Chapter I

INTRODUCTION

Motivation is seen as the person effort to accomplish his/her duties, dedicating the

needed effort and continuing it. Motivation plays a significant role in individual

educational life and their achievement. Motivation reflects in learner choice of academic

tasks, the time and effort they allocate to each task, their perseverance in academic

tasks. Motivation also enables them correctly handle obstacles they come across in the

learning process. Eccles (2011) believed that motivation is a multidimensional construct.

To them, researchers in the field of motivation in learning agree that a learners

engaging in any learning condition has to answer three central questions: Can I do this

activity?, Do I want to do this activity and why? and What do I need to do to succeed?

To him, motivation is environmentally dependent. That is peoples action is tailored by

environmental influences.

Students are intrinsically motivated if they love or enjoy what they are doing even if

there is no reward or incentive for it. While students are extrinsically motivated if they do

not enjoy what they do, they will still do so to obtain the rewards or tokens. Teachers often

encourage intrinsic motivation as it is best for their students in the long run. Some action

plans for elevating intrinsic motivation include triggering their interests, keeping up with

their curiosity, assisting them in goal setting, and making sure that they are really learning

during the process.

To uplift the quality and of students’ learning experience, motivation from parents and

teachers can be really influential. Here’s how motivation affects students’ academic

performance

Most of the time, parents and teachers ask the question, “How can I motivate my

child or my student to study harder and achieve their academic goals?”

True enough, motivating a student learner to study hard can be a real pain in the

beginning. But if you’re really on it, you can definitely try some proven motivating

strategies that will help you in pushing someone towards academic performance. You

just need to profile these learners precisely.

Student learners are motivated in so many different ways, especially when it

comes to acquiring knowledge and achieving academic performance. A student learner

may be interested in classroom participation or discussion while another may be more

productive in studying alone or in a quiet place like a library. Still, others may be more

enthusiastic about social work, extracurricular activities, or sports.

Aside from being motivated intrinsically, being motivated extrinsically can also be helpful.

However, this should be used only if the students are uninterested in what they need to

do or learn. Extrinsic motivation can help in developing intrinsic motivation if the students
are not just doing their tasks because of the reward but tend to enjoy and are

comfortable in learning these “uninteresting” things.

Motivation uplifts student’s enthusiasm about the activities presented to them. Once they

get motivated to achieve something by doing the tasks, they will eventually exert their full

effort, time, and energy. In this way, they become determined or persistent in

accomplishing things even if these are not of their interest. This will also determine if

they are pursuing such tasks on a voluntary or on a compulsory basis.

CONCEPTUAL PARADIGM

The conceptual framework of this study is employing and utilized the input, process

and output (IPO) Model to precisely present the data needed in this study towards the

self-motivation skills and academic performance of grade 12 HUMSS students in Camp

Vicente Lim Integrated School (CVLIS).This study will expect the relationship of self-

motivated skills and academic performance.

The end of this study answers the relationship between self-motivated skills and

academic performance
 Input Process Output

Motivation Skills Analysis Academic performance

- Survey

- Interview

-Skill

THEORETICAL FRAMEWORK

These theories are able to stand alone to contribute to the outcome in the learning

process without being dependent on any other theories in the education domain.

According to Weigfield (2007), intrinsic motivation depicts an activity done only for own

contentment without any external anticipation. The challenge, curiosity, control and
fantasy are the key factors to trigger up intrinsic motivation. In education, lots of will power

and positive attitude is very much required to sustain the motivation. Moreover, claim that

intrinsic motivation and academic achievement share significant and positive bonding.

Intrinsic motivation directs an individual to participate in academic activities only to

experience the fun, challenging and uniqueness without any external pressure or

compulsion rather than expecting external rewards, gifts or under any compulsion or

pressure. Intrinsic motivation is able to spread the positivity and make the gained

knowledge to sustain for a long time. In contrast, extrinsic motivation depicts external

activities such as a reward, compulsion and punishment. An individual is extrinsically

motivated if they are receiving any reward or under any pressure or compulsion.

According to James (2010), motivation can be cultivated extrinsically at the initial

stage and transform it as intrinsic motivation in the learning process as it goes deeper.

This kind of motivation provides a high level of will power and engagement yet it would

not able to sustain longer than the intrinsic motivation can do. If they are continuously

motivated through the use of external rewards or compliments, it could be habitual for

students to perform only to gain the rewards and not for own sake or to mastery skills or

knowledge. Other than that when an individual is not able to perform either intrinsically

motivate or extrinsically motivate, then a motivation occurs. A motivation is a state where

intrinsic motivation and extrinsic motivation is no longer exist. Either intrinsic motivation

or extrinsic motivation, both have its own unique features to motivate students. Both
intrinsic and extrinsic motivation is needed in a learning process. Learning is a

complicated process and motivation is the hard rock of this process. Hence (2006),

students have to be highly motivated to face the challenges, understand the process and

able to apply in real circumstances. Intrinsic motivation leads to self-motivation in

pursuing the learning meanwhile extrinsic motivation gives the purpose to pursue the

learning.

Statement of the problem

This study aimed to determine the correlation between self-motivation skills and academic

performance of grade 12 HUMSS in Camp Vicente Lim Integrated School (CVLIS).

Specifically, it sought to answer the following questions:

1. How motivated are student. in terms of:

1.1. Attendance

1.2. Achievements

1.3. Participation in class

1.4. Participation in curricular activities

 1.5. Tact (communication)

2. What is academic performance?

3. What are the things made the students motivated?

4. Significant relationship between self-motivation skills and academic

performance?

5. What are the strategies to make the students motivated?

Statement of the Hypothesis

The main purpose of the study was describe the relationship of the self - motivation

skills and academic performance of grade 12 HUMSS student in Camp Vicente Lim

Integrated School.

To investigate the research questions proposed in the present study, two

hypothesis were formulated that was stated in null form.

There is a significant relationship between self-motivation skills and academic

performance of the respondents.

Scope and delimitation of the study

 This study focused on the relationship between the self - motivation skills and

academic performance of grade 12 HUMSS student in Camp Vicente Lim Integrated

School. The end goal of this study was to come up an implication may propose on the

findings. The study was conducted at the first semester of the school year 2019 to 2020

and the result are assumed to be obtained by the researchers at the end of the semester.

The instrument which was used by the researchers to assess the relationship

between self-motivation skills and academic performance of grade 12 HUMSS student in

Camp Vicente Lim Integrated School was constructed using survey and answering

multiple questionnaires.

This study utilized the descriptive/relationship and correlation/comparative method

between self-motivation skills and academic performance.

This study was delimited to the grade 12 HUMSS student who are not enrolled in Camp

Vicente Lim Integrated School (CVLIS). It was also to the others students who are not

Grade 12 HUMSS

Significance of the Study

This study focused on the correlation between Motivation skills and academic

performance. Moreover, the outcome of the study would be beneficial to the following:
To the curriculum Planners

The result of this study would help the curriculum planners to address the needs

of the students in terms of their Self-Motivation skills and Academic performance. By

means of conducting supplemental activities in academics.

To the school administrators.

This study would contribute in a sense that school administrators would be able

to acquire knowledge regarding the difficulties that each students are facing specifically

in self-motivation and with their academic performance so that they would be able to

think solutions for their problems.

To the teachers.

This study could contribute some ideas on how to provide teaching strategy that

can affect the self-motivation skills of every student through the implication of academic

performance that mat result to the improvement of their self-motivation skills that they

will become aware what is possible cause on the self-motivation skills of the study.
To the parents.

This study may provide them an information to assess their children on how to

improve motivation skills with the help of academic performance. This would be

beneficial to the parents because it would be their guide on how they are going to help

their children in enhancing their motivation skills.

Definitions of terms

This part contained the definition of terms avowed to provide vivid and concise

information and details pertaining to the researchers' study.

Motivation - is the reason for people's actions, willingness and goals. Motivation is

derived from the word mover which to move. Hence motivation stands for movement

these needs could be wants or desires that are acquired through influence of culture,

society, lifestyle, etc. or generally innate

Academic - An academic is a person who works as a teacher or researcher at a

university or other higher education institution. An academic usually holds an advanced

degree. The term scholar is sometimes used with equivalent meaning to that

of academic and describes in general those who attain mastery in a research discipline.

Tack - a keen sense of what to do or say in order to maintain good relation with others

or avoid offense.

Compulsion - a very strong desire to do something. The act of using force or pressure

to make someone do something. The state of being forced to do something.

Allocate - to divide and give out (something) for a special reason or to particular people

companies and etc. To apportion for a specific purpose or to particular persons or thing.

Chapter II

This study represent the related literature from foreign to local which may directly

bearing to enhance, relevance to represent studies may give a big image why those

related literature from foreign to local use. The researcher gathered information from the

internet that would support the study of relationship between self-motivation skills and

academic performance.

According to Bartol and Martin (2009) relate motivation to the force that simulates

behavior, and underlies the tendency to prevail. In other words individuals must be

sufficiently simulated and energetic, must have a clear focus on what is to be achieved,

and must be willing to commit their energy for a long period of time to realize their aim in

order to achieve goals. However, other than motivation being a force that stimulates

behavior, Vroom (2011) emphasized on the 'voluntary actions'. Supported by Steers et

al. (2009).

Vroom (2010) Defined motivation as "a process governing choice made by

persons...among alternative forms of voluntary activity."

 Similarly Kreitner and Kenicki (2013) assumed that motivation incorporate those

psychological processes that create the arousal, direction and persistence of voluntary

actions that are goal oriented. Quite differently from the other definitions,

Locke and Latham (2012) identified that motivation influence people's acquisition

of skills and the extent to which they use their ability. According to the authors "the

concept of motivation refers to internal factors that impel action and to external factors

that can act as in documents to action. The three aspects of actions that motivation can

affect are direction (choice), intensity (effort), and duration (persistence). Motivation can

affect both the acquisition of people's skills and abilities; and also the extent to which

they utilize their skills and abilities" (Locke and Latham, 2012).

In a nut shell, different authors have put forward the concept of motivation

differently. Nonetheless, these definitions have three common aspects, that is, they are

all principally concerned with factors or events that stimulate, channel, and prolong

human behavior over time (Steers et al. 2014).

According to Viorel et al. (2009) the content theories emphasized on specific

factors that motivate workers with regards to certain necessities and aspirations, while

the processes and the psychological forces that have an impact on motivation. They

start from the premise that motivation starts with regard to do something. The process

theories provide more realistic principles with regards to motivation techniques and
therefore they are more useful to managers compared to content theories (Viorel et al.

2009).

Synthesis of Related Literature

This part presented the overview of relevance and contrast of present

concentrate to the previously mentioned studies. In this review, ideas and propositions

of authors in different studies are evaluated and separately cited. All of these discussed

the relationship between self-motivation skills and academic performance.

This study was similar to the study of Locke and Latham (2012) they said that

motivation and academic has a three aspects (choice, effort, and persistence).

Academic and Motivation is your choice, and if you can’t show an effort for your future

you can be persistence on what you really wants on your goal.

 Chapter III

Research Methodology

This chapter show and explain how the data gathered in this study and how the

researchers chose their respondents. Also, this will show how the data treated and what

statistical treatment was used to analyzed the answer of the selected respondents.

Research Design

This study will used descriptive method as a research of relationship of self-

motivation skills and academic performance. Descriptive evaluation methods of

research include interviews and mailed questionnaires. Often it involves a group that is

selected without any base group to compare the result against.

This will be used and the main purpose of it is to describe the relation of self-motivation

skills and academic performance.

Research locale

The study be conducted at Camp Vicente Lim Integrated School (CVLIS) CVLIS is

located at Purok 5 Street, Ems Bo. Camp Vicente Lim Calamba City, Laguna Camp

Vicente Lim Integrated School was named after Vicente podico lim who was the first

Filipino graduate at United States Military Academy at west point

Respondents of the study

This research delivered primarily in assessing the relationship of self-motivation

skills and academic performance in Camp Vicente Lim Integrated School. The

researchers selected G12 HUMSS in CVLIS as the respondents of this study. The

researchers selected the respondents only in G12 HUMSS students in CVLIS.

Table A. Distribute

G12 HUMSS STUDENTS IN CVLIS NUMBERS OF THE STUDENTS

Boys 40

Girls 52

TOTAL 92

Sampling Technique

This study will use purpose sampling under non probability sampling. Purposive

sampling also known as a judgement, subjective sampling in which researchers rely on their

own judgement when choosing members of the population to participate in their study. The

researcher picked the G12 HUMSS students in order for the researchers to be more subjective.
Data Gathering Instrument

This study will be used by choosing the right instrument to be used in data gathering

instruments. Data gathering instrument was very important in this study consideration in order

to obtained significant and reliable data. Acquisition of theses tool helped the researchers in

gathering data and used information for future studies. Appropriate instrument serves as a

foundation of a concrete data which are used as a basis of concepts show to be formulated.

The data in this research was composed of self - questionnaire that will be validated. In

this study the instrument take on survey questionnaire derived from multiple sources as well as

statement designed specially in this study. Relationship between the self -motivation skills and

academic performance. Acquisition of this tool helped the researcher to determine the profile

of the respondents. The questionnaires made according to how question in the statement of

the problem are structured.

Data Gathering procedure

In the process of data gathering procedure, the researcher personally distributed 30

copies of questionnaire and retrieved to the respondents immediately. All the data gathered

were arranged in graphical form in order to achieve the needed efficiency in the application of

statistical treatment.