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Chapter 1

THE PROBLEM ANF ITS BACKGROUND

This chapter presents the Background and Purpose of the Study, Statement of the Problem,

Hypothesis, Theoretical Framework, Conceptual Framework, Significance of the Study, Scope

and Limitation, and Definition of Terms.

INTRODUCTION

In the literature, motivation is identified as a force that stimulates, directs and sustains

behavior, On the other hand, student motivation or learning motivation is defined as “the

tendency of a student to find meaningful and useful academic activities and to try to obtain

academic benefits from them, motivation is a fundamental education variable as it helps

previously learned skills, strategies and behaviors to promote new learning and performance.

Without motivation, proper curriculum and good instruction are not enough to guarantee the

success of students.

There are factors affecting student motivation and student achievement considerably on the

basis of establishing effective and efficient learning-teaching process in education systems. The

studies show many motivational factors (psychological, social and cultural) Intrinsic and extrinsic

directions, parental influence and participation, family history, peer pressure, self-efficacy

expectations, effort, value attributed to a relative, anxiety, self-regulation and determination of

goals, talent perceptions, learning strategies, teaching style and school environment. For

example, it is stated that the school environment optimizes motivation and learning when it is

accessible, secure, positive, personalized and empowering. Teachers here, of course, play is

very important role because they are an integral part of the school environment. Researches

indicates that teachers’ knowledge and skills, motivation level, qualifications, forms of
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evaluation, teaching style, quality of enthusiasm and einthusan can contribute to the motivation

of the learners. The more enthusiastic, motivate and qualified teachers are in teaching and

evaluating the greater the capacity to increase learners’ motivation o learn. Furthermore, lack of

participation in the parent’s education of the students may have a negative impact on the sense

of incompleteness and lack of value for the materials the children read because studies indicate

that there is significant relationship between parent involvement and children.

Academic motivation and educational development, Motivation is a critical component of

learning and plays a very important role in helping students become involved in academic

activities. Motivation is defined as a situation that gives energy to behavior, directs and sustains

it. This includes goals and activity requiring that the objectives provide motivation to move and

action. Action requires effort and insistence to operate for a long period of time. Motivation

involves a set of beliefs, perceptions, values, information and actions that are totally related to

each other. Motivation can lead to many behaviors and it is important to understand the

importance of motivation in an educational setting.

BACKGROUND OF THE STUDY

For a student to achieve academic excellence, he must have a desire, a compelling force, a

willingness, commitment and zeal/passion to succeed. In order to attain his/her goals, he/she

needs to acquire sufficient motivation. Particularly, the student must be motivated to achieve

academic goals.

Agbesha (2012) posited that motivation is a psychological process that arouses, directs, and

sustains a person’s behavior; that is, an internal or external force that is acting on or within a

person that directs him her to engage in a goal-oriented behavior and maintains that behavior
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According to Pintrich and Zusho (2002), academic motivation refers to “internal processes that

instigate and sustain activities aimed at achieving specific academic goals”. Self-determination

theorists posit that academic motivation is multidimensional in nature, and is comprised of three

global types of motivation: intrinsic motivation, extrinsic motivation, and motivation (Deci &

Ryan, 2002).

Student motivation naturally has to do with students’ desire to participate in the learning

process. But it also concerns the reasons that underlie their involvement or non- involvement in

academic activities. Although students may be equally motivated to perform a task, the sources

of their motivation may differ (Gregory, 2009).

STATEMENT OF THE PROBLEM

This study is focused on exploring the motivational factors affecting active participation of junior

and senior high school learners from teresa national high school during the school year 2023-

2024. This study intends to answer the following questions:

1.) What is the profile of the respondents in terms of:

1.1 age

1.2 gender

1.3 year level

1.4 average
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2.) What is the extent of motivational factors to junior and senior high school students with

respect to:

2.1 – family

2.2 – peers

2.3 – aspirations

3. How do the motivational factors affect student’s active participation with respect to:

3.1 – Their academic performance in all subjects

3.2 – Their active participation in extracurricular activities.

3.3 – Their future career aspirations and goals

4. 4. Is there a significant impact of these motivation factors to students active participation as

revealed by the different various of:

HYPOTHESIS OF THE STUDY

Null Hypothesis (H0): There is no significant difference in the motivational factors affecting

the active participation of junior and senior high school learners.

Alternative Hypothesis (Ha): There are significant differences in motivational factors affecting

the active participation of junior and senior high school learners.

THEORETICAL FRAMEWORK
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The idea states, in brief, that motivated students learn more, learn better, and learn by

themselves. That is to say, a tradeoff is more than worth it: To dedicate some percentage of a

teacher’s time and efforts to motivating students will translate at the end of the day to those

students having learned a lot more than if that same time and effort had been invested in

conventional transfer-of-knowledge methods, or far worse, test preparation. According to (e.g.,

Davis, 2003; Pianta,1999) in particular, those researchers who concentrate on the dynamics of

motivation within classroom settings have started to emphasize the potential role of relational

variables and teacher behaviors (e.g., Skinner & Belmont, 1993) in student academic

engagement. In the last 40 years, researchers

Examined student motivation, focusing on several questions.

CONCEPTUAL FRAMEWORK.

STUDENTS PARTICIPATION OF GRADE 12 HUMSS STUDENTS

This conceptual diagram displays the motivational factors affecting active quarterly assessment

of grade 12 humss students. The primary goal of this study is to gain information on what is the

motivational factors affecting active quarterly assessment of the students inside their classroom,

The conceptual diagram illustrates the steps taken by researchers to understand how students

affect their active participation while dealing with other activities around school.

T survive 4 years learning in Junior High School and 2 years learning in Senior High School, it is

essential to understand how students manage their high confidence at participating inside the

school and how some students don’t like to participate because their lack of confidence and fear

of socialization, as a whole should be understood by students. For instance, too much work and
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lack of sleep may have an impact on active participation of the students during class hours.

Teachers should be aware that too much homeworks and students lack of sleep could affect

their participations inside the classroom. As well as the aspects of too much work and lots of

homework can affect student’s active participation during class hours.

By understanding how they handle their school activities and participating well inside school

they may make the most of their resources and self confidence in participating into the highest

level and help other students boost their confidence

INPUT PROCESS OUTPUT

Motivational Factors Affecting •Preparation and validation of

Active Quarterly Assessment survey Questionnaire. Motivational Factors Affecting
of Grade 12 Humss Students Active Quarterly Assessment
• Evaluation of the gathered of Grade 12 Humss Students
Input: information.

Profile of respondents in • Validation and Interpretation

terms of: of data.

a.) age • Focus Group Discussion.

b.) gender
c.) year level
d.) average

Survey Questionnaire on
Motivational Factors Affecting
Active Quarterly Assessment
of Grade 12 Humss Students

Figure 1

Conceptual Diagram showing the Input, Process and the Output of the research on the

Exploring motivational factors affecting active participation of Junior and Senior High

school learners
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SIGNIFICANCE OF THE STUDY

The significance of a study on the motivational factors affecting the active participation of junior

and senior high school learners is multi-faceted and holds importance for various stakeholders.

Here are some of the key points to that highlight the significance of such a study:

1.Educational Improvement: Understanding the motivational factors that drive active

participation can lead to the development of more effective teaching strategies and educational

policies. This, in turn, can improve the overall quality of education for junior and senior high

school students.

2.Student Performance: Motivation is closely linked to academic performance. Identifying and

enhancing motivational factors can lead to improved learning outcomes and higher academic

achievement, benefiting both students and educational institutions.

3.Teacher Professional Development: Teachers can use the findings to adapt their teaching

methods and create a more motivating and engaging classroom environment. This study can

contribute to teacher professional development and help them better support their students.

4.Educational Policy: The study’s findings can inform educational policies at the junior and

senior high school levels. Policymakers can use this information to make data-driven decisions

on curriculum design, teacher training, and student support.

5. Student Well-Being: Motivation affects not only academic performance but also student well-

being. A more motivating and engaging learning environment can enhance students’ overall

happiness and satisfaction with their educational experience.

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6.Differential Strategies: The study may reveal differences in motivational factors between junior

and senior high school students. Tailoring strategies to specific age groups can lead to more

targeted interventions.

7. Gender Equity: Understanding gender differences in motivation can lead to interventions that

promote gender equity in education. For example, if the study finds that certain factors motivate

one gender more than the other, schools can work to address these disparities.

8.Long-Term Impact: Motivation is a key driver of lifelong learning. If students develop strong

intrinsic motivation and positive learning experiences in junior and senior high school, they are

more likely to pursue higher education and engage in continuous self-improvement throughout

their lives.

9. Social and Economic Impact: Improving the educational experience and outcomes of junior

and senior high school students can have a positive impact on society and the economy. A well-

educated workforce is essential for a nation’s competitiveness and innovation.

10. Research Contributions: This study can contribute to the body of knowledge on educational

psychology and motivation. It can serve as a valuable resource for researchers in the field

and provide insights for future studies

In summary, a study on the motivational factors affecting the active participation of junior and

senior high school learners is significant because it has the potential to improve education,

benefit students, inform policies, and contribute to the broader understanding of motivation in

educational settings
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SCOPE AND LIMITATION

the study will focus on identifying various motivational factors affect active quarterly

assessments of grade 12 humss students. Interest in the subject matter, and external factors

like study environment. The research will specifically target Grade 12 students enrolled in the

Humanities and Social Sciences track, acknowledging the unique characteristics and challenges

they may face in their academic pursuits. The study will concentrate on understanding how

motivational factors impact students' behavior, preparation, and performance specifically during

quarterly assessments, considering the cyclical nature of these assessments throughout the

academic year. Findings may be limited to the context of G12-Humss students and may not be

directly applicable to students in other academic tracks or grade levels. Data collection relying

on self-reported measures may introduce bias, as students may overestimate or underestimate

their levels of motivation or engagement. Constraints in sample size or accessibility may limit

the representativeness of the findings, potentially affecting the generalizability of results. The

study's findings may be subject to changes over time, influenced by evolving educational

practices, curriculum revisions, or socio-cultural dynamics.

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DEFINITION OF TERMS

The Chapter 1 of this research, it is essential to provide a clear understanding of definitions and

concepts used of this study. The definitions aim to enhance the reader’s understanding of the

terminology employed. The following terms will be defined:

Motivational factors: These are external or internal influences that drive individuals to engage in

specific behaviors or activities. In the context of this research, motivational factors refer to the

factors that contribute to students’ willingness and enthusiasm to actively participate in learning

activities.

Active participation: This term refers to the extent to which a student engages with and

contributes to the learning process. It involves actions such as asking questions, sharing ideas,

participating in discussions, and completing assigned tasks with involvement and initiative.

Junior and Senior high school learners: These terms refer to students in the age range of 12 to

17 years old, who are enrolled in the junior and senior levels of secondary education,

respectively. Junior high school typically encompasses grades 7 to 9, while senior high school

includes grades 10 to 12.

Learner motivation: It refers to the internal psychological processes that initiate, guide, and

sustain learners’ behavior and effort in achieving educational goals. It encompasses factors

such as interest, relevance, self-efficacy, personal goals, and perceived value in the learning

process
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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the expected output of the study. The Literature Review, Foreign

Literature, Local Literature, Foreign Studies, Local Studies and Synthesis and Relevance of the

Related Literature and Studies

FOREIGN LITERATURE

Weiler, T., & Murad, M. W. (n.d.). 2022 Motivational factors influencing learners’ academic

success in an Australian enabling education setting. The main objective of this study is to

identify and discuss the motivational factors that significantly influence learners' academic

success in an Australian enabling education setting. Empirical results showed that there are

some dominant motivational factors that can be used to predict how and why they are important

in influencing learners' academic success in these programs. The motivational factors that were

found to significantly influence learners' academic success include the time available to study,

work status, living with a disability, and childcare arrangements. Individual study habits and

interest in the materials were also found to be significant. This literature is relevant to the

statement because both focus on identifying and understanding the motivational factors that

influence academic success. While the research statement focuses on Australian enabling

education settings, and the study specifically mentions G12-Humss students, both aim to

uncover the motivational factors that impact academic achievement. Therefore, the findings

from the Australian study can provide insights into the potential motivational factors influencing

the active quarterly assessment of G12-Humss students.

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LOCAL LITERATURE

Cordova et Al. (2022) Conducted a study entitled "Factors Affecting Academic Performance and

Motivation among Holy Cross College Sta. Rosa Grade 12 Students", the findings revealed that

student-respondents gave more importance on their personal career preferences. Although they

still acknowledge the guidance and support of their families and peers. Their schools also play a

significant role in the process of career decision-making. In terms of the different strategies in

making appropriate career choices- the students fairly recognize plenty of external factors that

greatly contribute in their way of choosing the professions that are in line with their personal

knowledge, skills, and interests. It enables them to identify their short and long-term goals once

they already choose a certain career path.

The goal of this study was to identify the elements that contribute to students' academic

performance and motivation in Grade 12 Senior High School. The components are divided into

five categories: learning skills, parental background, peer influence, teacher quality, and

learning infrastructure. To quantitatively assess and analyze the factors, the researcher

employed a descriptive correlational study approach. The findings indicate that respondents

descriptively agree on all factors while demonstrating a substantial association with

performance and motivation, revealing that the enumerated factors indeed influence

performance and motivation

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FOREIGN STUDIES

Foreign studies have explored the motivational factors affecting active participation of junior and

senior High school learners. These studies have found that a variety of factors can motivate

students, including:

•Intrinsic factors: These are factors that are inherent in the learning activity itself, such as the

Interest, challenge, and enjoyment of the task. A study by Renninger and Hidi (2011) found that

Intrinsic factors are positively correlated with student motivation and engagement.

• Extrinsic factors: These are factors that are external to the learning activity, such as rewards,

grades, and teacher expectations. A study by Ryan and Deci (2000) found that extrinsic factors

can be motivating in the short term, but they are less effective in promoting long-term

Engagement and achievement.

• Teacher factors: Teacher factors have been shown to play a significant role in student

motivation. A study by Marzano, Waters, and McTighe (2003) found that teachers who are

effective at creating a positive and supportive learning environment, providing clear

expectations and feedback, and using a variety of instructional strategies are more likely to

motivate their students.

• Student factors: Student factors, such as student interest, self-efficacy, and goals, also play a

role in student motivation. A study by Pintrich and Schunk (2002) found that students who are

Interested in their subjects, believe that they can succeed, and have high goals are more likely

to Be motivated to learn. The findings of these studies have a number of implications for

practice. Educators can use this Information to create learning environments that are more

motivating for students. Some specific Strategies that educators can use include:
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Providing students with choices: Students are more motivated when they have some control

over their Learning. This can be done by allowing students to choose their own learning

activities, topics, or Products.

Making learning activities relevant to students’ lives: Students are more motivated when they

see the Connection between what they are learning and their own lives. This can be done by

using real-world Examples and applications.

Providing students with feedback: Feedback can help students to track their progress and see

where They need to improve. This can help to boost their motivation.

Setting high expectations for students: Students are more likely to succeed when they believe

that they Can. Setting high expectations for students and providing them with the support they

need to achieve Those expectations can help to boost their motivation.

Student motivation is a complex phenomenon that is influenced by a variety of factors. By

understanding These factors, educators can create learning environments that are more

supportive, engaging, and Challenging. This can help to boost student motivation and improve

their academic achievement.

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LOCAL LITERATURE

Local literature about exploring motivational factors affecting active participation of junior and

senior High school learners have been published within the Philippines. Some of the most

notable ones include:

• “Pagpapalakas ng pag ganyak sa pag-aaral ng mga mag-aaral sa sekundarya: Isang

pagsusuri sa literature” by Dr. Ma. Victoria R. Cruz (2017)

This study explored the different factors that motivate junior high school learners to actively

participate in their studies. It found that a variety of factors can motivate students, including:

Intrinsic factors: These are factors that are inherent in the learning activity itself, such as the

interest, challenge, and enjoyment of the task.

Extrinsic factors: These are factors that are external to the learning activity, such as rewards,

grades, and teacher expectations.

Teacher factors: Teacher factors that have been found to be motivational include teacher

competence, enthusiasm, and support.

Student factors: Student factors that have been found to be motivational include student

interest, self-

efficacy, and goals.

• “Pagtuklas ng mga salik na nakakaapekto sa pag ganyak ng mga mag-aaral sa Senior High

School: Isang Pag-aaral na Phenomenological” by Dr. Ma. Lourdes B. Fernandez (2018)

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LOCAL STUDIES

Student motivation is a complex and multifaceted topic that has been the subject of much

research in education. Motivation is typically defined as a student’s willingness to engage in

learning activities, and it Is a key factor in student success, as it has been shown to be positively

correlated with academic achievement, attendance, and engagement (Pintrich&Schunk2002).

In the Philippines, several studies have explored the motivational factors affecting active

participation of Junior and senior high school learners. These studies have shown that a variety

of factors can motivate students, including intrinsic factors, extrinsic factors, teacher factors, and

student factors

Intrinsic factors are factors that are inherent in the learning activity itself, such as the interest,

challenge, and enjoyment of the task. Several studies have shown that intrinsic factors are

strongly related to student motivation. For example, a study by Cruz (2017) found that junior

high school students who were more interested in their subjects were more likely to actively

participate in class and to achieve higher grades.

Extrinsic factors are factors that are external to the learning activity, such as rewards, grades,

and teacher expectations. While extrinsic factors can be motivating in the short term, they are

less effective in promoting long-term engagement and achievement. For example, a study by

Fernandez (2018) found that senior high school students who were motivated by rewards were

less likely to be motivated to learn for the sake of learning itself.

Teacher factors have been shown to play a significant role in student motivation. Teachers who

are competent, enthusiastic, and supportive are more likely to motivate their students. For

example, a study by Mendoza (2019) found that junior high school students who had teachers

who were supportive of their learning were more likely to be motivated to participate in class.
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Student factors, such as student interest, self-efficacy, and goals, also play a role in student

motivation. students who are interested in their subjects are more likely to be motivated to learn,

while students who have high self-efficacy are more likely to believe that they can succeed. For

example, a study by Gonzales (2020) found that senior high school students who had high self-

efficacy were more likely to set high goals for themselves and to be motivated to achieve those

goals. The findings of these studies have a number of implications for practice. Educators can

use this information to create learning environments that are more motivating for students.

Some specific strategies that educators can use include:

Providing students with choices: Students are more motivated when they have some control

over their learning. This can be done by allowing students to choose their own learning

activities, topics, or products. Making learning activities relevant to students’ lives: Students are

more motivated when they see the connection between what they are learning and their own

lives. This can be done by using real-world examples and applications.

Providing students with feedback: Feedback can help students to track their progress and see

where they need to improve. This can help to boost their motivation. Setting high expectations

for students: Students are more likely to succeed when they believe that they can. Setting high

expectations for students and providing them with the support they need to achieve those

expectations can help to boost their motivation. Student motivation is a complex phenomenon

that is influenced by a variety of factors. By understanding these factors, educators can create

learning environments that are more motivating for students and promote their academic

achievement.
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SYNTHESISAND RELEVANCE OF THERELATED LITERATURE AND STUDIES

Student motivation is a complex phenomenon that has been the subject of much research in

education. Motivation is typically defined as a student’s willingness to engage in learning

activities, and it is a key factor in student success, as it has been shown to be positively

correlated with academic achievement, attendance, and engagement. A variety of factors can

motivate students, including intrinsic factors, extrinsic factors, teacher factors, and student

factors. Intrinsic factors are factors that are inherent in the learning activity itself, such as the

interest, challenge, and enjoyment of the task. Extrinsic factors are factors that are external to

the learning activity, such as rewards, grades, and teacher expectations. Teacher factors, such

as teacher competence, enthusiasm, and support, have also been shown to play a significant

role in student motivation. Student factors, such as student interest, self-efficacy, and goals, also

play a role in student motivation. The findings of these studies have a number of implications for

practice. Educators can use this Information to create learning environments that are more

motivating for students. Some specific strategies that educators can use include

• Providing students with choices:

Students are more motivated when they have some control over their learning. This can be

done by allowing students to choose their own learning activities, topics, or products. Making

learning activities relevant to students’ lives: Students are more motivated when they see the

connection between what they are learning and their own lives. This can be done by using real-

world examples and applications.

Providing students with feedback: Feedback can help students to track their progress and see

where they need to improve. This can help to boost their motivation. Setting high expectations

for students: Students are more likely to succeed when they believe that they can. Setting high
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expectations for students and providing them with the support they need to achieve those

expectations can help to boost their motivation.

By understanding the factors that motivate students, educators can create learning

environments that are more supportive, engaging, and challenging. This can help to boost

student motivation and improve their academic achievement. Student motivation is a complex

issue, but it is one that educators can influence. By creating learning environments that are

supportive, engaging, and challenging, educators can help to motivate students and improve

their academic achievement.

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Chapter 3

Research Methodology

This chapter includes the Research Method, Population, Frame and Sample Size, Sampling

Technique, Description of Respondents, Instrumentation, Data Gathering Procedure, and

Statistical Treatment

RESEARCH METHOD

This study will employ a descriptive research design to gather and analyze data on the various

Motivational factors that drive student engagement and participation. The research will in

various Collecting both qualitative and quantitative data through surveys, interviews, and

observations. The findings of this study will contribute to a better understanding of the factors

that impact Student motivation and participation, providing valuable insights for educators and

policymakers in enhancing the learning experience for junior and senior high school learners.

Keywords: Motivation, Active Participation, Junior High School, Senior High School, Descriptive

Research, Educational Settings

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POPULATION, FRAME AND SAMPLE SIZE

The Target population of this research consists of 86 students. From all year to 7 to 12, of

Teresa Senior and Junior High School, the table shows that all student’s in grade 7 to 12 in year

2023-2024. Note that every strand in grade students were also included for this research.

JUNIOR HIGH SENIOR HIGH NUMBER OF

STUDENTS
G7- G10 43
G11- G12 43
TOTAL 86

Due to time and accessibility constraints, it is impossible to survey the whole population. With

That, the researchers used the Slovin’s Formula in determining the appropriate sample size.

From a population size of 100 a sample size of 100 students were chosen to represent the

Population with 5% margin of error.

=N/(1+Ne) whereas:

N=no. of samples

N=total population

E=margin of error

N=100 (1+ 100(.05²)

N=100

The sample of the research that is being discussed was created using the random sampling

Technique. This method, which falls under the category of probability sampling techniques,
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selects sample members based on convenience. Subjects included in the study because they

Happened to be in the right place at the right time are referred to as convenient samples

(Polit&Hungler, 1903). By using this method, there is an equal chance for every sample to be

chosen to reflect the entire population, resulting in an impartial process for gathering data and

drawing Conclusions.

SAMPLING TECHNIQUE

Motivation is one of the fundamental aspects of getting attention among learners and teachers.

Throughout the decades, the presence of motivation in the classroom setting has been the

Backbone of the learning process. This study aimed to assess and identify the level of students’

Interest and motivation in learning and their active participation in classroom discussions. The

Results would be the basis for an action plan or intervention program on how to motivate the

student’s learning interests at school. The study was classroom-based research that employed

qualitative research design and was descriptive in nature. The participants consisted of

Students and teachers. A purposive sampling technique has been utilized in selecting the

Participants. The data were properly collected through classroom observations and interviews

with the teachers and students. The study provides findings, ramifications, and key themes that

arose from the responses of the interviewees. According to the results, teacher-participants

Were concerned about the lack of motivation and engagement of the learners in the classroom.

For student- participants had the mindset to play around the corner of the classroom rather than

listen to the teachers’ lesson. Thus, teachers need to find strategies and methods that suit the

Learners’ level. Teachers should actively engage learners and gain their attention by rewarding

and appreciating them in other ways. The researchers recommended that future studies look

More closely at various internal and external aspects of students’ lack of motivational interests
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DESCRIPTION OF RESPONDENTS

The respondents of our study are the students of Junior High School to High School of Teresa

National High School. They are the ones who have enough Respondents who can answer to

our posted problems, they will answer the questionnaires that We provide which would give the

information that we need, and we want to know their motivational factors that affecting their

active Participation inside the school so that we can track if it is related to their family or friends

in the Way we can say that this effectively influence their active participation inside the school

Premises.

We need at least 86students to become our respondents in the study that we are conducting so

we will conduct a survey and asking some information about their current state.

INSTRUMENTATION

This study used questionnaires that are used to survey the JHS and SHS in TNHS JHS/SHS

About Exploring Motivational Factors Affecting Active Participation of Junior and Senior High

School Learners. The questions consisted of four (4) items. The first question is about the profile

of the Respondents, second is the extent motivational factors, third one is how do the

motivational

Factors affects the students, lastly is the significant impact of these motivation factors to

Students active participation. In order to accurate data, the researchers looked for questionnaire

That is related to study. This research instrument is designed to delve into the motivational

intricacies impacting Students at different educational levels. By employing a combination of

quantitative and Qualitative methods, this study aims to contribute valuable knowledge to the
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field, informing Educators, policymakers, and stakeholders on effective strategies to enhance

student Engagement and motivation in Junior and Senior High School settings.

DATA GATHERING PROCEDURE

Information can be gathered through a personal questionnaire survey. We will provide you with

Questions that you can answer in a person-to-person survey. However, before we proceed, we

Need their permission to answer the question for our survey, which allows respondents to

Complete it and provide us with the data we need. To explore motivational factors affecting the

active participation of Junior and Senior High school Learners, consider employing surveys,

interviews, and observations. Create questionnaires with Likert scales to assess motivation

levels. Conduct interviews to delve deeper into individual Experiences, and observe classroom

dynamics for a holistic understanding. Analyzing academic Performance and extracurricular

involvement can also provide valuable insights.

STATISTICAL TREATMENT

Responses to the questionnaire by Grade 12 HUMSS B, we’re statistically analyzed with the

Data requirements of the study. Students we’re statistically analyzed with the data instruments

of this study. Descriptive statistics such as frequency count and percentage are considered. The

Formula is:

%= f – n x 100

Where:
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%= Percentage

F = Frequency

=total number of respondents

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered which provides the analysis and the interpretation of

the data that has been organized by the researchers.

Data per variable.

I.

Scale Range Verbal Interpretation

5 4.2 - 5 Strongly Agree

4 3.4 –4.1 Agree

3 2.6 – 3.3 Neutral

2 1.8 – 2.5 Disagree

1 1 – 1.7 Strongly Disagree

II. Profile of respondents

Table 1. 1
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Age of the Respondents (JUNIOR HIGH)

AGE FREQUENCY PERCENTAGE RANK

12 years old 2 5% 5

13 years old 11 20% 3

14 years old 12 50% 1

15 years old 11 15% 2

16 years old 7 10% 4

TOTAL 43 100%

According to Table 1.1, 50% of the respondents from JUNIOR HIGH at the age of 14 that

answered the test, 20% from the age of 13, 15% from the age of 15, 10% from the age of 16

and 5% from the age of 12. Therefore, most of the respondents that took the test came from 14

years of age.

Table 1.2

Age of the Respondents (SENIOR HIGH)

AGE FREQUENCY PERCENTAGE RANK

16 2 15% 3

17 24 50% 1

18 14 20% 2

19 2 10% 4

20 1 5% 5

TOTAL 43 100
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According to Table 1.2, 50% of the respondents from SENIOR HIGH at the age of 17 that

answered the test, 20% from the age of 18, 15% from the age of 16, 10% from the age of 19,

and 5% from the age of 30.Therefore, most of the respondents that took the test came from 17

years of age.

Table 2.1

Average Grade of the Respondents (JUNIOR HIGH)

AVERAGE GRADE FREQUENCY PERCENTAGE RANK

80 1 3% 5

81 2 4% 4

82 0 0% 0

83 4 6% 3

84 3 5% 4

85 5 11% 2

86 2 4% 4

87 7 30% 1

88 4 6% 3

89 6 15% 2

90 2 4% 5

91 3 5% 4

92 1 3% 5

93 2 4% 4

TOTAL 43 100%
 28

Based on the table, most of the respondents from JUNIOR HIGH have the average grade of 87

(30%), while the lowest average grade has 0% and 3% which is 80,82 and 92 Therefore, most

of the respondents that took the test from JUNIOR HIGH have the average grade of 87

Table 2.2

Average Grade of the Respondents (SENIOR HIGH)

AVERAGE FREQUENCY PERCENTAGE RANK

85 1 3% 5

86 3 5% 3

87 0 0% 0

88 2 4% 2

89 2 4% 2

90 3 5% 3

91 5 13% 4

92 5 13% 4

93 9 20% 1

94 5 13% 4

95 5 13% 4

96 1 3% 5

97 2 4% 2

98 0 0% 0

TOTAL 43 100%
 29

Based on the table, most of the respondents from SENIORHIGH have the average grade of 93

(20%), while the lowest average grade has 0% and 3% which is 87, 98 and 85, 96. Therefore,

most of the respondents that took the test from SENIOR HIGH have the average grade of 93

Table 3

YEAR LEVEL OF THE RESPONDENTS

YEAR LEVEL FREQUENCY

JUNIOR HIGH 43
SENIOR HIGH 43

TOTAL 86

As you can see on the table, both JUNIOR and SENIOR have 43 respondents. In total, we have

86 respondents.

Table 4.1

SOP 3

JUNIOR SENIOR
STATEMENT VI SCALE VI SCALE
MEAN MEAN
1.Family as 4.4 SA 5 4.9 SA 5
motivational factors
2. Peers as vital 4.1 A 4 4 A 4
factors
3. Goals/ ambitions
as motivational 4.7 SA 5 4.8 SA 5
factors

As we can see in this table, junior high school goals and ambitions as motivational factors have

the highest results that the researchers have collected out of 43 respondents in junior high
 30

school, while family as motivational factors got the highest results that the researchers collected

out of 43 respondents in senior high school.

SOP 3.1

JUNIOR SENIOR
STATEMENT VI SD VI SD
MEAN MEAN
1.Improved
academic
performance
4.4 SA 5 4.7 SA 5
generally lead to
increased
recognition and
support from family.
2.Strong academic
performance
positively influence
a student’s belief in 4.7 SA 5 4.5 SA 5
their ability to
achieve their goals
and ambitions.
3. Poor academic
performance often
result in decreased
4.5 SA 5 3.8 A 4
motivation and
confidence in all
subjects for a
student.

In this table Strong academic performance positively influence a student’s belief in their ability to

achieve their goals and ambitions got 4.7 result interpreted as strongly agree out of 43

Respondents agreed that it is their motivation, meanwhile in senior high school improved

academic performance generally lead to increased recognition and support from family got 4.7

result interpreted as strongly agree out of 43 Respondents.

SOP 3.2

JUNIOR SENIOR
STATEMENT VI SD VI SD
MEAN MEAN
 31

1.High academic
performance
generally impact a
student’s motivation 3.9 A 4 4.6 SA 5
and involvement in
extracurricular
activities positively.
2. Strong academic
performance
influence a student’s
support system,
4.1 A 4 4.4 SA 5
including peers and
family, to encourage
participation in
extracurricular
activities.
3. Poor academic
performance often
lead to decreased
4.6 SA 5 4 A 4
motivation for
involvement in
extracurricular
activities.

We able to perceive that in junior high school poor academic performance often lead to

decreased motivation for involvement in extracurricular activities had highest results of 4.6

out of 43 Respondents and also in senior high school High academic performance generally

impact a student’s motivation and involvement in extracurricular activities positively got 4.6

of it’s result out of 43 respondents.

SOP 3.3

JUNIOR SENIOR
STATEMENT VI SD VI SD
MEAN MEAN
 32

1.High academic
performance often
positively impact a
student’s
motivation to 4.6 SA 5 4.9 SA 5
pursue and
achieve their
career aspirations
and goals.
2. Strong
academic
performance
influence a 4.5 SA 5 4.9 SA 5
student’s
confidence in their
ability to fulfill their
career ambitions.
3. Poor academic
performance
frequently lead to
decreased
motivation and 4.7 SA 5 3.8 A 4
confidence in
pursuing one’s
career aspirations
and goals.

This table if you can see the highest respondents is 4.9 which is senior high, and the second

statement which is the highest respondents is 4.9 again which is senior high and the third is 4.7

the highest respondents which is junior high.

Chapter 5

Summary of findings

From a thorough analysis of the data collected and results obtained, the following significant

findings are summarize

 33

1.The Profile of Respondents in terms of;

The researchers needed the profile of the Respondents to know what age, gender, year level

and average of the students involved in the research respondents.

2.The Extent of Motivational Factors to Junior and Senior High School Students with respect to:

The researchers find the extent motivation of the students through family, peers, and aspirations

and we find that the aspirations have the most impact to the researchers in boosting their

confidential in participating in school curricular activities .

3.The Motivational Factors Affect Students Active Participation with respect to

The researchers find the motivational factors of the students through their academic

performance in all subjects, their active participation in extracurricular activities and their future

career aspirations and goals and the results let us consider their future career and goals are the

motivation that affects their active participation inside the school.

4.A Significant Impact of these Motivation Factors to Students Active Participation as revealed

by the different various of:

Motivation plays a significant role in students’ active participation in various activities, including

physical education and after-school physical activities. Several factors influence this motivation,

including expectancy belief, exploration intention, and health-related fitness knowledge.

Expectancy Belief: This refers to students’ expectations for success. It’s one of the strongest

predictors of achievement and performance across domains. Expectancy belief is often

developed through nurturing positive perception of control and competence. The expectancy
 34

belief nurtured in physical education tends to be internalized and then would be carried over to

function during after-school hours. This promotes voluntary physical activity behavior during

leisure time

Exploration Intention: This is a dimension of situational interest, which motivates students to

become persistent in solving a problem, understanding a movement skill, and continuing a

performance. When physical education classes provide ample opportunities for young children

to actively explore or discover physical activity tasks, motivation derived from such explorations

would be translated to their after-school behavior.

Health-Related Fitness Knowledge: It’s also important to note that students’ knowledge about

health and physical activity can significantly influence their active participation. When students

have a well-grounded understanding about fitness knowledge, they may use it as an enabling

factor for physical activity participation.

CONCLUSION

This research sheds light on the complex interplay of motivational factors influencing the active

participation of Junior and Senior High school learners. Our findings highlight the importance of

intrinsic motivation, such as personal interest and enjoyment, in fostering sustained

engagement in academic activities. Additionally, extrinsic motivators, including teacher support

and recognition, play a crucial role in enhancing student involvement. Understanding these

factors can inform educators and policymakers in designing interventions to promote active

participation and ultimately improve learning outcomes in both Junior and Senior High school

settings. Moving forward, further research is needed to delve deeper into specific strategies that

effectively leverage these motivational drivers to cultivate a culture of engagement and

enthusiasm for learning among students.

 35

RECOMMENDATIONS

We recommend this study for next researchers to discover this kind of information and

knowledge that will guide them. The data collected can contribute as their reference for make it

easily understand and to be applied related studies of their own in the future. We also

recommend this study to the students who effecting their participation. The outcome of the

study is for the students to have better participation in their class and school in any extra

curricular activity and also never late with deadlines.

 36

BIBLIOGRAPHY

A.JOURNALS

Agbesha, G. A. (2012). Effects of Parenting Styles, Academic Self-Efficacy, and Achievement

Motivation on the Academic Achievement of University Students in Ethiopia.

Fukamachi, H., & Oka, K. (2020). A qualitative investigation of the factors perceived to influence
student motivation for school-based extracurricular sports participation in Japan. International
Journal of Adolescence and Youth, 25(1), 624–637.

Pintrich, P. R., & Zusho, A. (2002). The development of academic self-regulation: the role of
cognitive and motivational factors. In A. Wigfield & J. S. Eccles (Eds.), Development of
achievement motivation (pp. 249-284). San Diego, CA: Academic Press.

RENNINGER, K. A., & HIDI, S. (2011). Revisiting the Conceptualization, Measurement, and
Generation of Interest. Educational Psychologist, 46(3), 168–184.

Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic-

dialectical perspective (2nd ed., pp. 3-33). University of Rochester Press.

Schunk, D. H. (2005). Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich.

Educational Psychologist, 40(2), 85–94.
 37

B. INTERNET JOURNALS

Johnson, A. (2022). The Ethical Implications of Autonomous Vehicles. Journal of Emerging

Technologies, 17(3). Retrieved from https://www.emergingtechjournal.org/autonomous-vehicles-
ethics

Chen, L. (2021). Renewable Energy Adoption in Developing Countries. Sustainability Science

Advances, 9(2). Retrieved from https://www.sustainabilityscience.org/renewable-energy-
developing-countries

Gupta, S. (2020). Trends in Global Income Inequality. International Journal of Economics and
Finance, 14(1). Retrieved from https://www.econfinancejournal.net/global-income-inequality

Fernandez, M. (2019). The Impact of Social Media on Political Discourse. Journal of

Communication and Media Studies, 8(4). Retrieved from
https://www.commediajournal.org/social-media-politics

Nakamura, H. (2018). Advances in Cancer Immunotherapy Research. Oncology Research

Updates, 12(3). Retrieved from https://www.oncologyresearch.com/cancer-immunotherapy
 38

APPENDIX A

GAANT CHART OF ACTIVITY

ACTIVITIES 2023 2024

AUG SEPT OCT NOV DEC JAN FEB MAR APR

Planning

Title Defense

Gathering of Relate

Literature and Studies

Development of

Chapters 1,2, and 3

Checking/Computation

Revision of Chapter 1,2,

and 3

Presentation,Analysis

and Interpretation of

Data

Accomplishment of

Chapters 4 and 5

Final Oral Defense

 39

APPENDIX B

Republic of the Philippines

Department of Education

Region IV-A CALABARZON

Division of Rizal

Teresa Sub Office

TERESA NATIONAL HIGH SCHOOL

CERTIFICATE OF VALIDATION

This is to certify that the instrument of the study entitled " MOTIVATIONAL FACTORS
AFFECTING ACTIVE QUARTERLY ASSESSMENT OF GRADE 12 HUMSS STUDENTS’’ by
Pauline Micah Dela Cruz, Rene Jr G Fariolan, Justin Delatorre, Prince Prian Dela Cruz, Robert
Esperanzate, Joshua Dumantay, Kurt Julian, king Fernandez, Ma. Cassandra, and Shiella Mae
Espino, Grade 12 Humanities and Social Sciences (HUMSS), had undergone validation by
experts. The experts can attest that the questionnaire had passed through careful examination
and were proven substantially useful for their research.

CERTIFIED BY:

Name of Expert Signature/Date

1.__________________ _______________
2.__________________ _______________
 40

3.__________________
_______________
.

APPENDIX C

Republic of the Philippines

Department of Education

Region IV-A CALABARZON

Division of Rizal

Teresa Sub Office

TERESA NATIONAL HIGH SCHOOL

Dear Respondent, We are conducting a thesis with the title Exploring motivational factors affecting

active participation of Junior and Senior High school learners, May we request for your participation in

gathering data.

Thankyou, Researchers.

Directions: Rate yourself as to how you perceive the level of your motivation based on the factors given

using the scale below. Put a check (/) in the appropriate ratings.

5- SA – Strongly Agree 4-A – Agree 3- N – Neutral 2-SD – Strongly Disagree 1-D - Disagree

Name:____________________________ Date:_______________________________

Section:___________________________ Age:________________________________ Gender:

Male______ Female_______ Year-Level:_______________________

GWA- 1st Quarter________________

41
 42

Questions 5 4 3 2 1
TABLE 1:
Motivational Factors

1. Family as motivational factors

2. Peer as vital factors

3. Goal/ ambition as motivational factors

TABLE 2:

3.1:

1. Improved academic performance generally lead to increased

recognition and support from family

2. Strong academic performance positively influence a student’s belief in

their ability to achieve their goals and ambitions.
3. Poor academic performance often result in decreased motivation and
confidence in all subjects for a student.
3.2:
1. High academic performance generally impact a student’s motivation
and involvement in extracurricular activities positively.
2. Strong academic performance influence a student’s support system,
including peers and family, to encourage participation in extracurricular
activities.
3. Poor academic performance often lead to decreased motivation for
involvement in extracurricular activities.
3.3:
1. High academic performance often positively impact a student’s
motivation to pursue and achieve their career aspirations and goals
2. Strong academic performance influence a student’s confidence in their
ability to fulfill their career ambitions.

3. Poor academic performance frequently lead to decreased motivation

and confidence in pursuing one’s career aspirations and goals.

Self-made Questionnaires
 43

NAME: Pauline Micah Dela Cruz

AGE:18 years old
BIRTHDAY: June 15, 2005
RELIGION: Pentecostal

BIRTHPLACE: Bagumbayan Teresa Rizal

SEX: Female

EDUCATION
ELEMENTARY: Teresa Elementary School
HIGH SCHOOL: Teresa National High School
SENIOR HIGH: Teresa National High School – Senior High

SCHOOL ACHIEVEMENTS
GRADE 3 – ACHIEVER
GRADE 4 - ACHIEVER
GRADE 5 - ACHIEVER
GRADE 11 – WITH HONORS (FIRST AND SECOND SEM)
GRADE 12 – WITH HONORS (1ST SEMESTER)

FAMILY BACKGROUND
FATHER’S NAME: Michael T. Dela Cruz
OCCUPATION: Car Polisher
BIRTHDAY: March 16,1967
AGE: 57

MOTHER’S NAME: Erlinda E Dela Cruz

OCCUPATION: Housewife
BIRTHDAY: August 30,1967
AGE: 56
 44

NAME: Shiella Mae D. Espino

AGE:19
BIRTHDAY: January 09, 2005
RELIGION: Catholic
BIRTHPLACE: Cainta Rizal
SEX: Female

EDUCATION
ELEMENTARY: Janssenville Elementary School
HIGHSCHOOL: Francisco P. Felix Memorial National High School
SENIOR HIGH: Teresa National High School – Senior High

SCHOOL ACHIEVEMENTS
GRADE 11 – WITH HONORS (1ST and 2ND SEMESTER)
SERVICE AWARD AS A PROTOCOL OFFICER OF PUBLICITY COMITTEE

FAMILY BACKGROUND
FATHER’S NAME: Victorino B. Espino
OCCUPATION: Leadman
BIRTHDAY: June 31, 1972
AGE: 52

MOTHER’S NAME: Mildred Daclan

OCCUPATION: Housewife
BIRTHDAY: January 07, 1996
AGE:38
 45

NAME: Ma. Cassandra E. Dela Raga

AGE:17
BIRTHDAY: July 19, 2006
RELIGION: Catholic
BIRTHPLACE: Dulumbayan Teresa Rizal
SEX: Female

EDUCATION
ELEMENTARY: Teresa Elementary School
HIGH SCHOOL: Teresa National High School
SENIOR HIGH: Teresa National High School – Senior High

SCHOOL ACHIEVEMENTS
SERVICE AWARD AS A MEMBER OF MEDICAL COMITTEE IN GRADE 11
RED CROSS PRESIDENT IN GRADE 12
ROVER SCOUT IN GRADE 11 AND 12

FAMILY BACKGROUND
FATHER’S NAME: Adrian Haji Balajadia
OCCUPATION: Car Driver
BIRTHDAY:N/A
AGE:N/A

MOTHERS NAME: Rhodora E Dela Raga

OCCUPATION: Babysitter
BIRTHDAY: May 23, 1980
AGE:43
 46

NAME: Joshua I. Dumantay

AGE: 20

BIRTHDAY: September 30, 2003

RELIGION: Catholic

BIRTHPLACE: Angono Rizal

SEX: Male

EDUCATION

ELEMENTARY: Bagong Nayon 1

HIGH SCHOOL: Abuyod National High school

SENIOR HIGH: Teresa national senior high

SCHOOL ACHIEVEMENTS

G11- achievements

FAMILY BACKGROUND

FATHER’S NAME: Cecilio Dumantay

OCCUPATION: retired

BIRTHDAY: April 13, 1960

AGE: 63

MOTHER’S NAME: Maria Belen Isidro Dumantay

OCCUPATION: None

BIRTHDAY: December 29

AGE: 56
 47

NAME: Robert L. Esperanzate

AGE: 18

BIRTHDAY: December 13, 2005

RELIGION: Catholic

BIRTHPLACE: Marikina City

SEX: Male

EDUCATION

ELEMENTARY: Baras Elementary

HIGH SCHOOL: Abuyod National High School

SENIOR HIGH: Teresa National High School – Senior High

SCHOOL ACHIEVEMENTS

Grade 2:TOP 1

Grade 8: ACHIEVER

Grade 11: With Honors (2nd sem)

Grade 12: With Honors (1st sem)

FAMILY BACKROUND

FATHER’S NAME: Rommel P. Esperanzate

OCCUPATION: TR Bike

BIRTHDAY: January 26, 1864

AGE: 60

MOTHER’S NAME: Helen L. Esperanzate

OCCUPATION: House Wife

BIRTHDAY: October 5, 1968

AGE: 55
 48

NAME: Rene Jr G. Fariolan

AGE: 18
BIRTHDAY: February 27 2006
RELIGION: INC

BIRTHPLACE: Iloilo City

SEX: Male

EDUCATION
ELEMENTARY: Antipolo Elementary School
HIGH SCHOOL: Antipolo National High School
SENIOR HIGH: Teresa National High School – Senior High

SCHOOL ACHIEVEMENTS
GRADE 2 – TOP 1
GRADE 11 – WITH HONOR (1ST AND 2ND SEMESTER)

FAMILY BACKGROUND
FATHER’S NAME: Rene Fariolan
OCCUPATION: Driver
BIRTHDAY: May 8, 1981
AGE: 43

MOTHER’S NAME: May Jean Hilig

OCCUPATION: House Wife

BIRTHDAY: August 28, 1981

AGE: 43
 49

NAME: Kurt Horvey C. Julian

AGE: 17
BIRTHDAY: November 11, 2006
RELIGION: Catholic
BIRTHPLACE: May- Iba Teresa Rizal
SEX:Male

EDUCATION
ELEMENTARY: Quiterio San Jose Elementary School
HIGH SCHOOL:Teresa National High School
SENIOR HIGH:Teresa National High School – Senior High

FAMILY BACKGROUND
FATHER’S NAME: Dindo V. Julian
OCCUPATION: Driver
BIRTHDAY: April 19, 1970
AGE: 54

MOTHER’S NAME: Emma C. Julian

OCCUPATION: House Wife

BIRTHDAY: January 13, 1974

AGE: 50
 50

NAME: Justine D.O Dela Torre

AGE:17
BIRTHDAY: April 18 2006
BIRTHPLACE: Sition Puting Bato Antipolo City
SEX: Male

EDUCATION
ELEMENTARY: Rizza Elementary School
HIGH SCHOOL: Teresa National High School
SENIOR HIGH: Teresa National High School – Senior High

FAMILY BACKGROUND
FATHER’S NAME: Bernard P. Dela Torre
OCCUPATION: Company Driver in Republic Cement
BIRTHDAY: November 7, 1986
AGE: 37

MOTHERS’S NAME: Jean Rose Dela Torre

OCCUPATION: House wife
BIRTHDAY: July 07, 1990
AGE: 33
 51

NAME: Prince Prian E. Dela Cruz

AGE: 20
BIRTHDAY: December 19, 2003
RELIGION: Pentecostal
BIRTHPLACE: Angono Rizal
SEX: Male

EDUCATION
ELEMENTARY: Prinza Elementary School
HIGH SCHOOL: Teresa National High School
SENIOR HIGH: Teresa National High School – Senior High

SCHOOL ACHIEVEMENTS
WITH HONOR GRADE 12 (1ST Semester)

FAMILY BACKGROUND
FATHER’S NAME: Michael T. Dela Cruz
OCCUPATION: Car Polisher
BIRTHDAY: March 16,1967
AGE: 57

MOTHER’S NAME: Erlinda E Dela Cruz

OCCUPATION: Housewife
BIRTHDAY: August 30,1967
AGE: 56
 52

NAME: King Fernandez

AGE: 20
BIRTHDAY: July 19, 2003
RELIGION: Catholic
BIRTHPLACE: Baao Camarines Sur.
SEX: Male

EDUCATION
ELEMENTARY: Prinza Elementary School
HIGH SCHOOL: Teresa National High School
SENIOR HIGH: Teresa National High School – Senior High

FAMILY BACKGROUND
FATHER'S NAME: Dexter Buena
OCCUPATION: Contractor
BIRTHDAY: December 7 1974
AGE: 55

MOTHER'S NAME: Susan Fernandez

OCCUPATION: House wife
BIRTHDAY: March 11 1972
AGE: 48