Abstract
This descriptive study was conducted to
determine the science motivation of the Grade 7 students of Desiderio C. Gange National High School , Liningwan, Maabay, Sibunag, Guimaras for the School Year 2018-2019.
Respondents were the 190 Grade 7 students of Desiderio C. Gange National High School. The instrument
used was the Science Motivation (educational videos, independent research using technology, and science apps)
to determine the science motivation among the Grade 7 students. The
descriptive statistical tools used were mean and standard deviation.
The study shows that the science motivation
of Grade 7 students was high with extrinsic and intrinsic motivation
highly contributed to over-all motivation. In
order to test relative effectiveness of this study, the choice of most suitable
design for this study was the basic step. Keeping in view the various factors
affecting the internal and external validity of this study, pre-test post-test
equivalent group design was considered a suitable research design for this
study.
Chapter I
Introduction
Background of the Study
Motivation to learn is “a student tendency
to find academic activities meaningful and worthwhile and to try to derive the
intended academic benefits from them” (Glynn ,et. al., 2006).
A student who is highly motivated to learn
enjoys learning and learns much more than the student who is not as motivated.
The learner persists and perseveres in studies even when things turn out to be
difficult. They do not give up easily. As a result their performance is
satisfactory (Lucas, et. al., 2011).
Motivation in children predicts motivation
later in life, and the stability of this relationship strengthens with age (Lai,
2012). Elementary motivation is different from high school, as well as high
school from college. College environments are more flexibly structured than
those in high school. As a result, college students often experience initial
difficulties in motivating themselves to pursue learning goals. Members of the
higher education community wish to create general education programs that
support the motivation of students and help them engage in the learning process
(Glynn, et.
al., 2005). Motivation within individuals tends to vary across subject areas,
and this domain specificity increases with age. In science, research evidence
shows that students’ motivation to learn science has a significant influence on
student’s science competencies development (Devetak, et. al., 2014).
Thus, this study was conducted to determine
the level of motivation of students towards science especially in secondary to
give teachers the idea of how well the students are motivated that will help
assess the effectiveness of the teaching styles and techniques. Furthermore, it
will serve as basis in improving the teaching styles and integrate more
effective techniques that will increase the students’ motivation and
performance.
Statement of the Problem
This study aimed to determine the level of
science motivation of Grade 7 students of Desiderio C. Gange National High School in the School Year 2018-2019.
It sought
to answer these questions:
1.
What is the Mean Percentage Score (MPS) of Grade 7 students in the pretest of the whole quarter?
2.
What is the Mean Percentage Score (MPS) of Grade 7 students in the posttest of the whole quarter?
3.
Is there an increase of Mean Percentage Score (MPS)
of Grade 7 students after administering different science motivation?
Significance of the Study
This study sought to determine the level of
science motivation of Grade 7 students of Desiderio C. Gange National High School, Liningwan, Maabay, Sibunag, Guimaras.
The outcome
of this study would be beneficial to the following:
Science
Faculty
The result would help them implement more
effective strategies and techniques, and enhance their teaching styles so as to
improve the motivation of Grade 7 students.
Students
This study would help them to be aware of
the level of their science motivation that would serve as their basis on the
improvement of their academic standing in science subjects.
Administrator
The outcome of this study would encourage
them to give more beneficial information for the improvement of the performance
of science faculty members in terms of motivating their students in science
subjects.
Parents
The results of this study would help them
be aware of their children’s level of science motivation and be a basis for
their guidance.
Other
Researchers
The result of this study would serve as baseline
to conduct related researches on the level of science motivation of incoming
Grade 7 students. This could also serve as a reference for other
researchers in conducting studies related to motivation.
Scope and Limitation of the Study
This study was conducted to determine the
level of science motivation among Grade 7 students of Desiderio C. Gange National High School, Liningwan, Maabay, Sibunag, Guimaras during the whole quarter of the School Year
2018-2019. Respondents were chosen among the Grade 7 students.
Moreover, this descriptive study focused on
Grade 7 students as the independent variable and level of science
motivation as the dependent variable. Slovin’s formula was used to identify the
number of samples and percentage allocation was computed from the population of
each section. Samples were chosen using Lottery method of
random sampling. To describe the data, mean and standard deviation were used
for descriptive analysis
Chapter
II
REVIEW
OF RELATED LITERATURE AND RELATED STUDIES
This chapter presents the review of related
literature and studies. The review of related literature is composed of the
importance and implication of motivation and the factors affecting it in
education. The related studies consist of studies pertaining to student’s
motivation and how can it affect learning.
Related Literature
Motivation
The whole education system comprises of
building, books, materials as well as objectives. Methods we used to achieve
these objectives. But actually this system has two integral personalities and
they are the teacher and the students. But now the philosophers like John
Dewey, Rousseau and Pestalozzi gave the centre position to the students. So, it
is necessary to understand those factors which abolish or nourish the child’s
achievement. As a gardener must know or should have sought to know which soil
is more suitable to the plant and when and how much water should be required by
plant. Similarly a teacher must know how a child learn, how the factors like
motivation or readiness facilitates the teaching process (Rehman et al., 2013).
Academic
achievement is greatly affected by the student’s interest and drive upon the
subject they are taking. Those who have higher interest about the subject tend
to excel more than those who are uninterested. This interest is commonly called
as motivation. According to Lia (2011), motivation refers to reasons that
underlie behaviour that is characterized by willingness and volition.
Motivation involves a constellation of beliefs, perceptions, values, interests,
and actions that are all closely related. As a result, various approaches to
motivation can focus on cognitive behaviours (such as monitoring and strategy
use), non-cognitive aspects (such as perceptions, beliefs, and attitudes), or
both.
Impact of motivation on learning of
students in education is important. Without motivation learning is not
possible. Due to motivation students do any task and achieve the goal.
Motivation increase speed of work and a person is doing everything to achieve
goal. Motivation increases the performance of learning. It provides energy and
learner achieves the task because she has a direction and performance of
learner is increased (Rehman, 2005).
There are two kinds of motivation extrinsic
and intrinsic motivation:
1.
Extrinsic Motivation comes as a
result of an external reward from someone else. Examples of extrinsic rewards
are certificate, bonuses, money, praise and recognition (Fralick, 2012).
2.
Intrinsic Motivation comes from
within. It means that you do an activity because you enjoy it or find something
personal in it. With intrinsic motivation, the nature of the activity itself or
the consequences of the activity motivate you (Fralik, 2012).
Learners are more likely to show the
beneficial effects of motivation when they are intrinsically motivated to
engage in classroom activities. Intrinsically motivated learners tackle
assigned task willingly and are eager to learn classroom material, more likely
to process information in effective way and more likely to achieve at high
levels than those who are externally motivated (www.education.com 07/30/15).
Motivation
has several effects on students’ learning and behaviour:
1.
Motivation directs behaviour toward
particular goals.
2.
Motivation leads to increased
effort and energy.
3.
Motivation increases initiation of
and persistence in activities.
4.
Motivation affects cognitive
processes.
5.
Motivation determines which
consequences are reinforcing and punishing.
6.
Motivation often enhances
performance.
(www.education.com
07/30/15)
Related studies
A
motivational science perspective on student motivation in learning and teaching
contexts is developed that highlights 3 general themes for motivational
research. The 3 themes include the importance of a general scientific approach
for research on student motivation, the utility of multidisciplinary
perspective, and the importance of use-inspired basic research on motivation.
The importance of student motivation has varied from peripheral to central to
central in psychological and educational research over the years. Currently,
research on student motivation seems to be central to research in learning and
teaching contexts (www.studentmotivation.com 07/15/2015)
Studies have been conducted to know the
relationship and factors underlying motivation. These help teachers and
administrators provide strategic planning and technique that will improve their
learner’s motivation.
Study shows that, the correlation was
strongest between motivations. Interviews revealed parents and teachers had the
most influence on students' perception of science. In understanding the
correlation between female students’ motivation, achievement, and self-esteem,
schools will gain further knowledge into how students relate to the academic
field of science and can thus promote females' participation in more science
courses in high school. This then will provide females the necessary background
knowledge to pursue a greater number of science majors in college (Henman,
2010).
Among the top reasons for studying among
all students were grades and upcoming exams. Seventy-eight percent of all
students also claimed to study most when the subject is “interesting and
practical” The need to “prove something to myself” was cited as a motivation to
study by 68% of the population, and this percent rose to 87% when the
accelerated adult students were isolated. Learning for its own sake was the
third ranked reason for studying among the adult population, but came in eighth
for the traditional students. The top reason cited for not studying was work
and family obligations; 37% of all students claimed that obligations took away
from study time. Not surprisingly, the accelerated adult learner felt this
pressure more than the traditional 18- 21 year old student. The second greatest
reason for not studying, I’d rather go out or hang out with my friends, was
ranked strongly agree or agree by 31% of the traditional students, but (again,
not surprisingly) only 9% of the adult learners. Fear of letting down family
ranked much higher as a motivator for traditional students than accelerated
students, while the desire to learn ranked higher for the adult population than
the traditional one. These results are logical and were expected given the
different stages of life of the members of the two groups (Castiglia, 2006).
According to Hardre et al. (2006), teachers
who want to enhance students’ motivation might see benefits from focusing on
learning goals and self-determination. Instead of focusing on performance goals
(tests, grades), they could provide a supportive classroom environment by
paying more attention to their interpersonal communication with students,
offering choices and supporting and encouraging students to pursue their
interests whenever possible. The findings on interpersonal style indicate that
most students place a lot of importance on their individual interactions with
teachers. At the same time, teachers should also be attentive to the peer
elements of the environment. An important part of the peer support environment
is the difference between competition and cooperation. Teachers can enhance
peer support by reducing competition between students, and by valuing and
emphasising collaboration and cooperation within the peer group.
It was found that mastery, performance, and
extrinsic were positively related to academic achievement. Social and extrinsic
goals were positively related to affect to school. In general, the results
supported the cross-cultural validity of the hierarchical and multidimensional
model of student motivation in a non-Western context. This study highlights the
importance of testing the validity of Western-oriented theories of achievement
motivation before they are applied in non-Western settings (King et al, 2012).
A theoretical model of non-science majors’
motivation to learn science was tested by surveying 369 students in a large-enrolment
college science course that satisfies a core curriculum requirement. Based on a
social-cognitive framework, motivation to learn science was conceptualized as
having both cognitive and affective influences that foster science achievement.
Structural equation modelling was used to examine the hypothesized
relationships among the variables. The students’ motivation, as measured by the
Science Motivation Questionnaire (SMQ), had a strong direct influence on their
achievement, as measured by their science grade point average. The students’
motivation was influenced by their belief in the relevance of science to their
careers. This belief was slightly stronger in women than men. Essays by the
students and interviews with them provided insight into their motivation. The
model suggests that instructors should strategically connect science concepts
to the careers of non-science majors through such means as case studies to
increase motivation and achievement (Glynn et.al, 2006).
Chapter III
Chapter III
Theoretical Framework
This study was anchored on The
Expectancy-Value theory by Allan Wigfield (2000) which states that individual’s
choice, persistence, and performance can be explained by his/her beliefs about
how well he/she will do on the activity and the extent to which he/she value
the activity.
Expectancy-value theory has been one of the
most important views on the nature of achievement motivation, beginning with
Atkinson's (1957). To characterize the theory very broadly, theorists adopting
this perspective posit that individuals' expectancies for success and the value
they have for succeeding are important determinants of their motivation to
perform different achievement tasks (Wigfield, 1994).
Conceptual Framework
In this study, the conceptual framework
shows the relationship between the dependent and independent variables. The Grade 7 students: Ivory, Rose, Dahlia, Hyacinth, and, serves as the independent variable while the level of
science motivation serves as the dependent variable. The paradigm below shows
the relationship of the variables.
Paradigm of the Study
 |
| Figure 1. Paradigm of the Study |
Chapter IV
Conclusions and Recommendation
This chapter presents the conclusion
and recommendations.
Conclusions
1.
The motivation of the Grade 7 students is greatly affected by their extrinsic and intrinsic motivation.
2.
Other factors affecting motivation such
as self-efficacy, self-determination, personal relevance and low anxiety assessment
also contributed to the high level motivation of Grade 7 students.
Recommendations
1.
Science faculty members are
encouraged to develop their styles and techniques in teaching science in order
to sustain the motivation of Grade 7 students.
2.
Students should be aware of the
level of their science motivation for them to develop techniques and strategies
in improving it.
3.
Parents should cooperate in the
academic performance of their child and to have daily monitoring on the
sustainability of child’s interest in school.
4.
Parallel study with other courses should
be conducted to determine the significant difference with the motivation of
Grade 7 students.
5.
Follow up study about this topic should
be conducted to monitor the motivation of the Grade 7 students, if any
changes will occur.
