1953-2016). SIATI was
historically founded by an Irish National, Fr. Patrick “Pat
Farrel, who in his mid-twenties came to the Philippines as a
Columban Missionary, June 1953. It was named after the town’s
Patron Saint, San Isidro Labrador.
The school started with a one-storey concrete building.
First year was offered with an enrolment of forty-five boys and
forty-five girls. The rest of the year levels were offered
gradually until finally during the school year 1956-1957, the
school completed its secondary course and had its first
graduation.
Being a Parochial School, it was administered by the Parish
Priest. At that time, the parishes of Misamis Occidental were
under the Missionary Priest of the Columban Order. In the
sixties, a new set of Diocesan Filipino priests began to replace
the Columban Missionaries in the parishes. Like a mustard seed,
SIATI flourished through the years. Enrolment increased thus more
rooms were constructed to accommodate the students. The present
St. Peter’s Building was constructed in 1963.
In 1964, the administration of the school was turned over to
the Columban Missionary Sisters. That was the beginning of the
long-line of Columban Sisters in the school. Everything has its
end just as the Columban Missionary Sisters’ stay in school also
ended.
In the year 1988, the administration of the school was again
turned over to the Daughters of Charity. However, they only
stayed for two years and again left for another mission.
In the year 1990, Msgr. Jesus Dosado took over the
administration and became the school director for one year. Rev.
Fr. Eladio Ceballos succeeded him.
In the year 1997, Rev. Fr. JovenLustre became the school
director equipped with dreams and optimism in life. During his
time, the first Kindergarten School I and ii were opened. He did
not stop there, amidst difficulties and hardship along the way,
it did not deter him to pursue his dream of opening the
Elementary Department. The wild dream became a reality and now, a
preparatory school, a complete elementary course are being
offered added to the secondary course of San Isidro Academy.
In the year 2003, San Isidro Academy of Tudela, Incorporated
celebrated its Golden Jubilee (50 years of existence). It was
also for the first time that the school has three graduations,
the Kindergarten, Elementary and Secondary.
In the year 2016, the government implemented a new education
curriculum – the K-12 Curriculum. The school decided to open a
Senior High School program. The former Fr. Patrick Farrel
building was turned into a Senior High School Building. The first
senior high school students were the SIATI- Batch 2016. SIATI
offered the following courses for Senior High School: Academic
Track (GAS and ABM) and Technical-Vocational Track (Cookery and
ICT).
The San Isidro Academy of Tudela, Incorporated will continue
to flourish and mold students in a holistic way in the next
decade as long as it exists.
Review of Related Literature
Human beings can be motivated by strangest things, but
basically motivation can be either intrinsic or extrinsic.
For those of us who are lucky, we find our motivation from
within; we call it our drive. From early on we are able to set
goals for our lives and chart the course of our destiny. Without
a sound financial background it may appear extremely daunting to
achieve our goals, however, the inner drive is what enables us to
be proactive; to persevere and achieve despite the odds.
But, before we go through, let us know what is the meaning
of the word “motivation”. What really is motivation? Motivation,
the act or process of giving someone a reason for doing something
or the act or process of motivating someone.
Fabien (2015) said that a positive school environment will
reinforce the students motivation and cause him to achieve at
even higher levels r it will create motivation where none from
the home.
Rosales (2017) said that having a crush as an inspiration is
one of the motivating factors that makes the student become an
achiever.
Joyette (2015) said that peers are also a great source of
motivation for one another. She also said that lifelong
friendships are formed at school and peers have been known to
stand up for one another sometimes even more than siblings.
Villamor (2017) said that one of the motivating factors
among achievers for her is her loving family. She also said that
having a family who never fails to show their love and support is
the one who motivates her to study well.
Fabien (2015) said further that a child who comes from a
home environment which is caring, comfortable, and supportive
brings to the classroom, motivation arising from his conducive
home environment.
The related literature and the findings of same studies
became the bases of the present study.
Conceptual Framework
These study is anchored on the theory that there are factors or
different forms of motivation affecting the student to become an
achiever including the high school grade levels students.
Motivation the process of giving someone a reason for doing
something. It also can be defined as the driving force behind all
the actions of an individual. There are different factors of
motivation but we only choose two factors, namely; intrinsic
motivation and extrinsic motivation.
The first factor is the intrinsic motivation. Intrinsic
motivation is defined as the enjoyment of and interest in an
activity for its own sake. Fundamentally viewed as an approach
form of motivation, intrinsic motivation is defined as an
important component of achievement goal theory. Examples of
actions that are the result of intrinsic motivation include:
participating in a sport because you find the activity enjoyable
and solving a word puzzle because you find the challenge fun and
exciting.
The second factor is the extrinsic motivation. Extrinsic
motivation occurs when we are motivated to perform a behavior or
engage in an activity to earn a reward or avoid punishment. It
includes: home environment, peer motivation, teacher motivation
and school environment.
Schematic Diagram of the Study
B.
Intrinsic Motivation
C.
A.
Extrinsic
Motivation
Student’s Profile
Statement of the Problem
The study focused on the motivating factors among
achievers in the High School Grade Levels of San Isidro Academy
of Tudela, Incorporated (SIATI) during the first and second
grading periods in the first semester of S.Y 2016-2017.
Specifically, the study intended to answer the following
problems:
1. What is the profile of the respondents in terms of:
Gender
2. What are the motivating factors encountered by the high
school grade levels students in the following areas:
Intrinsic Motivation
Extrinsic Motivation
2.1
Which among the motivating factors do
the students consider most effective and least effective?
3. Which factors affect the males most?
4. Which factors affect the females most?
Research Hypothesis
Intrinsic and extrinsic motivation predict as motivating
factors among achievers in the High School Grade Levels of San
Isidro Academy of Tudela, Incorporated (SIATI), Tudela, Misamis
Occidental.
Scope and Limitation of the Study
The scope of the study was confined mainly on the motivating
factors among achievers in the high school grade levels of
SIATI .Although there are a number of possible motivating
factors that may affect the student’s achievement , the research
only focused on the intrinsic and extrinsic motivating factors
due to the limited time given, to be specific two and a half
months only and it will really be hard for the researchers if
they would include all the possible factors that may affect the
respondent’s achievements.
The extent of the study is limited on the data being gathered
through questionnaires used as they were equally distributed to
the 38 respondents, the high school grade levels achievers,
enrolled first semester of school year 2016-2017.
The study dealt primarily on the identification of the
effective factors dimension that best describes students’
especially achievers’ achievements, the results of which
provided information and basis for the benefit of the respondents
and to the researchers to know the motivating factors among
achievers.
Significance of the Study
The results of the present study provide valuable information.
The researchers feel that this study is important for the
following reasons and will be of benefit to the following groups
of people in the education milieu.
A. School Administrators
The result of the study may help the school administrators in
designing programs and re-engineering of their curriculum to
provide maximum students learning and create strategies and
activities that will be relevant and useful for the enhancement
of student’s personality towards achievement through motivation.
B. Faculty
This study may give teachers new directions to design new
teaching strategies and approaches and provide classroom
experiences and activities that will enhance students’
personality towards achievement and will address the affective
factor dimensions of all the students, achiever or non-achiever.
It will also help them to recognize and change their personality
towards work.
C. Guidance Counselor
The findings may give information about the students’
motivating factors and the possible barriers to their goals. It
would guide them more in strengthening their growth session
activities on self-awareness, life skill seminar, workshops and
boosting confidence of the achievers. Moreover, the results may
be used as basis in their planning of activities for nonachievers to become one and enhancing the different guidance
services.
D. Students
The results may help them identify their own personality,
interpersonal interaction, and their ability to motivate their
selves, which can help improve their totality as they strive more
to learn and become globally competitive. It can also help them
in encouraging other students through motivation.
E. Researchers
For the researchers alone, they would have the feeling of
gratefulness for doing such research as they know that it would
benefit many people especially the students. And also, for the
future researchers, the results may give them guide and be a good
source or basis for another research.
Other maybe encouraged to further do researchers on other
factors that predict the motivating factors among students
especially achievers.
Chapter 2
Method
This chapter presents the research design, the respondents of the
study, sources of data, data-gathering instrument, data gathering
produce, scoring produce, and statistical treatment that were
used in this study.
Research Design
The descriptive method was employed in this study. It was
descriptive because the study is concerned with the description,
presentations, recording, analysis and interpretation of the
facts regarding the profile of the respondents in terms of their
motivating factors.
An actual survey was conducted to the respondents, by
means of questionnaire. Informal interview was also conducted to
gather supplementary information from the respondents.
Respondents of the Study
Purposive random sampling is used in the selection of the
respondents of the study. The respondents of this study were 38
achievers of San Isidro Academy of Tudela, Incorporated enrolled
in the first and second grading periods in the first semester of
school year 2016-2017. Of the total respondents 10 were males and
28 were females.
Sources of Data
This study used the following sources to gather data:
1. Questionnaires. The researchers used questionnaires to
gather information from the respondents. It has two parts,
first is the Profile of the Students and the second refers
to the indicators of the Motivating Factors namely:
intrinsic and extrinsic.
2. Interview. An informal interview to the respondents was also
employed to gather additional information.
3. Other Sources.
A. Records from the Guidance Office. Additional
information about the Student’s Personal Profile from
the Guidance Office was also used in the research.
B. Records form the Registrar. The gender and year of the
respondents were taken from the student’s individual
folders in the Registrar’s Office.
Data- gathering Instruments
To measure the constructs of the students’ motivating
factors, the researcher-made and modified standardized survey
instruments taken from finished research journals as a reference.
An informal interview to the respondents was also adopted
to gather supplementary data.
On the other hand, the survey-questionnaire consists of 33item questions and is divided into 2 factors, namely: intrinsic
motivation factor-7 and extrinsic motivation factor – 26.
Scoring Procedure
In the interpretation of data, the researchers adopted the
following scales to measure the variables in the study.
The respondent’s intrinsic motivation factors were
categorized as follows:
5.0 – 5.9 = Strongly Agree
4.0 – 4.99 = Agree
3.0 – 3.99 = Undecided
2.0 – 2.99 = Disagree
1.0 – 1.99 = Strongly Disagree
The
respondent’s extrinsic motivation factors were
categorized as follows:
5.0 – 5.9 = Strongly Agree
4.0 – 4.99 = Agree
3.0 – 3.99 = Undecided
2.0 – 2.99 = Disagree
1.0 – 1.99 = Strongly Disagree
Data Gathering Procedure
The questionnaires were personally distributed by
the researcher to the students of the study which were the high
school grade levels students of San Isidro Academy of Tudela,
Incorporated. They have chosen 38 respondents to answer the
questionnaires and personally administered them. It was
informally distributed since not all respondents have the same
class schedule. It took 2-3 hours for the distribution of the
questionnaires. The answered questionnaires were collected after
1 and a half hours from the distribution.
The questionnaires were distributed to the
students with a cover letter explaining the purpose of the study.
It stresses the important of full, honest and accurate completion
of the instruments and assurance of the confidentiality of the
responses.
The data gathered were statistically treated,
interpreted and analyzed accurately according to the stated
research problems.
Statistical Treatment of the Data
The following statistical measures were used in
analyzing and interpreting the data gathered:
Percentage Distribution.This was used to come up with the profile
of the respondents in terms of their gender.
Weighted Mean.This was used to show the profile of the
respondents in terms of the following variables: (a) intrinsic
motivation factor and (b) extrinsic motivation factor.
Chapter 3
Results and Discussion
This chapter includes the presentation, analysis and
interpretation of the gathered data. The data presented in this
chapter are arranged according to the specific problems treated
in this study.
Profile of the Respondents
This study deals with the respondent’s profile in terms of
gender. Its focus is on the description of the respondents’
motivating factors in terms of intrinsic and extrinsic motivation
factor.
Gender
Table 1 presents the profile of the respondents according to
gender.
Table 1
Respondents’ Profile as to Gender
Gender
Number
Percent
Male
10
26.32%
Female
28
73.68%
Total
38
100%
The results of the investigation indicated that there are
more female achievers (73.68%) than male achievers (26.32%) in
the High School Grade Levels of S.I.A.T.I.
The result figures out the majority of achievers in the High
School Grade Levels of S.I.A.T.I. were females. In a follow-up
interview, the respondents mentioned that the achievers in
S.I.A.T.I. are mostly females. Their observation was supported
with the present situation which revealed that majority of the
achievers in many schools or in universities are females
especially in academic. The information indicated culturally
gender-biased undertones in terms of intellectual capacity.
Motivating Factors
Intrinsic Motivation Factor
Table 2 shows the degree of motivating factors of the respondents
in intrinsic motivation factor, then corresponding mean scores
and interpretations.
Table 2
Respondents’ Degree of Motivating Factorsin
Intrinsic Motivation Factor
Indicators
Weighted Mean
Verbal
Interpretatio
n
1. I have set some goals.
5.08
2. I am determined to
achieve my dreams and
aspirations in life.
4.66
Strongly
Agree
Agree
3. I want to help my
parents someday.
4.97
Agree
4. I want to prove
something to someone.
4.51
Agree
5. I want to be a good role
model to everyone.
4.31
Agree
6. I decided the good path
to take in the future.
4.84
Agree
4.73
Agree
4.73
Agree
7. I want my parents,
relatives and friends to
be proud of me.
Grand Mean
The data reveals that the respondents are found to
be effectively motivated in the first indicator which is they
have set some goals.
Moreover, to be a good role model to everyone with
weighted mean of 4.31 is agree and is considered as the least
motivation. This is because achievers didn’t really just want to
be a good role model but they have set some goals.
Table 3 shows the summary of the respondents’ degree of
motivation in intrinsic motivation factor.
Table 3
Summary Table of the Respondents’ Degree of Motivating Factors in
Intrinsic Motivation Factor
Degree of Problem
Number
Percent
Strongly Agree
1
14.29%
Agree
6
85.71%
Undecided
0
0
Disagree
0
0
Strongly Disagree
0
0
Total
7
100%
The results show that motivating factors in intrinsic motivation
factor are strongly agree with 14.29% of the respondents’
answers.
Extrinsic Motivation Factor
Table 4 presents the degree of motivating factors of the
respondents in extrinsic motivation factor, then corresponding
mean scores and interpretations.
Table 4
Respondents’ Degree of Motivating Factors in
Extrinsic Motivation Factor
Indicators
Weighted Mean
Verbal
Interpretatio
n
A. Home Environment
1. I am comfortable at home.
4.52
Agree
2. I have a complete happy
family.
4.76
Agree
3. My parents are proud of
me.
4.45
Agree
4. My parents care and
support me holistically.
4.57
Agree
4.93
Agree
4.45
Agree
4.42
Agree
3.42
Undecided
4.13
Agree
4.21
Agree
3.72
Undecided
4.17
Agree
5. My parents want me to
become an achiever and a
professional someday.
B. Peer Motivation
6. I have many friends.
7. I have lifelong
friendships.
8. I have a crush or
relationship with
someone.
9. My friends are good
influence.
10.
My friends help me
with my school work.
11.
My friends become my
mentors on my personal
life.
12.
My friends share
their knowledge and
skills.
C. Teacher Motivation
13.
I like my teacher/
adviser most.
4.50
Agree
14.
My teacher teaches
very well.
4.40
Agree
15.
My teacher is my
role model.
4.42
Agree
4.40
Agree
3.92
Undecided
4.20
Agree
4.19
Agree
4.42
Agree
21.
The school is
famous.
4.06
Agree
22.
The school is
beautiful and clean.
4.00
Agree
4.40
Agree
4.04
Agree
3.90
Undecided
3.88
Undecided
16.
My teacher
encourages me to study
well.
17.
My teacher supports
me in everything I do.
18.
My teacher is
concerned about my wellbeing.
19.
My teacher has a
good personality or
attitude and attire every
time.
20.
My teacher becomes
my second mother, father
or friend.
D. School Environment
23.
The school cares for
their teachers, faculty
staff and students.
24.
The school
implements well-organized
rules and regulations.
25.
The school’s
facilities are good and
well-ventilated.
26.
The school
activities give us
satisfaction and
enjoyment.
Grand Mean
4.24
Agree
Among the 26 indicators of motivating factors in
extrinsic motivation factor, the thought of parents want their
children to become an achiever and a professional someday is
considered to be significantly the most effective motivation. It
entails the home environment they live in is the greatest concern
of the students.
According to Fabien (2015) that a child who comes from a
home environment which is caring, comfortable, and supportive
brings to the classroom, motivation arising from his conducive
home environment.
However, of all the items within the extrinsic motivation
factor, having a crush or relationship with someone is considered
to be the least effective motivation.
Table 5 presents the summary of the respondents’ degree of
motivating factors in extrinsic motivation factor.
Table 5
Summary Table of the Respondents’ Degree of Motivating Factors in
Extrinsic Motivation Factor
Degree of Problem
Agree
Undecided
Number
Percent
21
80.77%
5
19.23%
Strongly Agree
0
0
Disagree
0
0
Strongly Disagree
0
0
26
100%
Total
The data shows that motivating factors in extrinsic
motivation factor are considered agree with 80.77% of the
respondents’ answers.
The Most and the Least Effective Motivation as Experienced by the
High School Grade Levels Achievers
Table 6 presents the mean scores of the effective
motivations arrange from highest to lowest. Beside the mean score
is its qualitative interpretation.
Table 6
Analysis on the Mean Scores of the Two Motivating Factors
Adjustment
Factors
Mean Score
Verbal
Interpretation
Rank
Intrinsic
Motivation
Factor
4.73
Agree
1
Extrinsic
Motivation
Factor
4.24
Agree
2
The results revealed that among the two factors, intrinsic
motivation factor is considered as the significantly most
problematic.
Among the motivating factors, it is the extrinsic motivation
factor which is considered as the least effective motivation.
This motivating factor entails
Gender Differences in the Most and Least Effective Motivating
Factor Experienced by the High School Grade Levels Achievers
Table 7 presents the analysis on the mean scores between males
and females in the two motivating factors.
Table 7
Analysis on the Mean Scores between Males and Females in the
Two Motivating Factors
Males
Motivating
Factors
Females
Weighted
Mean
Verbal
Interpretatio
n
Weighted
Mean
Verbal
Interpretatio
n
Intrinsic
Motivation
Factor
4.64
Agree
4.64
Agree
Extrinsic
Motivation
Factor
4.23
Agree
4.42
Agree
4.44
Agree
4.53
Agree
Grand Mean
The qualitative interpretation shown on table indicates
that both males and females are more motivated in intrinsic
motivation factor.On the other hand, the males and females
considered extrinsic motivation factors as rarely a motivation
and is significantly least effective.
The table also reveals that females experience more
motivation towards achievement than males.
Chapter 4
Summary, Conclusion and Recommendations
This chapter presents the summary, conclusion drowned and
the recommendations formulated in the study.
Summary
This descriptive study attempted to investigate the
motivating factors among achievers in the high school grade
levels of S.I.A.T.I during the first and second grading periods
in the first semester of school year 2016-2017.It also determined
the influence of gender on the motivating factors of the same
target population.
The respondents consisted of 38 high school grade levels
achievers (10 are males and 28 are females) enrolled at S.I.A.T.I
during the first and second grading periods in the first semester
of school year 2016-2017.
The findings of this study indicate that there are
motivating factors experienced
among the achievers in the area
of intrinsic and extrinsic motivation.
In conducting the study, the researchers made use of a
modified standardized and researcher-made survey questionnaires.
From the results of the survey questionnaires, the researchers
used statistical instruments such as; 1.) Percentage distribution
-- to get the respondent’s profile in terms of the gender and
2.)Weighted mean -- to show the profile of the respondentsin
terms of the two motivating factors, intrinsic motivation and
extrinsic motivation.
Findings
The findings were prevented according to the order of the
problems stated in chapter 1.
1. Seventy-three and sixty-eight percent (73.68%) of the
respondents are females while twenty-six and thirty-two
percent (26.32%) are males.
2. The respondents considered having set some goals as the most
effective motivation in intrinsic motivation factor.
3. Within the extrinsic motivation factor, the thought of
parents want their children to become an achiever and a
professional someday is found out to be the most effective
motivation.
4. Majority of the respondents are affected most in intrinsic
motivation factor towards their achievements.
5. It is the extrinsic motivation factor, where the respondents
considered as the least motivation.
6. Both genders considered intrinsic motivation factor as the
most effective motivation towards achievement.
Conclusions
Based on the findings of the study, the following conclusions are
drawn:
1. The population of the achievers of the 5 high school grade
levels of S.I.A.T.I. comprised more of females.
2. Having set some goals is the greatest motivation encountered
by the high school grade levels achievers of S.I.A.T.I. in
intrinsic motivation factor.
3. Achievers thought that their parents want them to become an
achiever and a professional someday.
4. Few students don’t believe that having a crush or
relationship with someone could motivate them more in doing
something beneficial to them.
5. Most of the students are not extrinsically motivated and it
had only a little impact to them.
6. Both genders are intrinsically motivated towards
achievements.
7. Extrinsic motivation factor is the least effective
motivation.
Recommendations
Based on the findings and conclusions of the study, the
researchers presented the following recommendations:
1. The guidance center should create and consider programs for
students, achievers or non-achievers to be helped in their
personality and motivation towards achievement.
2. The teachers, in collaboration with the guidance counselors,
should provide classroom experiences and activities that
will help the students enhance their personality towards
achievement especially the non-achievers.
3. The administration should create and reconstruct their
curriculum and programs to provide maximum students learning
that will be relevant and useful for the enhancement of
student’s personality towards achievement.
4. The school principal, faculty and staff and faculty
registrar should continue to coordinate, follow-up and
should be considerate with the students.
5. The parents, relatives, guardians and friends should
continue to manifest concern and support for their children
or friends in order to boost their morale and confidence and
to change their vision towards success in life especially
the promising achievers, thus motivating them more to
perform well in school.
6. Other researcher may focus on other factors which are not
included in this study but are perceived to affect
motivating factors among achievers.
Bibliography
Brown, L.V. (2007). Psychology of motivation. New York:
Nora Publishers
deCharms, R. (1968). Personal causation. New York: Academic
Press
Deci, E.L. (1975). Intrinsic motivation .New York: Plenum.
White, R.W. (1959). Motivation reconsidered. Psychological
Review, 66, 297-333
http://hubpages.com/education/Selfmotivationforsucces (Date
of Retrieval: October 23, 2015. By Fabien, Joyette
Hull, C. L. (1943). Principles of Behaviour. New York:
Appleton- Century—Crofts
Myers, D. (2005). Exploring Psychology, Sixth Edition in
Modules. New York: Worth Publishers
Rabideau, Scott T.(1997).Effects of Achievement Motivation
on Behaviour , Unpublished Research Journal , Rochester
Institute of Technology
Rosales, Raymond (2017). Interview
Ryan, Richard M. and Edward L. Deci(1985).Intrinsic and
Extrinsic Motivation :Classic Definitions and New Direction
, Research Journal , Rochester, N.Y., Academic Press Co.
Villamor, GracevelleMhae (2017). Interview
Appendices
Appendix A- Letter to the Respondents
Dear Respondents:
We are conducting a survey about the Motivating Factors
among Achievers in the High School Grade Levels of S.I.A.T.I
during the First and Second Grading Periods in the First Semester
of S.Y. 2016-2017. Please help us answer honestly the items in
the questionnaires. YOUR ANSWERS WILL BE HANDLED WITH UTMOST
CONFIDENTIALITY and your help is much appreciated.
Thank you,
The Researchers
Appendix B- Motivating Factors Questionnaire
A. Personal Data.
Name:
_____F
Gender: _____M
Year:
B. Instructions: The following are indicators of the motivating
factors among achievers. Please encircle the number that
best describes the degrees of the motivating factors.
5
4
3
2
1
–
–
–
–
–
Strongly Agree (SA)
Agree (A)
Undecided (Un)
Disagree (D)
Strongly Disagree (SD)
Fill-up Questions.
SA
A
Un
D
SD
8. I have set some goals.
5
4
3
2
1
9. I am determined to
achieve my dreams and
aspirations in life.
10.
I want to help my
parents someday.
5
4
3
2
1
5
4
3
2
1
11.
I want to prove
something to someone.
5
4
3
2
1
12.
I want to be a good
role model to everyone.
5
4
3
2
1
Intrinsic Motivation
13.
I decided the good
path to take in the
future.
14.
I want my parents,
relatives and friends to
be proud of me.
Extrinsic Motivation
5
4
3
2
1
5
4
3
2
1
15.
I am comfortable at
home.
5
4
3
2
1
16.
I have a complete
happy family.
5
4
3
2
1
17.
My parents are proud
of me.
5
4
3
2
1
18.
My parents care and
support me holistically.
5
4
3
2
1
19.
My parents want me
to become an achiever and
a professional someday.
F. Peer Motivation
5
4
3
2
1
20.
5
4
3
2
1
21.
I have lifelong
friendships.
5
4
3
2
1
22.
I have a crush or
relationship with
someone.
23.
My friends are good
influence.
5
4
3
2
1
5
4
3
2
1
24.
My friends help me
with my school work.
5
4
3
2
1
25.
My friends become my
mentors on my personal
life.
5
4
3
2
1
E. Home Environment
I have many friends.
26.
My friends share
their knowledge and
skills.
G. Teacher Motivation
5
4
3
2
1
27.
I like my teacher/
adviser most.
5
4
3
2
1
28.
My teacher teaches
very well.
5
4
3
2
1
29.
My teacher is my
role model.
5
4
3
2
1
30.
My teacher
encourages me to study
well.
31.
My teacher supports
me in everything I do.
5
4
3
2
1
5
4
3
2
1
32.
My teacher is
concerned about my wellbeing.
33.
My teacher has a
good personality or
attitude and attire every
time.
34.
My teacher becomes
my second mother, father
or friend.
H. School Environment
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
35.
The school is
famous.
5
4
3
2
1
36.
The school is
beautiful and clean.
5
4
3
2
1
37.
The school cares for
their teachers, faculty
staff and students.
38.
The school
implements well-organized
rules and regulations.
5
4
3
2
1
5
4
3
2
1
39.
The school’s
facilities are good and
well-ventilated.
40.
The school
activities give us
satisfaction and
enjoyment.
5
4
3
2
1
5
4
3
2
1