Motivation's Impact on Academic Concentration

• The research paper is titled "Student's Motivation and Academic Concentration Among Grades 7 to 12 Students in Talomo National High School."
• It is a research paper presented to the Faculty Staff of Talomo National High School, Davao City.
• The research is in partial fulfillment of the requirements for Practical Research 2.
• The researchers are Cristel Joy Fernandez, Ketchie Masanguid, Jayson Domocol, Marjana Omar, Sarah Galang, Jeff Peralta, and James Velila.
• The research paper includes a table of contents, a list of tables, and a list of figures.
• The research paper is divided into chapters: Introduction and Methodology.

Introduction

• Motivation influences how, when, and what students learn, ultimately impacting their academic performance (Morales, 2024).
• Motivation drives actions, desires, and needs, playing a crucial role in academic preparedness (Dr. Mehndroo & Vandana, 2020).
• Research has identified two primary types of motivation: intrinsic (driven by internal interest and enjoyment) and extrinsic (driven by external rewards).
• Intrinsic motivation is strongly linked to academic success across all age groups.
• Extrinsic motivation becomes more influential as students mature (Liu et al., 2022).
• A gap exists in understanding the specific impact of motivation on student concentration, especially among senior and junior high school learners.
• This gap is relevant at Talomo National High School, where teachers observe a struggle with student focus, attributed to distractions and lack of interest.
• The role of motivation, particularly how intrinsic and extrinsic factors influence a student's ability to stay focused remains largely unexplored.
• Research into how motivation affects concentration could inform strategies to improve student engagement and learning outcomes at school.
• This study investigates the relationship between motivation and student concentration levels at Talomo National High School.
• The findings could provide valuable insights for educators to develop strategies that enhance student engagement and learning outcomes.
• This study contributes to the educational community by offering insights into how motivation affects student concentration, an area critical to academic achievement.
• Educators can develop strategies to foster better learning environments, such as incorporating more motivational incentives and emotional support.
• The research could benefit educational institutions by providing a framework for designing curricula that enhance student motivation and concentration, thus improving overall learning outcomes.
• The study aims to find the significant relationship between student motivation and concentration at Talomo National High School.
• What is the level of academic concentration among students at Talomo National High School?
• What is the level of student motivation among students at Talomo National High School?
• Is there a significant relationship between motivation and student concentration among students in Talomo National High School?

Hypothesis

• Ho: There is no significant relationship between Motivation and student concentration among students in Talomo National High School.
• Ha: There is a significant relationship between motivation and student academic concentration among students at Talomo National High School.

Review of Related Literature

• Motivation is a theoretical notion that relates to an individual's drives, intentions, and behaviors; it outlines how people respond to a need and take various measures to attain their goals.
• Motivation in learning and the process of adjustment to learning (such as attitudes toward learning, problem-solving, and failure) has received more attention in recent decades.
• Motivation for learning describes how much a student is interested in and works hard to attain goals (Beck, 2021).
• Motivated pupils have a far higher chance of succeeding and realizing their full potential.
• A crucial component of successful teaching and learning is motivation; students exhibit more positive behavior and increase their sense of wellbeing as a result.
• Motivated students learn more deeply, endure longer, and do better in the classroom and on standardized tests (C. S. Hulleman and T. Hulleman, 2018).
• Motivation is an individual's desire to invest resources in a specific behavior (Grew, 2017).
• Self-direction theory states that individuals have three inherent needs: Autonomy, Self-efficacy, and Belonging.
• Self-direction theory locates the sources of motivation on a spectrum that ranges from intrinsic to extrinsic factors.
• Academic learning refers to knowledge-related interactions of academics with external organizations.
• Academic engagement is also socially conditioned by peer effects and disciplinary characteristics.
• Academic engagement is positively associated with academics' subsequent scientific productivity.
• Parental expectations, role models, and rewards are examples of extrinsic motivators (Idulsa F., Luzano R., March 2024).
• Extrinsic motivation encourages pupils to work on academic assignments for outside causes.
• People will actively strive toward doing the things they find interesting or enjoyable, this is Intrinsic motivation
• Intrinsic motivation denotes the performance of an action out of interest or enjoyment
• Extrinsic motivation arises from an externally or socially created reason to perform an action (Ligult L. 2016.)

Related Academic Studies

• Data analysis indicated a positive and significant correlation between Academic Motivation and Academic concentration (Amrai K. et al.(2011)).
• Subscales of task, effort, competition, and social concern within eight subscales had a significant relationship with academic concentration.
• Student engagement and interest in class are important conditions for active learning (Nayr F. (2017)).
• Students with high motivation make an effort to be engaged in class.
• Motivation level is related to class engagement.
• Vocational school students are affected more by motivational factors.
• Motivation level decreases as grade level increases.
• Mastery-oriented learning is a significant predictor of all dimensions of class engagement.
• Overview underscores motivation's important role in shaping students' academic concentration and participation.
• Motivation can come in many forms, such as inspiration, focus, and encouragement.
• Intrinsic motivation (stemming from personal interest/enjoyment in learning):
  • Has been linked to higher levels of academic concentration.
  • Leads to students finding personal relevance in their studies and engaging deeply with material.
  • Leads to improving their focus and retention (Ryan & Deci, 2000).
• Extrinsic motivation (involves external rewards):
  • Includes rewards such as grades or praise.
  • Encourages students to concentrate effectively.
  • Doesn't foster long-term engagement or a love for learning.
  • Motivation (intrinsically/extrinsically motivated) is a significant component of student success.

Theory

• The study is based on Self-Determination Theory (SDT) by Deci and Ryan in 1985, which emphasizes that motivation is driven by the fulfillment of three basic psychological needs:
  • Autonomy:
    • The student's sense of control over their learning.
    • Students are more engaged when tasks align with their interests.
  • Competence:
    • Students feeling capable of succeeding in academic tasks.
    • Boosts their motivation to concentrate.
  • Relatedness:
    • The student's need to feel connected to others, such as peers and teachers.
    • Enhances their focus and engagement.
• Students experience increased intrinsic motivation when these needs are met
• Leads to better academic concentration.
• Underpins the exploration of how motivation affects students' ability to concentrate.
• Attribution Theory, developed by Fritz Heider and later expanded by Bernard Weiner (2012), explains how individuals interpret the causes of their successes or failures.
• This theory emphasizes the role of causal attributions in shaping a person's motivation and behavior.
• The theory suggests that students assign their academic outcomes to factors categorized by:
  • Locus of control (internal or external)
  • Stability (stable or unstable)
  • Controllability (controllable or uncontrollable)
• These attributions significantly influence students' academic concentration and motivation.

Conceptual Framework

• The study aims to explore how motivation influences student concentration levels at Talomo National High School.
• By examining the relationship, there can be insights into how to improve student focus and academic performance.
• The study can contribute to a deeper understanding of the motivational influences in learning.
• The study will help students understand how motivation affects their ability to concentrate and perform academically.
• By recognizing the factors that influence their focus,
  • Students can develop better study habits.
  • Students can enhance their academic performance.
  • Students can make informed decisions to improve their concentration in class.
• This study will highlight the role motivation plays in children's academic success.
• Parents will gain a deeper understanding of how their involvement can impact their child's ability to concentrate and perform well in school.
• This knowledge will help parents support their children more effectively in their academic journey. For teachers, this study provides insights into motivational factors affecting students' concentration and engagement. Understanding those leads to
  • Adapting teaching strategies
  • Creating a more motivating learning environment
  • Offering the correct support to improve their academic outcomes.
• The study will inform school administrators about the role of motivation in student performance, guiding them in developing programs or strategies.
• This is to improve student concentration and academic outcomes.
• The study focuses on the academic year 2024-2025 relationship between motivation and academic concentration among students in Talomo National High School.
• The study is only conducted at Talomo National High School; it does not cover other kinds of support.
• This part defined important terms involved in the study.

Definitions

• Student motivation = ability to attain long- or short-term academic objectives; manifests as enthusiasm and a attitude toward learning.
• Student encouragement = participate in school activities
• Student academic concentration = ability of students to focus their attention on academic tasks or learning activities, fuels deeper learning, improved retention, and performance.

Methodology

• Chapter 2 describes the method and procedure used in the study. Topics discussed; research design, research respondents, sampling technique, procedure, research instruments, and statistical treatment.
  • Research Design: Employ a descriptive correlational research design that determines the relationship between motivation and academic concentration among TNHS students.
  • Study Locale: Conducted at TNHS in Davao City.
  • Respondant: Comprised of 490 of TNHS's students from academic year 2024–2025 who were randomly selected from a population of (1,844) students.
  • Sampling Technique: All students (junior high to senior high) in TNHS were included using simple random sampling (lottery method). Sample size was calculated in Raosoft, determining 400 participants.
  • Research Instrument: Data was collected through a a 4-section survey questionnaire measuring Motivation (intrinsic and extrinsic) and Academic concentration.
  • The Likert scale (1-5) used for motivation was:
    • (1) Strongly Disagree
    • (2) Disagree
    • (3) Neutral
    • (4) Agree
    • (5) Strongly Agree.
  • This assessed frequency of motivation in school, were higher values = higher level of motivation.
  • The Likert scale used for academic concentration (reverse rating/coding) was:
    • (1) Always
    • (2) Often
    • (3) Sometimes
    • (4) Rarely
    • (5) Never
  • Instruments were reviewed by three (3) experts to ensure acceptability

Motivation Questionnaire

• Level of Motivation:
  • Measured the frequency of the the student's motivation. The questionnaire is composed of 10 items, 5 for intrinsic determination, 5 for exterinsic.

Variable A- Family Support (Financial and Emotional support)

- 1.00-1.49 Very Low = Motivation is never evident.
- 1.50-2.49	 Low =  Motivation is rarely evident.
    - 2.50-3.49	Moderate = Motivation is sometimes evident.
    - 3.50-4.49	High = Motivation is often evident.
    - 4.50-5.00 Very High = Motivation is always evident.

Academic Concentration Questionnaire

• Level of concentration: Assesses frequncy of academic concentration in student, consisting of 5 items rated by the set of a 5-point scale.

Variable B - Academic Concentration Meanings

-1.00-1.49 Very Low= Academic concentration is never evident.
    - 1.50-2.49 Low = Academic concentration is rarely evident.
    - 2.50-3.49 Moderate = Academic concentration is sometimes evident.
    - 3.50-4.49	High = Academic motivation is often evident.
    - 4.50-5.00	Very High = Academic motivation is always evident.

Data Gathering Procedure

• Permission to conduct the study was acquired from Talomo National High School.
• A test questionnaire was developed. Survey questionnaires were modified
• The test's content Validity was validated by three (3) experts for accuracy
• Reliability of the test was tested at TNHS's senior high. Scheduling of test for students was based on availability given by the school
• Cronbach Alpha was solved after reliability testing to verify the instruments reliability
• Students were personally given questionnaires and recorded after accomplished.
• Then, the Data analysis was recorded personally using Jasp. After collection and compilation, encoding, tabulating, and analyzation was to be done.

Data Analysis

• The following statistical tools were to be used in the study:
  • Mean: Determine the level of motivation and academic concentration.
    • Standard Deviation: Measure dispersion of data from the mean.
    • Pearsons R: Statistical tool used to determine the relationship between motivation and academic concentration.

Explore the impact of motivation on academic concentration, its limitations when generalized to younger students, and its effects on personal development beyond academic achievements. Analyze the research methodology and suggest measurable outcomes related to academic concentration.