LA IMMACULADA CONCEPCION SCHOOL 1

CHAPTER 1:
INTRODUCTION
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Introduction

In this generation, many students get motivated and unmotivated in studying. Through

this research we will analyze and show the different effects of what makes them motivated or

unmotivated to study.

A student may be unmotivated for a variety of reasons. They may feel that they have no

interest in the subject, find the teacher’s methods un-engaging or be distracted by external forces.

It may even come to light that a student who appeared unmotivated actually have difficulty

learning and is need of special attention.

The classroom environment plays a key role in how motivated a student is. They need to

be in a positive environment in which they feel valued and respected. It enhances their

performance in all aspects of their school work and helps them become goal-oriented.

Conceptual Framework

This study aspires to find out what makes a student motivated or unmotivated to study.

The paradigm or conceptual framework illustrates this in the figure that follow:
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PROCESS
INPUT
Gathering , OUTPUT
Respondents' What tabulating,
Makes a Student Listing of :
analyzing through a
Motivated or researcher made (a) What makes a
Unmotivated to questionnaire. student motivated to
Study: their study?
1. What makes a (b) . Do the student
student motivated to study habits
their study? depends on their
2. Do the student personality and
study habits depends characteristics?
on their personality (c) How can you
and characteristics?
help them being
3. How can you help motivated to study.
them being
motivated to study.

FEEDBACK

Figure 1: The Research Paradigm on the Study

The researchers considered the different ways to make the students motivated or

unmotivated to study that may affect student’s life.

The inputs of the study are: What is the respondents opinion regarding this research,

What makes them motivated or unmotivated in studying, How can you help them being

motivated to study.

These are the areas that the researchers integrated in the study.
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The input will be processed and assessed by gathering, tabulating and analyzing data,

through a researcher made questionnaire the researchers will know the effects of What

Makes a Student Motivated or Unmotivated to Study of La Immaculada Concepcion

School.

The output of the study will be a listing What makes a student motivated to their study,

Do the student study habits depends on their personality and characteristics, how can

you help them being motivated to study.

Statement of the Problem

The study will be undertaken to find out the effects of making the student motivated or

unmotivated to study of La Immaculada Concepcion School

Specifically, this study will seek answers to the following research questions:

1. What makes a student motivated to their study?

2. Do the student study habits depends on their personality and characteristics?

3. How can you help them being motivated to study?

Research Hypothesis

The research hypothesis is that students now have trouble motivating themselves

to study due to various outside and inside factors, this research aims to find out the main

factors in student not studying.

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Scope and Limitation

This study will look into the effects of making a student motivated or unmotivated

to study of La Immaculada Concepcion School. The researchers estimated only 100

students as their respondents.

Significance of the Study

High School Students encountered many problems on how to motivate themselves

to study, especially to those students that are unmotivated to study or doesn’t have

motivation at all. Through this study, the researchers will know the effects of making a

student motivated/unmotivated to study. The groups of people who will benefit from the

study are the following:

Educators - Educators will help the students to motivate them in studying and

give them a proper attention and influence so that they can have a good grade and learn in

school and apply it in real life.

Parents - Parents will know how to motivate their child to study and what makes

them unmotivated in studying

Students - They will be able to know that there’s many circumstances that people

engage and the differences of lifestyle and environment of every students.

Future Researchers - The future researchers will be able to perform effectively

in their academic activities and improve their observation skills since they have the

knowledge on what makes a student motivated or unmotivated to study.

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Definition of Terms:

The following terms which were used in the study are defined conceptually and

operationally for better understanding of the study.

Behavior the way in which someone conducts oneself (Merriam-Webster, 2017)

Concept an abstract or generic idea generalized from particular instances (Merriam-

Webster, 2017)

Environment the circumstances, objects, or condition by which one is surrounded.

(Merriam-Webster, 2017)

Motivated to provide with a motive (Merriam-Webster, 2017)

Oriented intellectually, emotionally, or functionally directed (Merriam-Webster, 2017)

Paradigm an outstanding clear or typical example or archetype. (Merriam-Webster,

2017)

Research the collecting of information about a particular subject (Merriam-Webster,

2017)

Unengaging not engaging, lacking in charm. (Merriam-Webster, 2017)

Unmotivated lacking an appropriate or understandable motive (Merriam-Webster, 2017)

Variety the quality or state of having different forms or types. (Merriam-Webster, 2017)
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CHAPTER 2:
REVIEW OF RELATED
LITERATURE AND
STUDIES
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Foreign Literature

One of the most difficult aspects of becoming a teacher is learning how to

motivate your students. It is also one of the most important. Students who are not
motivated will not learn effectively. They won’t retain information; they won’t
participate and some of them may even become disruptive. A student may be
unmotivated for a variety of reasons: They may feel that they have no interest in the
subject, find the teacher’s methods un-engaging or be distracted by external forces. It
may even come to light that a student who appeared unmotivated actually has difficulty
learning and is need of special attention.

source: https://teach.com/what/teachers-change-lives/motivating-students/

According to Barbara Gross Davis, in Ericksen, 1987, Research has shown that
good everyday teaching practices can do more to counter student apathy than special
efforts to attack motivation directly.

According to Freeman Anderman and Jensen in 2007, Empirical studies

shown that the quality of teacher - student relationships tend to decline after students
enter junior high school and worsen thereafter.

According to Steven C. Howey (2008), Educators across the country are

frustrated with the challenge of how to motivate the ever-increasing number of freshmen
students entering college who are psychologically, socially, and academically unprepared
for the demands of college life. Such students often exhibit maladaptive behavior such as
tardiness, hostility towards authority, and unrealistic aspirations.

Synthesis

According to the studies, Education is affected by the relation of the students to

their teacher. Every student is getting motivated and active in class when they like the
teacher and the topic they are tackling. If the students are not motivated on class, they
won’t learn anything on the class because they lose attention to the teachings.
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CHAPTER 3:
METHODOLOGY
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Research Method

The researcher will use a quantitative approach in order to have an outcome in

this study. Questionnaires will be distributed to the respondents in order to attain the data

needed.

Research Locale

This study will be conducted as an offline survey, because most of the

respondents are in the same school as the researchers.

Sample and Sampling Technique

Sampling is a process used in statistical analysis in which a predetermined number

of observations are taken from a larger population.

Quota sampling method is a non-probability sampling and it can be defined as a

sampling method of gathering representative data from a group. Application of quota

sampling ensures that sample group represents certain characteristics of the population

chosen by the researcher.

We chose to use this type of sampling because our respondents must have certain

characteristics to be able to participate. The respondent must have at least been a student

at one point

Description of the Respondents

The Respondents are all junior high school students of La Immaculada

Concepcion School they are all taken from different grade levels namely: Grade 7, Grade

8, Grade 9, and Grade 10

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Respondents’ profile

The profile of the respondents in terms of age is presented in the succeeding

tables.

1.1 Distribution of the Respondents as to Their Profile in Terms of Age

The frequency and percentage distribution of the respondents’ profile in terms of

their Age is presented in Table 1.

Table 1

Distribution of Respondents as to Their Profile in Terms of Age.

Percentage
Age Group Frequency
(%)

12-13 29 29%

14-15 24 24%

16-17 47 47%
Total 100 100.0

As shown in the table, majority of the respondents were aged 16-17 years old that

covered 47%% of the total population of 100 Junior High School Students. The least

number of respondents came from the age of 14-15 years old students that comprised the

24% of the total number of 100 Junior High School Students.

Further, to complete the total number of respondents, 29% came from the age

group of 12 to 13.
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1.2 Distribution of the Respondents as to Their Profile in Terms of Gender

Table 2 reveals the distribution of respondents as to their profile in terms of

Gender.

Table 2

Distribution of Respondents as to Their Profile in Terms of Gender

Percentage
Gender Frequency
(%)

Female 53 53%
Male 47 47%
Total 100 100.0

As reflected by the table, the number of female respondents dominated that of the

male principals. Among 100 respondents, 53 were female and 47 were male with 51%

and 49% respectively as to the percentage distribution.

Research Instrument

A survey questionnaire will be used as the main tool in data gathering. The

questionnaire was designed by the researchers. It is divided into two main sections: the

profile of the respondent and the survey questionnaire proper. The profile contains the

name, age, gender, and section of the respondents

The survey proper will explore the respondents’ self-assessments of Their

studying habits and the things that motivate and discourage them from studying. This

method will help the researchers to achieve accurate information for the better

understanding of the study.

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Data- Gathering Procedure

Through the use of the questionnaire, data will be gathered from the 100 selected

Junior high school students from La Immaculada Concepcion School. A survey

questionnaire will be distributed from the selected junior high school students during the

distribution period.

Statistical Treatment of Data

In the analysis of the data collected, the following statistical techniques and procedures

were used. This method determines the distribution of the subject according to the frequency of

responses on the problems that were presented in this study.

1. Weighted Mean

The weighted mean will be used to evaluate the respondents’ self-assessment of on

various buyer’s practices asked in the questionnaire.

(∑𝑓𝑤)
𝑥̅ =
𝑁

Where:

𝑥̅ = Weighted Mean

fw = Sum of the products of

the frequency and the unit weight

∑ = Summation

N = Total number of Respondents

2. Percentage

Questionnaires will be tallied and computations will be facilitated through the use of the

table of frequency and percentage. The formula will be:

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𝑛
P =(𝑁)x100

Where:

P= percentage

n= Number of respondents

N=Total number of respondents

100 = Constant

The items will be verbally interpreted using a 5-point Likert Scale method as the criterion

that served as the basis for interpretation of data. The weighted mean values and verbal

interpretation are:

Likert Scale

Numerical Scale Range Verbal Interpretation

5 4.50- 5.00 Always
4 3.49- 4.49 Often
3 2.50- 3.49 Sometimes
2 1.50- 2.49 Rarely
1 1.00 – 1.49 Never
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CHAPTER 4:
RESULTS AND
DISCUSSION
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This chapter presents, analyzes and interprets the results obtained by the researcher in the

study.

1. Respondents’ profile
The profile of the respondents in terms of age is presented in the succeeding
tables.
1.1 Distribution of the Respondents as to Their Profile in Terms of Age

The frequency and percentage distribution of the respondents’ profile in

terms of their Age is presented in Table 1.

Table 1

Distribution of Respondents as to Their Profile in Terms of Age

Percentage
Age Group Frequency
(%)

12-13 29 29%

14-15 24 24%

16-17 47 47%

Total 100 100.0

As shown in the table, majority of the respondents were aged 16-17 years old that
covered 47%% of the total population of 100 Junior High School Students.

1.2 Distribution of the Respondents as to Their Profile in Terms of Gender

Table 2 reveals the distribution of respondents as to their profile in terms of

Gender.
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Table 2

Distribution of Respondents as to Their Profile in Terms of Gender

Percentage
Gender Frequency
(%)

Female 53 53%
Male 47 47%
Total 100 100.0

As reflected by the table, the number of female respondents dominated that of the
male principals. Among 100 respondents, 53 were female and 47 were male with 51%
and 49% respectively as to the percentage distribution.
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80 0 OFTEN SOMETIMES RARELY NEVER

70 73
60

50

40

30

20
20
10
6 1 0 *WM= 4.65
0 **VI= Always

Table 1 presents the level of agreement in the statement, “I learn more if the
teacher is entertaining.” Among the respondents, 73 or 73% chose always on this, while
20 or 20% chose often. On the other hand, 6 or 6% of them chose sometimes on this
statemen and 1 or 1% of them chose rarely while non chose never.

This study revealed that the respondents have always regarding the statement that
“I learn more if the teacher is entertaining.” with weighted mean of 4.65. Because
entertaining people or things often catch the attention of people specifically students who
are easily distracted and has a short span of attention.
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70 ALWAYS OFTEN SOMETIMES RARELY NEVER

60 66

50

40

30

20
22

10
11
1 0 *WM= 4.53
0 **VI= Always

Table 2 presents the level of agreement in the statement, “I am more motivated to

learn when I like the topic.” Among the respondents, 66 or 66% chose always on this,
while 22 or 22% chose often. On the other hand, 11 or 11% of them chose sometimes on
this statemen and 1 or 1% of them chose rarely while non chose never.

This study revealed that the respondents have always regarding the statement that
“I am more motivated to learn when I like the topic.” with weighted mean of 4.53.
Because the interests of students have a big contribution to what they are good at and
what they are not.
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40 ALWAYS OFTEN SOMETIMES RARELY NEVER

35
35
30

25

20 22
21
15

10 13
9
5
*WM= 2.66
0 **VI= Sometimes

Table 3 presents the level of agreement in the statement, “I don’t study the subject
if I don’t personally like the teacher.” Among the respondents, 9 or 9% chose always on
this, while 13 or 13% chose often. On the other hand, 35 or 35% of them chose
sometimes on this statemen and 21 or 21% of them chose rarely while 22 or 22% chose
never.

This study revealed that the respondents have sometimes regarding the statement
that “I don’t study the subject if I don’t personally like the teacher.” with weighted mean
of 2.66. Because students feel it is hard to listen to a person specifically a teacher that
they have no interest in or dislike in a personal level.
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40 ALWAYS OFTEN SOMETIMES RARELY NEVER

35 37
34
30

25

20
19
15

10

5 7
2 *WM= 3.94
0 **VI= often

Table 4 presents the level of agreement in the statement, “Activities and

experiment make me more invested in the topic.” Among the respondents, 37 or 37%
chose always on this, while 34 or 34% chose often. On the other hand, 19 or 19% of them
chose sometimes on this statemen and 7 or 7% of them chose rarely while 2 or 2% chose
never.

This study revealed that the respondents have sometimes regarding the statement
that “Activities and experiment make me more invested in the topic.” with weighted
mean of 3.94. Because students are more interested in a topic if they are doing something
related to a topic rather than just listening to a teacher.
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35 ALWAYS OFTEN SOMETIMES RARELY NEVER

30
31

25
26

20
19
15
16

10

5 8

*WM= 3.32
0 **VI= sometimes

Table 5 presents the level of agreement in the statement, “The schools facilities affect my

motivation to learn.” Among the respondents, 19 or 19% chose always on this, while 26 or 26%

chose often. On the other hand, 31 or 31% of them chose sometimes on this statemen and 16 or

16% of them chose rarely while 8 or 8% chose never.

This study revealed that the respondents have sometimes regarding the statement that

“The schools facilities affect my motivation to learn.” with weighted mean of 3.32. Because an

environment can have a significant affect on how a student will learn and how a teacher will

teach.
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45 ALWAYS OFTEN SOMETIMES RARELY NEVER

40
39
35
36
30

25

20

15 18

10
10
5 7
*WM= 2.86
0 **VI= sometimes

Table 6 presents the level of agreement in the statement, “The more challenging a subject

is, the more I am unmotivated to learn.” Among the respondents, 7 or 7% chose always on this,

while 18 or 18% chose often. On the other hand, 39 or 39% of them chose sometimes on this

statemen and 36 or 36% of them chose rarely while 10 or 10% chose never.

This study revealed that the respondents have sometimes regarding the statement that

“The more challenging a subject is, the more I am unmotivated to learn.” with weighted mean of

2.86. Because students feel discouraged in learning a subject if it takes a lot of time and effort to

study.
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70 ALWAYS OFTEN SOMETIMES RARELY NEVER

60
59
50

40

30

20
20
17
10
3 1 *WM= 4.30
0 **VI= Often

Table 7 presents the level of agreement in the statement, “I learn more if the teachers

teaches the subject, rather than the student reporting” Among the respondents, 59 or 59% chose

always on this, while 17 or 17% chose often. On the other hand, 20 or 20% of them chose

sometimes on this statemen and 3 or 3% of them chose rarely while 1 or 1% chose never.

This study revealed that the respondents have Often regarding the statement that “I learn

more if the teacher teaches the subject, rather than the students reporting.” with weighted mean

of 4.30. Because the students trust a professional who has confidence in in what he/she is

teaching more rather than an amateur student who is nervous while reporting.
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40 ALWAYS OFTEN SOMETIMES RARELY NEVER

35
34
30

25
26
20
21
15
14
10

5
5 *WM= 3.44
0 **VI= sometimes

Table 8 presents the level of agreement in the statement, “My friends influence my study

habits.” Among the respondents, 21 or 21% chose always on this, while 26 or 26% chose often.

On the other hand, 34 or 34% of them chose sometimes on this statemen and 14 or 14% of them

chose rarely while 5 or 5% chose never.

This study revealed that the respondents have sometimes regarding the statement that

“My friends influence my study habits.” with weighted mean of 3.44. Because the people around

the student tends to be ore like the student and the student will also adjust their personality based

on the people around them.

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35 ALWAYS OFTEN SOMETIMES RARELY NEVER

30
30
25

20
19
15
14 14
10 13

5
*WM= 3.03
0 **VI= sometimes

Table 9 presents the level of agreement in the statement, “My social status in life dictates

my capability to study.” Among the respondents, 13 or 13% chose always on this, while 19 or

19% chose often. On the other hand, 30 or 30% of them chose sometimes on this statemen and 14

or 14% of them chose rarely while 14 or 14% chose never.

This study revealed that the respondents have sometimes regarding the statement that

“My social status in life dictates my capability to study.” with weighted mean of 3.03. Because a

student will be able to study more if they can attain and afford the proper studying tools.
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35 ALWAYS OFTEN SOMETIMES RARELY NEVER

30 33

25 27
26

20

15

10
10
5
4 *WM= 3.67
0 **VI= Often

Table 10 presents the level of agreement in the statement, “My study habits purely

depend on my personality and characteristics.” Among the respondents, 26 or 26% chose always

on this, while 33 or 33% chose often. On the other hand, 27 or 27% of them chose sometimes on

this statemen and 10 or 10% of them chose rarely while 4 or 4% chose never.

This study revealed that the respondents have Often regarding the statement that “My

study habits purely depend on my personality and characteristics” with weighted mean of 3.67.

Because students all have different personality so some students may be hard working and some

be lazy.
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80 ALWAYS OFTEN SOMETIMES RARELY NEVER

70
67
60

50

40

30

20

10 13
9 3 8 *WM= 4.20
0 **VI= Often

Table 11 presents the level of agreement in the statement, “I get more motivated in

studying if my teacher always motivates me to do my best.” Among the respondents, 67 or 67%

chose always on this, while 13 or 13% chose often. On the other hand, 9 or 9% of them chose

sometimes on this statemen and 3 or 3% of them chose rarely while 8 or 8% chose never.

This study revealed that the respondents have Often regarding the statement that “I get

more motivated in studying if my teacher always motivates me to do my best.” with weighted

mean of 4.20. Because students tend to be happier if the teacher is supporting them resulting in

student striving to fulfill the expectation given to them.

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30 ALWAYS OFTEN SOMETIMES RARELY NEVER

25
25

20 22
21
20

15

10 12

*WM= 3.27
0 **VI= sometimes

Table 12 presents the level of agreement in the statement, “If the teacher gives me

material rewards (i.e. candies, stamps, and stickers) the more I want to participate in the

discussion.” Among the respondents, 25 or 25% chose always on this, while 21 or 21% chose

often. On the other hand, 22 or 22% of them chose sometimes on this statemen and 20 or 20% of

them chose rarely while 12 or 12% chose never.

This study revealed that the respondents have sometimes regarding the statement that “If

the teacher gives me material rewards (i.e. candies, stamps, and stickers) the more I want to

participate in the discussion.” with weighted mean of 3.27. Because students tend to want a

material exchange for them studying.

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35 ALWAYS OFTEN SOMETIMES RARELY NEVER

30 33

25
25
20 22

15
14
10

5
6
*WM= 3.26
0 **VI= sometimes

Table 13 presents the level of agreement in the statement, “Problems within my personal

life can severely affect my motivation to learn.” Among the respondents, 25 or 25% chose always

on this, while 22 or 22% chose often. On the other hand, 33 or 33% of them chose sometimes on

this statemen and 14 or 14% of them chose rarely while 6 or 6% chose never.

This study revealed that the respondents have sometimes regarding the statement that

“Problems within my personal life can severely affect my motivation to learn.” with weighted

mean of 3.26. Because students with problems result in them focusing in handling their current

problem than studying.

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70 ALWAYS OFTEN SOMETIMES RARELY NEVER

60
59
50

40

30

20
22

10 14
5 0 *WM= 4.35
0 **VI= Often

Table 14 presents the level of agreement in the statement, “I tend to be more motivated to

study when I get high grades in exams.” Among the respondents, 59 or 59% chose always on this,

while 22 or 22% chose often. On the other hand, 14 or 14% of them chose sometimes on this

statemen and 5 or 5% of them chose rarely while non chose never.

This study revealed that the respondents have Often regarding the statement that “I tend

to be more motivated to study when I get high grades in exams.” with weighted mean of 4.35.

Because students who get high grades get a satisfaction and them wanting to keep those high

grades result in them studying more.

 LA IMMACULADA CONCEPCION SCHOOL 32

35 ALWAYS OFTEN SOMETIMES RARELY NEVER

30 33

25

20 23 23

15

10 12
9
5
*WM= 2.64
0 **VI= sometimes

Table 15 presents the level of agreement in the statement, “My parents forcing me to

study makes me unmotivated to study to learn.” Among the respondents, 12 or 12% chose always

on this, while 9 or 9% chose often. On the other hand, 33 or 33% of them chose sometimes on

this statemen and 23 or 23% of them chose rarely while 23 or 23% chose never.

This study revealed that the respondents have sometimes regarding the statement that

“My parents forcing me to study makes me unmotivated to learn.” with weighted mean of 2.64.

Because students being forced to do something, they do not want to do makes them more

unmotivated to do it.
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CHAPTER 5:
FINDINGS,
CONCLUSIONS, AND
RECOMMENDATIONS
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The researchers recommend that the results of this study should be disseminated
to teachers so that they can improve their methods of teaching to further improve students
motivation in studying, Parents so that they can motivate their children to study more,
and to students so that they can avoid these factors that make them unmotivated to study.

Summary of Findings
The researcher had organized the following summary of findings based on the
questions given in the Questionnaire.

1. The Statement “I learn more if the teacher is entertaining” is rated as “always”

with a weighted mean of 4.65. The weighted mean was derived from the
questionnaire given to high school students ranging from grade 7 to grade 10.
Findings showed that there is a significant relationship between teachers who
use teaching methods that are somewhat fun or entertaining and students who
has a high-grade output on a certain subject as the results show students are
more willing to listen to teachers that entertains as well as educate. The
student high-grade output could also be related to how teachers and parents
treat them nicely as the statement “I get more motivated in studying if my
teacher always motivates me to do my best.” Rated as “often” with a mean
score of 4.20 meaning students are more likely to learn if they are not in an
environment where they are constantly scolded or nagged to do better but, in
an environment, where they are motivated by people around them that they
could do better.
2. The Statement “I am more motivated to study when I like the topic” is rated as
“always” with a weighted mean of 4.53. The weighted mean was derived from
the questionnaire given to high school students ranging from grade 7 to grade
10. Findings showed that students that like a certain topic is more motivated to
learn the said topic meaning student’s motivation in studying not only
depends on their teachers.
3. The Statement “I tend to be more motivated to study when I get high grades in
exams” is rated as “often” with a weighted mean of 4.35. The weighted mean
was derived from the questionnaire given to high school students ranging
from grade 7 to grade 10. Findings showed that a student has the potential to
study more if they get a high grade in either quizzes or exams as they tend to
get proud of their high grade resulting in them wanting to keep that high
standard of their grade.
 LA IMMACULADA CONCEPCION SCHOOL 35

Conclusions
Based on the relevant points discussed in the summary, the following conclusions are

presented.

1. The way a teacher teaches a topic could have a significant effect on whether a
student is interested to learn the topic.
2. The students want to learn more if they like the topic being discussed
3. Motivating a student using complements and telling them to their best is more
likely to motivate a student than using scare tactics and continuous nagging
and scolding for them to get better.
4. Students still want to learn from the teacher than learning from a fellow
student reporting.

Recommendations
Based from the conclusions drawn and from the other recommendations conclude

by the researchers, the researcher hereby offers the following recommendations:

1. All teachers should provide a more entertaining way of teaching students

as it could make the students more interested to learn the topic the
teacher is teaching.

2. Both the teachers and parents should provide a more positive outlook in
the grades of the students as punishing them when they get bad grades
makes them more unmotivated to learn but giving them rewards when
achieving a high grade gives them a motivation to get high grades

3. Schools should provide a curriculum centered on the interests and

characteristics of the students as it can improve the motivation of the
students to study because they are learning thing that they are interested
on.
 LA IMMACULADA CONCEPCION SCHOOL 36

4. The teachers should lessen the time where students are reporting and when
the students are reporting a teacher should still be there to help a student
when he/she is reporting, as students tends to listen more if the teacher is
teaching the topic.
5. The student should provide more effort into studying and, teachers and
parents needs to give a reason as to why a student should study more.

BIBLIOGRAPHY