Batitang National High School Batitang, Zaragoza, Nueva Ecija The Problem and Its Setting Background of The Study

BATITANG NATIONAL HIGH SCHOOL
Batitang, Zaragoza, Nueva Ecija
CHAPTER 1
THE PROBLEM AND ITS SETTING
Background of the study
Students are sent in school to gain new ideas, knowledge and
skills. Throughout centuries students are trained to know how to
communicate well, to follow rules and to excel in academic and
extra-curricular activities. In order to do that they should
complete all the requirements including projects, assignments,
indoor and outdoor tasks, attending classes every day, allot
their time to the given schedules of their subjects, etc.
They tend to motivate their selves to pursue and strive hard
in studying and develop their capacity and willingness in order
to pass, get high grades, recognitions and to fulfill the given
requirements needed in their study. In this point, it will be
imparted in our minds that every single student attends classes
just to complete requirements, to have their grades in report
cards, to graduate and to be accepted by the society. Other than
that, expectations also matter, expectations from peers,
families, relatives and friends. With this, they sacrifice
certain important things to avoid frustrations and
disappointments from other people and from themselves caused by
low grades or failing.
First, learners’ motivation may be affected by their
individual educational experience or behavior in the past which
1
could promote or oppress motivation. Both the learners themselves
and their instructors may benefit from an explicit consideration
of recollected educational experience. For example, one’s
adoption of maladaptive performance-avoidance goals could be
traced back to negative achievement-related experiences at school
(Anderman, Austin, & Johnson 2002), which, in turn, may be
reframed by changing attributions (similar as, for example, in
trauma therapy; vander Hart, Steele, Boon, & Brown, 1993).
All in all, because of these factors, students are setting
their goals and objectives. Others become academic achievers,
others excel in sports, but others become depressed and
pressured.
From a motivational perspective, one’s willingness to learn
and subsequent engagement in learning reflects educational task
choice. Empirical research, mostly set in secondary school, shows
that a person’s subjective value of a task predicts task choice
(e.g., Harackiewicz, Durik, Barron, Linnenbrink-Garcia, & Tauer,
2008).
Thus, task value constitutes an important prerequisite for
engagement in (new) learning activities. Its importance should
increase with people’s freedom of choice. That is, task value is
supposed to be especially important for one’s decisions to
participate in (voluntary) education and learning activities
(Knowles, Holton, & Swanson, 2005). Recently, Gorges and Kandler
(2012) showed that adult students use (recollected) school-based
2
learning motivation as a basis to assess task value with respect
to a new but similar learning opportunity. Thus, in the same way
as knowledge and skills acquired in school form the basis for
further cognitive development and learning (Credé & Kuncel, 2008;
Helmke & Weinert 1997 ), adult learners’ willingness to learn
appears to be rooted in school-based motivational experiences
recollected in adulthood.
Extending this line of research, we suggest that the quality
of one’s learning motivation at school (i.e., their recollected
motivational orientations) differentially affects the formation
of task value of new learning opportunities for the better or the
worse.
It is at this point that the researchers conduct this study
in order to determine the influences and motivational factors
that affect students’ willingness to study. Also in order to
determine what are their true reasons why students strive hard
for their studies.
Statement of the Problem
This study aims to determine the influences and motivational
factors that affect students’ willingness to study, the
challenges that they encounter and how they cope up, and the
process of learning of the Junior and Senior High School Students
of Batitang National High School.
Specifically, it seeks to answer the following questions:
3
1. How do physical, mental, emotional and social
relations/behavior/aspects affect students’ studies?
2. What are the factors that influence and motivate the
students for them to show their interests in studying?
3. How do they handle heavy loads of tasks, activities,
projects, assignments, other requirements and to all the people
involved in their studies?
4. What are the reasons why students become achiever, top
learner or even the reason why they fail?
Conceptual Framework
This study is anchored in the belief that the students’
willingness to study can be defined through their personal view
and perceptions about studying. It also aims to identify the
relation and the effects of the motivational factors in dealing
with their studies. These collected data were analyzed and
processed using descriptive method that used qualitative method
that treated the gathered data from the respondents using
observations and certain written questions.
In addition to that the researchers used some research
questions to interview their respondents regarding the study. The
aim of this interview is to measure the knowledge, perceptions
and the engagement of every respondent about their willingness to
study. As a result, this study determined the motivational
4
factors and the true reasons why students of Batitang National
High School are still engaged or not in studying.
RESEARCH PROBLEM PROCESS RESULT

Research Questions
1. How do physical, mental,

emotional and social Effects of
relations/behavior/aspects affect
students’ studies?
motivational
factors to
2. What are the factors that
influence and motivate the students
Questions ·Research students’
for them to show their interests in willingness to
studying?
3. How do they handle heavy loads study
of tasks, activities, projects, DATA GATHERING
assignments, other requirements and
to all the people involved in their
studies?
4 What are the reasons on why
Respondents’
.
students become achiever, top

learner or even the reason why they reasons in
fail?
IMPACT RESPONDENTS'
studying
FACTORS PROFILE ·Observations
·Interviews Recommendations
Physical
Social their own
Mental personal view Lectures:
Emotional about
studying
Motivation
Components:  To inform
Acivation,
Persistence,
Ci  To advice
Intensity  To raise
Grounded Theory
DATA ANALYSIS
awareness
FIGURE 1. Research Paradigm
Scope and Delimitations
This study focused on the motivational factors that
influence students’ willingness to study of the Junior and Senior
High Students in Batitang National High School. This study was
conducted on November 2017 and ends on March 2018. Respondents in
this study are ten Junior and Senior students of Batitang
National High School. The student-respondents will be able to
5
answer some interview questions regarding the topic. The
questions will include and focus on the factors motivating them
to study. This research does not intend to invade the privacy of
every respondent to be interviewed. It only includes the
perception of every student about their willingness to study. The
relationship of the profiling of the students was also included
in the study.
This research is delimited only to the students from Grade 7
to Grade 11 who are studying in Batitang National High School.
Significance of the Study
This study will be able to know what particular motivational
factors and reasons affect students’ willingness to study. With
the research results, researchers may formulate recommendations
and culminating activity that is relevant to the research
conducted. By these, it will benefit the following:
Students- They are able to voice out certain problems about
their studies (if they have), can improve their willingness to
learn and identify the factors that motivate them to study.
Parents- They can supervise their children and guide them to
be engaged in studies for their future. Also to know if there are
problems between parent-child relationships that affects one’s
studies.
6
Faculty and Staff- They are the one who are authorized to
further the recommendations of the researcher regarding the
results of the research and can also supervise, guide and
motivate them to adapt the better process of learning.
Researchers- it will be beneficial for the researchers
knowing what particular problem should be addressed, be able to
know the motivational factors that affect the students
willingness to study and to conduct a culminating activity
aligned to the research results.
Future Researchers- it will be beneficial for them because
they can use this research study as a guide in conducting future
researches.
Definition of Terms
In order to fully understand the terminologies used in this
research, the researchers defined the following terms
operationally.
1. Activation. Refers to involvement of the decision in
initiating a behavior
2. Intensity. Refers to what is seen in the concentration and
vigor that goes into pursuing a goal
3. Motivational Factors. Refers to the factors that influence and
motivate students’ behaviors towards studying, the process that
initiates, guides, and maintains goal oriented behaviors.
7
4. Persistence. Refers to continued effort toward a goal even
though obstacles may exist.
8
CHAPTER 2
RESEARCH DESIGN AND METHODOLOGY
This study was conducted to determine the different
motivational factors affecting students’ willingness to study in
Batitang National High School. To be able to gather the necessary
data, the researchers utilized the descriptive method wherein
they chose respondents from Junior and Senior High School in
Batitang National High School. An interview was used for the data
gathering.
The respondents in this study accomplished series of
interviews to determine the motivational factors affecting
students’ willingness to study in Batitang National High School.
The credibility of findings and conclusions extensively
depend on the quality of the research design, data collection,
data management, and data analysis.
Research Method
This study utilized the descriptive method of research. As
widely accepted, the descriptive method of research is a fact-
finding study that involves adequate and accurate interpretation
of findings. Manuel and Medel (1976) as sited in Cortez (2017)
defined descriptive research, which describes “what is”. It
involves the description, recording, analysis, and interpretation
of the present nature, composition or process of phenomena.
Relatively the method used under descriptive research is the
9
qualitative method which is commonly used to explore gathered
data according to perceptions, feelings and responds of every
single respondent. The credibility of findings and conclusions
extensively depend on the quality of the research design, data
collection, data management, and data analysis. This chapter will
be dedicated to the description of the methods and procedures
done in order to obtain the data, how they will be analyzed,
interpreted, and how the conclusion will be met. This section is
to justify the means in which the study obtained and helped in
giving its purpose and strength as it will then be truthful and
analytical. All these helped in the processing of the data and
the formulation of conclusions.
The Instrument
The researchers utilized interview to measure the variables.
An interview is a conversation where questions are asked and
answers are given. In common parlance, the word "interview"
refers to a one-on-one conversation with one person acting in the
role of the interviewer and the other in the role of the
interviewee. The interviewer asks questions, the interviewee
responds, with participants taking turns in talking.
The researcher wished to accurately capture the data and as
a result all the answers from the interviews were written. After
the gathering, data were coded and analyzed.
10
Construction of the Instrument
The interview questions were formulated based on the
existing perceptions towards students’ willingness to study and
also the factors that motivates them to study. It also aims to
know the true reasons why they are studying.
Validity of the Instrument
To determine the validity, the researchers together with
their adviser have their short forums if the interview questions
are valid for qualitative research and if it’s fit to the study.
Also, a dry-run interview was conducted in five respondents who
are not included in the study. This is to check the content and
clarity of the interview questions. With this, they are confident
to conduct their interview using the validated interview
questions.
Administration of the Instrument
Prior to the administration of the instrument to the
respondents, the researchers ask the permission to the SHS group
head and their principal by giving a request letter. After that,
the researchers also gave a letter to the respondents before
having their interactions with the students of the school. The
researchers explained each questions and directions before the
11
student-respondents answer the questions. After the data
gathering, data were analyzed and coded.
Respondents of the Study
The respondents in this research study are students from
Junior and Senior High School of Batitang National High School.
The respondents were given enough time to accomplish the
interviews. After collecting the data, it was coded, analyzed and
recorded.
Sampling Procedure
Stratified-random sampling was used in this study. This is a
process of selecting randomly, samples from different strata of
the population used in the study. It can be either horizontal or
vertical group. Students from Grade 7 to Grade 11 were selected
due to the belief that they have different perceptions about the
things that motivate them to study.
Research Locale
12
Figure 2. Location Map
The study was conducted at Batitang National High School,
which falls under the barangay of Batitang, Municipality of
Zaragoza in Nueva Ecija.
Data Gathering Procedure
Interviews were personally conducted by the researchers to
the students in Batitang National High School. The respondents
were interviewed individually. The respondents were given an hour
to answer all the interview questions for them to fully
understand the questions and think critically about their
answers. The researchers took down notes during interviews. It
was very useful to the researchers to take down notes because
they can focus on what was being said by the respondents.
Data Analysis
The grounded theory will be used to analyze the interview
data. The phrase "grounded theory" refers to theory that is
developed inductively from a corpus of data. If done well, this
means that the resulting theory at least fits one dataset
perfectly. This contrasts with theory derived deductively from
grand theory, without the help of data, and which could therefore
turn out to fit no data at all.
The basic idea of the grounded theory approach is to read
(and re-read) a textual database (such as a corpus of field
13
notes) and "discover" or label variables (called categories,
concepts and properties) and their interrelationships. The
ability to perceive variables and relationships is termed
"theoretical sensitivity" and is affected by a number of things
including one's reading of the literature and one's use of
techniques designed to enhance sensitivity.
Open Coding
Open coding is the part of the analysis concerned with
identifying, naming, categorizing and describing phenomena found
in the text. Essentially, each line, sentence, paragraph etc. is
read in search of the answer to the repeated question "what is
this about? What is being referenced here?"
These labels refer to things like hospitals, information
gathering, friendship, social loss, etc. They are the nouns and
verbs of a conceptual world. Part of the analytic process is to
identify the more general categories that these things are
instances of, such as institutions, work activities, social
relations, social outcomes, etc.
We also seek out the adjectives and adverbs — the properties
of these categories. For example, about a friendship we might ask
about its duration, and its closeness, and its importance to each
party. Whether these properties or dimensions come from the data
itself, from respondents, or from the mind of the researcher
depends on the goals of the research.
14
The process of naming or labeling things, categories, and
properties is known as coding. Coding can be done very formally
and systematically or quite informally. In grounded theory, it is
normally done quite informally.
Axial Coding
Axial coding is the process of relating codes (categories
and properties) to each other, via a combination of inductive and
deductive thinking. To simplify this process, rather than look
for any and all kind of relations, grounded theorists emphasize
causal relationships, and fit things into a basic frame of
generic.
Selective Coding
Selective coding is the process of choosing one category to
be the core category, and relating all other categories to that
category. The essential idea is to develop a single storyline
around which all everything else is draped. There is a belief
that such a core concept always exists.
I believe grounded theory draws from literary analysis, and
one can see it here. The advice for building theory parallels
advice for writing a story. Selective coding is about finding the
driver that impels the story forward.
15
CHAPTER 3
PRESENTATION AND DATA ANALYSIS
This chapter presents the analysis of all the data gathered
using the grounded theory: open coding, axial coding, and
selective coding. This chapter also presents the verbal
explanations of the coded data.
1. Why do you study?
Figure 3:
Open Coding
16
2.
3. STUDY
FINISH
4.
Axial Coding
FINISHING STUDIES Selective Coding

DREAMS AND FUTURE
FOR THE FUTURE
DESIRE TO HAVE
A BETTER FUTURE
AND ACHIEVE
FAMILY SOMETHING THEY
CAN BE PROUD OF
TO GAIN NEW
KNOWLEDGE
PROUD OF BEING
KNOWLEDGEABLE SEEING
TO HAVE SOMETHING STUDYING AS A
TO BE PROUD OF COMMITMENT
THAT CAGED
THEM
OBLIGATION NO CHOICE BUT TO

STUDY
1. In item number 1 (Figure 3), the respondents were asked why
they are studying and the following responses are: to finish
study, for their dreams and future, for their family, to gain new
knowledge, to have something to be proud of and lastly, considers
it as a mere obligation. With this, the researchers coded that
the main reasons why students study are their desire to have a
better future and achieve something they can be proud of and
seeing studying as a commitment that caged them.
17
2. Do you always enjoy studying? Give some reasons or
situations?
Figure 4:
Open Coding
NO – NOT NEEDED Axial Coding
NO – NOT LACK OF
CONTENTED MOTIVATION
Selective Coding
UNMOTIVATED
NO – NO CHOICE
STUDENTS DUE
ENJOYING
TO HINDRANCES
STUDIES
NO – DICTATING STRESSING ONE’S TO ENJOY
HINDRANCES TO 18 OF
COMPLICATED
BECAUSE
NO
TEACHERS SELF IN STUDYING
NO –
NO ––MAINTAINING
- IT’S NOT EAGERNESS
ENJOY TO LIFEBECAUSE
NEW LEARNINGS
YES
NO
NO – PRESSURE
–
GRADES NEW MUCH
TOO
FEAR OF
FINANCIAL MAINTAINING
LEARN
EASY
KNOWLEDGE STUDYING OF STUDYING
WORK
DISSAPOINTMENTS
PROBLEMS ACADEMIC STATUS
2. In item number 2 (Figure 4), the respondents were asked if
they always enjoy studying and the following responses are: no
because it is not needed, they are not contented, they have no
choice, teachers are dictating, there’s too much work, it’s not
easy, financial problems, pressure, maintaining of grades, fear
of disappointments and others respond yes because of the
opportunity to gain knowledge. With this, the researchers coded
that students are unmotivated due to hindrances to enjoy studying
and students experience complicated lives because of studying
while some students enjoy studies because of the new learnings
that it offers.
19
3. How do you deal with the heavy loads of tasks, projects and
home works? Are you pressured or just taking it up easily?
Figure 5:
Open Coding
PRESSURED
\ – NO Axial Coding Selective Coding
CHOICE
LACK OF CHOICES CONFUSED
AND PRIORITIES MINDS OF
DON’T KNOW WHAT STUDENTS
TO PRIORITIZE
TAKING IT EASILY
BECAUSE OF GROUP
COLLABORATIONS ORIENTED MINDS
OF STUDENTS
BECAUSE THEY
FINISHING IT ON HELPING ONE KNOW WHAT TO
TIME ANOTHER AND DO AND THEY
APPLYING TIME CAN SEEK HELP
MANAGEMENT FROM OTHERS
APPLYING TIME
MANAGEMENT
3. In item number 3 (Figure 5), the respondents were asked how
they had dealt with the heavy loads of tasks, projects and home
works and the following responses are: pressured but doesn’t have
a choice, don’t know what to prioritize, while some answered that
they were taking it easily because of group collaborations,
finishing it on time and applying time management. With this, the
researchers coded that some students have confused minds while
20
others have oriented minds because they know what to do and they
can seek help from others.
4. What are the particular things that motivate you to study?
Figure 6:
Open Coding
FAMILY
Axial Coding
FAMILY AND PEER

INFLUENCES
PEOPLE WHO Selective Coding
BELIEVE AND DO
IMPACTS OF
NOT BELIEVE
HUMANS AND
ACADEMIC
DESIRE TO ACHIEVE STATUS TO THE
DREAMS AND FUTURE
SOMETHING EAGERNESS OF
STUDENTS TO
ACHIEVE THEIR
GOALS
POVERTY ECONOMIC PROBLEMS
AFFECTING
STUDENTS’
PROGRESS
4. In item number 4 (Figure 6), the respondents were asked what
particular things motivate them to study and the following
responses are: family, people who believe and do not believe,
dreams and future, and poverty. With this, the researchers coded
that the eagerness of students to achieve their goals were
impacted by people and academic status.
21
5. Do school personnel, administrators or even your teachers
motivate you to study well? In what ways?
Figure 7:
Open Coding
GIVING INSPIRING
THOUGHTS
TEACHERS’ Axial Coding

EFFECTIVE WAY OF
TEACHING
EFFECTIVENESS OF
TEACHER
BIG HELP TO Selective Coding
STUDENTS
THE NATURE OF
TEACHERS THAT
MOTIVATE AND
TEACHERS ARE GOOD UNMOTIVATE
EXAMPLE STUDENTS
NOT APPROACHABLE TEACHERS’

AND NOT BEHAVIOR
APPRECIATIVE
CHARACTER OF
TEACHERS
school personnel, administrators or even their teachers motivate
them to study and the following responses are: giving inspiring
thoughts, teacher’s effective way of teaching, big help to
students, teachers are good examples and not approachable and not
appreciative character. With this, the researchers coded that the
22
nature of the teachers motivate and demotivate students in
studying.
6. For you, do grades always matter? Have your reason/s.
Figure 8:
Open Coding
YES – PEOPLE ARE Axial Coding
JUDGMENTAL
FEAR OF BEING
JUDGED BECAUSE OF Selective Coding
YES – AFRAID OF LOW GRADES
HAVING LOW GRADES DEFINING AND
TREATING
STUDENTS
THROUGH THEIR
YES – BUT THERE GRADES
ARE UNEQUALITIES
AND BIASES
CONSIDERING ONE’S
PERFORMANCE IN
GAINING GRADES
NO – IT’S THE
RESULT OF
HARDSHIPS
YES – BUT GRADES

CAN’T DEFINE
GRADES ARE
STUDENTS
NOT THE BASIS
OF ONE’S
GRADES ARE NOT
PERFORMANCE
NO – NOT NEEDED
ALWAYS USEFUL IN AND
WHEN WORKING
SOME ASPECTS PERSONALITY
NO – NOT A BIG
DEAL
23
grades always matter and the following responses are: yes because
people are judgmental, they are afraid of having low grades,
there are inequalities and biases, but grades can’t define
students while others said no because it’s the result of
hardships, it’s not needed when working, and it’s not a big deal.
With this, the researchers coded that some students define and
treat other students through their grades while others believe
that grades are not the basis of one’s performance and
personality.
7. How do you handle expectations from your parents, relatives
and friends to pass, have high grades or to be one of the top
achievers in your school?
Figure 9:
Open Coding Axial Coding Selective Coding

PRESSURED AND SOCIAL AND
PRESSURED
DEPRESSED BY EMOTIONAL
EXPECTATIONS PROBLEMS CAUSED
DEPRESSED BY EXPECTATIONS
NOT PRESSURED NOT BEING

BY FAMILY AND PRESSURED BY
FRIENDS FAMILY AND STILL GETS
FRIENDS AT ALL MOTIVATED
(BUT STILL GETS THROUGH FAMILY
MOTIVATED) SUPPORT AND
TAKING IT
POSITIVELY POSITIVE
THINKING
TAKING
EXPECTATIONS IN A
PRESSURED BUT POSITIVE WAY
IT’S OKAY 24
7. In item number 7 (Figure 9), the respondents were asked how
they handle expectations from their parents, relatives and
friends and the following responses are: the feel pressured,
depressed, not pressured by family and friends, taking it
positively, and some feel pressured but it’s okay for them. With
this, the researchers coded that the students still get motivated
through family support and positive thinking.
25
8. What are the challenges that you encounter with your studies?
Figure 10:
Open Coding
FORCED TO BE ON TOP
OF THE RANKINGS
EXAMS
Axial Coding
PROJECTS PRESSURES BROUGHT

BY ACADEMICS Selective Coding
PRESSURED BY
ACADEMICS
EXPECTATIONS
AND LACK OF
MORAL
SUPPORT THAT
BLANK GRADES MAY LEAD TO
NEGATIVE
EMOTIONS
FEELING NOT
TRUSTWORTHY
LACK OF GUIDANCE
AND MORAL SUPPORT
PARENTS ARE THAT MAY LEAD TO
ABROAD NEGATIVE EMOTIONS
SOCIAL MEDIA DISTRACTIONS FROM

USING SOCIAL
MEDIA
DISTRACTIONS
GOSSIPS
DISTRACTIONS THAT
MAY AFFECT ONE’S
LIFE
FAKE NEWS
26
challenges did they encountered with their studies and the
following responses are: they were forced to be on top, the
exams, projects, expectations, blank grades, feeling not
trustworthy, parents are abroad, social media and fake news .
With this, the researchers coded that students were pressured by
academics, lack of moral support may lead them to negative
emotions, and students encounter so much distractions.
27
9. Being honest to yourself, in continuing your studies, what is
your main goal?
Figure 11:
Open Coding
TO FINISH STUDIES
HAVING A BETTER
FUTURE
Axial Coding
SELF TO FINISH STUDIES

AND TO HAVE A
BETTER AND STABLE
FUTURE
EARNING MONEY Selective Coding
FINISHING STUDY
FOR A BETTER
FUTURE
HAVING A STABLE
JOB
FAMILY TO GIVE BACK THE

SACRIFICES OF
FAMILY
28
9. In item number 4, (Figure 11) the respondents were asked what
are their goals on pursuing their studies and the following
responses are:to finish studies, to have a better future, for
their own sake, to earn money, to have a stable job. With this,
the researchers coded that the main goal of students is to finish
their studies for the better future.
10. What is your only one inspiration in your studies? How did it
inspire you to continue your studies even you encounter many
challenges?
Figure 12: Open Coding
Axial and Selective Coding
FAMILY FAMILY AND

FRIENDS
FRIENDS
their inspirations in studies are and the following responses
are: family and friends. With this, the researchers coded that
the inspirations of students on their studies are their family
and friends.
29
CHAPTER 4
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary or the research work
undertaken, the conclusions drawn and the recommendations made as
an outgrowth of this study. This study is on the perceptions of
students on motivational factors affecting students’ willingness
to study.
Summary of Findings
1. How do physical, mental, emotional and social
relations/behavior/aspects affect students’ studies?
These aspects affect students’ studies in the way they conduct
one’s self, the way they think, the way they react and their
way of dealing with others.
2. What are the factors that influence and motivate the
students for them to show their interests in studying?
The factors that influence students’ willingness to study are
family, teachers, friends, their desire to have a better
future, achieve something they can be proud of and getting
high grades.
3. How do they handle heavy loads of tasks, activities,
projects, assignments, other requirements and to all the
people involved in their studies?
30
They became pressured due to heavy loads of activities as well
as it caused them to have their confused minds, however,
others become oriented because it adds their knowledge and
because they can seek help to others.
4. What are the reasons why students become achiever, top
learner or even the reason why they fail?
It is because of their eagerness to learn, hindrances to enjoy
studying, pressure of maintaining grades and lack of
motivation.
Conclusions
Based on the findings of the study, the following
conclusions are drawn:
1. Students are willing to study because of their desire to
have a better future and to have something they can be proud
of, however, others are only doing this because it seems
that it’s only their obligation.
2. Students don’t enjoy their studying because of heavy loads
of activities, expectations from their families, pressure in
maintaining grades, lack of moral support from relatives and
teachers.
3. Students see grades as a factor on how a person defines,
treats or sees them, however, others say that grades wasn’t
31
important because it can’t be used when working or finding
jobs.
4. The nature of teachers is one of the factors on how students
get motivated.
5. Expectations from families and friends affect students’
behavior and sometimes cause emotional and social problems.
Recommendations
Based on the findings and conclusions presented, the following
recommendations are selected:
1. Students should be more oriented on the true meaning why
they were sent in school with the help of their families,
peers and teachers.
2. Teachers as well as the module writers and contributors
should minimize the activities and assignments that cause
students to be pressured and depressed. Instead, school
should only base the activities and requirements of students
on the learning competencies given by the Department of
Education.
3. Students should know the consequences and effects of having
low or high grades. Teachers should avoid biases and also be
careful in giving grades to everyone and should base only
the computing of grades to students’ academic and curricular
performances.
32
4. Students and teachers should establish good rapport with
each other, with their understanding abilities to the
situations that they are facing.
5. Families, friend and teachers should be satisfied enough to
the capabilities and abilities of every student. They
should not expect too much from them because it may lead to
several problems that students may face or encounter.
33
REFERENCES
Becsey, L., Wachsberger, P., Samuels, S., et al (Directors).

(2008).A student memoir. [DVD] Burbank, CA: Distributed by Warner
Home Video.
Ginsberg, J. P., Ayers, E., Burriss, L., & Powell, D. A.

(2008).Persons inner wounds and disorders. Journal of Anxiety
Disorders, 22, 809-823. doi:10.1016/j.janxdis.2007.08.009
Glantz, A. (2009). The war comes home: motivations of life.

Berkeley: University of California Press.
Jakupcak, M., Luterek, J., Hunt, S., Conybeare, D., & McFall, M.
(2008).. Journal of Nervous and Mental Disease, 196, 425-428.
Jensen, G. & Wiest, A. A. (2001).the best time to study. New

York: New York University Press. Retrieved from the NetLibrary
database.
Killgore, W. D. S., Cotting, D. I., Thomas, J. L., Cox, A. L.,

McGurk, D., Vo, A. H., et al. (2008). Post-combat invincibility:
Violent combat experiences are associated with increased risk-
taking propensity following deployment. Journal of Psychiatric
Research, 42(13), 1112-1121. doi:10.1016/j.jpsychires.2008.01.001
Monson, C. M., Fredman, S. J., & Adair, K. C. (2008).cognitive

and modified perception of students: Application to operation
enduring and Iraqi freedom veterans. Journal of Clinical
Psychology, 64, 958-971. doi:10.1002/jclp.20511
Tanielian, T. L., Jaycox, L., & Rand Corporation. (2008).Pron to

expectations and disappointments, vol 2. Santa Monica, CA: Rand.
34
APPENDICES
Sample Request Letter to the Principal
January 23, 2018
RACQUEL C. DIAZ
Principal II
Batitang National High School
Dear Mrs. Diaz:
We, the undersigned Grade 12 General Academic Strand learners from
Batitang Senior High School, will be conducting a study entitled
“Motivational Factors Affecting Student’s Willingness to Study”.
This study aims to determine the motivational factors that affect
student’s willingness to study.
In this regard, we are humbly requesting your consent for us to
conduct interviews and observations to the students in our school
for our study. Your utmost consideration and approval is highly
appreciated.
Truly yours,
Students-Researchers
JHUNELLE M. HERRERA JONAS A. LAJOM JANE DOMINIQUE C. DELA CRUZ
MARICAR V. SIMON DENNIS R. GABUTIN MIKE DAVEN S. DELA CRUZ
35
Noted by:
KATRINA L. CADAY- Research Teacher
PITCHIE E. CALUBANA- Research Adviser
Recommending Approval: NATIVIDAD B. AGATON- Master Teacher II
Approved by: RACQUEL C. DIAZ- Principal II
Sample Request Letter to the Respondents
Dear Respondents,
We, the Grade 12 General Academic Strand learners from
Batitang Senior High School, are currently conducting a
study entitled “Motivational Factors Affecting Student’s
Willingness to Study in Batitang National High School” as a
requirement for our subject (Inquires Investigation and
Immersion). This study aims to determine the motivational
factors that affect student’s willingness to study.
In relation to this, we are requesting your cooperation and
understanding by truthfully and correctly answering our
questions.
36
We assure you that all the data to be gathered and the
results of our study will be used only for our investigation
and for study purposes.
God bless and Thank you very much!
Respectfully yours,
The Researchers
SAMPLE INTERVIEW QUESTIONS
MOTIVATIONAL FACTORS AFFECTING STUDENTS’ WILLINGNESS TO STUDY IN
Interview Questions:
1. Why do you study?
2. Do you always enjoy studying? Give some reasons or
situations?
37
3. How do you deal with the heavy loads of tasks, projects and
home works? Are you pressured or just taking it up easily?
4. What are the particular things that motivate you to study?
5. Do school personnel, administrators or even your teachers
motivate you to study well? In what ways?
6. For you, do grades always matter? Have your reason/s.
7. How do you handle expectations from your parents, relatives
and friends to pass, have high grades or to be one of the
top achievers in your school?
8. What are the challenges that you encounter with your
studies?
9. Being honest to yourself, in continuing your studies, what
is your main goal?
10. What is your only one inspiration in your studies? How
it inspire you to continue your studies even you encounter
many challenges?
Curriculum Vitae
Name: Jhunelle M. Herrera
Address: Batitang, Zaragoza, Nueva Ecija
Status: Single
Gender: Male
38
Educational Background
Elementary:
Batitang Elementary School
2006-2012
Junior High School:
2012-2016
Senior High School:
2016-Present
39
Curriculum Vitae
Name: Jane Dominique C. Dela Cruz
Status: Single
Gender: Female
Elementary:
2006-2012
Junior High School:
2012-2016
Senior High School:
2016-Present
40
Curriculum Vitae
Name: Jonas A. Lajom
Status: Single
Gender: Male
Elementary:
Concepcion East Elementary School
2006-2012
Junior High School:
2012-2016
Senior High School:
2016-Present
41
Curriculum Vitae
Name: Mike Daven S. Dela Cruz
Status: Single
Gender: Male
Elementary:
2006-2012
Junior High School:
2012-2016
Senior High School:
2016-Present
42
Curriculum Vitae
Name: Dennis R. Gabutin
Status: Single
Gender: Male
Elementary:
2006-2012
Junior High School:
2012-2016
Senior High School:
2016-Present
43
Curriculum Vitae
Name: Maricar V. Simon
Status: Single
Gender: Female
Elementary:
Bagong Sikat Elementary School
2006-2012
Junior High School:
2012-2016
Senior High School:
2016-Present
44

Batitang National High School Batitang, Zaragoza, Nueva Ecija The Problem and Its Setting Background of The Study

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Batitang National High School Batitang, Zaragoza, Nueva Ecija The Problem and Its Setting Background of The Study

Загружено:

Авторское право:

Доступные форматы

BATITANG NATIONAL HIGH SCHOOL

Batitang, Zaragoza, Nueva Ecija

THE PROBLEM AND ITS SETTING

Background of the study

Students are sent in school to gain new ideas, knowledge and

skills. Throughout centuries students are trained to know how to

communicate well, to follow rules and to excel in academic and

extra-curricular activities. In order to do that they should

complete all the requirements including projects, assignments,

indoor and outdoor tasks, attending classes every day, allot

their time to the given schedules of their subjects, etc.

They tend to motivate their selves to pursue and strive hard

in studying and develop their capacity and willingness in order

to pass, get high grades, recognitions and to fulfill the given

requirements needed in their study. In this point, it will be

imparted in our minds that every single student attends classes

just to complete requirements, to have their grades in report

cards, to graduate and to be accepted by the society. Other than

that, expectations also matter, expectations from peers,

families, relatives and friends. With this, they sacrifice

certain important things to avoid frustrations and

disappointments from other people and from themselves caused by

low grades or failing.

First, learners’ motivation may be affected by their

individual educational experience or behavior in the past which

could promote or oppress motivation. Both the learners themselves

and their instructors may benefit from an explicit consideration

of recollected educational experience. For example, one’s

adoption of maladaptive performance-avoidance goals could be

traced back to negative achievement-related experiences at school

(Anderman, Austin, & Johnson 2002), which, in turn, may be

reframed by changing attributions (similar as, for example, in

trauma therapy; vander Hart, Steele, Boon, & Brown, 1993).

All in all, because of these factors, students are setting

their goals and objectives. Others become academic achievers,

others excel in sports, but others become depressed and

From a motivational perspective, one’s willingness to learn

and subsequent engagement in learning reflects educational task

choice. Empirical research, mostly set in secondary school, shows

that a person’s subjective value of a task predicts task choice

(e.g., Harackiewicz, Durik, Barron, Linnenbrink-Garcia, & Tauer,

Thus, task value constitutes an important prerequisite for

engagement in (new) learning activities. Its importance should

increase with people’s freedom of choice. That is, task value is

supposed to be especially important for one’s decisions to

participate in (voluntary) education and learning activities

(Knowles, Holton, & Swanson, 2005). Recently, Gorges and Kandler

(2012) showed that adult students use (recollected) school-based

learning motivation as a basis to assess task value with respect

to a new but similar learning opportunity. Thus, in the same way

as knowledge and skills acquired in school form the basis for

further cognitive development and learning (Credé & Kuncel, 2008;

Helmke & Weinert 1997 ), adult learners’ willingness to learn

appears to be rooted in school-based motivational experiences

Extending this line of research, we suggest that the quality

of one’s learning motivation at school (i.e., their recollected

motivational orientations) differentially affects the formation

of task value of new learning opportunities for the better or the

It is at this point that the researchers conduct this study

in order to determine the influences and motivational factors

that affect students’ willingness to study. Also in order to

for their studies.

Statement of the Problem