Student Motivation Research at Talomo National High School (PDF)

STUDENT’S MOTIVATION AND ACADEMIC CONCENTRATION AMONG GRADES 7 TO 12 STUDENTS IN TALOMO NATIONAL HIGH SCHOOOL A Research Paper Presented to the Faculty Staff of Talomo National High School, Davao City ​ ​...

STUDENT’S MOTIVATION AND ACADEMIC CONCENTRATION AMONG GRADES 7 TO 12 STUDENTS IN TALOMO NATIONAL HIGH SCHOOOL A Research Paper Presented to the Faculty Staff of Talomo National High School, Davao City ​ ​ ​ ​ In Partial Fulfillment of the Requirements for the Subject Practical Research 2 ​ ​ ​ ​ CRISTEL JOY FERNANDEZ KETCHIE MASANGUID JAYSON DOMOCOL MARJANA OMAR SARAH GALANG JEFF PERALTA JAMES VELILA  April 2024 TABLE OF CONTENTS ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Page Title Page…………………………………………………………………………………… i Table of Contents……...…………………………………………………………………... ii - iii List of Tables..……………………………………………………………………………… iv List of Figures………………………………………………………………………………..v CHAPTER 1​ INTRODUCTION Background of the Study…………………………………………………….1 Statement of the Problem……………………………………………........2 Hypothesis…….………………………………………. 2 Review of Related Literature….…………………………………………….3 Theory…………………………………………………..11 Conceptual Framework………………………………..11 Significance of the Study……………………………………………………12 Scope and Delimitation………………………………. 12 Definition of Terms…………………………………… 13 ​ 2 METHODOLOGY ​ ​ Research Design………………………………………14 ​ ​ Locale of the Study…………………………………… 14 ​ ​ Respondents…………………………………………... 14 ​ ​ Sampling Technique…………………………………15 ​ ​ Research Instrument……………………………….. 15 ​ ​ Procedures…………………………………………… 18 ​ ​ References…………………………………………….19 LIST OF FIGURE Figure​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Page 1​ Conceptual Framework Showing the Variables……………………. 9  Chapter 1 INTRODUCTION Background of the Study Motivation is a fundamental aspect of learning, influencing how, when, and what students learn, ultimately impacting their academic performance (Morales, 2024). It is the driving force behind our actions, desires, and needs and plays a crucial role in a student's academic preparedness and desire to learn (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, while extrinsic motivation becomes more influential as students mature (Liu et al., 2022). Despite the extensive research on motivation, a gap exists in understanding its specific impact on student concentration, especially among senior and junior high school learners. This is particularly relevant at Talomo National High School, where teachers and administrators observe a struggle with student focus, often attributed to distractions and lack of interest. While the effects of distractions on student concentration are evident, the role of motivation, particularly how intrinsic and extrinsic factors influence a student's ability to stay focused, remains largely unexplored. This gap in understanding highlights the need for research into how motivation affects concentration, as such insights could inform strategies to improve student engagement and learning outcomes at school. This study aims to investigate the relationship between motivation, both intrinsic and extrinsic, and student concentration levels at Talomo National High School. By understanding this relationship, we can provide valuable insights for educators to develop strategies that enhance student engagement and learning outcomes.  This study can significantly contribute to the educational community by offering insights into how motivation affects student concentration, an area critical to academic achievement. By understanding the role of motivation, educators can develop strategies to foster better learning environments, such as incorporating more motivational incentives and emotional support. Additionally, this research could benefit educational institutions by providing a framework for designing curricula that enhance student motivation and concentration, thus improving overall learning outcomes. Statement of the Problem This study aims to find out the significant relationship between Motivation and student concentration among the students at Talomo National High School. Specifically, it aimed to respond to the following queries: 1.​ What is the level of academic concentration among students at Talomo National High School? 2.​ What is the level of student motivation among students in Talomo National High School? 3.​ 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 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. In recent decades, the role of motivation in learning and the process of adjustment to learning, such as attitudes toward learning, problem-solving, and failure, has received more attention. Motivation for learning is a variable in education that describes how much a student is interested in and works hard to attain goals (Beck, 2021). According to Hawthorne (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 as a result of it, and it also increases their sense of wellbeing. If we want to give kids and teens the best start in life, we must learn how to inspire them to pursue their education. In addition to learning more deeply and enduring longer, motivated students also do better in the classroom and on standardized tests. Not only is it common sense, but hundreds of studies have supported it. (C. S. Hulleman and T. Hulleman, 2018). Grew (2017) defined motivation as an individual’s desire to invest resources in a specific behavior. Self-direction theory states that individuals have three inherent needs: a need for autonomy, a need for self-efficacy, and a need for belonging. Self-direction theory locates the sources of motivation on a spectrum that ranges from intrinsic to extrinsic factors. Academic Concentration Academic learning refers to knowledge-related interactions of academics with external organizations. It includes activities such as collaborative research with industry, contract research, consulting, and informal ties. Academic engagement is also socially conditioned by peer effects and disciplinary characteristics. In terms of consequences, academic engagement is positively associated with academics’ subsequent scientific productivity. We propose new areas of investigation where evidence remains inconclusive, including individual life cycle effects, the role of organizational contexts and incentives, cross-national comparisons, and the impact of academic engagement on the quality of subsequent research as well as the educational, commercial, and society-wide impact. (Perkmann M. February 2021) Extrinsic motivation, in contrast to intrinsic motivation, encourages pupils to work on academic assignments for outside causes. Parental expectations, the expectations of other reliable role models, the possibility of winning a spot in a course later on, and good marks are examples of extrinsic motivators. (Idulsa F., Luzano R., March 2024). Intrinsic motivation is a natural human tendency—in other words, people will actively strive toward doing the things they find interesting or enjoyable. However, in order for intrinsic motivation to flourish, the social environment must nurture it. Whereas 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 studies A research by Amrai K. et al.(2011). Data analysis indicated a positive and significant correlation between Academic Motivation and Academic concentration. Furthermore, subscales of task, effort, competition, social concern within eight subscales had a significant relationship with academic concentration. Another research by Nayr F. (2017). Student engagement and interest in class are important conditions for active learning. For this they must be highly motivated. In other words, students who have high motivation make an effort to be engaged in class. Thus, knowing students’ motivation level is important for active engagement in class. The research has revealed that motivation level is related to class engagement, that vocational school students are affected more by motivational factors, and that motivation level decreases as grade level increases. Also, mastery-oriented learning is a significant predictor of all dimensions of class engagement. Synthesis The overview of the following studies collectively underscores the important role of motivation in shaping students’ academic concentration, and overall school participation. This motivation can come in many different forms, such as inspiration, focus, and encouragement to students. Key findings from these studies reveal several interconnected themes, among which are Intrinsic motivation, which stems from personal interest and enjoyment in learning, has been linked to higher levels of academic concentration. Students who find personal relevance in their studies are more likely to engage deeply with the material, leading to improved focus and retention (Ryan & Deci, 2000). Extrinsic motivation, on the other hand, involves external rewards such as grades, praise, or parental approval. While it can effectively encourage students to concentrate on their studies, it may not foster long-term engagement or a love for learning (Deci, Koestner, & Ryan, 1999). In summary, collectively emphasizing that motivation, intrinsically and extrinsically motivated, is a significant component of student success. Theory Self determination theory This study is based on Self-Determination Theory (SDT), developed by Deci and Ryan in 1985, which emphasizes that motivation is driven by the fulfillment of three basic psychological needs: autonomy, competence, and relatedness. Autonomy refers to students' sense of control over their learning, making them more engaged when tasks align with their interests. Competence involves students feeling capable of succeeding in academic tasks, which boosts their motivation to concentrate. Relatedness refers to students' need to feel connected to others, such as peers and teachers, which enhances their focus and engagement. When these needs are met, students experience increased intrinsic motivation, leading to better academic concentration and performance. This framework underpins the exploration of how motivation affects students' ability to concentrate in the classroom. Attribution Theory 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. It suggests that students assign their academic outcomes to factors categorized by locus of control (internal or external), stability (stable or unstable), and controllability (controllable or uncontrollable). These attributions significantly influence students' academic concentration and motivation. Conceptual Framework This study aims to explore how motivation influences student concentration levels at Talomo National High School. By examining the relationship between these two factors, we can gain insights into how to improve student focus and academic performance. The study can contribute to a deeper understanding of the motivational influences in learning. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Motivation Academic concentration ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Significance of the Study This study aims to explore the relationship between motivation and academic concentration among students at Talomo National High School. The findings of this study will be beneficial to the following individuals: Students: This study will help students understand how different types of motivation—both intrinsic and extrinsic—affect their ability to concentrate and perform academically. By recognizing the factors that influence their focus, students can develop better study habits, enhance their academic performance, and make informed decisions to improve their concentration in class.  Parents: This study will be important for parents as it will highlight the role that motivation plays in their children's academic success. Parents will gain a deeper understanding of how their involvement, whether through encouragement or providing external rewards, can impact their child's ability to concentrate and perform well in school. This knowledge can help parents support their children more effectively in their academic journey. Teachers: For teachers, this study will provide valuable insights into the motivational factors that may be affecting students' concentration and engagement in the classroom. Understanding these factors will enable teachers to adapt their teaching strategies, create a more motivating learning environment, and offer the appropriate support to help students stay focused and improve their academic outcomes. School Administrators: The study will inform school administrators about the role of motivation in student performance, guiding them in developing programs or strategies to improve student concentration and academic outcomes. Scope and Delimitation of the Study This study focuses on the relationship between Motivation and academic concentration among students in Talomo National High School, academic year 2024-2025. This study is conducted at Talomo National High School. The researcher limited this research only to students at Talomo National High School. This study does not cover other kinds of support. Definition of Terms ​ This part defined important terms involved in the study. The contextual and operational definitions presented comprehensively are as follows: Motivation- Student motivation is defined as the ability to attain long- or short-term academic objectives. It also manifests as enthusiasm and a good attitude toward the learning process. In this study it refers to the students’ encouragement to participate in school activities. Student academic Concentration- student academic concentration refers to the ability of students to focus their attention on academic tasks or learning activities during class or study time. Effective concentration is essential for academic success, as it fuels deeper learning, improved retention, and overall academic performance."  Chapter 2 METHODOLOGY In this chapter, the researchers describe the method and procedure that was used in the study. The following will be discussed in detail: research design, research respondents, sampling technique, research instruments, Procedure, and statistical treatment. Research Design This study will employ a descriptive correlational research design that determines the relationship between the level of motivation and level of academic concentration among students at Talomo National High School. Other than what will be required to administer the instrument in order to obtain the appropriate data, the approach did not involve any manipulation. Using this approach, data collected via a survey questionnaire will be analyzed and interpreted. Locale of the study This study will be conducted at Talomo National High School, Talomo Proper, Talomo, Davao City. Respondent The study's participants comprise 490 Talomo National High School students who were enrolled for the 2024–2025 academic year. The respondents were randomly selected from a total of one thousand eight hundred forty-four (1,844) students. Sampling Technique ​ All of the students in Talomo National High School will be included by their grade levels, specifically, junior high to senior high school. All sections will be included, but the students in each section will be randomly selected to participate in the survey using simple random sampling (lottery method). The researchers used the Raosoft software in calculating the sample size of their study, where (n) is the sample size and (N) is the population size, which is one thousand eight hundred forty-four (1,844). The researchers calculated the sample size in Raosoft, and the result is four hundred (400). Research Instrument ​ The researchers used a survey questionnaire as the data-gathering instrument. The questionnaire was divided into 4 sections: Motivation and Academic concentration. The Motivation is divided into 2 section: intrinsic and extrinsic. The intrinsic motivation statement, consisting of five (5) statements, was created by the researchers. The extrinsic motivation statement, consisting of five (5) statements, was created by the researchers. The Academic concentration, consisting of five (5) statements, was created by the researchers. Each statement was assessed using a Likert scale, a common rating system used to measure attitudes or opinions by asking respondents to rate statements on a scale. For the Motivation section, the Likert scale was as follows: 1 – Strongly disagree, 2 – disagree, 3 – Neutral, 4 – Agree, and 5 – Strongly agree. This scale measures the frequency of motivation in school, with lower values indicating less motivation. For the Academic concentration section, the Likert scale was: 1 – Always, 2 – often, 3 – Sometimes, 4 – Rarely, 5 – Never. This scale was suggested to have a reverse rating/coding; therefore, the scale assesses the level of agreement with statements regarding academic concentration, where higher values represent higher academic concentration and lower values represent lower values of concentration. The instruments underwent validation by three (3) research experts to ensure their acceptability and approval for this study. ​ Motivation questionnaire ​ The level of Motivation measured the frequency of the student’s motivation. The level of motivation, which is composed of 10 items, 5 for intrinsic motivation and extrinsic motivation. The score will be interpreted using the set of a 5-point scale ranging from one (1) “strongly disagree," (2) "disagree," (3) “neutral," (4) “agree," and (5) “strongly agree." Higher scores indicate a higher level of motivation. Variable A- Family Support (Financial and Emotional support) Mean Interval Descriptive Level Descriptive Interpretation 1.00-1.49 Very Low This means that motivation is never evident. 1.50-2.49 Low This means that motivation is rarely evident. 2.50-3.49 Moderate This means that motivation is sometimes evident. 3.50-4.49 High This means motivation is often evident. 4.50-5.00 Very High This means that motivation is always evident. Academic concentration questionnaire The level of academic concentration measured the frequency of the student’s academic concentration. The level of academic concentration, which is composed of 5 items. The score will be interpreted using the set of a 5-point scale ranging from one (1) "never," (2) "often," (3) "sometimes," (4) "rarely," and (5) "always.”. Variable B – Academic concentration Mean Interval Descriptive Level Descriptive Interpretation 1.00-1.49 Very Low This means that academic concentration is never evident. 1.50-2.49 Low This means that academic concentration is rarely evident. 2.50-3.49 Moderate This means that academic concentration is sometimes evident. 3.50-4.49 High This means that academic motivation is often evident. 4.50-5.00 Very High This means that academic motivation is always evident. Data Gathering Procedure The research study was conducted using the following procedures: 1. The researchers constructed a letter that will be addressed to the principal of Talomo National High School to ask permission to conduct the study. 2. After the approval, a request letter was submitted to the principal. 3. Test Questionnaire, The researchers modified survey questionnaires to measure social Motivation and Academic concentration. 4.Content Validity of the Test The instruments were validated by three (3) research experts of Talomo National High School 5. A reliability test will be conducted for the senior high school at Talomo National High School. 6. Scheduling for the distribution of test questionnaires will be made based on the available schedule date that was be given by the school (respondents) 7. After the reliability testing and solving for the Cronbach alpha, it will be computed to verify the reliability of the instrument. 8. Distribution of the questionnaires to the respondents will be done personally, together with some research assistants. The administration of the research instrument to the identified or accomplished questionnaire. Afterwards, the recording will be personally done; recording of responses and data analysis will be done using Jasp. 9. 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