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Chapter I

INTRODUCTION

Background of the Study

In the past decades, the prediction of academic success has been considered

dependent to cognitive factors such as intelligence and academic abilities. However, in

recent years, researchers in education and social sciences have recognized that non-

cognitive factors and skills play critical role in educational success and achievement.

Non-cognitive factors are equally or even more important than cognitive aspects

in terms of education. The role of non-cognitive factors is often highlighted when

identifying the quality that requires a person to function well. Increasing attempts are

made to investigate the role of non-cognitive factors and how it associates with academic

and life success. The perception of non-cognitive has many terms. Among these are

skills, traits, factors, outcomes, variables, and attributes. Thousands of other specific

factors have been identified as non-cognitive. Some of these are curiosity, attitudes, self-

concept, self-efficacy, anxiety, persistence, and confidence. In some instances, non-

cognitive factors are considered as having many different parts. Some refer to soft skills

and personal characteristics that fall into the affective domain.

Increasing attempts are made to investigate the role of non-cognitive

factors and how it associates with academic and life success.

Non-cognitive factors have attracted researchers from different background.

There is mounting evidence that non-cognitive skills are not only key to students'

academic achievement. Their impacts are crucial throughout life.

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In the recent paper prepared by Farrington, the authors provide a comprehensive

review of the related literature relating to the role of non-cognitive factors in shaping

learning and academic performance throughout adolescence. The emerging research

highlights that the important component of promoting and enhancing academic pert is the

development of non-cognitive factors. These factors are reflected through the students'

attitude, strategies, behaviors, and skills that are not measured throughout scores, grading,

and standardized testing. (Poyton, K. 2015)

Academic self-concept refers to individuals' knowledge and Perceptions about

themselves in academic achievement situations. According to Eccles‟ expectancy value

theory, academic self-concept is extremely important to motivation and is a key

determinant of task choice. Domain-specific self-concept- along with other constructs,

such as task value- has been found to be highly related to achievement, even after

controlling for prior achievement. Musitu Garcia (2005), self-concept is negatively

correlated with poor school performance. Students with compensatory education needs

are defined as those who find themselves in socially disadvantaged situations, frequently

coming from ethnic minorities, immigrant communities, or families experiencing severe

financial hardships.

Motivation is another variable that play a great part in learning. In fact, the

importance of motivation in education has been well recognized in many studies. Experts

believed that motivation can determine success and failure of students in school. The

current study focuses on the intrinsic and extrinsic motivation that triggers the students to

achieve. Intrinsic motivation refers to behaviors that arise within an individual. In other

words, the motivation to engage in a behavior arises from within the individual because it
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is intrinsically rewarding. However, extrinsic motivation involves engaging in a behavior

in order to earn external rewards or avoid punishments.

Students nowadays do not know how to manage their non-cognitive factors in

which they are not aware that these factors may affect their academic performance

negatively.

Researchers are motivated to conduct this study to assert the effects of non-

cognitive factors in terms of self-concept and intrinsic and extrinsic motivations on the

academic performance of the students.

Academic self-concept and motivation have been selected by the researchers to be

the two effective variables that this study will focus on.

Objectives of the Study

This study aims to determine the Non-cognitive Factors and Academic

Performance of Accountancy Business and Management Senior High School Students.

This study specifically aims to:

1. determine the profile of the Accountacy, Business and Management students in terms

of:

1.1. age

1.2. sex

1.3. family structures

1.4. number of siblings;

2. determine the non-cognitive factors of the respondents in terms of:

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2.1 self-concept

2.2 intrinsic motivation

2.3 extrinsic motivation;

3. find out if there is a significant relationship between profile of the respondents and

non-cognitive factors in terms of self-concept and motivation such as intrinsic and

extrinsic motivation;

4. determine if there is a significant relationship between profile and academic

performance of the respondents; and

5. find out if there is a significant relationship between non-cognitive factors in terms of

self-concept and intrinsic and extrinsic motivation on the academic performance of

the students.

Significance of the Study

This study entitled “Non-Cognitive Factors and Academic Performance of

Accountancy, Business and Management Senior High School Students in Catarman

National High School” will be beneficial to the following:

Students. This study will them to be aware of the non-cognitive factors that may

affect their academic performance and guide them on enhancing their way of learning

and competence.

Teachers. This study will help the educators in enhancing new teaching style that

will develop non-cognitive factors to help students acquire knowledge easily not only on

cognitive factors but on non-cognitive factors as well.

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Future Researchers. This study will serve as a guide and reference for future

researchers who will conduct researches related to this study.

Catarman National High School. This study will serve as their basis on dealing

with non-cognitive factors. It will also help the school to develop effective ways of

handling and teaching their students.

Department of Education. This study will guide the department in implementing

educational progress that will help and enhance the performance of the students.

Parents. This study will help the parents determine the non-cognitive factors that

influence their children‟s academic performance and find ways on how to deal with it.

Curriculum. This study will help the curriculum to generate new effective

techniques to develop the academic performance of the students.

Scope and Limitation

This study will focus on the level of non-cognitive factors to the academic

performance of the students in terms of self-concept and extrinsic and intrinsic

motivation. The respondents of this study will be the Accountancy, Business, and

Management senior high school students of Catarman National High School. This study

will be conducted during school year 2019-2020.

This study will only be limited on self-concept and student‟s motivation (intrinsic

and extrinsic) as the factors that will affect the academic performance of the students.

Furthermore, the respondents of this study are just limited to Accountancy, Business and

Management Senior High School students in Catarman National High School. The
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response of the respondents is beyond the researcher‟s control. This means that the result

of this study will rely on the respondent‟s answers and findings thereafter.

Theoretical Framework

The study, Non-Cognitive Factors and Academic Performance of Accountancy,

Business and Management Students can be associated to the Self-Efficacy Theory. It was

proposed and grew out of the research of Albert Bandura (1997). This theory believed

that an individual can succeed in achieving a certain goal, based on an individual‟s belief

in their own capacity. Those with high self-efficacy often have high motivation and vice

versa, but it is not a foregone conclusion. Still, it is true that when an individual gain or

maintains self-efficacy through the experience of success however small they generally

get a boost of motivation to continue learning and making progress (Mayer, 2010).

According to Bandura, perceived self-efficacy refers to belief in one‟s agentive

capabilities, that one can produce given level of attainment (1997, p. 382). Bandura

proposed that perceive self-efficacy influences what coping behavior is initiated when an

individual is met with stress and challenges, along with determining how much effort will

be expended to reach one‟s goals and for how long those goals will be pursued (1999).

On the other hand, the Theory of Educational Productivity can also be linked

together with this study. It was proposed by Walberg (1981). It presents that social-

behavioral attributes and motivational-effective attributes influence the learning activities

of students. Wang et al‟s research review targeted student learning characteristics (i.e.

Social, behavioral, motivational) as the set of variables with the most potential

modification that could in turn significantly and positively affect student outcomes

(DiPerna et al. 2002). Zins et al. demonstrated the importance of the domains of
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motivational orientations, self-regulated learning strategies in facilitating academic

performance. Zins et al. reported, based on the large scale implementations of a Social-

Emotional Learning (SEL) program, the students who become more self-aware and

confident regarding their learning abilities, who were organized in their approach to work

(self-regulated learning) performed better in school.

These two theories can be associated with this study, for it provides validation and

confirms that non-cognitive factors can have a great effect to the academic performance

of the students. The theory of Bandura presented „perceived self-efficacy‟ and the Theory

of Educational Productivity proposed the connection of behaviors and motivations to

academic performance of students. By that, it surely proved the connection of the two

theories in this study.

Conceptual Framework

Non-cognitive factors misleading but entrenched catch-all term for factors such as

motivation, grit, self-regulation, social skills. In short, mental constructs that we think

contribute to student‟s success, but that don‟t contribute directly to the sorts of academic

outcome we measure, in the way that, say, vocabulary or working memory do. The study

is formulated to evaluate if these non-cognitive factors and the profile has an effect in

bestowing knowledge to the students.

The paradigm shows what will be investigated in the study. The researchers

assumed that a significant relationship exists between two variables, the profile of the

students and the cognitive factors correlates to the academic performance of Accountancy

Business and Management students. This implies that the non-cognitive factors and the
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profile influence for the academic performance of the students. The researchers assumed

that there are more female Accountancy, Business and Management students than the

male, based on their observation.

However, self-concept is capable of predicting students‟ academic performance. It

is expected that students possessing high levels of self-concept will have higher academic

performance. Moreover, students‟ motivation is described in terms of intrinsic and

extrinsic motivation. In this study, these motivations are expected to affect positively

their academic performance.

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Paradigm

Independent Variable Dependent Variable

Profile

1.1 Age

1.2 Sex

1.3 Family Structures Dependent Variable

1.4 No. of Siblings

Academic Performance

Non-cognitive Factors
 Self-concept
 Intinsic Motivation
 Extrinsic Motivation

Figure 1. A schematic diagram showing the Non-Cognitive Factors and Academic

Performance of Accountancy, Business, and Management Senior High
School Students in Catarman National High School
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Null Hypothesis

1. There is no significant relationship between the profile of the respondents and

non-cognitive factors.

2. There is no significant relationship between the profile of the respondents and

their academic performance.

3. There is no significant realtionship between non-cognitive factors and the

academic performance of the students.

Definition of Terms

For easy understanding, the following terms were defined operationally and

conceptually.

Academic Performance. It is the extent to which a student, teacher or institution

has achieve their short or long term educational goals. In this study, it refers to the overall

rating of the student during the first quarter of the school year.

Cognitive Factors. It is relating to or involving conscious mental ability such as

thinking, understanding, learning and remembering. Operationally, it is the characteristic

of a person that affects the performance and learning.

Extrinsic Motivation. Conceptually, refers to behavior that is driven by external

reward such as money, fame, grades and praise. Operationally, it is a type of motivations

that triggers the student to study because of reward of external forces.

Intrinsic Motivation. Conceptually, involves engaging in a behavior because it is

personally rewarding; essentially, performing an activity for its own sake rather than the
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desire for some external reward. Operationally, student that has this kind of motivation

are often determined by personal gain.

Motivation. Conceptually, this defines as the process that initiates, guides and

maintains goal-oriented behaviors. Operationally, in this study, it refers intrinsic and

extrinsic motivations of the student that urge them to study.

Non-Cognitive Factors. Conceptually, mental constructs that we think contribute

to students‟ success, but that don‟t contribute directly to the sorts of academic outcomes

we measure, in the way that, say, vocabulary or working memory do. Operationally, it

refers to Academic Behaviors, Academic Perseverance, Mind Sets, and Learning

Strategies of a Student.

Self-Concept. Conceptually, refers to how someone thinks about, evaluates or

perceives them. Operationally, parameters that measures how a student thinks into

something.
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Chapter II

REVIEW OF LITERATURE

Much researchers has been done on relations between self-concept and school

achievement. Most findings show that students with higher self-concept, i.e., students

who perceive themselves as more confident in a particular area, have higher ratings of

scholastic and behavioral conduct (Alban – Metcalfe & Beverli, M. 2001). Gommage

found that students: self-perceived ability was the same or even better predictor of

scholastic failure and success than their real ability (Gommage, P. 2008). In general, an

effort to increase positive self-evaluation might have positive effects on ability scores

(Finn, J. D. 2001).

Self –concept

Lewis (1990) in his article he suggests that development of a concept of self has

two aspects. First, “The Existential Self” this is the most basic part of the self-scheme or

self-concept, the sense of being separate and distinct from others and the awareness of the

constancy of the self. The child realizes that they exist as a separate entity from others

and that continue to exist over time and space. According to Lewis, awareness of the

existential self begins as young as two to three months old and arises in part due to the

relation of the child has with the world. For example, the child smiles and someone

smiles back, or the child touches a mobile and sees it move.

Second, “The Categorical Self” is having realize that he or she exists as a separate

experiencing being, the child next becomes aware that he or she is also an object in the

world. In early childhood, the categories of children are applied to themselves are very
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concrete. Later, self-description also begins to include reference to internal psychological

traits, comparative evaluations and to how others see them.

Carl Rogers (1959) believes that the self-concept has three different components.

Self-image: The view you have yourself

Self-esteem: How much value you place on yourself

Ideal Self: What you wish you were really like.

Musitu Garcia (1994) discussed that self-concept is understood as the notion and

individual has of himself or herself, based on experiences with others and how they

evaluate their own behavior; this encompasses emotional, social, physical, family and

academic aspects.

Schunk and his colleagues have reported on numerous studies that have examined

the role of a particularized self-concept beliefs in various academic contexts. For

example, Schunk used path analysis to show that modeling treatments increased

persistence and accuracy on division problems by raising children‟s self-concept beliefs,

which had a direct effect on their skills. He later showed that effort attributional feedback

of prior performance ( e.g., “you‟ve been working hard”) raised the self-concept

expectations of the students, and this increase was, in part, responsible for increased skill

in performance on their school (Schunk, D. H.).

According to Dela la Orden (2005), self-concept is negatively correlated with

poor school performance. Students with compensatory education needs are defined as

those who ind themselves in socially disadvantaged situations, frequently coming from

ethnic minorities, immigrant communities, or families experiencing severe financial

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hardships. These students have a significant curricular lag, Educational inclusion

difficulties,, as well as support needs resulting from late entry into education system,

irregular schooling and lack of knowledge of the language given that they come from

other countries.

Extrinsic Motivation

To be motivated means to be moved to do something (R. M., Ryan, & Deci, E.

L.). Classroom pupils who feel no impetus or inspiration to act or do his task or activity

in school is thus characterized as unmotivated, whereas those who are energized or

activated toward an end is considered motivated. Most everyone who works or plays with

others is, accordingly, concerned with motivation, facing the question of how much

motivation those others, or oneself, has for a task, and practitioners of all types face the

perennial task of fostering more versus less motivation in those around them. Most

theories of motivation reflect these concerns by viewing motivation as a unitary

phenomenon, one that varies from very little motivation to act to a great deal of it.

Recent educational and psychological research highlights the role of multiple

affective variables and specifically of motivation towards learning or pursuing

educational goal (M. Boekaerts, (2001). Motivation refers to the forces encouraging a

person to engage on a task or to pursue a goal; in the school setting it concerns the reason

for which a student works persistently to reach a desirable result (C. A., Wolters, &

Rosenthal, H. 2000). Although there are many theories of motivation that are relevant to

student‟s learning, the present quest pertains to three notions, namely (a) self-efficacy

beliefs, (b) task value- beliefs and (c) goal orientations, which are elaborated in Pintrich
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(P. R. Pintrich, 1999)and wolters and Rosenthal (Opcit., Wolters, C.A & Rosenthal, H.

2000).

Albert Bandura (1991) defined the motivation as the multidimensional

phenomenon indexed in terms of the determinants and intervening mechanism that

govern the selection, activation, and sustained direction of behavior.

According to Ford (1992), motivation is defined as the organized patterning of

three psychological functions that serves direct, energize, and regulate goal-directed

activity.

Pinrich and De Groot (1990) defined the motivation as the interactive construct

representing the direction a person is going, the emotional energy and affective

experience supporting or inhabiting movement in that direction, and the expectancies that

a person has about reaching their destination or achieving their goals.

Megginson (1953) proposed that the study of motivation is the study of why

people do things and why they behave in a certain way.

Intrinsic Motivation

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

external factor 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 explain 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 other words,

“motivation is what gets you‟re going to go”. Other man indicates that those students

who have optimum motivation have an edge because they have adaptive attitude and
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strategies, such as maintaining intrinsic interest, goal setting, and self-monitoring.

Besides, motivational variable interact with cognitive, behavioral, and contextual factors

to upset self-recognition.

Furthermore, motivational beliefs are very essential to academic achievement of

students because they help to determine the extent to which students will consider value,

put in effort, and show interest in the task. For instance, motivate themselves, and

behave. This has been manifested by research, indicating students‟ problem solving

performance significantly relates to their self-efficacy beliefs. According to Zimmerman,

Collins found highly efficacious students to be quickly capable of rejecting faculty

strategies, solving more problems, and reworking more previously difficult problems than

their less efficacious counterparts. Further, Zimmerman and Martinez- Pons noted that

students who displayed greater perceptions of efficacy and used learning strategies

progress well in school. Zimmerman and Martinez-Pons added that students‟ belief about

their academic efficacy can provide an essential window for understanding individual

differences in learning and motivation. The general expectancy-value model of

motivation characterizes motivation into three components: value components that

include goal orientation and task; expectancy components that in life self-efficacy and

control beliefs; and the effective construct of test anxiety, all of which are considered in

this study (Gbollie, C. & Keamu, H. P. 2017).

According to the Self-determination Theory Approach, a regulation that has been

internalized may be only introjected, and that type of regulation could well leave people

feeling satisfaction of their needs for competence and relatedness. However, to only
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introject a regulation and thus to be controlled by it will not leave the people feeling self-

determined (Ibid. Ryan & Deci).

Motivation is of particular interest to educational psychologists because of the

crucial role it plays in student learning. There are different factors that affect a students'

motivation in learning. When students assume they can successfully complete and

perceive the subject valuable, they become motivated to do academic tasks and have

achievement. According to Brophy (M. Brophy, 1999), activated and regulated value

perception of students toward a subject can help them increase their motivation.

Gordon Allport, a prominent figure in the field of psychology, believed that

individuals are motivated because of present and mostly conscious drives, which means

people have the understanding why they are doing such. For Allport the motives of

people change as they mature and also, people are motivated by their present drives and

wants. According to him “Whatever moves us must move us now” (A. Allport, 2001). It

means that an individual's history is not important unless it has a present effect on

motivation. Another is that motivation is a pluralistic theory where motives of many

types are allowed. It means that each individual's motives are different from others'

motives. He stated that it will ascribe dynamic force to cognitive processes. Lastly,

motivation is one that “will allow for the concrete uniqueness of motives” (Allport, A.

Ibid). A concrete unique motive is different from an abstract generalized one. This

implies that motivation is a process that grows out from an earlier motive.

Academic motivation is explained through various theories for it is a variable that

has been a focus of a number of studies already. Self-determination theory was proposed

to be able to investigate the roles of self-determined and controlled behavior in academic

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performance. According to the said theory, motivation can be classified into two:

intrinsically and extrinsically motivated or amotivated (R. Deci, Vallerand, Pelletier, &

Ryan, 1991). Deci and Ryan distinguished intrinsic motivation from extrinsic motivation.

Intrinsic motivation makes one engage in activities that are related to behaviors driven by

pleasure and satisfaction that they could get. It is doing something out of interest.

Students finishing a project that involve role-playing can be example. Because students

find it interesting to do the play in class, they tend to engage themselves into working on

the project. On the other hand, extrinsic motivation is the engagement of one in order to

attain a separable outcome. Intrinsic motivation, regardless whether it brings an

immediate reward to a person or not, influences learners to chooses a task, be energized

about it, and persist to accomplish it properly. Extrinsic motivation is engaged by actions

or behaviors that are affected by external forces. An example could be is when students

complete q project in order to receive praise from the teacher and not be scolded for

external forces evidently control it.

In the study of DeBacker & Nelson, the authors perceived intrinsic motivations as

the greatest predictor of grades in high school biology. However, the same variable did

not significant predict performance of male respondents. Of the many factors considered

as possible predictors of Biology Performance, only intrinsic motivation showed

significant relationship. Extrinsic motivation, self-efficacy, and other personal factors did

not significantly predict the dependent variable.

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Chapter III

METHODOLOGY

Locale of the Study

This study will be conducted in Catarman National High School, Catarman

Northern Samar. It is a public school established under National Law No. 413 which was

signed on June 13, 1983. It is an 18650-hectare site facing the Pacific Ocean and it is

located at Rizal Street Extension, Barangay Dalakit, Catarman, Northern Samar.

Catarman National High School implements different educational programs

including: Science Technology and Engineering (STE); Special Program for Arts (SPA);

Junior High School; Senior High School which offers Science Technology Engineering

and Mathematics (STEM), General Academic Strand (GAS), Humanities and Social

Sciences (HUMSS), Technology, Vocational and Livelihood (TVL), Accountancy

Business and Management; and also implements Special Education (SPED) for disabled

persons.

The Senior High Accountancy, business and management students has a total

population of 198 students. Grade 11 and grade 12 ABM students has two sections. The

Grade 11 ABM has a total population of 118 students and the Grade 12 has a total

population of 80 students.
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Figure 2. Map of Catarman National High School, Catarman, Northern Samar

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Research Design

This study is a descriptive correlational research which aims to seek out and

gather information regarding non-cognitive factors of the respondents. Additionally, this

study also aim to determine the relationship between dependent and independent variable.

The non-cognitive factors are expected to affect the academic performance of the

students.

Variables of the Study

The variable of this study include the dependent and independent variables,

presenting its significant relationship.

Independent variable

Non-cognitive factors, is a reaction or operation that represents the patterns of

thought which can be developed before and throughout children‟s school years. The

development of these behaviors is dependent on family structure, numbers of sibling,

societal characteristics and on school and teacher factors particularly the instruction and

social interactions that take place in school. The non-cognitive factors that will be used in

this study are self-concept and motivation (extrinsic and intrinsic).

Dependent variable

Academic performance of the students, the whole results of the students have

learned during his/her academic activities.

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Population and Sampling

In determining the target population of the respondents of this study, the

researchers will use the Slovin‟s Formula. Respondents of this study will be the senior

high school Accountany Business and Management students of Catarman National High

School. The total population of the respondents is 178: 118 grade 11 students and 60

grade 12 students.

Respondents

The respondents of this study will be the Accountancy, Business and Management

Senior High School students in Catarman National High School. 118 respondents are

from the Grade 11 students: 62 students from section Humility and 56 students from

section Faith. Additionally, 60 respondents are from the Grade 12 students: 38 students

from section Jade and 22 students from section Sapphire.

Research Instrument

The researchers will gather data and information through the use of questionnaire

that will be given to the respondents to guarantee the reliability of the data that will be

collected. The researchers adapted the questionnaire from the research paper of Delorino

et al, entitled, "non-cognitive factors and academic performance of grade 12-stem

engineering students in the university of eastern philippines".

The questionnaire is divided into to two parts. Part I contains the profile of the

respondents in terms age, sex, family structure, number of sibling and the general

weighted average. Part II will be the main questionnaire that comprises the non-cognitive

factors. Moreover, Part IIa consists the self-concept which enables the student to have the
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idea about the kind of person they are, where the Grade 11 and 12 Accountancy, Business

and Management students will answer. Part IIb is the intrinsic motivation wherein the

researchers will find out the determination of the respondent to study through gain.

Furthermore, Part IIc is the extrinsic motivation wherein it tends to grasp the information

regarding the ability of the student to study because of rewards.

Scoring and Interpretation

The data which will be gathered by the use of research instrument will be scored

and interpreted as follows:

Academic performance refers to the general weighted average of the respondents

during the previous school year which will be interpreted as:

Description Grading Scale.

Outstanding 90-100

Very Satisfied 85-89

Satisfactory 80-84

Fairly Satisfactory 75-79

Did not meet the expectation Below 75

Self-concept will be measured using a 5-point proportion. It will be scored as

follows:

Category Scale Range Interpretation

Strongly Agree 5 4.20-5.00 Very High Self-Concept

Agree 4 3.40-4.19 High Self-Concept

Moderately Agree 3 2.60-3.39 Moderate Self-Concept

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Disagree 2 1.80-2.59 Low Self-Concept

Strongly Disagree 1 1.00-1.79 Very Low Self-Concept

Intrinsic refers to the constitution of a thing while extrinsic specify the outside

form, intrinsic and extrinsic was measured as follows:

Category Scale Range Interpretation

Strongly Agree 5 4.20-5.00 Very Highly Motivated

Agree 4 3.40-4.19 Highly Motivation

Moderately Agree 3 2.60-3.39 Moderately Motivated

Disagree 2 1.80-2.59 Fairly Motivated

Strongly Disagree 1 1.00-1.79 Not Motivated

Validation of Research Instrument

The research instrument that will be used by the researchers does not need any

validation. It has already been validated and tested from previous studies. The

questionnaire will be based and collected from the questionnaire of Delorino et al.

Data Gathering Procedure

To gather the needed information of this study, it is necessary that the researchers

will gather data that is relevant, consistent and accurate. Also, it is imperative that the

researchers will use a suited instrument to collect those data. The researchers will be

collecting data with the use of questionnaires considering the population of the

respondents. In order to ensure the validity and reliability of the instrument, revision will

be based on the comments and opinion of the respondents. The data gathering procedure

will follow the following steps:

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Determine the total respondents and the required data gathering instrument.

Ask permission to the respondents to avoid disturbance.

Administer the data collecting tool to the respondents.

Collect the data. And those gathered data will be statistically tabulated, analyze

and interpreted.

Statistical Treatment of Data

For analysis and interpretation of the data that will be gathered and collected, the

researchers will use the Pearson r, weighted mean, frequency distribution and percentage,

and multiple regression.

Frequency distribution and percentage. The researchers will use this statistical

tool in presenting the demographic profile of ABM Senior High School students in terms

of age, sex, family structure, and number of siblings.

Weighted Mean. To express and describe the size or proportion of one figure in

comparison with others, weighted mean will be used.

Pearson r. To test the level of relationship between independent and dependent

variables, Pearson r will be used.

Multiple Regression. To test the hypothesis of study if there is no significant

relationship between the independent and dependent variables, multiple regression

analysis will be used.

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LITERATURE CITED

Alban – Metcalfe & Beverli, M. (2001). Self-concept and Attitude to School. British
Journal of Educational Psychology, 51, 66-76.

A. Allport, (2001). Pattern and Growth in Personality; The American Journal of

Psychology, 50, pp. 141-156. Bandura, A. (2001). Social Cognitive Theory: an
agentic perspective. Annual Review of Psychology, 52, 1-26.

C. A., Wolters, & Rosenthal, H. (2000). The relation between the students' Motivational
beliefs and their use of motivational regulation strategies. International Journal of
Educational Research, 33 (7-8), 801-820.

Finn, J. D. (2001). Expectation and the educational environment. Review of Educational

Research, 42, 387-399.

F. DeBacker, & Nelson, R. (). Investigating motivations and self-efficacy in the

performance of the students in a science course. American Journal of Science
Education. 123 (233-243) 2003

Gbollie, C. & Keamu, H. P. (2017). Student academic performance: The role of

motivation, strategies,cand perceived factors hindering Liberian Junior and senior
high school students learning. Retrieved from
http://www.hindawi.com/journals/edri/2017/1789084/

Gommage, P. (2008). Children and schooling: Issues in Childhood Socialization. Allen

and Unwin.

M. Boekaerts, (2001). Context Sensitivity: Activated Motivational Beliefs, current

concerns and emotional arousal. In S. Volet, & S. Jarvela, S. (Eds.), Motivation in
learning contexts: Theoritical and methodological implications ( pp. 17-31)
pergamon press.

M. Brophy, (1999). Self-regulated learning: Where we are today. International Journal of

Educational Research, 31, 445-457.

P. R. Pintrich, (1999). The role of motivation in promoting and sustaining self-regulated

learning. International Journal of Educational Research, 31(6), 459-470.
R. Deci, Vallerand, Pelletier, & Ryan, (1991). An introduction Intrinsic motivation and
SelfDetermination in human behavior (pp. 3-40). New York: Plenum.

R. M., Ryan, & Deci, E. L. (). Self-determination theory and the facilitation of intrinsic
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Schunk, D. H. (). Effects of effort attributional feedback on children‟s perceived self-

efficacy and achievement. Journal of Educational Psychology, 74, 548-556. 2002.
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Questionnaire

NON-COGNITIVE FACTORS AND ACADEMIC PERFORMANCE OF

ACCOUNTANCY, BUSINESS AND MANAGEMENT SENIOR
HIGH SCHOOL STUDENTS IN CATARMAN
NATIONAL HIGH SCHOOL

Part I. Profile of the Respondents

Direction: fill out the information needed.

Name (Optional):________________________________________
Age:________ Sex:______________ No. of Siblings:_________
Family Structure:____________________________
General Weighted Average (GWA): ____________

Part IIa. Self-concept

Direction: Please check [/] the column which corresponds to your answer to the item
stated below. Refer to the scale.

Strongly Agree -5
Agree -4
Not Sure -3
Disagree -2
Strongly Disagree -1

STATEMENT 5 4 3 2 1
1. I often feel humiliated.
2. I often worry about what other people are
thinking about me.
3. I can like myself even when others don‟t.
4. I have a pleasant personality.
5. Those who know me well are fond of me.
6. I look awful these days.
7. It would be boring if I talked about myself.
8. When I am successful, there‟s usually a lot of
luck involved.
9. There‟s a lot of truth in saying “what will be, will
be”.
10. I never feel down in the dumps for very long.
 29

11. I‟m glad I am who I am.

12. When progress is difficult, I often find myself
thinking it‟s not worth the effort.
13. If I really try, I can overcome most of my
problems.
14. I am a reliable person.
15. If a task is difficult, it
makes me more determined.

Part IIb. Intrinsic Motivation

Direction: Please check [/] the column which corresponds to your answer to the item
stated below. Refer to the scale.

Strongly Agree -5
Agree -4
Not Sure -3
Disagree -2
Strongly Disagree -1

STATEMENT 5 4 3 2 1
1. I like hard work because it‟s a challenge.
2. I like to learn as much as I can in school.
3. I like to go on to new work that‟s at a more
difficult level.
4. I like those school subjects that make me think
pretty hard and figure things out.
5. I like difficult schoolwork because I find it more
interesting.
6. I ask questions in class because I want to learn
new things.
7. I do extra projects because I can learn about
things that interest me.
8. I read things because I am interested in the
subject.
9. I really work hard because I really like to learn
new things.
10. I do my schoolwork to find out a lot of things I‟ve
been wanting to know.
11. I like to figure out how to do school assignments
on my own.
12. When I don‟t understand something, right away I
like to try to figure it out by myself.
 30

13. When I make a mistake I like to figure out the

right answer by myself.
14. If I get stuck on a problem, I keep trying to figure
out the problem on my own.
15. I like to do my schoolwork without help.

Part IIc. Extrinsic Motivation

Direction: Please check [/] the column which corresponds to your answer to the item
stated below. Refer to the scale.

Strongly Agree -5
Agree -4
Not Sure -3
Disagree -2
Strongly Disagree -1

1. I don‟t like to figure out difficult problems

2. I like easy work that I am sure I can do.
3. I don‟t like difficult schoolwork because I have to
work too hard.
4. I like assignments that are easy to do.
5. I like problems that are easy to answer.
6. I read things because our teacher wants me to.
7. I do my schoolwork because my teacher wants me
to.
8. I work on problems because I am supposed to.
9. I ask questions because I want the teacher to
notice me.
10. I always want to impress my teacher.
11. When I don‟t understand something, I want my
teacher to tell me the answer right away.
12. I would like my teacher to help me with my
schoolwork.
13. I like to ask my teacher how my assignments
should be done.
14. If I get stuck on a problem, I ask my teacher for
help.
15. When I make a mistake, I like to ask my teacher
how to make my mistake right.
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