CHAPTER 1

INTRODUCTION

BACKGROUND OF THE STUDY

Online classes are the new normal mode of learning for students nowadays.

Students are encouraged to learn on Online Classes instead of Face to Face learning for

it is very risky. Online classes are generally self-paced, allowing for greater flexibility in

completing coursework.

According to Top Hat (2018), an online class is a course conducted over the

Internet. They are generally conducted through a learning management system, in

which students can view their course syllabus and academic progress, as well as

communicate with fellow students and their course instructor.

Excite Education (2020) stated that, the main aim of online education is to help

students earn higher education no matter where they are located. The key benefits of

online education are low costs, no traveling required, self-paced coursework, and

time flexibility.

Online class is typically synchronous that the students complete their coursework

on their own time but still need to meet weekly deadlines and other activities that

requires the students’ commitment and focus to accomplish such tasks.

Motivation is the reason why one person is acting towards something or

behaving. It is also the willingness of someone in doing something. It is what drives us

to commit and focus on achieving or finishing our goals.

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 Motivation is the process that initiates, guides, and maintains goal-oriented

behaviors. It is what causes you to act, whether it is getting a glass of water to reduce

thirst or reading a book to gain knowledge. Motivation involves the biological,

emotional, social, and cognitive forces that activate behavior (Cherry, 2020).

Motivation is an important factor which encourages persons to give their best

performance and help in reaching enterprise goals. A strong positive motivation will

enable the increased output of employees but a negative motivation will reduce their

performance. A key element in personnel management is motivation (Venkatesh, 2018).

According to Likert, “It is the core of management which shows that every

human being gives him a sense of worth in face-to face groups which are most

important to him. A supervisor should strive to treat individuals with dignity and a

recognition of their personal worth.”

The researchers will pursue this study in order to let everyone understand the

motivational levels of students during the Online classes. This would also raise

awareness to the people involved in online classes and those who supports them to

know how motivated the students are during online class and to know the impact of

their motivational levels on their academic performances, on grade 12 students of St.

Paul University Iloilo.

STATEMENT OF THE PROBLEM

This study aims to determine the relationship between the Levels of Motivation

towards Online Classes and the Academic Performance of the Grade 12 students of St.

Paul University Iloilo.

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 Specifically, this study seeks to answer these questions:

1. What are the different Levels of motivation towards Online Classes and the

Academic Performance of the Grade 12 students of St. Paul University Iloilo?

2. Is there a significant relationship on the Levels of Motivation towards Online

Classes and the Academic Performance of the Grade 12 students when they are

classified according to Sex, General Weighted Average, Internet Connectivity, and

Gadget Availability?

3. Is there a significant relationship between the Level of Motivation during

Online classes and the Academic Performance of the Grade 12 students of St. Paul

University Iloilo?

HYPOTHESIS

The Null Hypotheses are as follows:

N1: There is no significant relationship between the Levels of Motivation towards

Online Classes and the Academic Performance of the Grade 12 students when they are

classified according to Gender, General Weighted Average, Internet Connectivity, and

Gadget Availability.

N2: There is no significant relationship between the Levels of Motivation towards

Online Classes and the Academic Performance of the Grade 12 students of St. Paul

University Iloilo.

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THEORETICAL FRAMEWORK

There have been many studies which have reported strong relationship between

motivation and the academic performance of the students.

Students’ motivation to learn, to engage actively in learning and to persist in

difficult situations while learning independently and/or being in class are topics that

have kept researchers in the academics and educators on all school levels, nationally

and internationally, occupied for the past decades (Fullan & Langworthy, 2013, 1;

Hattie 2012, 21 & 23; Hattie 2009, 6).

A review of learning motivation studies revealed the diversity and variety of

motivation factors, such as self-perceptions of ability, effort, intrinsic goal orientation,

task value, self-efficacy, test anxiety, self-regulated learning, task orientation and

learning strategies (Garcia 1995, Garcia and Pintrich 1995, Nolen and Haladyna 1989,

Pintrich and Blumenfeld 1985).

According to Pintrich, research on student motivation is central to research in

learning and teaching settings. Pintrich et al. have demonstrated that positive

motivational beliefs positively related to higher levels of self-regulated learning. This

study is critical because it delves into students’ motivations and strategies as well as

factors hampering their learning.

Research on motivational theories and studies of students’ learning (Brophy

1998, Pintrich and Schunk 1996) reveals that self-efficacy, the individual’s goals toward

tasks, task value and the learning environment dominate students’ learning motivation.

4
 Zimmerman said that there is a growing need to comprehend how students

develop the capability and motivation to regulate their own learning. Zimmerman

believes that when students monitor their responding and attribute outcomes to their

strategies, their learning becomes self-regulated, and they exhibit increased self-

efficacy, and higher academic achievement.

According to Meece (1994), current educational problems go beyond declining

achievement scores because many schools today face a crisis in student motivation.

Student motivation is critical for learning, and several researchers have found a positive

and robust correlation between motivation and achievement (Tuckman, 1993, 1999;

Vallerand & Senecal, 1993).

Gasco et al. noted that motivation plays an important role in learning because it

greatly explains academic performance. Students are supposedly capable of instigating,

modifying, and sustaining information.

The concept of motivation has been studied according to a variety of

perspectives since the beginning of the twentieth century (Overton, 1984; Weiner,

1992). Such perspectives include the theory of expectancy and efficacy beliefs, needs

theory, attribution theory, social cognitive theory, goal theory and intrinsic motivation.

These theories (as described more in detail in chapter II in this study) are a

result of modem conceptions of human beings and of the way in which they learn

(Pintrich & Schunk, 1996).

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CONCEPTUAL FRAMEWORK

Independent Variable Dependent Variable

The Levels of Motivation The Academic Performance

towards Online Classes

Figure No. 1

The independent variable of this study is the Levels of motivation towards Online

classes of the Grade 12 students of St. Paul University Iloilo because it talks about the

individual Levels of motivations of the Student towards the Online classes and serves as

the basis of the study. The Academic performance of the grade 12 students of St. Paul

University Iloilo will serve as the basis of the outcome of the study.

DEFINITION OF TERMS

For the purpose of clarity and understanding on the terms used in the study, the

following are defined conceptually and operationally.

Motivation. The general desire or willingness of someone to do something.

In this study, motivation refers to encourage students to focus on achieving their goals.

Online Class. Is a course conducted over the internet.

In this study, online class refers to the new normal mode of learning for students.

Academic Performance. The extent to which a student, teacher or institution has

attained their short or long-term educational goals.

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In this study, it refers to the knowledge and skills of students have mastered in a

subject or course.

Students. A person who is studying at a school or college.

In this study, this refers to the Grade 12 students of St. Paul University Iloilo, the

respondents of this study.

SIGNIFICANCE OF THE STUDY

School has been the second home of the students but because of this pandemic

the students were prohibited to go outside and can't attend face to face classes. The

school implemented the new normal learning. Taking classes at home with online class

made the students less motivated because of the different situations and instances.

Development on learning modifies and practice the experience of each student which

sought for the quality of education.

The generalization of this study could be a great insight and will be beneficial

specially with the following:

Students, this will provide information of the motivation of the Grade 12 students

who are taking online class in regards of their academic performances. This study will

evaluate student's academic performances during online class and the findings will be

beneficial for them.

Parents, this will acknowledge the parents to guide their children and help them

to understand the importance of education despite of this pandemic.

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 Teachers, this will gain insights as to what the teachers can help and understand

the student's motivation during online class.

School Administrator, the data given will be a foundation that will help the school

administrator give the teacher as to what measure is appropriate to motivate the Grade

12 students during online class and their academic performance.

DELIMITATIONS OF THE STUDY

The focus of this study is to determine the levels of motivation during online

classes and its relationship with the academic performance of the students. Also, it will

identify if there are any differences when the respondents are grouped according to

variable.

The study was conducted at the St. Paul University Iloilo, Senior High School

Department. This study is limited only to the nine sections of Grade 12 students of all

academic strands of the department. The respondents were chosen using Random

Sampling Technique, using ‘Table of Numbers’ as a method of choosing the specific

students who will answer the questionnaires.

This study aims to identify the relationship of the two variables. Thus, the

researchers will be using Descriptive-Correlational research design. Data needed in this

study will be gathered by distributing standardized questionnaires sent through Online

Platforms as the Data Gathering Technique of the study.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents conceptual literatures and studies on the issue of the

Nature of Motivation, Intrinsic Motivation, Extrinsic Motivation, Academic Motivation,

Motivation on Academic Success, Concept of Online Classes and The current system of

Education in the Philippines.

Concept of Motivation

The concept of motivation is closely related to other constructs in education and

psychology. They include attention, needs, goals and interests which all focuses on

stimulating individual learners and rising their interest and attention towards engaging

in an action or behaviors and the accomplishment of such actions or goals. The concept

of motivation is functional when an individual is thrilled to satisfy some need or desire.

The individual will involve in, or be attracted toward actions that are perceived as

having the possibility to meet this need or desire. The concept of motivation has been

defined differently. However, all centered on what induce a person to perform a given

action.

Motivation may be defined as the complex forces inspiring the person in work to

increase his willingness to utilize his maximum capacities for the accomplishment of

specific targets. To put differently, motivation is something that propels one person into

action and causes him to go at the course of act enthusiastically. It is an inner desire

and drive required for successful performance. A complete definition of motivation

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should include its relationship with concepts such as behaviour, attitudes, learning and

choice, but simple definitions abound.

Motivation involves a constellation of beliefs, perceptions, values, interests, and

actions that are all closely related. As a result, various approaches to motivation can

focus on cognitive behaviors (such as monitoring and strategy use), non-cognitive

aspects (such as perceptions, beliefs, and attitudes), or both.

Motivation refers to “the reasons underlying behavior” (Guay et al., 2010).

Broussard and Garrison (2004) broadly define motivation as “the attribute that moves

us to do or not to do something” (p. 106). Smith and Rupp (2003) stated that

performance is a role of individual motivation; organizational strategy, and structure

and resistance to change, is an empirical role relating motivation in the organization.

According to Lawler (1994) motivation is goal directed. That is individuals

perform an action due to the goal they want to achieve. Pettinger (1996) take a

different view in defining motivation. To him, motivation is environmentally dependent.

That is people‟s action is tailored by environmental influences.

Denhardt et al. (2008) views motivation as “what causes people to behave as

they do”. To them, motivation sketches the achievement and pursuit of goals. He

stressed that motivation is not observe directly. They pointed out that motivation is an

inner feeling that made people act in a particular way to achieve a given goal and

purposes. Denhardt et al. (2008) further argued that motivation can not be controlled

directly. They maintain that motivation occurs within individual‟s minds and hearts and

10
should not be regarded as something that people do to others. Equally they stressed

that motivation is not the same as satisfaction.

According to Stipek (1996), early approaches to the study of motivation were

rooted in the literature on extrinsic reinforcement. Within this literature, all behavior,

including achievement, was believed to be governed by reinforcement contingencies.

Reeve (1996) defines motivation as the "internal processes that give behaviour

its energy and direction". This is aligned to Beck's (1990) definition that "motivation is

broadly concerned with the contemporary determinants of choice (direction),

persistence and vigour of goal-oriented behaviour" (Beck, 1990). These simple

definitions exemplify the quintessence of motivation, even if one considers them

incomplete.

According to Bandura (1986), the active setting of goals is a source of

motivation. The goals we set become the standards for evaluating performance. As we

work toward our goals, we imagine the possible positive outcomes of succeeding and

the negative outcomes of failing. We tend to persist in our efforts, until we meet the

standards we have set. Upon reaching our goals, we may be satisfied for a short time

but then tend to raise our standards and set new goals.

Motivation is a psychological phenomenon which generates within an individual.

A person feels the lack of certain needs, to satisfy which he feels working more. The

need satisfying ego motivates a person to do better than he normally does. Motivation

is an important factor which encourages persons to give their best performance and

help in reaching enterprise goals. A strong positive motivation will enable the increased

11
output of employee but a negative motivation will reduce their performance. A key

element in personnel management is motivation.

According to Peter Drucker, the real and positive motivators are responsible for

placement, high standard of performance information adequate for self-control and the

participation of the worker as a responsible citizen in the plant community.” Positive

motivation is achieved by the co-operation of employees and they have a feeling of

happiness.

Intrinsic Motivation

Intrinsic motivation represents the most self-determined regulation and refers to

the participation in activities for their own sake, namely for the feelings of pleasure and

satisfaction that derive directly from participation (Deci & Ryan, 1985). For example, a

pupil who participates in football because he/she enjoys the feelings of pleasure, fun,

and satisfaction that arise from football would be said to be intrinsically motivated as

their participation is self-endorsed and not underscored by external rewards (i.e.,

payment, threats).

Intrinsic motivation is motivation that is animated by personal enjoyment,

interest, or pleasure. As Deci et al. (1999) observe, “intrinsic motivation energizes and

sustains activities through the spontaneous satisfactions inherent in effective volitional

action. It is manifest in behaviors such as play, exploration, and challenge seeking that

people often do for external rewards” (p. 658). Researchers often contrast intrinsic

motivation with extrinsic motivation, which is motivation governed by reinforcement

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contingencies. Traditionally, educators consider intrinsic motivation to be more desirable

and to result in better learning outcomes than extrinsic motivation (Deci et al., 1999).

Intrinsic motivation is the act of doing something without any obvious external

rewards. You do it because it’s enjoyable and interesting, rather than because of an

outside incentive or pressure to do it, such as a reward or deadline. The word “intrinsic”

means that something is inherent by nature. It is sometimes referred to as “inner”,

which refers to something coming from within. Intrinsic motivation is considered better

than extrinsic motivation because people who are intrinsically motivated are more likely

to be Successful because they achieve better results, Committed since they have a

stronger sense of personal commitment, Persistent because they perform more

persistently and are less likely to quit when facing difficulties, Creative because they are

more creative and more likely to come up with novel ideas and solutions. Intrinsic

motivation is an important component of creativity.

Extrinsic Motivation

Extrinsic motivation refers to a variety of regulatory styles that range from

external regulation to integl'ated regulation and are characterised by an individual's goal

of action being directed by some separable consequence (i.e., reward, threat,

punishment). Representing extrinsic motivation as traditionally defined, external

regulation is the least self-determined extrinsic regulation, and refers to actions that are

carried out in order to gain an external reward or avoid punishment (means to an end).

For example, a child that partakes in Physical Education in order to receive praise from

13
the Physical Education teacher (reward) and/or to avoid confrontation with their parents

would be said to be externally regulated. Such motivation is therefore directed by

separable outcomes, in this case, the pleasing or appeasing of others.

According to Stipek (1996), early approaches to the study of motivation were

rooted in the literature on extrinsic reinforcement. Within this literature, all behavior,

including achievement, was believed to be governed by reinforcement contingencies.

As Stipek (1996) explains, the limitations of extrinsic reinforcement led to the

development of new approaches to motivate people, including cognitive behavior

modification (CBM).

Extrinsic motivation is reward-driven behavior. It’s a type of operant

conditioning. Operant conditioning is a form of behavior modification that uses rewards

or punishments to increase or decrease the likelihood that specific behaviors will recur.

In extrinsic motivation, rewards or other incentives — like praise, fame, or money —

are used as motivation for specific activities. Unlike intrinsic motivation, external factors

drive this form of motivation (Legg,2018).

Legg (2018), also stated that Extrinsic motivation may be more effective for

some people than it is for others. Certain situations may also be better suited for this

form of motivation. For some people, the benefits of external rewards are enough to

motivate high-quality continuous work. For others, value-based benefits are more

motivating.

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 Extrinsic motivation is best used in circumstances when the reward is used

sparingly enough so it doesn’t lose its impact. The value of the reward can decrease if

the reward is given too much. This is sometimes referred to as the overjustification

effect.

Academic Motivation

Gottfried (1990) defines academic motivation as “enjoyment of school learning

characterized by a mastery orientation; curiosity; persistence; task-endogeny; and the

learning of challenging, difficult, and novel tasks”.

Motivation, that which energises and directs behaviour toward a goal (Eggen &

Kauchak, 1994), could certainly be perceived as one of the most important

psychological concepts in education. It is an inner desire and drive required for

successful performance.

There is increasing agreement that improving students' academic motivation is

needed for appropriate reformation in classroom learning and academic achievement

(Vallance, 2003; Urdan, Midgley & Wood, 1994; Maehr & Midgley, 1996). Vallance

(2003) urges that the time has come to "construct motivation in a more nuanced

fashion than has been previously understood". Schools are very important in tapping,

developing and sustaining academic motivation (Eccles, Wigfield, Midgley Reuman,

Maciver & Feldlaufer, 1993; Wentzel, 1996; Watt 2000). Further, it is now accepted that

academic motivation is pivotal and essential for successful learning and achievement

(Meece, Blumenfeld & Hoyle, 1988; Meece, 1994; Wentzel, 1996, 1998). Undoubtedly,

15
a positive psychology of academic motivation (Pajares, 1995; Hicks, 1997) that can be

linked to achievement will be a noteworthy contribution.

There is an implicit notion that the beliefs of students about themselves and the

expectations they have for their academic performance are strong influences on their

school motivation (Mcinerney & Mcinerney, 1994).

Educational psychologists are of the view that students motivation is an

indispensable requirement for efficient learning to take place. Fontana (1981) believed

that, in the event of insufficient motivation to learn, the outcome of such learning will

be unsatisfactory.

Motivation can be defined as the process responsible for the initiation, intensity,

and persistence of behavior. Motives are causes that produce certain effects or actions

(including inaction). Academic motivation refers to the cause of behaviors that are in

some way related to academic functioning and success, such as how much effort

students put forth, how effectively they regulate their work, which endeavors they

choose to pursue, and how persistent they are when faced (Morris and Usher, 2020).

Motivation on Academic Success

Motivation is a fundamental recipe for academic success. It involves internal and

external factors that stimulate desire and energy in people to be continually interested

and committed to job, role, or subject, or to make an effort to attain a goal. Dornyei

argued that motivation explains why people decide to do something, how hard they are

going to pursue it, and how long they are willing to sustain the activity. In order words,

16
“motivation is what gets you going, keeps you going, and determines where you’re

trying to go”. Alderman indicates that those students who have optimum motivation

have an edge because they have adaptive attitudes and strategies, such as maintaining

intrinsic interest, goal setting, and self-monitoring. Besides, motivational variables

interact with cognitive, behavioral, and contextual factors to upset self-regulation.

Motivation to achieve academically is an important component in a successful

educational journey. It is of practical concern to teachers and parents, and of great

theoretical concern to researchers. This is because academic achievement is strongly

influenced by motivation. Teachers and students need to understand how motivation

works, and more importantly, how it is linked to behaviour and attitude. One of the

greatest challenges and opportunities of our time is to get schools to focus on assisting

students to become motivated, in order for them to achieve academically and succeed

in school.

Mansfield and Vallance (2003) have argued that academic motivation to achieve

needs to be constructed in a more nuanced fashion. They have argued that literature

and research on academic motivation has lost sight of traditionally successful practices

and that the samples employed by recent research have mis-directed research findings

to the detriment of boys' education. Further, they have recommended that research on

motivation needs to combine both qualitative and quantitative methodologies. They

have argued that the synergy developed by employing multiple methods in academic

motivation study will drill down to the complexities of the matter and develop models of

17
motivation which are of benefit to the field of knowledge and those interested in

education.

According to Mansfield and Vallance (2003, p.75), the term achievement

motivation distinctively refers to "the motivation that individuals have to succeed". For

example, students may be motivated to achieve due to a perceived purpose for

engaging in that achievement-related behaviour and the meaning they ascribe to that

behaviour. This motivation is related to a goal theory perspective (Patrick, Anderman,

Ryan & Midgley, 2001).

It has been found through a number of research programs (Dweck & Repucci,

1973; Kukla, 1972; Nolan & Nicholls, 1993; Weiner, 1972; Weiner & Kukla, 1970) that

people high in achievement motivation generally attribute their success to ability and

effort (internal causes) and failures to luck of effort or external factors, while those low

in achievement motivation generally attribute their successes to external causes (such

as ease of the task and luck) and, thereby, discount the extent of their ability and effort

as responsible for their success.

Achievement motivation energizes and directs behavior toward achievement and

therefore is known to be an important determinant of academic success (e.g., Robbins

et al., 2004; Hattie, 2009; Plante et al., 2013; Wigfield et al., 2016). Achievement

motivation is not a single construct but rather subsumes a variety of different constructs

like motivational beliefs, task values, goals, and achievement motives (see Murphy and

Alexander, 2000; Wigfield and Cambria, 2010; Wigfield et al., 2016).

18
 Achievement motivation is not a single construct but rather subsumes a variety

of different constructs like ability self-concepts, task values, goals, and achievement

motives. The few existing studies that investigated diverse motivational constructs as

predictors of school students’ academic achievement above and beyond students’

cognitive abilities and prior achievement showed that most motivational constructs

predicted academic achievement beyond intelligence and that students’ ability self-

concepts and task values are more powerful in predicting their achievement than goals

and achievement motives.

Concept of Online Classes

An online class is a course conducted over the Internet. They are generally

conducted through a learning management system, in which students can view their

course syllabus and academic progress, as well as communicate with fellow students

and their course instructor (Top hat, 2020).

Friedman (2020), stated that the Online classes are typically a mix of video

recordings or live lectures supplemented with readings and assessments that students

can complete on their own time. The structure of an online classroom varies, experts

say. But generally, online students regularly log in to a learning management system, or

LMS, a virtual portal where they can view the syllabus and grades; contact professors,

classmates and support services; access course materials; and monitor their progress

on lessons.

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 Experts say prospective students should check whether a school's LMS

is accessible on mobile devices so they can complete coursework anytime, anywhere.

They will also likely need a strong internet connection and any required software, such

as a word processor.One important distinction that experts note is that the forced shift

to remote instruction that colleges saw this spring due to the coronavirus is not typical

of online education. What students are experiencing in an online format as a result of

the pandemic is "emergency remote teaching" says Lynette O'Keefe, director of

research and innovation at the Online Learning Consortium (Moody, 2020).

"Emergency remote teaching forces faculty that have planned their semester in

either a face-to-face or blended environment to be carried out fully online, and it forces

students that were not necessarily expecting to complete their courses online to do so,"

O'Keefe says (O’Keefe, 2020).

Online education encompasses a tremendous number of topics, subject areas,

disciplines and degree programs. In its broadest terms, online education simply means

acquiring knowledge through the use of instruction provided via the internet. More

specifically, this education is acknowledged to be pedagogical rather than self-selected.

In other words, reading an article about birds in a periodical online wouldn't be

classified as "online education," but enrolling in a video course about ornithology given

by a teacher would be considered online education (Friedman, 2019).

Friedman (2019), also stated that in some cases, video lectures may be

prerecorded, allowing students the opportunity to access the courses on their own time,

which can be helpful for students who have a demanding work schedule or family

20
obligations that would prevent them from attending a course in person at the same

time every week. This is known as "asynchronous online learning."

Friedman (2019), added that the idea of online learning is believed to be

spawned from the internet and digital technology, but the idea of it is quite old. In

Britain in the 1700s, interested citizens were able to enroll in correspondence courses,

where the instructor would send out materials and assignments, and students would

complete them and mail them back to the instructor to be assessed.

Online learning has roots in the tradition of distance education, which goes back

at least 100 years to the early correspondence courses. With the advent of the Internet

and the World Wide Web, the potential for reaching learners around the world

increased greatly, and today’s online learning offers rich educational resources in

multiple media and the capability to support both real-time and asynchronous

communication between instructors and learners as well as among different learners.

Institutions of higher education and corporate training were quick to adopt online

learning. Although K–12 school systems lagged behind at first, this sector’s adoption of

learning is now proceeding rapidly (Toyama, et. al, 2010).

Online learning has become popular because of its potential for providing more

flexible access to content and instruction at any time, from any place. Frequently, the

focus entails (a) increasing the availability of learning experiences for learners who

cannot or choose not to attend traditional face-to-face offerings, (b) assembling and

disseminating instructional content more costefficiently, or (c) enabling instructors to

21
handle more students while maintaining learning outcome quality that is equivalent to

that of comparable face-to-face instruction. Different technology applications are used

to support different models of online learning. One class of online learning models uses

asynchronous communication tools (e.g., e-mail, threaded discussion boards,

newsgroups) to allow users to contribute at their convenience. Synchronous

technologies (e.g., webcasting, chat rooms, desktop audio/video technology) are used

to approximate face-to-face teaching strategies such as delivering lectures and holding

meetings with groups of students. Earlier online programs tended to implement one

model or the other. More recent applications tend to combine multiple forms of

synchronous and asynchronous online interactions as well as occasional face-to-face

interactions (Murphy, et al, 2010).

In addition, online learning offerings are being designed to enhance the quality

of learning experiences and outcomes. One common conjecture is that learning a

complex body of knowledge effectively requires a community of learners (Bransford,

Brown and Cocking 1999; Riel and Polin 2004; Schwen and Hara 2004; Vrasidas and

Glass 2004) and that online technologies can be used to expand and support such

communities. Another conjecture is that asynchronous discourse is inherently self-

reflective and therefore more conducive to deep learning than is synchronous discourse

(Harlen and Doubler 2004; Hiltz and Goldman 2005; Jaffee et al. 2006).

22
Current Educational System of the Philippines

Study Country (2020), stated that Education in the Philippines is offered through

formal and non-formal systems.  Formal education typically spans 14 years and is

structured in a 6+4+4 system:  6 years of primary school education, 4 years of

secondary school education, and 4 years of higher education, leading to a bachelor’s

degree.  This is one of the shortest terms of formal education in the world.

In the Philippines, the academic school year begins in June and concludes in

March, a period that covers a total of 40 weeks.  All higher education institutions

operate on a semester system—fall semester, winter semester and an optional summer

term.  Schooling is compulsory for 6 years, beginning at age 7 and culminating at age

12.  These 6 years represent a child’s primary school education (study Country, 2020).

High school in the Philippines, English was the sole language of instruction in the

Philippines form 1935 to 1987, the new constitution prescribed that both Pilipino

(Tagalog) and English are the official language of instruction and communication.  After

primary school, however, the language of instruction is almost always English,

especially in the country’s urban areas and at most of the nation’s universities (Study

Country, 2020).

The education system is administered and overseen by the Department of

Education, a federal department with offices in each of the country’s 13 regions. 

Traditionally, the government has found it difficult to fully fund the entire education

system.  Because of that, most of the money earmarked for education goes to the

country’s primary schools.  Consequently, public school enrollment at the primary level

23
is about 90 percent, while at the secondary level enrollment typically hovers somewhere

around 75 percent (Study Country, 2020).

In 2013, the Philippine government initiated the extension of the country’s basic

education cycle from ten to twelve years a major reform that former Education

Secretary Armin Luistro has called “the most comprehensive basic education reform

initiative ever done in the country since the establishment of the public education

system more than a century ago”. Over the past two years, however, news from the

Philippines was mostly dominated by extralegal killings, after populist President Rodrigo

Duterte, elected in 2016, unleashed a brutal “war on drugs” that Human Rights

Watch has described as the “worst human rights crisis since the dictatorship of

Ferdinand Marcos”. In a quest to eradicate the sale and use of drugs, more than 12,000

people, including many innocent victims, have been gunned down by the country’s

police, armed forces and vigilantes without any form of legal process. Most of the

victims are poor and from the country’s congested cities (Mackie, 2018).

Like most Asian countries, the Philippines also seeks to internationalize its

education system and promotes transnational education (TNE) partnerships with foreign

HEIs. To formalize this process and assure the quality of the programs offered, CHED in

2016 established concrete guidelines for transnational programs. Importantly, programs

can only be offered in collaboration with a Philippine partner institution. Both the

foreign provider and the Philippine partner institution must also be officially recognized

and seek authorization from CHED, which is initially granted for a one-year period for

24
graduate programs, and for two years in the case of undergraduate programs

(Magaziner, 2018).

First of which, is the quality of education. In the year 2014, the National

Achievement Test (NAT) and the National Career Assessment Examination (NCAE)

results show that there had been a decline in the quality of Philippine education at the

elementary and secondary levels. The students' performance in both the 2014 NAT and

NCAE were excessively below the target mean score. Having said this, the poor quality

of the Philippine educational system is manifested in the comparison of completion

rates between highly urbanized city of Metro Manila, which is also happens to be not

only the country's capital but the largest metropolitan area in the Philippines and other

places in the country such as Mindanao and Eastern Visayas (Macha, 2018).

Although Manila is able to boast a primary school completion rate of

approximately 100 percent, other areas of the nation, such as Eastern Visayas and

Mindanao, hold primary school completion rate of only 30 percent or even less. This

kind of statistic is no surprise to the education system in the Philippine context,

students who hail from Philippine urban areas have the financial capacity to complete at

the very least their primary school education (Macha, 2018).

25
 CHAPTER III

RESEARCH METHODOLOGY

RESEARCH DESIGN

The purpose of this study is to determine the levels of motivation towards

online classes and the academic performance of Grade 12 students of St. Paul

University Iloilo. This study is designed to be quantitative. Quantitative research is to

quantify data and generalize results from a sample to the population of interest. It is

to measure the occurrence of various views and opinions in a chosen sample. The

data analysis is in statistical data and it is usually in the form of tabulations or tabs.

The findings are conclusive and usually descriptive in nature. The data collection is

structured techniques such as rating scale. The samples are usually in a large

number of cases representing the population of interest.

The method used in this study is Survey Method. Survey Method is a process

that a researcher is questioning individuals on a topic or topics and then describe

their responses. The purpose of this method is testing hypotheses about nature of

relationships within a population and to describe certain aspects or characteristics of

a population.

RESPONDENTS

26
 The respondents of the study will be the total population of the Grade 12

students of St. Paul University Iloilo. To find the sample size, Sloven’s Formula will be

applied considering that the researchers has no idea about the population’s behavior.

Out of 326 Grade 12 students, 180 of them will be the respondents of this study.

Random Sampling technique will be used in choosing the respondents wherein the

whole Grade 12 population will have an equal chance to be a respondent.

DATA GATHERING INSTRUMENT

The research instrument for this study will be through rating scale. This study

will be conducted to explore the levels of motivation of students towards the Online

Classes to the academic performance of the grade 12 Students of St. Paul University

Iloilo. A rating scale is a common type of closed-ended survey question used to ask a

respondent to assign value to something, such as an object or attribute. The

researchers prepared a total of 16 questions for their data collection method for the

rating scale, with a total of 180 respondents.

DATA GATHERING PROCEDURE

The study will be conducted for the school year 2020-2021. The researchers

formulated the questions regarding the levels of motivation of students. Then the

researchers read and reread the rating scale to guarantee and confirm the right

grammar, punctuation, and proper order of questions.

27
The researchers presented the questionnaires to their research teacher for further

improvisation of grammar, punctuation, and proper order of questions. The researchers

selected 280 participants by random sampling method.

The researchers will hand out questionnaires to the respondents upon the

permission sought from the Senior High School Department Principal.

The respondents, which are the Grade 12 students of St. Paul University Iloilo

who will respond to two parts of the questionnaire. Part I will consist of the

respondents personal information, Part II on the other hand is the Survey for Motivation

which is in rating scale form.

Accomplished questionnaires will be gathered. The data will be tallied, computed,

analyzed, and interpreted.

DATA ANALYSIS PROCEDURE

The data collected will be subjected to a detailed analysis. Using the Descriptive

Statistic Tools such as Mean, T-test and ANOVA, the data will be analyzed by the

researchers with the help of a statistician using tabular method. The results will be

shown on a table with multiple rows and columns. After that, the researchers will

interpret the results. The transcription of the data gathered will be analyzed through a

rating scale to sum up and shows to see the evidence collected.

28
REFERENCES

Amrai, K. et al. (2011). “The relationship between academic motivation and academic
achievement students.” Retrieved from
https://www.sciencedirect.com/science/article/pii/S1877042811002904

Balacuit, C., & Inabangan, J., (2019). “Influence of motivation towards the academic
performance in games and sports among BSEdMAPEH interns in SDSSU-main campus.”
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161.pdf

Cherry, K. (2020). What is Motivation?. Retrieved from

https://www.verywellmind.com/what-is-motivation-2795378

De Beguio, G.N., et al. (2018). “MOTIVATION AND ACADEMIC PERFORMANCE OF

GRADE 12-ICTSTUDENTS IN NORTHLINK TECHNOLOGICAL COLLEGE.” Retrieved from
https://www.academia.edu/39993334/Motivation_and_Academic_Performance

Excite Education. (2020). Purpose of Online Class Retrieved from

https://www.excite.com/education/education/purpose-of-education

Gbollie, C., & Keamu, H.P., (2017). "Student Academic Performance: The Role of
Motivation, Strategies, and Perceived Factors Hindering Liberian Junior and Senior High
School Students Learning", Education Research International. Retrieved
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Haarms, R. (2014). “Student motivation in Asian countries and its impact on academic
success for second language university students.” Asian Journal of Educational
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untries_and_its_impact_on_academic_success_for_second_language_university_studen
ts/citation/download

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Hasan, A., et al. (2010). “A Study of University Students’ Motivation and Its Relationship
with Their Academic Performance.” International Journal of Business and Management.
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Motivation_and_Its_Relationship_with_Their_Academic_Performance/citation/download

Kubischta, F. (2014). “Engagement and Motivation: Questioning students on study-

motivation, engagement and study strategies.” Retrieved from
https://core.ac.uk/download/pdf/38108637.pdf

Lai, E. (2011). “Motivation: A literature review.” Retrieved from

http://images.pearsonassessments.com/images/tmrs/motivation_review_final.pdf

Muhammad, A.S., et al. (2014). “IMPACT OF MOTIVATION ON STUDENTS’ ACADEMIC

PERFORMANCE: A CASE STUDY OF UNIVERSITY SULTAN ZAINAL ABIDIN STUDENTS.”
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doi=10.1.1.695.5682&rep=rep1&type=pdf

Njiru, J.N. (2003). “Measuring academic motivation to achieve for high school students
using a Rasch measurement model.” Retrieved from
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Online Class Definition and Meaning. (2019, October 19). Retrieved September 26,
2020, from https://tophat.com/glossary/o/online-class/#:~:text=An%20online
%20class%20is%20a,students%20and%20their%20course%20instructor

Oxford University Press (OUP). (2020). motivation. Retrieved September 26, 2020, from
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Steinmayr, R., et al. (2019). “The Importance of Students’ Motivation for Their
Academic Achievement – Replicating and Extending Previous Findings.” Retrieved from
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Top Hat. (2018). Online Class. Retrieved from https://tophat.com/glossary/o/online-
class/#:~:text=An%20online%20class%20is%20a%20course%20conducted%20over
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%20edX%20or%20Coursera
Tuan, H., Chin, C., & Shieh, S. (2005). “The development of a questionnaire to measure
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Venkatesh, B. (2018). Motivation: Meaning, Definition, Nature and Types. Retrieved

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entrepreneurship/motivation-meaning-definition-nature-and-types/53285

31
APPENDIX A: Time Plan

TASKS AUGUST SEPTEMBER

WEEKS 1 2 3 4 1 2 3 4

Brainstorming of the topic

Consultation of Research

Problem

Making of Chapter 1

Submission of Chapter 1 draft

Making of Chapter 2

Making of Structure

Questionnaires

32
 Making of Chapter 3

Part I. Profile of Respondents

Name: _________________________________________________

General Weighted Average: 80-85% ___ Gender: Male _ Female _

86-90% ___ Internet Connectivity:

91-95% ___ Wireless Network (WIFI) _

96-100% __ Cellular Data _

Gadget Availability: (check all that you have)

Smart Phone ___ Personal Computer ___ Laptop ___

Dear Student,

This questionnaire contains a number of statements about the Levels of

Motivation towards Online Classes and the Academic Performance of the Grade 12

students of St. Paul University Iloilo. You will be asked of your opinion or on what you

think about these statements. There are no right or wrong answers.

Please check your response to the items. Rate statements according to the

choices below.

Part II. Motivation Survey

Please read the questions carefully and place a check in the box that applies.

33
1-“Strongly Agree”, 2-”Agree”, 3-”Neutral”, 4-”Disagree”, 5-”Strongly Disagree”

I. AMOTIVATION 1 2 3 4 5
1. I don’t attend Online Classes because

it is virtual and boring.

2. Because of unstable Internet

Connection, I lose interest to attend

Online Classes.
3. I doze out whenever the discussion is

boring.
4. I lose interest to listen whenever my

gadget starts to lag or act up.

5. I’m don’t want to attend Online

Classes because I’m sleepy and I can’t

focus.
6. I don’t care about my grades as long

as I comply everything.
II. EXTERNAL REGULATION
7. I’m attending Online Classes because

my parents enrolled me.

8. I attend Online Classes just to make

the tuition fee I pay, worthy.

9. If I do well in this Online Classes, my

parents might buy me new gadgets.

10. I’m bearing with these Online Classes

so that I won’t be left behind.

11. I do my best upon finishing my

activities because I don’t want to fail.

III. INTROJECTED REGULATION
12. I’m attending Online Classes because

34
my classmates are doing the same.
13. I feel like Online Classes isn’t about

learning anymore but for the sake of

passing the requirements.

14. I’m attending Online classes because

I need to pass just like my friends.

15. I want to have good grades just like

others.
16. I need to maintain my grades so I

comply all my requirements and attend

Virtual Classes.
IV. IDENTIFIED REGULATION
17. Despite the situation, I attend Online

Classes because Education is important.

18. I value my parents’ hard work in

these times, so I work hard in school too.

19. I pass my assignments on time

because I value my grades.

20. I always do my activities because I

feel conscious every time I don’t do well.

21. Though Virtual Classes are hard and

stressing, I still want to achieve my goal.

V. INTEGRATED REGULATION
22. I have no choice but to attend Online

Classes because I need to graduate.

23. I enrolled because I can’t afford to

miss one academic year.

24. I attend online class because I need

to gain more knowledge.

25. I attend online class so that I can

35
proceed to college by next year.
26. I need to adjust in this new

educational system because it is a

priority.
27. Even though it stresses me out I

need to attend Online Classes.

VI. INTRINSIC MOTIVATION
28. I attend Classes because I want to

learn despite the situation.

29. I feel so happy whenever I get to

finish my tasks before the deadline.

30. I prepare early for my classes so that

I feel fresh and ready for the discussions.

31. I’m motivated to attend online

classes because it is efficient and the

process of learning from it is at ease.

32. I feel satisfied whenever I get to

learn something through virtual classes.

36