1

Chapter 1

Rationale

One factor affects the student’s achievement is their motivation towards the

subject. Motivation refers to a student’s willingness, need, desire and compulsion to

participate in and be successful in the learning process. Skinner and Belmont (1991)

explained that students who are motivated to engage in school select task at border of

their competencies, initiate action when given the opportunity, and exert intense effort

and concentration in the implementation of learning tasks.

There has been much interest regarding motivation and its effect on achievement

pattern. When students enjoy learning they are more likely to show interest; value and

effort toward achievement, perform well, and persist in school. When students don’t enjoy

learning, they are less likely to show interest, value in, and effort toward achievement and

more likely to perform poorly and drop out of school.

This study will help the teachers and administrators to enhance students’

motivation in learning. Mathematics, due to its relation to students’ behavior and

achievement. The researchers are interested to conduct a study regarding the students’

level of motivation. More importantly, the researchers were interested to find out whether

students’ level of motivation affect students’ achievements.

Literature Background

Motivation refers to reasons that underlie behavior that is characterized by willingness

and volition. Intrinsic motivation is animated by personal enjoyment, interest, or pleasure,

whereas extrinsic motivation is governed by reinforcement contingencies. Motivation

 2

involves a constellation of closely related beliefs, perceptions, values, interests, and

action. Motivation within individuals tends to vary across subject areas, and this domain

is specificity increases with age. Motivation in children predicts motivation later in life, and

the stability of these relationship strengthens with age. (Lai, 2011)

According to Frederick Herzberg’s two-factor theory, some factors can lead to

learning and satisfaction, while others do not in spite of resulting in dissatisfaction if they

are absent altogether (What is Motivation, n.d.). Herzberg was primarily concerned with

the people’s well-being at work. Underpinning his theories and academic teachings, he

was basically attempting to bring more humanity and caring into the workplace

(BusinessBalls.com, 2010).

Murayama, Pekrun, Lichtenfeld, and Vonn Hofe’s (2013) research combines

motivation and cognitive strategies to predict long-term growth in students’ mathematics

achievement. They summarize that, “motivation and learning strategies should, by their

nature, facilitate long-term learning processes (Paterson 2017).

Achievement- Motivation Theory was developed by Atkinson, Mc Clelland, and

Veroff and focuses on aspects of personality characteristics and purposes three forms of

motivation of Achievement- Motivation Theory are achievement, power and affiliation. The

Achievement- Motivation Theory’s central idea deals with managerial success and

motivation of a person (Mc Ewen, 2007).

Motivations are reasons individuals have four behaving in a giving manner in a

given situation. The exist as part of one’s goals structures, one’s beliefs about what is

important, and they determine whether or not one will engaged in a given pursuit. Two
 3

distinct type of academic motivation interrelate in most academic settings- intrinsic and

extrinsic motivation. Academic intrinsic motivation is the drive or desire of the student to

engage in learning “for its own sake.” Students who are intrinsically motivated engage in

academic tasks because they enjoy them. They feel that learning is important with respect

to their self- image, and they seek out learning activities for the sheer joy of learning. Their

motivation tends to focus on learning goals such as understanding and mastery of

mathematical concept. (Middleton & Spanias, 1999).

Vroom’s theory of cognitive decision making and behavior outlines attributes of

motivation; valence, instrumentality, and expectancy. Valence is simply the strength of

desire for the perceived outcomes; the want of the reward, if you will. Instrumentality is

the belief that by completing certain steps, a desire outcome will be achieved. Expectancy

is the belief that you can actually the desire outcomes. Taking all three measures into

account lead to the level of motivation a person may experience (Ching, 2015).

Related Studies

According to the study of Am E.K Um (2008), entitled “Motivation and Mathematics

Achievements” showed that autonomously motivated people show greater competence,

that competence and autonomous motivation and self-perceived competence both affect

school performance. It means that subject teacher makes efforts in order that the students

will have interest to listen in their discussions.

On the other hand, in Europe, the study conducted by Aida Suraya M.D Yumus and

Wan Zah Wan Ali (2009), entitled “Motivation in the Learning of Mathematics”. It showed

that young men were less worried and had higher self-efficacy for math than young
 4

women. However, the pattern is normal in Malaysia were girls outperformed boys in

academic achievement. Also, it showed that success in Mathematics is a powerful

influence on motivation to achieve. However, it can’t establish whether high level of

motivation. Therefore, teachers need to reserve part of the class time to conduct activities

that would develop enthusiasm in Mathematics, thus enhancing students’ motivation in

learning Mathematics.

While, the study conducted by Ronal Rifandi, M. SC (2018), entitled “Improving

Students’ Motivation in Learning Mathematics by Using Contextual Teaching Strategies”

stated that the good quality motivation- high autonomous and low controlled motivation

give a significant influence in improvement of student learning outcomes. Therefore, in

the classroom of mathematics teacher need support the emergence of the autonomy of

the students. Thus, using a good context, which is selected by contextual teaching

strategies can be a good starting point in that mathematics classroom activities.

Lastly, according to the study of Kathryn M. Peterson (2017), entitled “Students

Motivation: The Connection to Improved Mathematical Achievement at the Secondary

Level”, stated that in implementing tutoring as a sustainable school- wide academic

intervention program and also students with the most academic deficits have the least

buy- in to tutoring and overall indifference to intervention support provided to them.

 5

Conceptual Framework of the Study

THEORIES LEGAL BASIS

Two-factor Theory. According to Frederick Herzberg’s two-factor 1987 Constitution of the

theory, some factors can lead to learning and satisfaction, while
Republic of the Philippines

others do not in spite of resulting in dissatisfaction if they are Education, Science and
Technology Arts, Culture and
absent altogether (What is Motivation, n.d (BusinessBalls.com, Sports.
2010). EDUCATION- Article XIV

Vroom’s Theory. Vroom’s theory of cognitive decision making and Section 1. The state shall
protect & promote the right of all
behavior outlines attributes of motivation; valence, instrumentality, citizens to quality education at
and expectancy (Ching, 2015). all levels, and shall take
appropriate steps to make such
Achievement- Motivation Theory. Achievement- Motivation Theory education accessible to all.

was developed by Atkinson, Mc Clelland, and Veroff and focuses Section 2. States that…
on aspects of personality characteristics and purposes three forms Establish, maintain, and
support a complete adequate,
of motivation of Achievement- Motivation Theory are achievement,
and integrated system of
power and affiliation (Mc Ewen, 2007). education relevant to the needs
of the people and society.

STUDENT’S LEVEL OF MOTIVATION IN RELATION TO

MATHEMATICAL ACHIEVEMENTS

Level of Motivation Mathematical Achievement

To know the level of motivation of students in

terms of the subject matter, teacher and
environment. And also, the teacher will find a
way/ strategy to motivate the students in learning
Mathematics subject.
 6

Statement of the Problem

The main purpose the study is to determine the relationship between students’

level of motivation and their mathematics performance Grade 10 students of MNHS,

school year 2018-2019.

Specifically, this study sought to answer the following questions:

1. What is the profile of the students in the terms of :

1.1 Age;

1.2 Gender;

2. What is the level of motivation of the Grade 10 students of MNHS in terms of :

2.1 Teachers;

2.2 Subject Matter;

2.3 Environment;

3. What is the Mathematics performance of Grade 10 students of MNHS?

4. Is there a significant relationship between the students’ level of motivation and their

Mathematics performance?

Hypothesis of the Study

There is no significant relationship between students’ level of motivation and their

mathematics performance.
 7

Significance of the Study

The study to be conducted to determine whether students’ level of significance is

significantly correlated to their mathematics performance.

Thus, the researchers humbly proposed this simple piece of work for they believe

that the findings might prove beneficial and valuable to administrators, teachers, parents,

students, and future researchers.

Students. This study will help the students evaluate their level of motivation in terms of

the teachers and subject matter in relation to their mathematical achievement.

Teachers. This study will make the teacher know if he/she need to improve his/her way

of teaching to make his/her students motivated in learning Mathematics subject.

Parents. Parents will realize that level of motivation may affect/ influence the

performances of the students. They will learn why their students perform high/low in

school considering the teacher and subject matter.

Administrators. This study will give a view to the school administrators/ school officials

the significance of looking deeper for teacher hiring, for this might have a great relation in

the performance of the students.

Future Researchers. This study would hopefully help future researchers in conducting

their research as well as they could improve this study by adding some predictions on the

relationship between the personal characteristics of teachers and the students’

achievement.
 8

Scope and Limitation

Scope

The study is focused on Grade 10 students of MNHS, aiming to determine the

relationship between the students’ level of motivation and students’ mathematical

achievement.

Limitation

The constraint that the researchers meet during the conduct of the study is the

reluctance of the students to answer the questionnaires honestly and sincerely. However,

the limitation is corrected by thoroughly explaining to the respondents the purpose of the

study so that they will answer the questionnaire diligently and honestly.

Research Methodology

Research Environment and Subjects

This study is conducted at the MNHS, Mahayag, San Miguel, Bohol. The

respondents of the study are selected Grade 10 students of MNHS. Students randomly

sampled.

Research Instrument

A self-made questionnaire is used to gather the needed data. The questionnaire

for the students have two parts: first is on the personal profile such as age and gender.

The second part is focused on the teachers, the subject matter and the environment.
 9

Gathering of Data

The researcher secures first official permission from the principal of MNHS for

conduct of study.

With approval, the researchers personally distributed the questionnaires in order

to explain the purpose of the study.

Moreover, the students’ first and second grading grades in Mathematics are taken

from their Mathematics teacher to serve as the basis for their achievement.

Data Analysis

The data obtained from the questionnaires were tallied, tabulated and interpreted,

subjected to statistical test using the Simple Percentage, Weighted Mean and Pearson

Product Moment Coefficient Correlation:

Simple Percentage

F
Percentage= x 100
N

Where:

F= number of respondents

N= total number of respondents

𝒏−𝟐
Tr= r√
𝟏−𝒓𝟐

n= number of respondents
 10

r= correlation value

∑𝑛 ̅ ̅
𝑖=1(𝑋𝑖 − 𝑋) (𝑌𝑖 − 𝑌 )
𝑟=
√∑𝑛
𝑖=1 (𝑋𝑖 −𝑋̅ )2 √∑𝑛
𝑖=1 (𝑌𝑖 − 𝑌̅)2

For the instrument to evaluate the student’s level of motivation in relation to

mathematics performance in school, each indicator corresponding to each statement

was assigned the following weights:

Weights Description Range Code

4 Highly Motivated 3.26-4.00 HM

3 Motivated 2.51-3.25 M

2 Sometimes Motivated 1.76-2.50 SM

1 Not Motivated 1.00-1.75 NM

DEFINITION OF TERMS

For further understanding of the study, the following terms are identified and

defined:

Environment- refers to surroundings where the students learn including classmates and

classroom.

Level of Motivation- the degree of motivating force or condition of the students in

learning Math 10.

Mathematics- a science that dal with the study of relationship and symbolism of numbers

and magnitude that includes quantitative observations to quantitative problems.

 11

Students’ Mathematics Performance- the first and second grading period grade of the

students in mathematics subject.

Subject Matter- refers to the general content or learning competencies that are

presented in 1st Quarter and 2nd Quarter in Math 10.

Teacher- refers to the total quality of teaching performance of the subject teacher’s

instruction in teaching Mathematics.

APPENDIX A

QUESTIONNAIRE

Republic of the Philippines

Mahayag National High School

Mahayag, San Miguel, Bohol

QUESTIONNAIRE FOR THE STUDENTS

Dear Students,

Greetings in the name of the Lord!

To make this study entitled “Student’s Level of Motivation in Relation to

Mathematical Achievement” successful, we demurely asking your cooperation to

answer the questionnaire, honestly. Rest assured that your answer will be held

confidential.

Your most favourable action is highly appreciated.

 12

Respectfully Yours,

Researchers

Content noted:

(SGD) ROCHELYN MAE G. MARA

Subject Teacher

Approved:

(SGD) JUANITO D. ROSAS, M.A

Principal

APPENDIX A

QUESTIONNAIRE

Republic of the Philippines

Mahayag National High School

Mahayag, San Miguel, Bohol

QUESTIONNAIRE FOR THE STUDENTS

Dear Students,

Greetings in the name of the Lord!

To make this study entitled “Student’s Level of Motivation in Relation to

Mathematical Achievement” successful, we demurely asking your cooperation to

answer the questionnaire, honestly. Rest assured that your answer will be held

confidential.

Your most favourable action is highly appreciated.

Respectfully Yours,
 13

Researchers

Content noted:

(SGD) ROCHELYN MAE G. MARA

Subject Teacher

Approved:

(SGD) JUANITO D. ROSAS, M.A

Principal

APPENDIX B

1. Demographic Profile of the students in terms of:

1.1 Age: ___ 15-16 ___19-20

___17-18 ___21 above

1.2 Sex: ___Male ___Female

1.3 Section: ___Honesty ___Mirth

___Unity ___Peace

2. What is the level of motivation of the Grade 10 learners in terms of:

Rate the following level of motivation of the student. Check the corresponding of

your preferable answer.

Be guided with the following ratings:

4 Highly Motivated
 14

3 Motivated

2 Sometimes Motivated

1 Not Motivated

2.1 Teacher 4 3 2 1

1. I like the way the teacher teach us.

2. I understand the instructions of the teachers’ in

answering math problems.

3. I like when the teacher presents a challenge.

4. I like when the teacher use recreational

mathematics like puzzles, games, paradoxes, or

the school building or other nearby structures.

5. I like when the teacher indicate the usefulness of

the topic.

2.2 Subject Matter

1. I love math subject.

2. I give priorities to study math.

3. I take it seriously in studying math.

4. I like to study math because it relates to my

specific course in college.

5. I consider math as my stress reliever.

2.3 Environment

1. I prefer the use of technology like projectors in

discussions.
 15

2. I prefer to study when the class is in a silence.

3. I like when my classmate teach me to the topics

that I do not understand well.

4. I like to study in a comfortable classroom like an

open room.

5. I like to learn in a cool and clean room.

3. What is the mathematical achievements of Grade 10 students of MNHS?

1st Grading 2nd Grading

Grades Grades

74- below 74- below

75-79 75-79

80-84 80-84

85-90 85-90

90 above 90 above
 16

CHAPTER 2

PRESENTATION, ANALYSIS AND INTERPRETATION

This chapter deals with the analysis and interpretation of data pertinent to the study

on the Students Level of Motivation in Relation to Mathematics Performance of the Grade

10 students in Mahayag National High School. The profile of the respondents in terms of

age and gender, the level of motivation of the Grade 10 learners’ teachers, subject matter

and environment, the mathematical performance and the significant relationship between

learners’ level of motivation and their mathematical performance are contained in this

section.

Demographic Profile of Grade 10 learners

 17

Sales

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

 18

BIBLIOGRAPHY

Journals

Am E.K Um (2018). “Motivation and Mathematics Achievements: A structural

Equation Analysis, Review of Psychological Science-Volume 2, No.5.

 19

Aida Suraya Md.Yunus, Wan Ali (2009), “Motivation in the Learning Mathematics.

European Journal of Social Sciences- Volume 7, No. 4.

Kathryn M. Peterson (2017). “Students Motivation: The connection to Improve

Mathematical Achievement at the Secondary Level”. Journal of Applied Development

Psychology, 2814), 332-344.

Ronal Rifandi, M. SC (2018), “Improving Students Motivation in Learning

Mathematics by Using Contextual Teaching Strategies”. Journal of Educational

Psychology, 100(4), 789-811.

Business Ball.com.(2010). Frederict Herzberg Motivational Theory. Retrieved from

http://www.businessballs.com/herzberg.htm

Legal Basis

Philippine Constitution (1987). Article XIV,

Section 1 & 2