Professional Documents
Culture Documents
ACADEMIC PERFORMANCE
____________________
__________________
and Immersion
by
GROUP 4 GAS-A (Rafael Palma) in partial fulfillment for the requirements in subject
Inquires, Investigation and Immersion Practical Research 3 has been examined and is
Accepted and approved in partial fulfillment of the requirement for the subject
The researcher want to grant their profound gratitude to Mr. Marion Arceñas for
We thank also our Dear instructor for being understandable for our research
study and for his knowledge that he shared to us by making his kind of research. We
thank also all the respondent and to all participate who participate on the research study
that we made.
Also the researcher want to thank to Almighty God for giving the strengt,
knowledge, Perseverance and courage for collecting all the nended data's for research
study.
Dedication
We owe and dedicate our research study especially to Mr. Marion Arceñas for
giving and letting us to conduct this research study because through the research paper
we learn a lot about the Factors affecting student motivation and its relation to academic
We also dedicate this research paper for the next generation who might be
conducting this kind of study for them to ease their job and collect more information and
Introduction
Motivation is one of the factors affect the students academic performance and one
of the places where One of the places where motivation is manifested earliest is the
classroom. There you will find different types of students all motivated by different
combinations of factors. Some draw on the intrinsic- their inner strength and
determination- and remain focused even in what appears to be really adverse situations.
Others rely heavily on extrinsic factors and if those are not favourable, they become
demotivated and easily lose focus. Students bring to the classroom varying types of
parents and relatives. However, they also depend, to a large extent, on school factors such
as school and classroom environment, teacher personality, skill and ability of teacher,
rewards and commendations and relationship with peers for motivation not only to
Based on many research there has a lot of factors affecting students motivation
the example are Home Environment it says 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. On the other side of the coin, an unfavorable
home environment produces a pupil who arrives at school perhaps hungry, angry,
resentful, bitter, depressed, lethargic or just simply stressed out. Such a student would
require really strong school motivation to prod him out of his malaise and cause him to
perform. And the next one is Classroom Environment it says 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. And the
next is the School System it says 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. The converse is true; one which is too lax will eventually have discipline
problems and lose reputation. Nobody wants to be associated with a school whose
reputation is poor, thus students who attend such schools feel that nothing good is
expected of them and so they are not motivated to do well. They are few examples of
The studies about Factors in Student Motivation (by: Steven C. Howey 2008) says
Educators across the country are frustrated with the challenge of how to motivate the ever
socially, and academically unprepared for the demands of college life. Such students
often exhibit maladaptive behavior such as tardiness, hostility towards authority, and
unrealistic aspirations.
not address the whole problem. Lack of motivation is not limited to the academically
weak student. Successful remedial and study strategies courses aimed at the
underprepared student have demonstrated that students who really want to improve their
skills can do so when motivated. However, even the best remedial instruction programs
have failed to positively impact the student who is both underprepared academically and
unmotivated. When students have both a lack of academic skills and lack motivation, the
greater problem is motivation (Kelly, 1988). Faculty often have neither the time or
task of trying to effectively motivate such students often falls to academic advisors.
Opinions about the role of motivation in academic achievement and what can be
done about it vary widely among college faculty, administrators, and student services
questions: Can anything be done about these students? Can motivation be taught? What
kind of strategies can be used to influence motivation? Is this time wasted that might
and education are abundant with research on motivation and its effect on behavior. The
study of motivation in education has undergone many changes over the years, moving
emphasizing learners’ constructive interpretations of events and the role that their
beliefs, cognitions, affects, and values play in achievement (Pintrich and Schunk, 1996).
Based to (Institute.org), working with educators, parents, and other caring adults
around the country to help young people REACH to become all that they can be in school
and in other areas of their lives. We are doing this by equipping adults with practical
ways to address five factors that studies have shown influence young people's will to
succeed, which we are calling the REACH Framework: Relationships: Connecting young
people to caring adults and to other young people who push them, support them,
empower them, and expand their views of what is possible in life. Effort: Helping
students understand that with hard work and the use of good learning strategies they can
succeed in school, regardless of how smart they think they are or how smart others think
they are. Aspirations: Grounding young people in the reality that the actions they take or
do not take each day will influence their ability to realize their dreams for the future.
Cognition: Teaching students practical ways to think about their own thinking, control
impulses, and stay on track to complete tasks and achieve goals. Heart: Giving students
the opportunity to discover and develop what they love to do what we call their sparks
and articulate a set of core values that they want to guide their lives. Our research
indicates that many young people today from both affluent and impoverished
backgrounds and from all cultural groups have gaps in the factors encompassed in the
REACH Framework. Fortunately, in our work with schools and families, we are finding
that it is possible to close those gaps when teachers, parents, and others are intentional
The general problem of the study is how may Factors affecting student
motivation and its relation to academic performance be evaluated the follwing question.
1.1 age
1.2 gender
1.4 average
Studenty. This study will help the students to have more self-esteem and trust to
themselves that help them to improve and showed ther potentials. Its may help them to be
Teacher. The study will help the teachers to on how to apply psychological science to
improve the learning process and promote educational success for all student because
knowing the appropriate teacher psychological approaches will help the teachers in
dealing with such behavior of their students seriously and not condoned access rather
than establishing proper controlled and organized learning environment and also because
a teacher must know the correct principles in teaching and learning, a different
Parents. The study will help the parents to know their value on school manager to curb
the menace of students. Also they will secured that their son or daugther are studying and
at school. This study will create the parents’ home involvement with their children
learning.
Future researchers. The study will help the future researchers to find it easier of others
‘researchers because it is useful to know how the original study was performed. This
proposal study will benefit and help the future researchers is their guide the study can
also open in development of the study. They would be able to use these data for them to
get the idea and references if they are planning to conduct the same study.
Community. The study will help the community to lessen the drop outs or
undergraduate students. Because of this research study, they are more likely to succeed.
They will realize the value of education that if they build on such existing strengths of
to different motivational that the teacher and how effective it is and how it will affect
the academic performance of the student we focus to the different major subject of the
senior high school students in grade 12. The researcher will interview teachers that
Relevant Theories
This part of the chapter contains the synoposis of the relevant theories to
present study. It serves as a guide for futher understanding of the functional delivery of
guidance services for as a basis. The following theories are helped in the development of
the research.
industrial mental health are related to Abraham Maslow's theory of motivation. His
toward administration. According to Herzberg, individuals are not content with the
satisfaction of lower-order needs at work; for example, those needs associated with
minimum salary levels or safe and pleasant working conditions. Rather, individuals look
recognition, responsibility, advancement, and the nature of the work itself. This appears
notion that the presence of one set of job characteristics or incentives leads to
worker satisfaction at work, while another and separate set of job characteristics leads
with one increasing as the other diminishes, but are independent phenomena. This theory
suggests that to improve job attitudes and productivity, administrators must recognize and
attend to both sets of characteristics and not assume that an increase in satisfaction leads
to decrease in dissatisfaction.
The two-factor theory developed from data collected by Herzberg from interviews with
203 engineers and accountants in the Pittsburgh area, chosen because of their professions'
From analyzing these interviews, he found that job characteristics related to what
an individual does that is, to the nature of the work one performs apparently have the
capacity to gratify such needs as achievement, competency, status, personal worth, and
self-realization, thus making him happy and satisfied. However, the absence of such
gratifying job characteristics does not appear to lead to unhappiness and dissatisfaction.
the job, and working conditions. Thus, if management wishes to increase satisfaction on
the job, it should be concerned with the nature of the work itself the opportunities it
presents for gaining status, assuming responsibility, and for achieving self-realization. If,
on the other hand, management wishes to reduce dissatisfaction, then it must focus on the
management is equally concerned with both, then managers must give attention to both
give positive satisfaction, arising from intrinsic conditions of the job itself, such as
recognition, achievement, or personal growth, and Hygiene factors (e.g. status, job
security, salary, fringe benefits, work conditions, good pay, paid insurance, vacations)
that do not give positive satisfaction or lead to higher motivation, though dissatisfaction
results from their absence. The term "hygiene" is used in the sense that these are
maintenance factors. These are extrinsic to the work itself, and include aspects such as
hygiene factors as "KITA" factors, which is an acronym for "kick in the ass", the process
these hygiene factors must be eliminated. There are several ways that this can be done but
some of the most important ways to decrease dissatisfaction would be to pay reasonable
wages, ensure employees job security, and to create a positive culture in the workplace.
Herzberg considered the following hygiene factors from highest to lowest importance:
company policy, supervision, employee's relationship with their boss, work conditions,
salary, and relationships with peers. Eliminating dissatisfaction is only one half of the
task of the two factor theory. The other half would be to increase satisfaction in the
workplace. This can be done by improving on motivating factors. Motivation factors are
our actions and how and why we do them, for example, if you perform a work related
action because you have to then that is classed as "movement", but if you perform a work
related action because you want to then that is classed as "motivation". Herzberg thought
it was important to eliminate job dissatisfaction before going onto creating conditions for
Taylor put forward the idea that workers are motivated mainly by pay. His Theory
of Scientific Management argued the following. Workers do not naturally enjoy work and
so need close supervision and control.Therefore managers should break down production
into a series of small tasks. Workers should then be given appropriate training and tools
so they can work as efficiently as possible on one set task. Workers are then paid
according to the number of items they produce in a set period of time- piece-rate pay.
As a result workers are encouraged to work hard and maximise their productivity.
Taylor's methods were widely adopted as businesses saw the benefits of increased
Taylor's approach has close links with the concept of an autocratic management
style(managers take all the decisions and simply give orders to those below them) and
Macgregor's Theory X approach to workers (workers are viewed as lazy and avoid
responsibility).
However workers soon came to dislike Taylor's approach as they were only given
boring, repetitive tasks to carry out. Firms could also afford to lay off workers as
productivity levels increased. This led to an increase in strikes and other forms of
Maslow's hierarchy of needs is often portrayed in the shape of a pyramid with the
largest, most fundamental needs at the bottom and the need for self-actualization and self-
transcendence at the top. The most fundamental and basic four layers of the pyramid
contain what Maslow called "deficiency needs" or "d-needs": esteem, friendship and
love, security, and physical needs. If these "deficiency needs" are not met – with the
exception of the most fundamental (physiological) need – there may not be a physical
indication, but the individual will feel anxious and tense. Maslow's theory suggests that
the most basic level of needs must be met before the individual will strongly desire (or
focus motivation upon) the secondary or higher level needs. Maslow also coined the term
"metamotivation" to describe the motivation of people who go beyond the scope of the
The human brain is a complex system and has parallel processes running at the
same time, thus many different motivations from various levels of Maslow's hierarchy
can occur at the same time. Maslow spoke clearly about these levels and their satisfaction
in terms such as "relative", "general", and "primarily". Instead of stating that the
individual focuses on a certain need at any given time, Maslow stated that a certain need
"dominates" the human organism. Thus Maslow acknowledged the likelihood that the
different levels of motivation could occur at any time in the human mind, but he focused
on identifying the basic types of motivation and the order in which they would tend to be
met.
This is the meaning of the 5 needs based to Abraham Maslow. First is Physiological
needs.Physiological needs are the physical requirements for human survival. If these
requirements are not met, the human body cannot function properly and will ultimately
fail. Physiological needs are thought to be the most important; they should be met first.
Physiological Needs include Air (Breathing), Water, Food, Sleep, Clothing ,Shelter and
Sexual instinct.
Second is Safety needs. Once a person's physiological needs are relatively satisfied, their
safety needs take precedence and dominate behavior. In the absence of physical safety
due to war, natural disaster, family violence, childhood abuse, etc. people may (re-
economic safety – due to economic crisis and lack of work opportunities – these safety
needs manifest themselves in ways such as a preference for job security, grievance
procedures for protecting the individual from unilateral authority, savings accounts,
predominate in children as they generally have a greater need to feel safe. Safety and
Security needs include Personal security, Financial security, Health and well-being Safety
Third is Social belonging. After physiological and safety needs are fulfilled, the third
level of human needs is interpersonal and involves feelings of belongingness. This need
is especially strong in childhood and it can override the need for safety as witnessed in
children who cling to abusive parents. Deficiencies within this level of Maslow's
hierarchy – due to hospitalism, neglect, shunning, ostracism, etc. – can adversely affect
general.
Social Belonging Needs include Friendships, Intimacy, and Family. According to
Maslow, humans need to feel a sense of belonging and acceptance among social groups,
regardless whether these groups are large or small. For example, some large social groups
may include clubs, co-workers, religious groups, professional organizations, sports teams,
gangs, and online communities. Some examples of small social connections include
family members, intimate partners, mentors, colleagues, and confidants. Humans need to
love and be loved – both sexually and non-sexually – by others. Many people become
susceptible to loneliness, social anxiety, and clinical depression in the absence of this
love or belonging element. This need for belonging may overcome the physiological and
security needs, depending on the strength of the peer pressure. Fourth is Esteem. All
humans have a need to feel respected; this includes the need to have self-esteem and self-
respect. Esteem presents the typical human desire to be accepted and valued by others.
People often engage in a profession or hobby to gain recognition. These activities give
complexmay result from imbalances during this level in the hierarchy. People with low
self-esteem often need respect from others; they may feel the need to seek fame or glory.
However, fame or glory will not help the person to build their self-esteem until they
accept who they are internally. Psychological imbalances such as depression can hinder
Most people have a need for stable self-respect and self-esteem. Maslow noted two
versions of esteem needs: a "lower" version and a "higher" version. The "lower" version
of esteem is the need for respect from others. This may include a need for status,
recognition, fame, prestige, and attention. The "higher" version manifests itself as the
need for self-respect. For example, the person may have a need for strength, competence,
precedence over the "lower" version because it relies on an inner competence established
weakness, helplessness etc. Maslow states that while he originally thought the needs of
humans had strict guidelines, the "hierarchies are interrelated rather than sharply
separated".[4] This means that esteem and the subsequent levels are not strictly separated;
And the last is Self-actualization. "What a man can be, he must be”. This quotation forms
the basis of the perceived need for self-actualization. This level of need refers to what a
person's full potential is and the realization of that potential. Maslow describes this level
as the desire to accomplish everything that one can, to become the most that one can be.
Individuals may perceive or focus on this need very specifically. For example, one
individual may have the strong desire to become an ideal parent. In another, the desire
need, the person must not only achieve the previous needs, but master them.
Related Literature
learning process. Number of studies has been conducted to probe the role of student
motivation have been used by various researches. For instance Lumsden, (1994) analyzed
students’ involvement towards education and sources of their motivation. Marshal (1987)
viewed students’ motivation as a force beneficial to the learner. Ames (1990) stated that
pledge to the process of learning. Most motivation theorist believes that motivation is
involved in the performance of all learned responses and leaned behavior will not occur
unless it is energized. Bomia et al. (1997) has suggested student motivation as student
willingness, need, desire and obligation to participate and be booming in the learning
process.
expectations and direct instruction or socialization by other e.g. parents and teachers. So
teachers and parents are the main intermediaries who play an important role in
Condry and Chambers (1978) found that when students were confronted
with multifarious intellectual tasks, those with an intrinsic direction used more logical
extrinsically motivated. Students with an intrinsic orientation also tend to prefer tasks that
are fairly challenging, whereas extrinsically oriented students incline toward tasks that
are low in degree of difficulty. Extrinsically oriented students are prone to put forth the
minimal amount of effort necessary to get the maximal reward (Lepper, 1988). Brooks et
al., (1998) states that to motivate students extrinsically, students should be publicly
recognized for their academic achievements; which may be done through giving out
stickers, candy, and other rewards; and taking away privileges, such as recess, on the
Sometimes parents are so curious about their child’s education and career
that they keep reminding and injecting the minds of their child that education is the only
solution to future miseries. Even they threaten to punish their child for poor performance.
In such circumstances the child believes that education is compulsion for them and is
inevitable to survive. Large number of students could not get rid of their fears and often
fail to continue. School policies and goals in academic settings are also few factors that
also attract students to achieve certain level of performance as suggested by Brooks et al.,
(1998).
Related Studies
Luthans (1998) asserts that motivation should not be thought of as the only
explanation of behavior, since it interacts with and acts in conjunction with other
mediating processes and with the environment. Luthan stress that, like the other cognitive
process, motivation cannot be seen. All that can be seen is behavior, and this should not
be equated with causes of behavior. While recognizing the central role of motivation.
Evans (1998) states that many recent theories of organizational behavior find it
important for the field to re-emphasize behavior. Definitions of motivation abound. One
thing these definitions have in common is the inclusion of words such as "desire" ,
or need that activates a behavior or a drive that is aimed at a goal incentive”. Therefore,
the key to understanding the process of motivation lies in the meaning of, and
Emphasizes that motivation is the process that arouses, energizes, directs, and
sustains behavior and performance. That is, it is the process of stimulating people to
compulsion to participate in, and be successful in the learning process. Keller said that
Dornyei the meaning o the term motivation is concerning the direction and magnitude of
human behavior, that is: first the choice of a particular action, second the persistence with
health. Reid pointed out that the ideal motivational factors for learning are the internal
desire to succeed and individual determination to achieve a proper aim (Reid, 2007).
These motivational factors contribute to a high quality learning process, a better memory
and the application of learning content, and students feel satisfaction but not pressure
perform better in any activity .Every educator needs to be concerned about motivation. It
is a quality that students, teachers, parents and members of the community must have if
education system is to prepare young people adequately for the challenges and demands
differs to a great extent. For students motivation is necessary for learning to take place,
parents need to be motivated to follow up on the academic performance of their sons and
daughters, teachers need it to ensure all aspects of their schools continue to improve.
It is the role of the school administrator to initiate and nurture motivation among
However the school administration must not neglect their own, like other
participants of the educational process they have to find ways to stay motivated in the
achievement/ performance is the outcome of education, the extent to which the student or
For the entire past century academic performance has become the gatekeeper to
higher learning institutions, defining career paths and individual life trajectories. Hence
academic performance with intelligence and efforts coming out as major determinants.
Today academic performance continues to be understood as a precise proxy for aptitude
and is a core determinant of career paths and status achievement even though some doubt
Conceptual Framework
Process:
OUTPUT
INPUT
Profile of the respondent in I. Collecting To know of their
terms of: Infromation motivation are really
First quarter II. Creating Tittle affecting the studen’s
general average
Strand III. Make statement of academic performance.
the problem
Gender The study focuses on the
IV. Scope and
II. Factors affecting Delimitation factors affecting student
students motivation and
motivation influencing
academic performance in V. Assumption
terms of: their academic
VI. Hypothesis
Time management
performace of the
Time spent on VII. Collecting related
studying literature, studied, student. This research
Family figure theory also create to know if
Self study VIII. Collecting data there has some improved
Financial problem
IX. Analyzing data on their academic
X. Interpretation performance if there have
a proper motivation.
Figure
Assumption of the study
This study formulated to know if the motivation can really affect the
student’s academic performace. So that this study will come up to give an advice to
friends, teachers and family member to motivate the students that has lack of motivation,