The Effects of Motivational Forces in the Academic Performance of

Grade 12 Students under General Academic Strand in

Bataan National High School
SY: 2018 – 2019

A Thesis Presented To the Faculty of

Bataan National High School
Senior High School
Department

Franceska Maris R. Tarrayo

Mark Gerald R. Manligas

Kenneth Clark L. Tigas

Rada Gracel E. Ruelos

Lance Paolo A. Navoa

Arianne M. Gallego
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

The Educational Psychologists have long recognized the importance of motivation

for supporting student learning. More recently, the partnership 21st century skills has

identified initiative as one of the life and their career skills that necessary to prepare of this

is to explore the ways in which their motivation has defined by the researchers. Investigate

to know the motivation develops and to learn how the teachers can encourage the

development of a students.

According to Yuri Khylstov, (2016) motivating students is a conspicuously

important task when it comes to bringing out the best in students. Part of a teacher’s job is

helping their students realize their capabilities. The first thing that a teacher would want to

ensure is that all students find the learning conditions favorable regardless of culture, build,

and academic skills. This method of motivating students instills confidence since there’s

equal opportunity in the classroom. Typically, most students are not even aware that they

can surpass their current level of achievements. So they sit in a web of self-doubt.

Primarily, this may have arisen from previous encounters of failures resulting to a low self-

esteem. In motivating students suffering from an injured self-esteem, it’s important to

assure them they are victors. Show them that they can do anything if they try. When

motivating students, it is important to start off with the basic tasks which are easier, then

build to more complex problems. In motivating students suffering from an injured self-

esteem, it’s important to assure them they are victors. Show them that they can do anything
if they try. When motivating students, it is important to start off with the basic tasks which

are easier, then build to more complex problems.

According to Galang & Reyes, (2009) the relationship of their career and to what

motivates them. There are various way, but their theory is effective. Working for the future

is not their intention actually, but their part was to make a strategic way to motivate the

college student to their chosen career.

The Researchers observed that there are students who are not interested to study.

The goal of the study is to seek for activities that will serve as motivation for students to

study. The researchers want to figure out how to increase their confidence and motivation

at school. The focus of the study will be the effectiveness of the motivation to Grade 12

General Academic Strand Students of Bataan National High School.

The researchers want to study about the motivation of the grade 11 students to enter

college so the researchers chose to specifically review about the motivation in relation to

education. They said the parental encouragement is the treatment provided and the parents

to their child which can nurture the hidden potentialities within them. One aspect to which

this role of the parent can be seen is through encouragement. This can be seen by guiding,

helping and advising the children when they are going through difficult circumstances. It

also, through giving encouragement to the children, parents can motivate their children

whose parents frequently give encouraging words and support have positive effects such

as improvement and better performance academical encouragement and support can be

seen through cheering and guiding.

STATEMENT OF THE PROBLEM

 The purpose of this study is to determine the career motivation of Grade 12 GAS

students during the school year 2017-2018.

Specifically, this study will seek answers to the following questions:

1. How may the students be describe in terms of

1.1 Age;

1.2 Gender;

1.3 Financial Status and;

1.4 Academic performance?

2. How will be the students be describe in terms of their motivational forces?

2.1 Intrinsic motivation;

2.2 Extrinsic motivation;

2.3 Existence needs ;

2.4 Relatedness needs;

2.5 Growth needs;

2.6 Achievement motive;

2.7 Affiliation motive;

2.8 Power motive;

2.9 Expectancy outlook and;

2.10 Equity?

3. Is there a relationship between the student’s motivation and their academic

performance?

4. What motivation should be implemented to the students?

SIGNIFICANCE OF THE STUDY

This study is about the Career Motivation of Grade 12 GAS students. It’s about

how they motivate their self to strive hard to achieve their desired goal.

STUDENTS. The outcome of this study will find out how every student should

motivate their self.

TEACHER. The result of this study will have a benefit in the teacher in the way

they will not have a hard time to force their student to study hard.

PARENTS. The parents will benefit from this study in the way that their hard

works and support to their children pays off because their children studies hard.

SCHOOL. The school will benefit from this study in the way when the students

became the best, the name of the school will be known by a lot of people in different places.

FUTURE RESEARCHER. The future researcher will have a benefit from this

study in the way this can help them to understand more about this research. They will also

gain more knowledge about this.

SCOPE AND DELIMITATION

This study will determine the ways of Career Motivation of Grade 12 GAS students

at Bataan National High School, during the school year 2017-2018. The main purpose of

this study is for us to know how students/everyone should motivate their self to strive hard.
Because nowadays, tardiness is contagious. The respondents will be the Gas 1 and 2 with

the number of 47 person.

DEFINITION OF TERMS

MOTIVATE – to provide someone with a motive for doing something

WORKFORCE – the people engage

MOTIVATION-The act of process of giving someone a reason for doing

something.

NURTURE-The care and attention given to someone or something that is

growing or developing. Potentialities- a quality that can be developed to make someone

or something better.

NOTES IN CHAPTER I
Reyes L. R. & Galang A. J. (2009). Motivational and Social Aspects of the Filipino

College Experiences. Retrieved December 12, 2017 from

http://lynchlibrary.pssc.org.ph:8081/bitstream/handle/0/1551/06_Motivational%20and%S

ocial%20Aspects%20of%20the%Filipino%20College%20Experience.pdf?equence=1

Motivation to Enter College. Retrieved December 12, 2017 from

https://www.scribd.com/mobile/document/331957552/Revised-RRL-for-Thesis#

Lai E. (April 2011). Motivation: A Literature Review. Retrieved December 12, 2017 from

https://images.pearsonassessments.com/images/tmrs/Motivation_Review_final.pdf

Yuri Khlystov . (December 2016). Motivating Students to Reach their Full Potential. Retrieved

December 28, 2017 from https://www.laowaicareer.com/blog/motivating-students-to-reach-

their-full-potential/

CHAPTER II

THEORETICAL FRAMEWORK
 This chapter presents the related literature and studies after the

comprehensive exploration done by the researchers. This will also present the

combination of the art, theoretical and conceptual outline to fully comprehend the

study to be done for better understanding of the study

Motivational Forces

According to (Lillethun 2013), motivation is the ultimate force that

causes you to take action. Not only does it initiate and drive goal-oriented

behavior, but it also sustains it. The actions can be as simple as eating healthy, or

as complex as winning a Nobel Prize; every action has a certain motivation behind

it. The driving forces behind human motivation can be biological, emotional, social,

or personal in nature.

According to (Rabideau 2007), motivation can be defined as the driving

force behind all the actions of an individual. The influence of an individual's needs

and desires both have a strong impact on the direction of their behavior. Motivation

is based on your emotions and achievement-related goals. There are different forms

of motivation including extrinsic, intrinsic, physiological, and achievement

motivation. There are also more negative forms of motivation. Achievement

motivation can be defined as the need for success or the attainment of excellence.

Individuals will satisfy their needs through different means, and are driven to

succeed for varying reasons both internal and external.

According to (Petri 2011), motivation has been studied in a variety of ways.

For instance, it has been analyzed at the physiological level using electrical and
chemical stimulation of the brain, the recording of electrical brain-wave activity

with the electroencephalograph, and lesion techniques, where a portion of the brain

(usually of a laboratory animal) is destroyed and subsequent changes in motivation

are noted. Physiological studies performed primarily on animals other than humans

have demonstrated the importance of certain brain structures in the control of basic

motives such as hunger, thirst, sex, aggression, and fear.

Intrinsic Motive. According to (Cherry 2017), intrinsic motivation refers

to behavior that is driven by internal rewards. In other words, the motivation to

engage in a behavior arises from within the individual because it is naturally

satisfying to you. This contrasts with extrinsic motivation, which involves engaging

in a behavior in order to earn external rewards or avoid punishment.

According to (William 2011), imagine that you are conducting a research

study on the motivation for high school students to participate in sports. You

interview students in grades 9-12 and ask them what their motivation is for joining

their school's sports team. Thirty percent of the students tell you that they joined to

increase their popularity status, gain muscle and increase their chances for getting

a college scholarship. The other 70% joined because they enjoy playing sports, they

think sports are cool, or because they love the challenge they get from participating

in sports. The reasons that the seventy percent gave are examples of intrinsic

motivation.

Extrinsic Motive. According to (Cherry 2017), extrinsic motivation refers

to behavior that is driven by external rewards such as money, fame, grades, and
praise. This type of motivation arises from outside the individual, as opposed to

intrinsic motivation, which originates inside of the individual.

People who are extrinsically motivated will continue to perform an action

even though the task might not be in and of itself rewarding. A person who works

in a manufacturing position, for example, might perform a number of routine tasks

that are not enjoyable. Because this person is receiving an extrinsic reward (a

paycheck) for completing these tasks, he or she will feel motivated to perform them.

When you want to get someone to do something, such as getting your kids

to do their homework, what is the best way to motivate them? Many people might

start by offering some type of reward like a special treat or toy. This is a great

example of extrinsic motivation since the behavior is motivated by a desire to gain

an external reward. Unlike intrinsic motivation, which arises from within the

individual, extrinsic motivation is focused purely on outside rewards.

There are a lot of motivation techniques that some professionals used but in

our study the main objective was to push them up to the field they chose in working

immersion because GAS students are maybe still undecided to the course they’re

going to get in college.

Expectancy. According to the book entitled (your coach 2009) Vroom’s

Expectancy theory is the belief that increased effort will lead to increased

performance i.e. if I work harder than this will be better. This is affected by such

things as having the right resources available (e.g. raw materials, time. Having the

right resources available (e.g. raw materials, time). Having the right skills to do the
job. Having the necessary support to get the job done (e.g. supervisor support, or

correct information on the job).

According to the book the expectancy theory helps the students to motivate

them to increase their academic performance. Just like the GAS students they

should be motivated in order to get higher grades.

According to (MSG), the Expectancy theory states that employee’s

motivation is an outcome of how much an individual wants a reward (Valence), the

assessment that the likelihood that the effort will lead to expected performance

(Expectancy) and the belief that the performance will lead to reward

(Instrumentality). In short, Valence is the significance associated by an individual

about the expected outcome. It is an expected and not the actual satisfaction that an

employee expects to receive after achieving the goals. Expectancy is the faith that

better efforts will result in better performance. Expectancy is influenced by factors

such as possession of appropriate skills for performing the job, availability of right

resources, availability of crucial information and getting the required support for

completing the job. Instrumentality is the faith that if you perform well, then a valid

outcome will be there. Instrumentality is affected by factors such as believe in the

people who decide who receives what outcome, the simplicity of the process

deciding who gets what outcome, and clarity of relationship between performance

and outcomes. Thus, the expectancy theory concentrates on the following three

relationships. Effort-performance relationship: What is the likelihood that the

individual’s effort be recognized in his performance appraisal? Performance-

reward relationship: It talks about the extent to which the employee believes that
getting a good performance appraisal leads to organizational rewards. Rewards-

personal goals relationship: It is all about the attractiveness or appeal of the

potential reward to the individual.

According to (Hamel 2017), expectancy theory states that a person will

choose to pursue behavioral options with the greatest motivational force, or MF.

According to the theory, motivational force is equal to expectancy, times

instrumentality times valence. Expectancy is the perceived likelihood that effort

will result in a desired level of performance, instrumentality is the perceived

likelihood that a given level of performance will result in a certain reward and

valence is the value the person expects to derive from a certain reward. In other

words, people will be more likely to choose to do something if they expect a

valuable reward, and that effort will result in a performance level that will lead to

obtaining the reward. Expectancy theory provides a framework for thinking about

how people make choices based upon expectations. Focusing on expectations

allows the theory to account for differences in choices between people despite the

actual amount of effort necessary to achieve rewards and the actual value of

rewards. The formula expectancy time’s instrumentality time’s valence also agrees

with basic intuition regarding motivation. If any of the three values that make up

MF is zero, MF also equals zero. This makes intuitive sense: If someone believes

his effort will have no chance of resulting in a certain reward, that a certain

performance level will not lead to a reward or that a reward will have no value, he

will have no motivation to work toward the reward. One of the drawbacks of

expectancy theory is that perceptions about effort, performance and the value of
rewards are difficult to quantify so comparisons between different choices or people

using the expectancy theory framework may not be accurate. In addition, rewards

may not necessarily be directly connected to effort and performance: in some

companies rewards such as raises might be built into a contract or depend upon

factors like education or specific job skills. Expectancy theory implies that

individuals will only put effort toward something for a reward. This implication

seems to conflict with altruism, which describes actions done purely to benefit

others without regard for personal rewards.

It is all about the employees to motivate as an outcome to have reward or

maybe to promote them. When students get their own jobs they need to be

motivated to perform well to their work.

Equity. According to (Hawks), in 1963, John Stacey Adams introduced the

idea that fairness and equity are key components of a motivated individual. Equity

theory is based in the idea that individuals are motivated by fairness, and if they

identify inequities in the input or output ratios of themselves and their referent

group, they will seek to adjust their input to reach their perceived equity. Adams

suggested that the higher an individual's perception of equity, the more motivated

they will be and vice versa: if someone perceives an unfair environment, they will

be de-motivated. The easiest way to see the equity theory at work, and probably the

most common way it does impact employees, is when colleagues compare the work

they do to someone else that gets paid more than them. Equity theory is at play

anytime employees say things like, 'John gets paid a lot more than me, but doesn't

do nearly as much work,' or 'I get paid a lot less than Jane, but this place couldn't
operate without me!' In each of those situations, someone is comparing their own

effort-to-compensation ratio to someone else's and is losing motivation in the

process.

According to (MSG), the core of the equity theory is the principle of balance

or equity. As per this motivation theory, an individual’s motivation level is

correlated to his perception of equity, fairness and justice practiced by the

management. Higher is individual’s perception of fairness, greater is the motivation

level and vice versa. While evaluating fairness, employee compares the job input

(in terms of contribution) to outcome (in terms of compensation) and also compares

the same with that of another peer of equal cadre/category. D/I ratio (output-input

ratio) is used to make such a comparison.

Equity motivation is needed to balance their activities in order to build their

confidence to do an activity. And it is important because if an individual has a lot

to do maybe this guy might be burned out.

Existence needs. According to Motivation and Leadership at Work (Steers,

Porter, and Bigley, 2008), in the early twentieth century researchers began to

examine other possible explanations for differences in individual motivation. Some

researchers focused on internal drives as an explanation for motivated behavior.

Others studied the effect of learning and how individuals base current behavior on

the consequences of past behavior. Still others examined the influence of

individuals' cognitive processes, such as the beliefs they have about future events.
 According to Robischon, N. (2009, July 22). Performance is a function of

motivation, ability, and the environment in which you work. Zappos seems to be

creating an environment that encourages motivation and builds inclusiveness. The

company delivers above and beyond basic workplace needs and addresses the self-

actualization needs that most individuals desire from their work experience. CEO

Tony Hsieh believes that the secret to customer loyalty is to make a corporate

culture of caring a priority. This is reflected in the company’s 10 core values and

its emphasis on building a team and a family. During the interview process,

applicants are asked questions relating to the company’s values, such as gauging

their own weirdness, open-mindedness, and sense of family. Although the offer to

be paid to quit during the training process has increased from its original number

of $400, only 1% of trainees take the offer. Work is structured differently at Zappos

as well. For example, there is no limit to the time customer service representatives

spend on a phone call, and they are encouraged to make personal connections with

the individuals on the other end rather than try to get rid of them.

GAS students should know their needs [in the future if they know all of that

they maybe have an idea to boost their self to attain the life they deserve.

Relatedness needs. According to Parkin, A.B., Tutesigensi, A. and Büyükalp,

A.I. (2009) Motivation among construction workers in Turkey. The role of

management is to apply organisational resources to achieve organisational

objectives. The nature of commercial enterprise necessitates the desire for increased

productivity and efficiency, and workforce motivation is acknowledged to be an

influencing factor in these areas. Theory suggests that motivational factors follow
a hierarchical format where higher level needs become dominant when lower level

needs have been fulfilled, and improvements in motivation are facilitated more

effectively through the higher level needs. This study looks at factors affecting the

motivation of workers on Turkish construction sites. 370 construction workers were

asked in a questionnaire to give examples of positive and negative factors which

affect their motivation at work. It was found that money earned is the foremost

motivating and de-motivating factor in the eyes of the construction workers. As a

result it is suggested that workers on Turkish construction sites are managed in a

way which limits their opportunities to fulfil higher level needs, and in order to

increase worker motivation, and therefore productivity, the management of such

workers should move away from control through external means and towards

control through internal and cultural forces.

Growth Needs. According Roviscon (2009), the first level, at the bottom of the

pyramid, consists of our short-term basic needs, also known as physiological needs:

food, water, warmth, sex. The second level consists of longer-term safety needs:

security, order, stability. The third level represents the social need for affiliation,

also known as “love and belonging”. We want to be accepted by others around us.

We want to have stable relationships. The fourth level represents the need for

esteem. Within our social groups we want to be recognized and admired as

individuals who accomplish things. We want prestige and power. Almost at the top

of the pyramid, self-actualization is the desire to experience ever deeper fulfilment

by realising (actualising) more and more of our human potential. At the very top of
the pyramid is the desire for self-transcendence — to experience, unite with and

serve that which is beyond the individual self: the unity of all being.

Growth needs is a must for each human being. Because this will help the

people in the way they’ll knew the steps in order to be motivated for their desired

course.

According www.umass.edu, Abraham Maslow felt that human needs were

arranged in a hierarchical order (Maslow, 1954). He based his theory on healthy,

creative people who used all their talents, potential, and capabilities. At the time,

this methodology differed from most other psychology research studies in that they

were based on observing disturbed people.

There are two major groups of human needs: basic needs and meta needs.

Basic needs are physiological, such as food, water, and sleep; and psychological,

such as affection, security, and self-esteem. These basic needs are also called

deficiency needs because if they are not met by an individual, then that person will

strive to make up the deficiency.

Maslow's Hierarchy of Needs

8. Self-transcendence - a transegoic (see Note below) level that emphasizes

visionary intuition, altruism, and unity consciousness.

7. Self-actualization - know exactly who you are, where you are going, and what

you want to accomplish. A state of well-being.

6. Aesthetic - at peace, more curious about inner workings of all.

5. Cognitive - learning for learning alone, contribute knowledge.

4. Esteem - feeling of moving up in world, recognition, few doubts about self.

3. Belongingness and love - belong to a group, close friends to confide with.

2. Safety - feel free from immediate danger.

1. Physiological - food, water, shelter, sex.

Maslow knew that every person should knew the steps in order to be

motivated. He arranged it in hierarchical order. He proposed. This motivation will Commented [KL1]:

help us to achieve our goal. By reading these goals, we’ll know the different needs

that every person need.

According to Harcourt (2016), all people have needs that they want

satisfied. Some are primary needs,such as those for food, sleep, and water—needs

that deal with the physical aspects of behavior and are considered unlearned. These

needs are biological in nature and relatively stable. Their influences on behavior

are usually obvious and hence easy to identify.

Secondary needs, on the other hand, are psychological, which means that they are

learned primarily through experience. These needs vary significantly by culture and

by individual. Secondary needs consist of internal states, such as the desire for

power, achievement, and love. Identifying and interpreting these needs is more

difficult because they are demonstrated in a variety of ways. Secondary needs are

responsible for most of the behavior that a supervisor is concerned with and for the

rewards a person seeks in an organization.

 This talks about the needs of each person. Whether it is food, sleep, etc. or

psychological like it is about each person’s mind. Every person has his or her own

need.

According to Schultheiss, O. C., Jones, N. M., Davis, A. Q., Kley, C.

(2008). Considering the effect of implicit motives, the current study examined the

link between well-being in important life domains, that is, job and relationship, and

the satisfaction of needs as proposed by self-determination theory. Data on domain-

specific well-being, satisfaction of needs for competence and relatedness, and the

implicit achievement and affiliation motives were assessed from 259 German and

Cameroonian participants. The achievement motive moderated the relation

between competence and job satisfaction. Furthermore, the affiliation motive

moderated the association between relatedness and relationship satisfaction.

Satisfaction of the needs for competence and relatedness is linked to higher levels

of job and relationship satisfaction, respectively, among individuals with strong

implicit motives. Effects were found regardless of participants’ culture of origin.

Findings indicate that implicit motives can be understood as weighting dispositions

that affect how far experiences of competence and relatedness are linked with

satisfaction in relevant life domains.

Power Motive. According to (Winter), the key defining element of the power

motive is one person having an impact on the behavior or emotions of another, or

being concerned about prestige and reputation. This basic imagery is often

elaborated with anticipations, actions designed to have impact, prestige, pleasure at

reaching the goal, and so forth. The measure is implicit, tapping a motivation
system based on emotional experience rather than conscious verbal processing,

which is affected by language, defenses, and rationalizations. Thus, the content

analysis measure of the power motive is usually uncorrelated with direct

questionnaire measures that is, what people believe or consciously report.

According to Reeve (2007) explains that the principle of the need for

power is an aspiration to make the physical and social world adapt to one’s personal

image (Winter & Stewart, 1978). People high in the need for power desire to have

“impact, control, or influence over another person, group, or the world at large”

(Winter, 1973). Reeve categorises the power needs into three separate desires to

offer a simplified understanding of the theory behind the need for power.

According to McClelland (1987) affirms that as humans we all have three

motivating drivers, and one of these will be our dominant motivating driver. This

dominant motivator is largely dependent on our culture and life experiences. The

three motivators are achievement, affiliation, and power.

Power motive must have by any person because it is simply yourself, the

power, the confidence in every step of the way. People are capable of doing

something and doing it with the help of ourselves.

Achievement Motive. Achievement motivation is one of the three

components that make up McClelland's Human Motivation Theory. This theory

was proposed by social psychologist David McClelland, who studied workplace

motivation. His approach aimed to explain how different types of motivation affect

people's performance within a business setting. McClelland proposed that there are

three types of motivation that drive us all no matter what our background is. This
includes achievement, affiliation, and power. In this lesson, we will only be

focusing on achievement.

According to Gale (2008), achievement motivation, also referred to as the

need for achievement (and abbreviated nAchievement), is an important determinant

of aspiration, effort, and persistence when an individual expects that his

performance will be evaluated in relation to some standard of excellence. Such

behavior is called achievement-oriented.

Affiliation Motive. According to Weiner 2009 Affiliation Locus of control

Educational applications sults Affiliation Biochemical correlates … diverged from

Hull and Lewin in concentrating on individual differences in achievement

motivation.\

According to (RM ryan 2008) It has been partially internalized and is

energized by factors such as an approval motive, avoidance of … Intrinsic

aspirations include such life goals as affiliation, generativity, and personal

development, whereas extrinsic aspirations include such goals.

According to RG ANDRADE In contrast, objective markers of motivation

(pallidal activation, SCR, and hand-grip force) gradually increased with … These

results indicate that motivational processes involved in boosting behavior are

qualitatively similar.

According to Rabideau (2008), motivation can be defined as the driving

force behind all the actions of an individual. The influence of an individual's needs
and desires both have a strong impact on the direction of their behavior. Motivation

is based on your emotions and achievement-related goals. There are different forms

of motivation including extrinsic, intrinsic, physiological, and achievement

motivation. There are also more negative forms of motivation. Achievement

motivation can be defined as the need for success or the attainment of excellence.

Individuals will satisfy their needs through different means, and are driven to

succeed for varying reasons both internal and external.

It is all about the achievement, the dreams, and their goals. Once they had

desire to be successful it will motivate them to do that at the time and at the right

place.

Academic Performance

According to (Bell 2009), in educational institutions, success is measured

by academic performance, or how well a student meets standards set out by local

government and the institution itself. As career competition grows ever fiercer in

the working world, the importance of students doing well in school has caught the

attention of parents, legislators and government education departments alike.

Although education is not the only road to success in the working world,

much effort is made to identify, evaluate, track and encourage the progress of

students in schools. Parents care about their child's academic performance because

they believe good academic results will provide more career choices and job
security. Schools, though invested in fostering good academic habits for the same

reason, are also often influenced by concerns about the school's reputation and the

possibility of monetary aid from government institutions, which can hinge on the

overall academic performance of the school. State and federal departments of

education are charged with improving schools, and so devise methods of measuring

success in order to create plans for improvement.

In the past, academic performance was often measured more by ear than

today. Teachers' observations made up the bulk of the assessment, and today's

summation, or numerical, method of determining how well a student is performing

is a fairly recent invention. Grading systems came into existence in the United

States in the late Victorian period and were initially criticized due to high

subjectivity. Different teachers valued different aspects of learning more highly

than others, and although some standardization was attempted in order to make the

system more fair, the problem continued. Today, changes have been made to

incorporate differentiation for individual students' abilities, and exploration of

alternate methods of measuring performance is ongoing.

The tracking of academic performance fulfills a number of purposes. Areas

of achievement and failure in a student's academic career need to be evaluated in

order to foster improvement and make full use of the learning process. Results

provide a framework for talking about how students fare in school and a constant

standard to which all students are held. Performance results also allow students to

be ranked and sorted on a scale that is numerically obvious, minimizing complaints

by holding teachers and schools accountable for the components of every grade.
 Academic Performance is needed to be observe or maybe it will be the result

of the study because every students were given a form called evaluation paper

where this paper leads their adviser if the person is great at that field their into.

Financial Status

Financial Status means, the amount of money a person has. Based on the

researcher, many students believe that financial problems are having an adverse

effect on their performance.

According to (Lee Harvey et al.) the survey had been constructed to

minimize the overstatement of financial and academic difficulties. Just over 20

percent said that their financial had a positive implicit on their academic

performance. But students who had part time jobs they were more likely to think

that financial problems were affect their academic work.

Having a problem with the financial status may occur the student to loss the

opportunity to do something that is important to their studies. And according to our

experiences it is one of the main problems of a person why did they gave up on

studying because of the financial problem.

Sex

In the English language, the terms sex and gender are often used

interchangeably in the vernacular. However, in a medical and technically scientific

sense, these words are not synonymous. Increasingly, the term gender is being

accepted to define psychophysiological processes involved in identity and social

role. Therefore, it is not uncommon to hear references to "gender" by professionals

from numerous disciplines, including medicine, psychology, anthropology, and

social science. Gender comes from the Latin word genus, meaning kind or race. It

is defined by one's own identification as male, female, or intersex; gender may also

be based on legal status, social interactions, public persona, personal experiences,

and psychologic setting .Sex, from the Latin word sexus, is defined by the gonads,

or potential gonads, either phenotypically or genotypic ally. It is generally assigned

at birth by external genital appearance, due to the common assumption that this

represents chromosomal or internal anatomic status. When an intersex condition is

noted in a newborn, one sex is often chosen with the intention of simplifying social

interactions and rearing. (Gender Identity,2015).

According to (WHO 2010), it refers to the socially constructed

characteristics of women and men – such as norms, roles and relationships of and

between groups of women and men. It varies from society to society and can be

changed. While most people are born either male or female, they are taught

appropriate norms and behaviours – including how they should interact with others

of the same or opposite sex within households, communities and work places.

When individuals or groups do not “fit” established gender norms they often face

stigma, discriminatory practices or social exclusion – all of which adversely affect

health. It is important to be sensitive to different identities that do not necessarily

fit into binary male or female sex categories.

Gender norms, roles and relations influence people’s susceptibility to

different health conditions and diseases and affect their enjoyment of good mental,

physical health and wellbeing. They also have a bearing on people’s access to and
uptake of health services and on the health outcomes they experience throughout

the life-course.

According to (Health Canada), gender refers to the array of socially

constructed roles and relationships, personality traits, attitudes, behaviours, values,

relative power and influence that society ascribes to the two sexes on a differential

basis. Gender is relational - gender roles and characteristics do not exist in isolation,

but are defined in relation to one another and through the relationships between

women and men, girls and boys.

Identifying the sex of the students is important because there will be some cases in

the study shows if the sex of the students was a hindrance in their behavior. I am

telling that are boys properly being matured enough in the age there are in now or

are girls can easily acquire the development or maybe the changes in the

environment.

Age

According to (Janssen 2011), this study investigated the influence of age on

the relationship between work characteristics and workers' work motivation and job

satisfaction. In total, 1036 workers of a Dutch division of a multinational

organization participated. Data were collected by a digital questionnaire. Two

interaction terms in the regression on work motivation were significant. The first

interaction showed that the positive correlation between Motivating Potential Score

(MPS) and motivation was much stronger for older than for younger employees.

So, to remain motivated, older employees seem more in need of intrinsic

challenging and fulfilling jobs. The second significant interaction indicated that the

positive association between career opportunities and motivation was much

stronger for younger employees than for older employees. This means that,

especially, younger workers' motivation increases as they are offered more career

opportunities. Careful career mentoring by the supervisor as part of an aging policy

can contribute to the maintenance of workers of any age.

According to (Europe’s Journal Psychology 2009), “Career” and “making

friends” motivations decrease significantly as people age. This is likely the result

of older people already having established careers and friendships. The spike in the

motivation to make friends from ages 56-65 can be explained by the loss of contact

with co-workers at retirement. “Social” and “value” motivations are highest

amongst those aged 46 and up. Young people aged 16-25, however, showed a

slightly greater need to please others than their 26-45 year old counterparts. Other

motivations to volunteer, such as “protective,” “enhancement” and

“understanding,” were fairly consistent amongst all participants, suggesting these

motivations don’t vary significantly with age.

Age is given in the study because it will relate to the behavior they

were into which it will identify where stages a person now is. And it relates this to

the motivational forces if their age was properly in to the psychological needs of a

person has.
 Dependent Variable:
Intrinsic motivation
Student’s profile
Extrinsic motivation
Age Academic Performance
Existence needs
Sex
Relatedness needs
Financial Status
Growth needs
Achievement motive
Affiliation motive
Power motive
Combine for an expectancy
outlook
Equity

Hypotheses

There is no relationship between academic performance and motivational forces.

 Notes in Chapter II

Herbert L. Petri (2011), MOTIVATION. Retrieved February 7, 2018 from

https://www.britannica.com/topic/motivation

Introduction to Gender and Health. Retrieved February 7, 2018 from

http://genderandhealth.ca/en/modules/introduction/introduction-
genderasadeterminantofhealth-Shayna-03.jsp

World Health Organization (2010), Retrieved February 7, 2018 from

http://www.who.int/gender-equity-rights/understanding/gender-definition/en/

Melissa J. Bell (2009), Define Academic Performance. Retrieved from

https://classroom.synonym.com/define-academic-performance-4740750.html

Yolanda Williams (2011), INTRINSIC MOTIVATION. Retrieved February 7,

2018 from
https://study.com/academy/lesson/intrinsic-motivation-in-psychology-definition-
examples-factors.html

Kendra Cherry (2017), Intrinsic Motivation, Very well mind. Retrieved February
7,2018 from https://www.verywellmind.com/what-is-intrinsic-motivation-
2795385

Scott T. Rabideau (2007), Effects of Achievement Motivation on Behavior.

Retrieved February 7, 2018 from
http://www.personalityresearch.org/papers/rabideau.html
Havard Lillethun (2013), The Driving Forces Behind Human Motivation.
Retrieved from
https://addicted2success.com/motivation/the-7-driving-forces-behind-human-
motivation/

Janssen Sm. (2011), Age-differences in work motivation and job satisfaction. The
influence of age on the relationships between work characteristics and workers'
outcomes. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/22474915

Europe’s Journal Psychology (2009), Retrieved fromhttp://clearlogic.ca/the-

relationship-between-age-and-motivation/

You’re Coach (2009), Vrooms Expectancy Theory. Retrieved from

http://www.yourcoach.be/en/employee-motivation-theories/vroom-expectancy-
motivation-theory.php

Expectancy theory and Instrumentality. Retrieved from

https://www.managementstudyguide.com/expectancy-theory-motivation.htm\

Hammel (2017), Expectancy Theory as an Motivational force. Retrieved from

https://bizfluent.com/info-8672752-strengths-weaknesses-expectancy-theory.html

The Social Comparisons Theory or Inequity Theory (Gogia, 2010). Retrieved

from https://www.managementstudyguide.com/equity-theory-motivation.htm

Hawks (2007), Equity According to Douglas. Retrieved from

https://study.com/academy/lesson/equity-theory-of-motivation-in-management-
definition-examples-quiz.html

Steers (2008), Motivation and Leadership at Work. Retrieved from

http://www.referenceforbusiness.com/management/Mar-No/Motivation-and-
Motivation-Theory.html#ixzz57iTRuvmC

Rovischon (2009), Motivational at work. Retrieved from

https://saylordotorg.github.io/text_organizational-behavior-v1.1/s09-theories-of-
motivation.html
Freud (2007), The Hierarchy of needs. Retrieved from
http://personalityspirituality.net/articles/the-hierarchy-of-human-needs-maslows-
model-of-motivation/
Harcourt (2016), Motivation Theories: Individual Needs. Retrieved from
https://www.cliffsnotes.com/study-guides/principles-of-management/motivating-
and-rewarding-employees/motivation-theories-individual-needs
 CHAPTER III

METHODS OF RESEARCH

This chapter presents the procedures and strategy, population and sample, the

research instrument, the construction and validation of the instrument, the data gathering

procedure and the data processing and statistical treatment employed in the study.

Method and techniques of the study

According to Key James P. descriptive research is used to obtain information

concerning the current status of the phenomena to describe “what exists” wit respects to

variables or conditions in a situation. Descriptive studies may be characterized as simply

the attempt to determine, describe or identify what is, while analytical research attempts to

establish why it is that way or how it came to be.

Population and Sample of the Study

The target population for this research defined to include the General Academic

Strand 1 and 2 in Bataan National High School.

Purposive sampling also known as judgement, selective or subjective sampling. It

is a sampling technique in which researchers relies on his or her own judgement when

choosing members of population to participate in the study.

Research Instrument

According to Annum, (2017), they are tools for data collection. They include

questionnaires, interviews, observations, and reading. He said that the researcher must

ensure that the instrument chosen was valid and reliable. The validity and reliability of any

research projects depends to a large extent on the appropriateness of the instrument.

The instrument that was used in the study was divided into two parts. First part of

the questionnaire was about the background of the student. Second part was made up of 12

questions related to motivational forces that affects the student. A six-point Likert scale

ranging from usually, sometimes, and never was employed in the questionnaire to give

their response to each item.

Construction and validation of instruments

In constructing the research, the researcher has used internet to browse some data

how motivational forces affecting the grade 12 students in their work immersion. The

research were validated in the form of survey that was conducted in Bataan National High

School. The data gathered from the questions that was given and tallied in order to obtain

the content validity.

The validity of this topic is tested by the results of our survey that measures the

effectiveness of motivation in their work immersion.

Data Gathering Procedure

To test the validity of the module and the research instrument, a survey was

conducted. The researchers must give a permission to the teacher before conducting a
survey to conduct a survey. It involves the distribution of questionnaires. The survey

questionnaire were distributed to the respondents during their freetime/vacant. Enough

time were given to the respondents to accomplish the questionnaire then collection of data

survey questionnaires. The survey questionnaires were collected from the respondents after

they had finished answering it.

Data Processing and Statistical Treatment

Design. Non-experimental research utilizing a correlational approach with an

explanatory design. Descriptive statistical analyses were executed on the sample groups

to obtain a clear understanding of the population.

Data gathering and statistical treatment

The data gathered from the respondents through the questionnaire are going to tally,

put together, organizes and tabulates. The data accumulate will present quantitatively.

Frequency count and percentage will be used in determining the distribution of the

respondents’ responses based on their personal profile and the assessment of their

vulnerability in terms of some various hazards.

P= (F/N) (100)

P= percentage

F= Frequency

N= Total number of respondents

CHAPTER IV: PRESENTATION, INTERPRETATION AND ANALYSIS OF

DATA
 This chapter contains the results and discussions of the data given by the respondents.

Table 1. Age of the respondents

Age Frequency Percentage

17 13 28%

18 30 64%

19 2 4%

24 1 2%

26 1 2%

Total 47 100%

The table shows the respondent’s ages. The youngest among all was 17 years old

and 13 respondents are in the 17th year of their life in short 28% of the respondents was 17.

64% of the respondents was 18 years old the half of the respondents was in the age of 18.

4% of the respondents was 19 years old. Lastly the last two remaining respondents were

24 and 26 years old.

Theme 1: Mostly of the students were 18 years old and it averages 64%

Table 2. Sex of the respondents

 Sex Frequency Percentage

Male 27 57%

Female 20 43%

Total 47 100%

This table shows the respondent’s sex or gender. 27 of the respondents were

males with the 57% average. And 20 of the respondents were females with the average of

43%.

Theme 2: Majority of the respondents were males.

Table 3. Financial Status

Financial Status Frequency Percentage

1,000 to 1,200 1 3%

5,000 to 10,000 33 70%

11,000 to 20,000 10 21%

21,000 above 3 6%

Total 47 100%

70% of the respondents chooses 5,000 to 10,000 monthly. 11,000 to 2,000 pesos

was only 21%. 6% for 21,000 and above and 3% for 1,000 to 1,200 based on the optional

chose.

Theme 3: Majority of the respondents for financial status was 5,000 to 10,000

pesos monthly with the average of 70%.

 Table 4. 1st Semester Grade

grades frequency percentage

65 1 2%
76 1 2%
78 2 3%
80 1 2%
81 1 2%
82 6 9%
83 8 12%
84 4 6%
85 3 5%
86 5 8%
87 5 8%
88 10 15%
89 5 8%
90 4 6%
91 3 5%
92 1 2%
93 4 6%
94 1 2%
total 65 100%

The showed the average of the students from 1st semester. It is quite serious

because the grade listed was from 65 to 94.

Theme no.4: The highest percentage was 15% and it was the average of 88 ten of

the students got it.

Interpretation: The exercise gives the researchers a chance to reflect on what motivates

the respondents. Those statements for which they checked “usually” are motivating factors

that affects them; those checked “never” probably don’t affect them. Here is a summary of

the 12 factors described in this exercise and in this chapter: 1. Existence needs 2.

Relatedness needs; 3. Growth needs; 4. Achievement motive; 5. Affiliation motive; 6.

Power motive; 7, 8, 9, combine for an expectancy outlook; 10. Equity; 11. Extrinsic

awards; and 12 intrinsic awards.

Table 5: Question no. 1

I am bothered by lack of creature comforts and security

Statistic frequency percentage

Usually 8 17%

sometimes 37 79%

Never 2 4%

Total 47 100%

This table showed the question given. 8 of the respondents responded usually and

its percentage was 17%. And 37 of the respondents responded sometimes with 79%.

Lastly 4% of the answer was never.

Theme 5: According to the interpretation many of the students were bothered by

lacked of creature comforts and security under the existence needs with 79%.

According to the data that the researchers gathered 2 of them answered never, they

had very satisfactory grade. 37 of the students answered sometimes, 18 of them had a very

satisfactory, 14 of them got satisfactory and 5 of them got outstanding grade. 8 of the

students answered usually and they both got satisfactory grade.

Table 6: Question no. 2

I need a frequent companionship of others

 statistic frequency Percentage

usually 9 19%

sometimes 36 77%

Never 2 4%

Total 47 100%

This table is under the relatedness needs which is connected to the question. 19%

answered usually, 77% answered sometimes and 4% answered never. It showed that

many of the students needed companionship to do something because that’s what

motivates them.

Theme 6: Majority of the answers was sometimes with 77% under the relatedness

needs.

The result of the data that the researchers gathered, 2 of the students answered never

one of them got very satisfactory and the other one get satisfactory. 36 of the students

answered sometimes. 17 of them got very satisfactory, 17 of them got satisfactory and 3 of

them got outstanding grade. 9 of the students answered usually, one of them got very

satisfactory, 5 of them got satisfactory and 3 of them got outstanding.

Table 7: Question no. 3

I seek out novel experiences and learning opportunities

statistic frequency percentage

usually 17 36%
 sometimes 28 60%

never 2 4%

total 47 100%

36% of the respondents answered usually. 60% for sometimes, and 4% for never.

This table showed the growth need of a person in able to attain the chosen path they have

chosen to.

Theme 7: The question was interpreted the growth needs the most answered was

sometimes with 60% average it means that they used those opportunities to grow more and

to know more about the life they are in so they need to motivate themselves to grow more

and to be successful someday.

The result of the data that the researchers gathered 2 of the students answered never

and they both got satisfactory, 28 of the students answered sometimes, 11 of them got

satisfactory and 2 of them got outstanding. 17 of the students answered usually 4 of them

got very satisfactory, 10 of them got satisfactory and 3 of them got outstanding.

Table 8: Question no. 4

I really get turned on by achievement related task.

statistic frequency percentage

usually 24 51%

sometimes 19 40%
 never 4 9%

Total 47 100%

Majority of the answers here was usually with the percentage of 51%. 40%

answered sometimes and 9% for never. According to the data they turned on by

achievement related task.

Theme 8: The question was under achievement motive, and according to the study

most of them are motivated in terms of achievement related task.

According to the data we gathered 2 of them answered never they had very

satisfactory grade. And also 2 of them answered never they had satisfactory grade. In

outstanding, there is no one who answered never to the data we gathered. Based to the data

we gathered 7 of them answered sometimes they had very satisfactory grade. And in the

satisfactory grade, 8 of them answered sometimes they have it. The 4 respondents said that

sometimes they get an outstanding grade. And last, according to the data we gathered 10

of them answered usually they had very satisfactory grade. And to the satisfactory grade,

13 of them answered usually they have it. The 1 respondent also said that usually he/she

get an outstanding grade.

Table 9. Question no. 5

I delight in building friendships and helping people

Statistic Frequency percentage

Usually 26 55%
 Sometimes 19 40%

Never 2 4%

Total 47 100%

This table showed the question given. 26 of the respondents responded usually

and its percentage was 55%. And 19 of the respondents responded sometimes with

40%%. Lastly 4% of the answer was never.

Theme 9: It was under affiliation motive most of the students are willing to help

other in able to motivate those students.

According to the data we gathered 1 of the 2 respondents answered never they had

very satisfactory grade. And the last 1 respondent said that he/she never had a satisfactory

grade. In outstanding, there is no one who answered never to the data we gathered. Based

to the data we gathered 7 of them answered sometimes they had very satisfactory grade.

And in the satisfactory grade, 11 of them answered sometimes they have it. The 1

respondent said that sometimes he/she get an outstanding grade. And last, according to

the data we gathered 11 of them answered usually they had very satisfactory grade. And

the 11 respondents answered usually they had satisfactory grade. The 4 respondents said

that usually they got an outstanding grade.

Table 10. Question no. 6

I am at my best when in charge and influencing others

Statistic Frequency percentage

 Usually 19 40%

Sometimes 23 49%

Never 5 11%

Total 47 100%
I am at my best when in charge and influencing others. 40% of the respondents

answered usually. 49% answered sometimes which was the highest and 11% answered

never.

Theme 10: The question given was under power motive and they were at their

best at influencing others sometimes.

Based to the data we gathered 3 of them answered never they had very satisfactory

grade. And to the data we gathered 2 to the 5 respondents answered never they had

satisfactory grade. In outstanding, there is no one who answered never to the data we

gathered. According to the data we gathered 10 of them answered sometimes they had very

satisfactory grade. And also to the 10 of the 23 respondents answered sometimes they had

satisfactory. The 3 respondents said that sometimes they got an outstanding grade. And

last, according to the data we gathered 6 of them answered usually they had very

satisfactory. Also to the 11 of the 19 respondents answered usually they had satisfactory.

And the last 2 respondents said that usually they got an outstanding grade.

Table 11. Question no. 7

My efforts and abilities affect my task performance

statistic frequency Percentage

 usually 24 51%

sometimes 21 45%

never 2 4%

total 47 100%
51% of the respondents responded usually. 45% answered sometimes. Lastly 4%

of the respondents answered never.

Theme 11: It was under the combine for an expectancy outlook and 45% of the

students answered usually.

Based on the data 1 of the respondents answered never and they had a very

satisfactory grade. And the data that we gathered has 1 of the 2 respondents answer never

and they had a satisfactory grade, but in outstanding no one answer. Then according to the

data we gathered 21 of them answered sometimes and 9 had a very satisfactory grade and

10 had a satisfactory grade and then 2 of them had an outstanding grade. Lastly 24 of them

answered usually and 9 of them had a very satisfactory grade, and 12 of them had

satisfactory grade and then 3 of them had an outstanding grade.

Table 12. Question no. 8

I am rewarded when I perform well, punished when fail

statistic frequency percentage

usually 8 17%
 sometimes 30 64%

never 9 19%

total 47 100%

17% of the respondents responded usually. 64% answered sometimes. Lastly 19%

of the respondents answered never.

Theme 12: It was under the combine for an expectancy outlook and 64% of the

students answered sometimes but 17% says that they get punished when they fail but

rewarded when doing good things in terms of academic performance.

Based on the data 9 of the respondents answered never and 5 of them had a very

satisfactory grade, 3 of them had satisfactory grade, 1 of the respondents had an outstanding

grade. And the data that we gathered 30 of them answered sometimes and 11 of the

respondents had very satisfactory grade, 15 of them had satisfactory grade and 4 of them

had an outstanding grade. And then lastly 8 of the respondents answered usually and 3 0f

them had a very satisfactory grade, 5 of them had satisfactory grade but in the outstanding

there is no one answered.

Table 13. Question no. 9

I value the rewards and punishments I encounter

statistic frequency percentage

 usually 22 47%

sometimes 24 51%

Never 1 2%

Total 47 100%

47% of the respondents responded usually. 51% answered sometimes. Lastly 2%

of the respondents answered never.

Theme 13: It was under the combine for an expectancy outlook and 51% of the

students answered sometimes and 47% says that they valued all the rewards and the

punishments because that’s what makes a person stronger and it is a good thing even though

the negative will be the positive side of their life maybe.

Based on the data 1 of the respondents answered never and no one had a very

satisfactory grade and also a satisfactory grade but 1 on the respondents had a outstanding

grade. Then 24 of the respondents 10 of them had a very satisfactory grade and 11 of them

had satisfactory grade, 3 of them had an outstanding grades. Lastly 22 of the respondents

answered usually and 9 of them got a very satisfactory grade and 11 of them had a

satisfactory grade and 2 of the respondents had a outstanding grades.

Table 14. Question no. 10

I am treated fairly compared to others

Statistic Frequency percentage

Usually 18 38%
 Sometimes 25 53%

Never 4 9%

Total 47 100%

Majority of the answers here was sometimes with the percentage of 53%. 38%

answered sometimes and 9% for never. 0

Theme 14: The question was under equity, and according to the study most of them

are treated fairly than others treated.

Based on the data 10 that the researchers had collected, it is shown there that 4 of

the respondents answered never and 3 of them had an very satisfactory grade, no one had

an satisfactory grade and 1 had an outstanding grade, while, 25 of the researchers answered

sometimes and 10 of the had an very satisfactory grade 11 had satisfactory grade, and 4

had outstanding grade, and lastly, 18 of the researchers answered usually and 6 of them

had very satisfactory grade, 12 had an outstanding grade, and no one had an outstanding

grade.

Table 15. Question no. 11

I appreciate others rewarding me for my good work

Statistic Frequency Percentage

Usually 29 62%

Sometimes 17 36%

Never 1 2%
 Total 47 100%

This question was under the extrinsic award. 62% of them are glad when someone

notice their good works. 36% answered sometimes and 2% answered never.

Theme 15: According to the data most of the students appreciated the reward given

by other person because of the good works they have done.

Based on the data 11 that the researchers had collected, it is shown there that 1 of

the respondents answered never and no one had an very satisfactory grade, 1 had an

satisfactory grade and no one had an outstanding grade, while, 17 of the researchers

answered sometimes and 8 of the had an very satisfactory grade, 7 had satisfactory grade,

and 2 had outstanding grade, and lastly, 29 of the researchers answered usually and 11 of

them had very satisfactory grade, 15 had an outstanding grade, and 3 had an outstanding

grade.

Table 16. Question 12

No one need to acknowledge when I do good things

Statistic Frequency Percentage

Usually 14 30%

Sometimes 25 53%

Never 8 17%

Total 47 100%
 This question was under the intrinsic award. 30% of them answered usually. 53%

answered sometimes and 17% answered never.

Theme 16: According to the data most of the students didn’t what their good works

to be recognized 53% of them said sometimes. It is maybe because of their past moments

when they got the achievements they obtained maybe it was not recognized.

Based on the data 12 that the researchers had collected, it is shown there that 8 of

the respondents answered never and 3 of them had an very satisfactory grade, 2 had an

satisfactory grade and 3 had an outstanding grade, while, 25 of the researchers answered

sometimes and 13 of the had an very satisfactory grade 10 had satisfactory grade, and 2

had outstanding grade, and lastly, 14 of the researchers answered usually and 3 of them

had very satisfactory grade, 11 had an outstanding grade, and no one had an outstanding

grade.
 CHAPTER V: CONCLUSION, IMPLICATION AND RECOMMENDATION

Findings
According to the data that the researchers gathered 2 of them answered

never, they had very satisfactory grade. 37 of the students answered sometimes, 18 of them

had a very satisfactory, 14 of them got satisfactory and 5 of them got outstanding grade. 8

of the students answered usually and they both got satisfactory grade.

The result of the data that the researchers gathered, 2 of the students answered never

one of them got very satisfactory and the other one get satisfactory. 36 of the students

answered sometimes. 17 of them got very satisfactory, 17 of them got satisfactory and 3 of

them got outstanding grade. 9 of the students answered usually, one of them got very

satisfactory, 5 of them got satisfactory and 3 of them got outstanding.

The result of the data that the researchers gathered 2 of the students answered never

and they both got satisfactory, 28 of the students answered sometimes, 11 of them got

satisfactory and 2 of them got outstanding. 17 of the students answered usually 4 of them

got very satisfactory, 10 of them got satisfactory and 3 of them got outstanding.

According to the data we gathered 2 of them answered never they had very

satisfactory grade. And also 2 of them answered never they had satisfactory grade. In
outstanding, there is no one who answered never to the data we gathered. Based to the data

we gathered 7 of them answered sometimes they had very satisfactory grade. And in the

satisfactory grade, 8 of them answered sometimes they have it. The 4 respondents said that

sometimes they get an outstanding grade. And last, according to the data we gathered 10

of them answered usually they had very satisfactory grade. And to the satisfactory grade,

13 of them answered usually they have it. The 1 respondent also said that usually he/she

get an outstanding grade.

According to the data we gathered 1 of the 2 respondents answered never they had

very satisfactory grade. And the last 1 respondent said that he/she never had a satisfactory

grade. In outstanding, there is no one who answered never to the data we gathered. Based

to the data we gathered 7 of them answered sometimes they had very satisfactory grade.

And in the satisfactory grade, 11 of them answered sometimes they have it. The 1

respondent said that sometimes he/she get an outstanding grade. And last, according to the

data we gathered 11 of them answered usually they had very satisfactory grade. And the

11 respondents answered usually they had satisfactory grade. The 4 respondents said that

usually they got an outstanding grade.

Based to the data we gathered 3 of them answered never they had very satisfactory

grade. And to the data we gathered 2 to the 5 respondents answered never they had

satisfactory grade. In outstanding, there is no one who answered never to the data we

gathered. According to the data we gathered 10 of them answered sometimes they had very

satisfactory grade. And also to the 10 of the 23 respondents answered sometimes they had

satisfactory. The 3 respondents said that sometimes they got an outstanding grade. And

last, according to the data we gathered 6 of them answered usually they had very
satisfactory. Also to the 11 of the 19 respondents answered usually they had satisfactory.

And the last 2 respondents said that usually they got an outstanding grade.

Based on the data 1 of the respondents answered never and they had a very

satisfactory grade. And the data that we gathered has 1 of the 2 respondents answer never

and they had a satisfactory grade, but in outstanding no one answer. Then according to the

data we gathered 21 of them answered sometimes and 9 had a very satisfactory grade and

10 had a satisfactory grade and then 2 of them had an outstanding grade. Lastly 24 of them

answered usually and 9 of them had a very satisfactory grade, and 12 of them had

satisfactory grade and then 3 of them had an outstanding grade.

Based on the data 9 of the respondents answered never and 5 of them had a very

satisfactory grade, 3 of them had satisfactory grade, 1 of the respondents had an outstanding

grade. And the data that we gathered 30 of them answered sometimes and 11 of the

respondents had very satisfactory grade, 15 of them had satisfactory grade and 4 of them

had an outstanding grade. And then lastly 8 of the respondents answered usually and 3 0f

them had a very satisfactory grade, 5 of them had satisfactory grade but in the outstanding

there is no one answered.

Based on the data 1 of the respondents answered never and no one had a very

satisfactory grade and also a satisfactory grade but 1 on the respondents had a outstanding

grade. Then 24 of the respondents 10 of them had a very satisfactory grade and 11 of them

had satisfactory grade, 3 of them had an outstanding grades. Lastly 22 of the respondents

answered usually and 9 of them got a very satisfactory grade and 11 of them had a

satisfactory grade and 2 of the respondents had an outstanding grades.

 Based on the data 10 that the researchers had collected, it is shown there that 4 of

the respondents answered never and 3 of them had an very satisfactory grade, no one had

an satisfactory grade and 1 had an outstanding grade, while, 25 of the researchers answered

sometimes and 10 of the had an very satisfactory grade 11 had satisfactory grade, and 4

had outstanding grade, and lastly, 18 of the researchers answered usually and 6 of them

had very satisfactory grade, 12 had an outstanding grade, and no one had an outstanding

grade.

Based on the data 11 that the researchers had collected, it is shown there that 1 of

the respondents answered never and no one had an very satisfactory grade, 1 had an

satisfactory grade and no one had an outstanding grade, while, 17 of the researchers

answered sometimes and 8 of the had an very satisfactory grade, 7 had satisfactory grade,

and 2 had outstanding grade, and lastly, 29 of the researchers answered usually and 11 of

them had very satisfactory grade, 15 had an outstanding grade, and 3 had an outstanding

grade.

Based on the data 12 that the researchers had collected, it is shown there that 8 of

the respondents answered never and 3 of them had an very satisfactory grade, 2 had an

satisfactory grade and 3 had an outstanding grade, while, 25 of the researchers answered

sometimes and 13 of the had an very satisfactory grade 10 had satisfactory grade, and 2

had outstanding grade, and lastly, 14 of the researchers answered usually and 3 of them

had very satisfactory grade, 11 had an outstanding grade, and no one had an outstanding

grade.

Conclusion
 In conclusion the researchers gathered twelve motivational theories to support the

study which are Extrinsic Motivation, Intrinsic Motivation, Power Motive, Existence

Needs, Relatedness Needs, Growth Needs, Achievement Motive, Affiliation Motive,

Expectancy Outlook and Equity Motive. In survey questionnaires each of this has been an

interpretation to every questions. It depends in the variables in every questions, and every

questions has its own interpretation. The grade would be depend on their answer that base

in variables if it helps them to motivate or not. For example in the existence needs, who

answered never, those who answered never will be define their grade. Simply as their

grades will define their answer which are based on the variables and the result will be

helpful or not to their academic performance. We conclude that Extrinsic motivation was

the most effective theory that the researchers found out based on the data’s the researchers

gathered.

Recommendation

In the conduct of this research, it has its own strengths and weaknesses. Each

variables has its own importance. The Grade 12 students under General Academic Strand

are motivated in Extrinsic Motivation. The future researchers must implement the Extrinsic

Motivation because according to the data’s the researchers had gathered the rate of the

grades of the students who are extrinsically motivated are outstanding and very

satisfactory. They are motivated to study well because of the rewards they’ve attain.