MATHEMATICS MOTIVATION AND PERFORMANCE OF

GRADE SEVEN STUDENTS OF SPECIAL SCIENCE CLASSES

A Thesis Presented to the Faculty

of the Vedasto J. Samonte School of Graduate Studies
NORTHWESTERN UNIVERSITY
Laoag City

In Partial Fulfillment
of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
(Mathematics)

BEVERLY BARTOLOME-DOMINGO

MAY 2015

i
 NORTHWESTERN UNIVERSITY
The Vedasto J. Samonte School of Graduate Studies
Laoag City

THESIS COMMITTEE APPROVAL SHEET

This master’s thesis attached hereto titled “MATHEMATICS

MOTIVATION AND PERFORMANCE OF GRADE SEVEN STUDENTS OF
SPECIAL SCIENCE CLASSES” prepared and submitted by BEVERLY B.
DOMINGO in partial fulfillment of the requirements for the degree MASTER OF
ARTS IN EDUCATION, MAJOR IN MATHEMATICS, has been examined and
is recommended for acceptance and approval by the thesis panel for oral examination.

ARTEMIO P. SEATRIZ, Ed. D.

Adviser

LORI MARSELI L. DE CASTRO, Ph.D.

Chairman

ESTRELLA R. PACIS, MA.Ed. ROSALIE O. LINGALING, MA.Ed.

Member Member

RONALD V. HERMOSO, MS Math

Member

ESMERALDA A. BALDONADO, Ed. D.

Program Coordinator

ELSIE C. PILAR, Ed. D.

Dean, Vedasto J. Samonte School of Graduate Studies

ii
 NORTHWESTERN UNIVERSITY
The Vedasto J. Samonte School of Graduate Studies
Laoag City

APPROVAL SHEET

In partial fulfillment of the requirements for the degree MASTER OF ARTS

IN EDUCATION, MAJOR IN MATHEMATICS, this master’s thesis titled
“MATHEMATICS MOTIVATION AND PERFORMANCE OF GRADE
SEVEN STUDENTS OF SPECIAL SCIENCE CLASSES” has been prepared and
submitted by BEVERLY B. DOMINGO, who is hereby recommended for approval.

ARTEMIO P. SEATRIZ, Ed. D.

Adviser

Comprehensive Examination Passed given on February 1, 2014

Approved by the tribunal at the Oral Examination with a grade of 92% given
on May 13, 2015.

LORI MARSELI L. DE CASTRO, Ph.D.

Chairman

ESTRELLA R. PACIS, MA.Ed. ROSALIE O. LINGALING, MA.Ed.

Member Member

RONALD V. HERMOSO, MS Math

Member

ESMERALDA A. BALDONADO, Ed. D.

Program Coordinator

Accepted and approved in partial fulfillment of the requirements for the

degree MASTER OF ARTS IN EDUCATION MAJOR IN MATHEMATICS.

ELSIE C. PILAR, Ed. D.

Dean, Vedasto J. Samonte School of Graduate Studies

iii
 ACKNOWLEDGEMENT

I would like to extend my sincerest appreciation and gratitude, first and

foremost to the Enhancement Training Sponsorship Project of the Commission on

Filipinos Overseas, sponsored by Mr. Filomeno Tabo of Nottingham, Maryland,

USA, for their financial support throughout my study at the Northwestern University,

Laoag City;

I feel greatly indebted to my Ilocos Norte National High School (INNHS)

family most especially to Mrs. Isabel S. Sandi for her invaluable support and

assistance, for being an instrument as a recipient of the scholarship grant;

I am very thankful to my thesis family: Dr. Artemio P. Seatriz, my

adviser/statistician for his untiring assistance throughout my study and for providing

me with the much needed supervision, relevant insights, useful comments and

suggestions in the making of this thesis; Dr. Anabelle Felipe for her priceless

generosity for editing my manuscript; Dr. Lori Marseli L. De Castro, Dr. Esmeralda

A. Baldonado, Prof. Estrella R. Pacis, Prof. Rosalie O. Lingaling, and Prof. Ronald V.

Hermoso, members of the panel for their divergent professional expertise and

suggestions which substantially enrich this paper; Mrs. Marlyn S. Ventura, Mrs. Neva

A. Manding, and Mrs. Florencia P. Estrera for extending their precious time in the

validation of my Achievement Test;

iv
 My heartfelt thanks to Dr. Cecilia P. Aribuabo, Schools Division

Superintendent of Laoag City and Ms. Araceli C. Pastor, Schools Division

Superintendent of Ilocos Norte, for their approval to conduct this study;

Dr. Elsie C. Pilar, Dean of the Graduate School of Northwestern University,

for the encouragement and motherly assistance to finish this piece of work;

Prof. Zenaida I. Franco, for her time in writing and organizing the proceedings

of the defense, and whose unselfish effort and kind assistance eased my task in

revising this paper;

Mrs. Editha J. Santiago, Principal of Sarrat National High School and Mrs.

Isabel S. Sandi, Principal of Ilocos Norte National High School for their approval on

my request to do the study in their schools.

Mr. Michael B. Malvar, Mrs. Alegria E. Vinoya and Mrs. Neva A. Manding

for their efforts in helping me to gather data from with their grade 7 Special Science

Class students.

Ms. Nonita A. Billaco, Department Head of the Learning Resource Center of

Divine Word College of Laoag for her benevolence in sharing and identifying

materials for the enrichment of my study;

Mr. Eldefonso B. Natividad, Jr. for his constructive criticisms and assistance

in the statistical aspect of this research;

Much recognition goes to my husband, Roque for his unconditional love and

untiring support; my three musketeers, Grovanne Josh, Gardner Jeff and Gabriel

Jehiel, my sources of strength and inspiration; my parents, Daddy Sam and Momay

v
Gregy for their moral support; my three siblings, Eva Marie, Bryan, and Rhea Sam

for their prayers; and my friends for their encouragement;

Those who have shared their helping hands directly or indirectly but whose

names are not mentioned, my deepest appreciation and gratefulness;

Finally, I would like to thank God for making all things possible for me.

Beverly Bartolome-Domingo

vi
 DEDICATION

To my ever dearest husband,

Roque

and to my precious children,

Grovanne Josh

Gardner Jeff

Gabriel Jehiel

the sources of my inspiration and strength…

this successful endeavor is lovingly dedicated to all of you.

Beverly Bartolome-Domingo

vii
 ABSTRACT

MATHEMATICS MOTIVATION AND PERFORMANCE OF GRADE SEVEN

STUDENTS OF SPECIAL SCIENCE CLASSES. Beverly B. Domingo. Master of
Arts in Education (MAEd).Northwestern University, Laoag City, Philippines.

Adviser: DR. ARTEMIO P. SEATRIZ

This study was a descriptive-correlational research which determined and

analyzed the level of Mathematics motivation and performance of Grade 7 students of

Special Science Classes. Furthermore, it ascertained the relationship between the two

variables.

From the total population of 175 grade seven special science class students of

the Ilocos Norte National High School, Laoag City and Sarrat National High School,

Ilocos Norte enrolled during the school year 2014-2015, 122 students were randomly

selected as the sample.

The data needed in the study were gathered through the use of two

instruments, namely: The Mathematics Motivation Strategies Learning Questionnaire

(MMSLQ), and the Mathematics Achievement Test..

Data were analyzed using frequency counts, mean, standard deviation and

Pearson’s r. In testing the significance of the correlation-coefficient, the level of

significance was set at the 0.05 probability level.

The results of the study showed that the students have high level of

Mathematics motivation but they only have satisfactory level of performance in that

subject. Furthermore, it was found that mathematics motivation is significantly

viii
related to mathematics performance. Thus, mathematics motivation is a great factor

to consider in improving the performance of students in Mathematics.

ix
 TABLE OF CONTENTS

Page
Title Page i
Thesis Committee Approval Sheet ii
Approval Sheet iii
Acknowledgement iv
Dedication vii
Abstract viii
Table of Contents x
List of Appendices xii
List of Tables xiii
List of Figures xiv

CHAPTER

I. THE PROBLEM

Introduction 1
Statement of the Problem 3
Theoretical Framework 4
Conceptual Framework 8
Research Paradigm 9
Hypothesis 10
Scope and Delimitation of the Study 10
Significance of the Study 11
Definition of Terms 12

II. REVIEW OF LITERATURE AND STUDIES

Learning Mathematics 14
Goal of Mathematics Education 15
General Principles of Motivation 17
Motivational Strategies 19
Expectancy 24
Motivation to Learn Mathematics 29
Improving Students’ Motivation 30

x
 Performance in Mathematics 34
Related Studies 36

III. RESEARCH METHODOLOGY

Research Design 39
Locale of the Study 39
Population and Sampling Design 41
Instrumentation and Data Collection 42
Data Gathering Procedure 44
Statistical Treatment of Data 45

IV. PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA

Students’ Level of Motivation in Learning Mathematics 47

Students’ Level of Performance in Mathematics 60
Relationship between Students Level of Motivation and 62
Performance in Mathematics

V. SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Summary 65
Findings 66
Conclusion 67
Recommendations 67

LITERATURE CITED 69

APPENDICES 76

CURRICULUM VITAE 90

xi
 LIST OF APPENDICES

Appendix Page

A Letter of request to conduct the study at 77

Ilocos Norte National High School, Laoag City

B Letter of request to conduct the study at 78

Sarrat National High School. Ilocos Norte

C Letter to the respondents of Ilocos Norte 79

National High School, Laoag City

D Letter to the respondents of Sarrat National 80

High School, Ilocos Norte

E Motivated strategies for learning questionnaire 81

F Achievement Test for Grade 7 84

G Table of specifications 88

H. Answer Key 89

xii
 LIST OF TABLES

Table Page

1 Number of students by section and number 41

of sample students from each section

2 Students’ mean level of motivation to learn 48

Mathematics along value: intrinsic goal
orientation

3 Students’ mean level of motivation to learn 51

Mathematics along value: extrinsic goal
orientation

4 Students’ mean level of motivation to learn 53

Mathematics along value: task-value

5 Students’ mean level of motivation to learn 55

Mathematics along expectancy: control
beliefs for learning

6 Students’ mean level of motivation to learn 57

Mathematics along expectancy: self-efficacy

7 Students’ mean level of motivation to learn 58

Mathematics along affect: test anxiety

8 Summary of the students’ mean level of 60

motivation to learn Mathematics

9 Distribution of respondents according to their 61

scores in the achievement test in math 7

10 Correlation coefficients between students’ 62

level of mathematics motivation and their
performance in mathematics

xiii
 LIST OF FIGURES

Figure Page

1 Paradigm showing the conceptual framework of the 9

study

xiv
 CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

In contemporary Philippines, much emphasis is being placed on industrial and

technological development. As a result, students are being encouraged to take up

science-related subjects. One subject that cuts across all the sciences is Mathematics.

Today, a mathematical method pervades literally every field of human endeavor and

plays a fundamental role in the economic development of a country.

However, looking at the performance of students in Mathematics, results of

tests and studies on Mathematics achievement reveal that, generally, students have

low performance in the subject. Thus, the former president of the University of the

Philippines, Dr. Francisco “Ka Dodong” Nemenzo Jr. (2013), in his speech during

the Action and Solidarity for the Empowerment of Teachers, underscored this

observation when he said:

“Despite of passing a tough and highly competitive

examination by the freshman students, many of them are not
prepared for college work. Their mathematical and
communication skills leave much to be desired and they lack
intellectual curiosity and capacity for critical thinking and for
these reasons, the students are required to take courses they
should have already taken in high school and because of this, it
cuts down the period for their specialization since most degree
programs are designed for only four years.”

Likewise, in an article in the Manila Times on 2012, former Senator Edgardo

Angara, Chairman of the Senate Committee on Education, Arts and Culture, said that

performance of students in Science and Mathematics is still too poor. He lamented on

xv
the country’s poor performance in worldwide rankings especially in the mastery of

Mathematics and Science. He believed that poor performance of Filipino students in

terms of Science, Mathematics and Technology explains why poverty remains a

problem in the country.

In a study of Filipino students in Mathematics conducted in 2008 entitled

Trends in International Mathematics and Science Study (TIMMS) wherein students’

performance is assessed in Advanced Mathematics and Physics, results revealed that

among the 10 participating countries, elite mathematics skills were found in nearly

half or 40.5 percent of the students in Slovenia, 1.4 percent in the Russian Federation,

and just about only 1 percent in the Philippines (Alka Aurora et al., 2009). This data

implies that in comparison to other countries, Philippines ranked lowest.

This low performance is also reflected on the nationwide results of the

standardized National Achievement Test (NAT), whose items are based on the

Competency-Based Curriculum. Performance of high school students particularly in

Mathematics dropped from 47.82% Mean Percentage Score (MPS) in school year

2005 - 2006 to 46.37% in school year 2011- 2012 (De Dios, 2013).

The Ilocos Norte National High School (INNHS) is no exemption from the

low Mathematics performance. The National Achievement Test result for SY 2012-

2013 released by the National Education Testing and Research Center (NETRC)

showed that the students obtained a mean raw score of 25.19 with an equivalent

Mean Percentage Score (MPS) of 62.97 in Mathematics. This indicates that the

students had only attained a proficiency level with a descriptive equivalent of pre-

xvi
basic. Pacis (2001) affirmed the above results with the findings of her study

regarding Mathematics skills that students can only perform cognitively on concrete

and lowest levels in the general knowledge but not on higher or more abstract levels,

such as analysis, synthesis and evaluation. Hence, this problem cuts across all high

school students.

Personally, in the fourteen years that the researcher has been teaching

Mathematics, she has observed students aversion towards solving word problems and

complicated equations. They tend to give up immediately and do something else other

than their Mathematics activities. In return, poor performance as evidenced by the

results of their quizzes, departmental tests and final ratings. These observations were

noticed also by the other Mathematics teachers at the Ilocos Norte National High

School, especially among those in the regular curriculum. Thus, it can be said that the

students lack perseverance and patience to do Mathematics.

In response to this problem, the researcher was motivated to conduct this

study for better understanding of the mathematical phenomena and in generating

mathematical teaching strategies that address the problem on low performance among

students in mathematics.

Statement of the Problem

This study aimed to determine and analyze the relationship between the level

of Mathematics motivation and performance of Grade Seven (7) students of the

xvii
Special Science Classes at the Ilocos Norte National High School and Sarrat National

High School during the School Year 2014-2015.

Specifically, it sought answers to the following questions:

1. What is the level of Mathematics motivation of the students along the

following sub-scales:

1.1 Value?

1.1.1 Intrinsic goal orientation

1.1.2 Extrinsic goal orientation

1.1.3 Task value

1. 2 Expectancy?

1.2.1 Control beliefs for learning; and

1.2.2 Self-efficacy

1.3 Affect?

1.3.1 Test-anxiety

2. What is the level of Mathematics performance of the Grade 7 students?

3. Is there a significant relationship between the students’ level of motivation

and performance in Mathematics?

Theoretical Framework

Motivation as described by psychologists is a factor that directs and energizes

behavior. To some, it is the anticipation of getting higher grades to enable them to be

in good academic standing. Others believe that what motivates students is the joy of

xviii
learning for learning’s sake. Some rely on the satisfaction of finally achieving a long-

sought-goal.

Mathematics teachers seek to discover the particular desired goals motives

that underlie mathematics performance. Clearly, cognitive aspects of motivation

focus on the role of thoughts, expectations and understandings of the world.

According to one cognitive approach, the Value-Expectancy Theory, written

by Feldman in 1996, there are two kinds of cognition underlying a behavior: the

expectation that the behavior will cause the individual to reach a particular goal; and

the understanding of the value of that goal to the individual. Green (2002) explained

that this theory asserts that the amount of effort that people (students) are willing to

expend on a task is the product of (a) the degree to which they expect to succeed at

the task, and (b) the degree to which they value the task and value success on the task.

Similarly, students’ beliefs concerning the degree to which they are confident

in accomplishing an academic task (self-efficacy) and the degree to which they

believe that the academic task is worth pursuing (task value) are two key components

for understanding students’ achievement behaviors and academic outcomes (Liem,

Lau, Nie, 2008).

The construct of expectation for success can be differentiated between (1)

one’s belief in one’s capability in accomplishing a given task, or also called efficacy

expectation or self-efficacy and one’s belief that the effort one exerts would lead to a

desired outcome, or also called outcome expectancy. In the present study, students’

xix
efficacy expectation was measured or self-efficacy rather than their outcome

expectancy.

Moreover, within expectancy-value theories, utility value is considered as one

component of task value along with attainment value, intrinsic value, and costs (De

Backer & Nelson, 1999). Utility value refers to the perceived instrumentality or the

degree of perceived usefulness of the present task to attain present and future goals

and is determined by how well a task relates to current and future goals (Eccles &

Wigfield, 2002).

In educational context, students who believe that they are capable of

mastering their schoolwork typically have positive expectations for success and,

hence, high motivation and achievement (Nicholls et al., 1989). Further, the valuing

of an academic task, as well as the interface of their expectancies and task values

contributes to students’motivation and achievement (Martin 2009).

Also, Wigfield and Tonks (2002) identified that expectancies and values are

influenced by the socializers with whom students have significant relationships.

Therefore, since motivation determines the internal status toward something so

desired, it has the power to enhance the strength of relationship between the input and

output of human behavior. The factors that influence the individual’s motivation

includes the type of intensity of needs and psychological process (Liu and Lin, 2010).

In a similar study, Pintrich and De Groot (1990) proposed a motivation model

named as social cognitive model of motivation. In this model, they asserted that the

intensity of an individual’s motivation will trigger him or her to execute good or bad

xx
learning strategies. Both motivation and learning strategies affect student’s learning

performance (Lee & Brophy, 1996). The components of motivation in this model are

value, expectancy and affect (Pintrich & Schrauben, 1992). The researcher believed

that issues of value will be influenced by intrinsic goal orientation, extrinsic goal

orientation, and the task value; issues of expectancy will be affected by self-efficacy

for learning and performance and control beliefs for learning. Finally, the issues of

the affect will be impacted by test anxiety and the level of the learner’s self-esteem.

There are a variety of specific actions that teachers can take to increase

motivation on classroom tasks. In general, these fall into two categories: intrinsic and

extrinsic motivation (Franken, 2006). These two orientations of motivation may

stimulate or inhibit the desire to engage in behavior (Krause et al, 2003).

Furthermore, the teacher can maximally motivate learners by showing

appreciation that matches learners' effort through a system of rewards as the equity

theory asserts, that all learning works on a system of reciprocation or symbiosis, and

the valency-instrumentality-expectancy theory postulates that people make choices to

do or not to do something as a result of their perceived expectancy that certain

rewards will follow if they behave in a certain way.

In other words, motivation enhances cognitive processing. Motivation actually

affects what and how information is processed because motivated students are more

likely to pay attention and try to understand the material instead of simply going

through the motions of learning in a superficial manner.

xxi
Conceptual Framework

There are many factors that affect the individual dimension of Mathematics

performance. This study was focused on how the level of motivation of students in

learning Mathematics affects their performance.

Based on the aforementioned theories, concepts, and observations related to

the study, Figure 1 shows the research paradigm which operationally illustrates how

this study was undertaken.

The independent variable of the study was the level of motivation in learning

Mathematics of the Grade 7 students. The students’ motivation to learn Mathematics

has three components namely: a value component, which concerned with students’

appreciation and beliefs about the importance of the task for them (intrinsic goal

motivation, extrinsic goal motivation and task value); expectancy component which

referred to students’ beliefs about their expected success in performing a task (control

beliefs for learning, and self-efficacy); and an affect component which comprised of

students’ emotional reactions to the task (test anxiety).

The Mathematics performance of the students was the dependent variable or

criterion in this study, which was represented by their scores in the Mathematics

Achievement Test.

This study therefore theorizes that the student’s motivation to learn

mathematics is a factor that directs and energizes him to do well in Mathematics.

xxii
Independent Variable
Mathematics Motivation
Components: Dependent Variable
1. Value
➢ Extrinsic goal
orientation Mathematics
➢ Intrinsic goal
Performance
orientation
➢ Task value (Score in the
2. Expectancy achievement test)
➢ Control beliefs for
learning
➢ Self-efficacy
3. Affect
➢ Test-anxiety

Figure 1. Research Paradigm

xxiii
Hypothesis

Guided by the problems formulated, and using the 0.05 level of significance,

this study tested the following hypothesis:

There is no significant relationship between the students’ level of

Mathematics motivation and performance in Mathematics.

Scope and Delimitation of the Study

This study was concerned with the relationship between the level of

motivation of students to learn Mathematics and their performance in the subject.

The respondents of the study were the Grade 7 students of the Special Science

Classes of Ilocos Norte National High School, Laoag City and Sarrat National High

School, Ilocos Norte during the school year 2014-2015.

The Mathematics motivation of the students was delimited to their mean

scores in the standardized Mathematics Motivation Strategies for Learning

Questionnaire (MMSLQ) developed by Liu and Linn (2010). This tool has six sub-

scales, namely: Intrinsic Goal Orientation, Extrinsic Goal Orientation, Task Value,

Control Beliefs for Learning, Self-efficacy and Test Anxiety.

The Mathematics performance of the students was delimited to their scores in

the Mathematics Achievement Test.

xxiv
Significance of the Study

This study was undertaken by the researcher with the hope of making a

contribution to the improvement of mathematics education in this country.

Particularly, this study is deemed useful to the following:

Students. The study will give the students information about their levels of

motivation in Mathematics and how this affects their performance in the subject.

Mathematics teachers. The results of the study will provide the teachers

baseline information about the students’ level of Mathematics motivation and how

motivation affects the performance of their students so they could think of ways by

which they can improve their motivational approaches. It is hoped that the findings

will direct teachers toward the improvement of teaching-learning situation.

School administrators. The results of this study could serve as basis for

school administrators in determining what aspect of Mathematics instruction needs to

be improved so that teachers can utilize more effective motivational and teaching

strategies to better arouse the students to learn and improve their performance in

Mathematics.

Guidance Counselors. The result of the study may inspire the guidance

counselors to improve, refine, restructure or establish guidance support services

especially for students who exhibit poor academic performance due to lack or poor

motivation. Also, this study may guide them in the formulation of plans and the

adoption of guidance and counseling strategies on how they can handle students

struggling for better academic performance.

xxv
 Parents. The results of this study could help parents understand better their

children with regard to how they study Mathematics subject so that they can give the

needed support to their children and could monitor or follow-up their progress.

Future Researchers. This study will provide additional information to future

researches in Mathematics for the improvement of mathematics education.

Definition of Terms

The following terms frequently used in this study are herein defined as used in

this study for a better understanding of the manuscript.

Affect. This refers to students’ emotional reactions to the task.

Test anxiety. This term refers to student’s motivational emotional

reaction in taking examinations.

Expectancy. This refers to the belief of the students that the effort that they

employ in learning Mathematics will result in the attainment of the desired

performance goal in Mathematics learning that the students expect to attain when

well-motivated. Expectancy contains two elements:

Control belief. This refers to the students’ conviction that the effort

they exert in learning Mathematics will lead to a positive outcome.

Self-efficacy. This refers to the judgment of the students about their

ability to complete a task and students’ confidence in their skills to

accomplish a task.

xxvi
 Motivation. This refers to the willingness and desire to participate in the

learning process and maintain behavior and think more in a given situation.

Mathematics motivation. This is the feeling of the students that drives them

to learn Mathematics.

Performance in Mathematics. This term refers to the extent to which the

students have learned Mathematics. In this study, Mathematics performance is

measured in terms of their scores in an achievement test developed by the researcher.

Value. This term refers to the belief of the students about why learning

mathematics is essential and how they will utilize what they have learned. It also

involves their interest in understanding Mathematics, and the concern they have about

the task. Value contains three elements:

Intrinsic goal orientation. This term refers to the inner reasons why

the students learn mathematics, like curiosity, satisfaction and self-

development.

Extrinsic goal orientation. This term refers to the outer reasons why

students participate in a certain task like rewards, grades and praises from

other people.

Task value. This term refers to the awareness of the students on the

usefulness, importance, and applicability of Mathematics and the skills they

learn in it.

xxvii
 CHAPTER II

REVIEW OF LITERATURE AND STUDIES

This chapter incorporates vital literature and studies that have bearing to the

conceptualization of the study. The salient features of the literature reviewed formed

the theoretical foundation of the investigation being carried out.

Learning Mathematics

Learning plays a central role in almost every area of a person’s life. Although

some academicians define learning in varied ways, a general definition of learning

incorporates them all. Learning is a relatively permanent change in behavior brought

about by experience. Similarly, a wildly accepted consensual definition of learning by

Atkinson, Atkinson, Smith and Hilgard is “a relatively permanent changes in

behavior those results from practice” (Atkinson, Atkinson, Smith and Bem, 1993).

What is very interesting about this definition is it permits us to understand

performance and the changes brought about by experience . Likewise, we can

distinguish short-term changes in behavior that are due to factors other than learning

such as declines in performance from fatigue or lack of effort, performance changes

brought about by experience and motivation.

In learning mathematics, teachers approached learning from a different

perspective. By considering learning simply as any change in behavior, they maintain

that learning and performance are the same thing.

xxviii
 According to Liu and Lin (2010) in his survey study of Mathematics

Motivated Strategies for learning Questionnaire for Grade 10-12 Taiwanese, he

mentioned that although there are infinite subjects that may be learned and taught in

the world, the knowledge that people acquire from learning may include facts,

concepts, processes, procedures, and principles (Clark and Chopeta, 2004). Among

these categories, learning mathematics involves the categories of concepts,

procedures, and principles.

However, in the Philippines, Special Science Class students need to pass the

two categories of written entrance examination (first screening and second screening)

given by the Department of Science and Technology. Students should perform within

cut off score in order to be in the program. Under this circumstance, the pressure of

keeping with the entrance requirements is very high. Right now, the components of

questions included in the examinations are mathematically inclined and focused on

skills of correctly answering. Consequently, students can obtain high scores on

assessment, whereas their mathematics learning became a kind of conditioned/rote

learning.

Goals of Mathematics Education

Mathematics education aims to: a) help students to develop a belief in the

value of mathematics and its usefulness to them, to nurture confidence in their own

mathematical ability, to foster a sense of personal achievement, and to encourage a

continuing and creative interest in mathematics; b) develop in students the skills ,

concepts, understandings, and attitudes which will enable them to cope confidently

xxix
with the Mathematics of everyday life; c) help students to develop a variety of

approaches to solving problems involving Mathematics, and the ability to think and

reason logically; d) help students to achieve the mathematical and statistical literacy

needed in a society which is technologically-oriented and information-rich; e) provide

students with the mathematical tools, skills, understandings, and attitudes they will

require in the world of work; f) provide a foundation for those students who may

continue studies in mathematics or other learning areas where mathematical concepts

are central; g) help to foster and develop mathematical talent.

Relative to the goals of educating students for mathematical learning, the

valuable role of extrinsic and intrinsic motivation cannot be taken for granted.

Extrinsic motivation refers to motivation that comes from outside the learner,

such as motivation resulting from reinforcement in the form of high test scores or

teacher compliment. It is an external stimulus to action. This type of motivation is

based on incentive or praise and other forms of social approval, such as high grades,

medals scholarships, etc. (Vega, 2004). When students work hard to win their

parents’ favor, gain teachers’ or earn high grades, we can rightly conclude that their

motivation is primarily extrinsic, their reasons for work and study are primarily

outside themselves.

On one hand, 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. Their motivations tend

to focus on learning goals, such as understanding and mastery of mathematical

xxx
concepts (Duda & Nicholls, 1992). When individuals engage in tasks in which they

are motivated intrinsically, they tend to exhibit a number of pedagogically desirable

behaviors, including increased time on task, persistence in the face of failure, more

elaborative processing and monitoring of comprehension, selection of more difficult

tasks, greater creativity and risk taking, selection of deeper and more efficient

performance and learning strategies and choice of an activity in the absence of an

extrinsic reward.

Moreover, intrinsic motivation is related to student’s perceptions of their

competence in a subject like Mathematics, to whether they are motivated by curiosity

or by grades, and to whether their orientation toward academic achievement can be

characterized as a mastery orientation and perceived competence each contribute to

student’s desire to learn Mathematics. Intrinsic motivation is more complex than the

additive effects of this domain. Motivational patterns are learned, and that students

may learn to dislike mathematics, and that this dislike becomes an integral part of

their mathematical self-concept.

Finally, the use of extrinsic and intrinsic motivation leads to improved

performance.

General Principles of Motivation

There are certain basic principles of motivation that are applicable to learning

situation. These principles should always be considered by teachers and students

alike:

xxxi
 Incentives motivate learning. Incentives include privileges and receiving

praise from the teacher. The teacher determines an incentive that is likely to motivate

an individual at a particular time. In a general situation, self-motivation without

rewards will not succeed. Student must find satisfaction in learning based on the

understanding that the goals are useful to them or, less commonly based on the pure

enjoyment of exploring new things.

Learning is the most effective when an individual is ready to learn; that is,

when one wants to know something. Sometimes the student’s readiness to learn

comes with time, and the instructor’s role is to encourage its development. If a

desired change in behavior is urgent, instructor may need to supervise directly to

ensure that the desired behavior occurs. If a student is not ready to learn, he or she

may not be able to follow instructions and, therefore, must be supervised and have the

instructions repeated again and again.

The environment can be used to focus the student’s attention on what needs to

be learned. Teachers who create warm and accepting yet business-like atmospheres

will promote persistent effort and favorable attitudes towards learning. This strategy

will be useful to children and adults. Interesting visual aids, such as booklets, posters,

or practice equipment, motivate learners by capturing their attention and curiosity.

Internal motivation is longer-lasting and more self-directive that external

motivation, which must be repeatedly reinforced by praise or concrete rewards. Some

individuals, particularly children of certain ages and some adults, have little capacity

of internal motivation and must be guided and reinforced constantly. The use of

xxxii
incentives is based on the principle that learning occurs more effectively when the

students experience feelings of satisfaction. Caution should; however, be exercised in

using external awards when they are not absolutely necessary. Their use may be

followed by a decline in internal motivation.

Motivation is enhanced by the way in which the instructional material is

organized. In general, the best organized material makes the information meaningful

to the individual. One method of organization includes relating new tasks to those

already known. Other ways to relay meaning are to determine whether the persons

being taught understand the final outcome desired and instruct them to compare and

contrast ideas.

Motivational Strategies

Green (2002) explained some strategies for motivating learners to want and

like to learn mathematics using the expectancy-value theory. Green et al. (1999)

assumed that academic lessons in classrooms have both a social and an academic text.

The academic text consists of the structure and content of the lesson while the social

text conveys what learners regard as important to do and to learn. Teachers'

contribution to learning needs go beyond specific academic content.

The expectancy-value theory according to Brophy and Kher (2002) states that

the amount of effort that learners are willing to expend on a task is a product of

(a) the degree to which they expect to succeed at the task; and (b) the degree to which

they value the task, and also value success on the task. Wigfield and Eccles (1994)

cited in Green (2002) examined expectancies and values of learners as well as their

xxxiii
relationships and fluctuations over time. They found that teachers influence learners'

motivation to learn through provision of experiences and communication of beliefs

and expectancies. For example, the value that learners attached to both English and

Mathematics correlated with their past degree of task success in those subjects.

Green (2002) also noted that the nature of individual learner-teacher

interactions in classrooms has an impact on learners' expectancies about their future

success. Based on the expectancy-value theory, a number of motivational strategies

have been identified that can be used to increase learners' expectancies for success, as

well as to promote their valuing of learning tasks (Green, 2002). These strategies

include the following major categories: (1) conveying confidence, (2) conveying high

aspirations, (3) Keller’s motivation model, (4) relevance-providing strategies, (5)

confidence-building strategies, and (6) satisfaction-generating strategies:

Conveying confidence in learners' abilities entails having a belief that all

learners will succeed in a given task. This suggests that teachers use comments like,

"It will be hard, but I know you all can do it," to motivate learners to strive for

success. The above is confirmed by the self-efficacy theory which postulates that

one's judgement of one's confidence and ability to achieve a particular task is a potent

source of motivation as it helps to boost one's sense of worth. The lower the level of

confidence, the lower the level of motivation to achieve given or set tasks, and vice-

versa (Dembo 1994). Borich and Tombari (1997) believe that this theory is based on

the premise that an individual's personal expectations, internal standards and self-

concept can be tailor-made to be a source of motivation to learn. Confidence can also

xxxiv
be built if the teacher creates conditions that enable learners, even at a very low level,

to experience success as often as possible.

Conveying high aspirations. Challenging all learners in a class to do well

and surpass their previous achievements is an important motivational strategy (Green,

2002). A statement like, "Can somebody tell me another way to solve the above

problem?" may serve as a way to make learners become more creative in their solving

of problems. Setting a goal towards which one may aspire is an important

motivational tool in the learning of mathematics (Dembo, 1994). Setting high

aspirations in the form of goals may motivate individuals if they are provided with

information about their success or failure (Dembo, 1994).

Keller's motivation model. Keller (1987) proposed a model which he

believed could help teachers to make learners’ motivation to learn predictable and

manageable. The model, referred to as the Attention Relevance-Confidence-

Satisfaction (ARCS) motivation model, takes into account four human characteristics

and the motivational dynamics associated with each. The four human characteristics

which the ARCS model refers to as requirements for stimulating learning, are the

following: being able to obtain and sustain learners' attention; making learning

relevant to learners' needs; being able to develop in learners the right level of

confidence (not too much or too little) for them to learn effectively; and enabling

learners to derive a sense of satisfaction from the process or results of the process of

learning.

xxxv
 Keller (1987) proposed the following strategies which teachers can use to

motivate learners: attention-getting; relevance-producing; confidence-building; and

satisfaction-generating strategies:

Attention-getting strategies are based on the premise that arousing and

sustaining attention requires capturing the interest of learners and stimulating their

curiosity to learn, through the use of the following sets of activities: (a) perceptual

arousal activities build an atmosphere of curiosity around learning; (b) inquiry arousal

activities relate to the teacher creating problem solving situations which can be

resolved only by knowledge-seeking behavior; (c) variability refers to varying the

common routine of introduction-demonstration-practice activities as a teaching

sequence with a mediated presentation or group processing activity.

Relevance-providing strategies are a powerful factor in motivating learning.

A successful teacher motivates and builds bridges between the subject matter and the

learner's needs, wants and desires. Keller describes three strategies which a teacher

can use to provide relevance, namely: a. Goal - orientation activities which are based

on the premise that people are more willing to engage in learning if a skill or

knowledge to be learnt is seen as helping them to achieve their goals in the present or

future. b. Motive-matching activities, which provide for different learning habits and

orientations and which those learners who enjoy cooperative work, shared success

and responsibility as much as to those who believe in individual work and personal

responsibility for success and (c) familiarity enhancing activities, which involve

concrete examples and analogies related to learners' life world and experiences.

xxxvi
 Confidence-building strategies. Providing meaningful success-focused

experiences for learners as early as possible during teaching has been observed to be

an important confidence-building and motivational strategy. The following

confidence-building strategies: performance requirements, success requirements, and

personal control requirements. These are some of the simplest ways of instilling

confidence and of developing a much higher expectancy for success.

Performance requirements. To build positive expectations for success in

learners, teachers should establish trust and positive"- expectations for success by

explaining clearly the requirements for success and the evaluation criteria. After

creating expectancy for success in learners, teachers should help the learners to

experience success as often as possible.

Success opportunities. Learners should be assisted to experience success as

often as possible by challenging and meaningful tasks. Teachers should support and

enhance learners' beliefs in their competence by providing varied and thought-

provoking experience.

Personal control. Based on the premise that most people enjoy having some

personal control over the environment, a teacher uses instructional techniques that

offer personal control as well as provide feedback that attributes success to personal

effort.

Satisfaction-generating strategies include natural consequences, positive

consequences, and equity strategies.

xxxvii
 The natural consequences strategy entails providing learners with as many

meaningful opportunities as possible to use their newly acquired knowledge / skills.

The teacher can do this by providing problems, simulations, or work examples that

allow learners to see how they can solve real-world problems. Case studies and

experiential learning are also excellent vehicles for providing meaningful application

opportunities.

The positive consequences strategy entails providing timeouts reinforcements

to a learner's success through the use of verbal praise, real or symbolic rewards, and

incentives. Learners must be made to feel that their efforts are being noticed and

valued as this may give them a great deal of satisfaction. The equity strategy helps

learners in anchoring a positive feeling about their accomplishments. Teachers need

to make performance requirements consistent with stated expectations, and provide

consistent measurement standards for all learners' tasks and accomplishment.

Expectancy

Expectancy is the belief that the effort that students employ in learning a

subject, such as Mathematics, will result in the attainment of the desired performance

goal when well-motivated. Students’ judgment and beliefs about their expectations of

success and the potential relevance of the content to be learned could challenge the

motivation of students to want to learn (Wigfield & Ecless, 2000). Expectancy has

two aspects, namely: control belief and self-efficacy.

Control beliefs. Motivational beliefs act as favorable context of learning and

also refer to the opinion of the efficiency or effectiveness of learning and teaching

xxxviii
methods (Boekarts, 2002). It refers to the opinions, judgments, and value which

include objects, events, or subject-matter domain. Beliefs are likely inner control

which can be divided into two parts, self-efficacy beliefs and outcome expectations.

Self-efficacy beliefs that hold student’s ability by themselves related to specific

domain. Motivational beliefs are the result from direct learning experiences.

Mathematics is perceived as a “threatening” subject, one that requires the effective

application of deep cognitive strategies. This cognitive engagement presupposes the

development of educational practices that lower negative thinking and feeling about

evaluation foster the usefulness and instrumentality of mathematics as a subject area.

Unfavorable motivational beliefs impede the learning process because the

direct the learners’ attention away from the learning activity itself, another focus

instead of the previous problem is student’s low ability. Although children’s

understanding of causality changes because of age, their beliefs about the cause of

their success and failure are very resistant to change. Students who state they will

never be able to finish the task successfully are on alert that they no longer perceive a

relation between their actions and a positive outcome. Helping student to re-construct

the relation by creating learning situations where they can experience success and get

a good achievement in class. However, it is not sufficient that they get the correct

solution. They also need to understand why the plan solution was correct and what

they can do to enhance their ability. It seems that the students’ attention have to be

drawn explicitly to the relation between their actions and the outcome.

xxxix
 Students who have established unfavorable motivational beliefs are not

interested in such process-oriented feedback (Boekarts, 2002). It looks like students

do not care about the correct way, they only want to know whether the answer is

correct or not. So, if it happened, students have to be reminded and given the

emphasis in the right process. Such process-oriented feedback gives them a feeling of

progress and it will stimulate them gradually to reflect their achievement.

Favorable motivational beliefs facilitate learning. On the contrary, students

are interested in doing activities because they need to learn about the subject to

achieve something they want and that is favorable motivational belief. Students who

value the learning activity are less dependent on encouragement or reward. An

activity is generally considered to be intrinsically motivating if external reward is not

necessary for students to initiate and continue that activity. Favorable motivational

beliefs are attached to the activity itself. Students who are intrinsically motivated will

report that they do not have to invest a big effort.

However, not all students are intrinsically motivated because some students

are less motivated to learn. With this, teachers must to be aware of the classroom

situations and learning process to facilitate students’ interaction and inhibit the

motivation of students. Likewise, teachers have to find the relevant and interesting

things for the student’s, like finding out what their current interests and future career

goals are. With these, students’ attention and curiosity enhancing performance and

achievement of students in learning process will awaken. Furthermore, it allows them

to adapt learning activities to their own psychological need which gives them a sense

xl
of freedom and the right to self-determination. Students who are ego-oriented learn

less than students who are mastery-oriented. The way students orient themselves to

learn is a strong indicator to show their achievement and work performance. Ego-

oriented students are typically involved in learning tasks in order to demonstrate

success (ego-oriented approach) or to hide the failure (to avoid ego-orientation) using

learning strategies that are less effective than mastery-oriented students. For mastery-

oriented, students usually learn they want to master new skills. This means that the

process of mastery-oriented students’ motivation is different from ego-oriented

students (Boekarts, 2002).

Such problems among students should be solved immediately, because they

are not only an important result but also the strategy of the solution. They must

believe that ‘process is more important than the correct result’. Giving feedback in

relation to seeking a right solution, encourages students to exchange ideas with other

students about the strategies they used and allow them to learn from their mistakes.

This is very difficult job because of ego-oriented students become upset when they

have to reflect on their mistakes. But the problem could be solved with some

comments from teachers while guiding their cooperation so that progress and their

efforts will be visible. Mastery-orientation will be developed when students have a

pride in finding the solution process and have found the error.

Self-efficacy. The self-efficacy theory posits that a student’s judgment of

their confidence and ability to achieve a particular task is a potent source of

motivation to learn (Wigfield & Ecless, 2000).

xli
 From a cognitive development perspective, in order to be successful in the

classroom, students must believe that they are able to effectively and efficiently

complete the tasks which are given to them. This is known as self-efficacy. They

must possess the ability to “bounce back” after a failure. For example, a student in

your class gets a poor mark on a quiz. Rather than decrease his effort, the resistant

student will use the failure as motivation and will increase his efforts to ensure

success on the next quiz. This is known as mastery beliefs.

The motivated student must also be able to identify, explain, or attribute, their

success or failure to a something specific. For example, in the case of the student

who did poorly on a quiz, he might be able to attribute his failure on the fact that he

watched a basketball game and didn’t study long enough for the quiz.

Having goals is another manifestation of self-efficacy which is very important

motivational state. The motivated student has goals which he is trying to

accomplish.

A motivated student also possesses the ability to monitor and evaluate how

well they are doing in a specific task. They are able to determine how well their goal

pursuing efforts are going. This is known as self-regulation.

From a constructivist point of view, motivation is driven by the challenge to

succeed, for personal accomplishment or group achievement. Some students

wouldn't even get out of bed in the morning if it weren’t for them having to go to a

group meeting to finish up an assignment. They are motivated by the feeling that

they have a place - an important role in the group.

xlii
Motivation to Learn Mathematics

It is believed that motivation is an individual’s internal status toward

something. Motivation refers to the reason for directing behavior towards a particular

goal, engaging in a certain activity, or increasing energy and effort to achieve the

goal. Since Mathematics involves higher thinking skills, the role of motivation in

learning Math is of great importance.

The factors that will influence the extents of an individual’s motivation to do

something, such as learn Mathematics, include the types and intensity of needs and

psychological process (Liu & Lin 2010). Motivation is a word used to refer to the

direction, intensity, initiation and persistence of human behaviors. Simply stated,

motivations are reasons individuals have for behaving in a given manner in a given

situation, such as learning Math. They exist as part of one’s goal structures one’s

belief about what is important, and they determine whether or not one will engage in

a given pursuit. (Middleton & Spanias, 1999).

Pintrich and De Groot (1990) proposed a motivation model named as social

cognitive model of motivation. In this model, the intensity of an individual’s

motivation will trigger him or her to execute good or bad learning strategies. Both

motivation and learning strategies affect student’s learning performance. The

components of motivation in the model are value, expectancy and affect.

Thus a motivated strategy for learning is an important aspect of students’

academic performance in the classroom. The motivation dimension is further divided

into two components; the first is the value component that encompasses students’

xliii
intrinsic goal orientation, extrinsic goal orientation and task value, while the second is

the expectancy component that comprises control of learning beliefs, self-efficacy for

learning and performance.

Improving students’ motivation.

Several researchers identified the foci of ways to improve motivation of

students. These are the student, teacher, content, methods of teaching, and

environment.

The student. Robert Schuller said, “You cannot push anyone up the ladder

unless he is willing to climb himself.” This means that no amount of teaching can

make a student learn if he himself does not want to. Thus Senge et al. (1994)

suggested that teachers should be “producers of environments that allow students to

learn” or that schools should become learning habitats wherein relationships are

fostered between people, students develop their own individual instruction plan, and a

variety of investigating system options replace the passive receipt of information.

(Lengnick-Hall and Sanders, 1997). Students who come to value and enjoy

mathematics increase their achievement, their persistence in the face of failure, and

their confidence (Pokay & Blumenfeld, 1990);

The teacher. Referring to the teacher, Mark Twain wrote “...the really great

make you feel that you, too, can become great.” Students display more motivational

benefits from teachers they like over teachers they dislike (Montalvo, 1998).

However, the role of teachers seems to be shifting from preprogrammed knowledge

xliv
dispensers to managers of student learning and the learning environment. Therefore,

teachers must be empowered to exercise professional judgment in the classroom to

attain clearly expressed goals. Professional educators should be given latitude to test

individual approaches based on strategic goals and incentive systems. Also, teachers

should be provided with training to support them in this expanded role including

more time for peer interaction to share views on what is effective. Overall, teachers

should do unto the students as they would want done unto themselves. Barbara

McCombs stated that “almost everything (teachers) does in the classroom have a

motivational influence on students - either positive or negative.” This includes the

way information is presented, the kinds of activities that teachers use, the ways

teachers interact with students. Students react to who teachers are, what they do, and

how comfortable they feel in the classroom (Olson, 1997).

Content. Content, on the other hand, must be accurate and timely. It also

should be relevant and useful to the student in his or her life. Olson (1997) noted that

student motivation depends on the extent to which the teacher is able to satisfy the

student’s need for (1) feeling in control of their learning, (2) feeling competent, and

(3) feeling connected to others. As such, content also must be included to satisfy each

of these student needs.

Teaching method or process. With regard to teaching method or process,

Lao-Tzu’s wise saying is very applicable “If you tell me I will listen. If you show me

I will see. If you let me experience, I will learn.” Two basic approaches for

supporting and cultivating motivation in the classroom are (1) creating a classroom

xlv
structure and institutional method that provides the environment for optimal

motivation, engagement, and learning; and (2) helping the student to develop tools

that will enable him or her to be self-regulated. (Alderman, 2004). These two

approaches refer to experiential learning. Experiential learning or self-learning is

when an individual is actively involved with concrete experience, that is, a student

cognitively, affectively, and behaviorally processes knowledge, skills, and/or attitudes

such that knowledge is created through the transformation of experience. Using this

approach will enable a teacher to cater to the four learning styles of Kolb (1986).

These are: 1. Convergent learning style (abstract conceptualization, active

experimentation, may have solutions to the wrong problems, and excellence at

technical tasks); 2. Divergent learning style (concrete experience, reflective

observation, may be paralyzed by alternatives generated, and people oriented); 3.

Reflective or assimilator learning style (loves ideas and concepts, theoretical

professions, theory but no application, and ideas over people); and 4. Doer or

accommodator learning style (concrete experience and active experimentation, carries

out plans, likes changing the environment, may produce tremendous ends but all in

the wrong area, and prefers trial and error method). Tailoring activities to provide

stimulation and student control and matching activities with students’ interests

increase intrinsic motivation (Middleton, 2004). Providing incentives for success can

and does encourage students to achieve.

Environment. The environment is another potent source of motivation. The

environment must be available and accessible. It must be of a quality or caliber that

xlvi
contributes to the motivation of the students. It should be safe; characterized with

openness and freedom to learn from mistakes can foster motivation to learn; and

physically, mentally, emotionally, and even spiritually stimulating. This, according

to Rumsey (2003), involves the use of engaging classroom activities, in-depth

discussions or simulations, good business or organizational problems rather than

contrived examples, varied real-life exercises relevant to students’ everyday

experiences or to their chosen career fields.

It also means creating situations in which the students perceive themselves as

academically productive, fostering positive peer social interaction and exchange,

decreasing peer aggression, moving from simple to more complex problems, the use

of a good solidly written text in a traditional format, Incorporation of some modern

or future components that concern students, motivating by example and by

encouraging student discovery, developing positive attitudes, making sure that

academic tutoring is available, having voluntary parental and community support and

involvement as necessary, and encouraging critical thinking (e.g., what do you mean,

why, what if, what works/does not work, and how would you...).

The Trends in International Mathematics and Science Study (2011) studied

how environment affects a learner. Students with the highest mathematics

achievement typically attend schools that emphasize academic success, as indicated

by rigorous curricular goals, effective teachers, students that desire to do well, and

parental support. Both principals and teachers who answered the questions

emphasized these school qualities. Schools with a high emphasis on academic success

xlvii
had higher average mathematics achievement. In contrast, schools with discipline and

safety problems were not conducive to high achievement. The sense of security that

comes from attending a school with few behavior problems and having little or no

concern about student or teacher safety promotes a stable learning environment.

Further research regarding interaction of extrinsic and intrinsic motivation in

the context of the classroom is necessary because no academic task is free from the

influence of either. Students who are intrinsically motivated will report that they do

have to invest a big effort.

Achievement motivation in mathematics, though stable, can be affected

through careful instructional design. If students realize that their successes are

meaningful and result both from their abilities and from a high degree of effort, they

are likely to believe that they can do Mathematics if they try. Providing group

incentives lead to cooperation and reciprocal instruction in Mathematics problem

solving so that all children are given opportunities to succeed (Slavin, 2006). Creating

interesting contexts within which problems are situated stimulates students’

imaginations and illustrates to them that Mathematics is useful in various

applications. Most important, a supportive, authoritative teacher serving as a model

and as a friend gives children the confidence and feelings of self-worth necessary to

be comfortable in mathematics.

Performance in Mathematics

Students who achieve in mathematics have a great power in motivating

himself or herself to learn. To students who perceive success as a reinforcement to

xlviii
engage themselves to learn mathematics, success may not be the only determinant of

on-task behavior, it is clearly related to the achievement motivation of children in

mathematics (Wigfield & Eccles, 2002).

Many research studies have been conducted about developing the

performance of the students in Mathematics. One of this was that of Middleton and

Spanias (1999) conducted to analyze motivation for achievement in Mathematics. It

proved that achieving success in Mathematics can be built in mathematics classroom.

When students are given incentives to achieve, the motivation and achievement of

entire classes can be raised (Alschuler, 1969). When children are rewarded for

choosing a high level of personal success in mathematics, they tend to enjoy

mathematics more and achieve more than when they are not given incentives.

Slavin (2006) thus recommended the provision of group incentives to

motivate students to achieve (by providing a group reward for individual learning).

Because the group score is rewarded, students are motivated to help others in the

group and are pressured to learn well themselves, through this practice, individual

accountability is emphasized.

Mathematics motivation and achievement are interrelated as this was proven

on the findings of Mallpass, O’Neil and Hocevar (1999) wherein it showed that

motivation is positively related to Mathematics achievement .

xlix
Related Studies

In a rapidly changing world, a student’s success hinges on his/her ability to

organize and apply Mathematics in the solution of meaningful problems. Thus

evaluation of student performance in Mathematics is now a matter of concern.

Internationally, the Philippines belong to the bottom five of poor achievers in

Mathematics and Science. According to the study by the Trends in International

Mathematics and Science Study (TIMSS) in 2008 even with only the science high

schools participated in the Advanced Mathematics category, the Philippines ranked

lowest from the 10 participating countries.

Likewise, the national performance of high school students in the National

Achievement Test from school year 2004 to 2012 continually degrades. During the

school year 2004 to 2005 the mean percentage score obtained was 50.70%. However,

during the school year 2005 to 2006, the mean percentage score gained was 47.82.

Furthermore, during the school year 2011-2012, we obtained only 46.37 as the mean

percentage score (De Dios, 2013).

In an article published in the Philippines Daily Inquirer (2009), it was reported

that only 25.3 percent of the schools crossed the 75-percent level in Math. Students

from about half of the schools did not even learn 60 percent of what they ought to

learn in Mathematics.

Tinio (2002) affirmed that public school students do poorly in diagnostic and

achievement tests. Furthermore, he also added that those students who took the exam

were prepared by their teacher’s months before the actual tests and their teachers had

l
to go to a seminar in Philippine Normal University in preparation for the review but

still their performance was very low.

In the local scene, Calilao (2013) in her studies on “Motivation, Learning

Strategies and Performance of Third Year High School Students in Mathematics” also

mentioned that the Mathematics performance of students from selected secondary

schools in Abra conducted in 2008 revealed poor in all the content learning areas

except in operations of algebraic expressions which were considered satisfactory.

Likewise, the study conducted by Camahalan (2006) on the “Effects of Self-

Regulated Learning on Mathematics Achievement of Selected Southeast Asian

Children”, found that students had low achievement in Mathematics and that their

low achievement in the subject is related to their poor study habits.

The relation between the attitudes and components of attitude of the students

towards Algebra and their Algebra achievement of grade 10 students in Ethiopia was

studied by Atnafu (2012). The results of the achievement test in Algebra revealed that

out of 100 points, the average achievement test score of the students was 42.887,

which indicated that there was a problem on how the students learned. Atnafu said

that the results further indicated that there was a serious problem of the students in the

application part of the algebra that is very low result in analyzing and solving algebra

problems, applying elementary concepts and processes, etc. The students had highest

average in the knowledge test part.

Other studies on the mathematics motivation and performance of students in

mathematics were conducted by Seatriz et al, (2012) and Calilao (2013). Their studies

li
involved first year college and high school students. Their findings revealed that both

obtained a low level of mathematics motivation and it greatly affects the performance

of the students in mathematics.

lii
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents a discussion on the research design, the locale of the

study, the population and sampling procedure, the research instruments, the data

gathering procedures and the statistical treatment of the data.

Research Design

This study employed the descriptive-correlational research design in as much

as it described the level of students’ Mathematics motivation along the three

components: value, expectancy and affect as well as their Mathematics performance,

Furthermore, it tried to determine the relationship between the students’ Mathematics

motivation and their Mathematics performance.

Locale of the Study

The study was conducted in two schools offering Engineering and Science

Education Program (ESEP) namely, Ilocos Norte National High School, Laoag City

and Sarrat National High School, Ilocos Norte.

The Ilocos Norte National High School (INNHS), formerly Ilocos Norte High

School is the biggest public secondary school in Laoag City. The school is managed

by a principal who is assisted by the heads of the different subject departments and

other administrative staff. The school has about 160 faculty and staff serving a total

enrolment of more than 3,000 students coming from Laoag City and other localities in

Ilocos Norte and nearby provinces.

liii
 The INNHS offers the regular curriculum (K to 12 Basic Education Program

prescribed by the Department of Education), and the specialized programs which

include: Engineering and Science Education Program (ESEP), a science- and

mathematics-oriented curriculum; the Special Program in the Arts (SPA) for the arts-

inclined students; Evening/Saturday Class (ESC) for the working students; Special

Program in Sports (SPS) for the sports-minded; and, Summer Program (SP) and

Special Education (SPED) for students with special needs.

On the other hand, the Sarrat National High School (SNHS), formerly known

as Sarrat High School, is a public secondary school which was established in 1947. It

was officially renamed as Sarrat National High School under Presidential Decree

1050 in 1977. The high school building is equipped with spacious classrooms, library,

Science laboratories and Computer laboratories.

The institution has an average population of about 1 000 high school students

from the Special Science Class (SSC) and the regular Basic Education Curriculum

(BEC). The students come from the different municipalities near Sarrat, like Dignras,

Piddig, Solosona, Vintar and even the eastern part of Laoag City. Most of the students

belong to the low income group and they are scholars of different organizations like

4P’s and Gov. Imee Marcos.

The school is managed by a principal who supervises teaching and non-

teaching staff. The teaching staff is composed of 6 Head teachers, 7 Math teachers, 5

English teachers, 3 Filipino teachers, 9 Science teachers, 6 Araling Panlipunan

teachers, 7 Technology and Livelihood Education teachers, 4 Music, Arts, Physical

liv
Education and Health teachers, a guidance counselor, guidance coordinator and a

librarian.

Population and Sampling Procedure

The population of this study was composed of 175 grade seven students

enrolled in the Engineering and Science Education Program (ESEP) of two separate

National High Schools namely (1) Ilocos Norte National High School, sections SSC

Aristotle, SSC Copernicus, and SSC Galileo and (2) Sarrat National High School,

sections SSC Aristotle, and SSC Galileo during the school year 2014-2015.

However, only 122 students, which is 70% of the total population, were taken

as the sample. They were selected using stratified random sampling with proportional

allocation considering the sections as the strata. This number was determined using

the Slovin’s formula with 0.05 as the margin of error.

The number of students per section and the number of sample students taken

from each section are presented in Table 1.

Table 1. Number of students by section and number of sample students from

each section
Section No. of Students No. of Samples
A. INNHS
1. SSC-Aristotle 34 24
2. SSC-Copernicus 32 22
3. SSC-Galileo 32 22
B. SNHS
1. SSC-Aristotle 39 27
2. SSC-Galileo 38 27
Total 175 122

lv
Instrumentation and Data Collection

Two instruments were used to gather relevant data: the standardized

Mathematics Motivation Strategies for Learning Questionnaire (MMSLQ) and the

Teacher-made Achievement Test in Mathematics for Grade 7 Special Science Class.

The Mathematics Motivation Strategies Learning Questionnaire (MMSLQ)

which was developed by Liu and Lin (2010) was adopted from the Motivated

Strategies Learning Questionnaire (MSLQ) developed in 1991 by Pintrich, Smith,

Garcia, & MCKeachie and validated in different countries (Karadeniz, Buyukozturk,

Akgun, Cakmak & Demirel, 2008). It has 36 items distributed among the three

factors, namely, value, expectancy and affect. The value component is divided into

three elements – intrinsic goal orientation (6 items), extrinsic goal orientation (6

items), and task value (6 items). The expectancy component is divided into two

elements namely, control beliefs for learning (6 items) and self-efficacy (5 items).

The affect component includes only one element, test anxiety (7 items). The level of

motivation was quantified using the Likert scale where 1- Strongly Disagree, 2 -

Disagree, 3 - Normal, 4 - Agree and 5 - Strongly Agree. The scores of all the

negatively stated items were reversed for the purpose of computing the composite

mean ratings and correlational analysis.

The items for the Mathematics Motivation Scale were developed by both

creating new items and adapting items from MSLQ. The items adapted from the

MSLQ were translated into Chinese by Liu and Lin for their survey study entitled

“The Survey Study of Mathematics Motivated Strategies for Learning Questionnaire

lvi
(MMSLQ) for Grade 10-12 Taiwanese Students” with the supervision of two experts

in language. To ensure the reliability and validity of the questionnaire, the authors

administered the questionnaire to 310 students from their senior high and vocational

school for item analysis. A Cronbach α analysis was used for the calculation of each

component in Mathematics Motivation Scale. The Cronbach α analysis examined if

the items were internally consistent, stable, and homogenous. In order to raise the

reliability and lower the error, some unsuitable items were deleted.

On the other hand, the Mathematics Achievement Test is a teacher-made test

which was used to measure the students’ knowledge in Mathematics lessons taught

from the first grading period to the third grading period. Some of the test items were

lifted from Modules 1 to 4 of the K to 12, some were modified, while still others were

constructed by the researcher. The test covers the lessons on set and set operations,

real numbers, measurements, scientific notations and rational expressions. A table of

specifications (TOS) was made to guide the researcher in constructing the test.

A table of specifications was made to guide the researcher in constructing the

test. Initially, sixty multiple choice items where constructed. The test was studied and

validated by the key teachers of grade 7, two master teachers and the head teacher of

the Mathematics Department of INNHS to ensure its appropriateness and usefulness

so that the researcher will arrive at an accurate decision based on the tests results. The

researcher also provided each expert with the copies of the table of specifications and

the description of the test takers. Based on their comments and suggestions, the

achievement test was improved. The test was administered to the twenty-five grade

lvii
7 Special Science Class students of INNHS who were not part of the sample. This

was done to determine the discrimination index and the level of difficulty of the

items. Only the items with good discriminating index and an

average difficulty were retained for the final version of the test. Thus, the test to

measure Mathematics performance contained 50 items only.

Data Gathering Procedure

Prior to the administration of the test, permission to conduct the study was

secured from the Schools Division Superintendents of Laoag City and Ilocos Norte.

Upon approval of the requests, the letters were channeled and forwarded to the

principal of Ilocos Norte National High School and Sarrat National High School to

guarantee the participation and involvement of the said schools. In coordination with

the mathematics teachers of the selected sections, the questionnaires were distributed

and administered by the researcher during their mathematics class.

The Mathematics Motivation Strategies Learning Questionnaire (MMSLQ)

was administered to all SSC grade 7 students to ensure that they would be serious in

accomplishing threating scales. Also the administration of MMSLQ was done a week

before the Mathematics Achievement Test was administered so that the anxiety that

may be aroused during the achievement test can be avoided. Only the papers of the

122 randomly selected students were separated and only the data pertaining to them

were included in the data analysis. Informal interviews were also conducted to

parents, teachers and selected students to supplement the data gathered through the

Mathematics Motivation Scale.

lviii
Statistical Treatment of Data

For the statistical treatment of data, each specific problem was considered

separately to get appropriate answer to each question. To answer problem 1, the mean

level of Mathematics motivation of the students were computed and interpreted using

the following range of mean values with their corresponding descriptive

interpretation:

Range of Means Descriptive Interpretation

4.20 – 5.00 Very High
3.40 – 4.19 High
2.60 – 3.39 Average
1.80 – 2.59 Low
1.00 – 1.79 Very Low

Likewise, to answer problem 2, the students’ level of performance in

Mathematics as measured by their scores in the Mathematics Achievement Test was

described using the frequency distribution, the mean and standard deviation and their

scores were interpreted as follows:

Range of Scores Descriptive Interpretation

40 – 50 Outstanding
30 – 39 Very Satisfactory
20 – 29 Satisfactory
10 – 19 Fair
0–9 Poor

Lastly, to answer problem 3, correlation analysis using Pearson’s r was

performed to determine and analyze the relationship between the students’ level of

Mathematics motivation and their performance in Mathematics.

In all tests of significance, the level of significance was set at the 0.05

probability level.

lix
 Descriptive statistics and correlation values were processed using Microsoft

and IBM Statistics SPSS Version 20.

lx
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATIONOF DATA

This chapter presents the results in view of the different questions dealt with

in the study, the analysis made on the findings alongside with the corresponding

interpretations elicited. The discussions are arranged according to the order of the

specific problems posed in Chapter I.

Students’ Level of Motivation in Learning Mathematics

This section discusses the level of motivation of the students to learn

Mathematics through the different aspects, such as value as indicated by intrinsic goal

orientation, extrinsic goal orientation and task value; expectancy with control beliefs

for learning and self-efficacy as indicators; and affect as indicated by test anxiety. The

data are shown in Tables 2 to 7.

Value: Intrinsic goal orientation. It can be gleaned from Table 2 that

generally, the students have a high level of intrinsic goal orientation as indicated by

the composite mean of 3.90. This result indicates that they have an innate desire to

learn Mathematics. Their being part of the Engineering and Science Education

Program (ESEP) suggests that their fundamental Mathematics skills were strongly

developed during the elementary years and that their interest to learn more about

Mathematics was greatly aroused. This is a positive characteristic with which to start

appreciating the subject in high school. This result also suggest that the students are

enthusiastic and self-driven since students under the ESEP are academically gifted,

lxi
Table 2. Students’ Mean Level of Motivation to Learn Mathematics along
Value: Intrinsic Goal Orientation
Descriptive
Indicators Mean
Interpretation
1. In math class, I would like to have 3.68 High
something challenging materials and they
will make me learn.
2. I would like to have curiosity-initial 3.52 High
materials in math class even they are
quite difficult.
3. My biggest wish is to understand the 4.20 Very High
content of learning material used in math
class.
4. In math class, I would like to have more 3.09 Average
projects and homework which will help
me learn more, even though these will
not improve my scores.
5. Learning math can improve my thinking 4.38 Very High
logics
6. To get better score in math, I will learn 4.52 Very High
harder.
Composite Mean 3.90 High
Legend: Range of Means Descriptive Interpretation
4.20 – 5.00 Very High
3.40 – 4.19 High
2.60 – 3.39 Average
1.80 – 2.59 Low
1.00 – 1.79 Very Low

according to Blum (1985), gifted students exhibits intrinsic motivation to learn, find

out, or explore and are often very persistent. “I’d rather do it myself” is a common

attitude.

Specifically, the student-respondents felt very highly motivated because of

their strong desire to learn harder to get better score in math (4.52,very high), their

firm belief that math can improve thinking logics (4.38,very high) and their biggest

lxii
wish to understand the content of learning material used in math class (4.20,very

high).

According to Krausse et. al (2003), students who are intrinsically motivated

keenly engage themselves in learning with interest and enjoyment in order to achieve

their own scholarly and personal goals even in the absence of any type of reward or

incentive. It can then be inferred that the student-respondents are likely to compete a

chosen task and that they are eager to accomplish an activity in order to achieve the

feeling of fulfilment.

While the over-all result on level of motivation to learn Mathematics along

intrinsic goal orientation is very high, the respondents do not care much for projects

and homeworks as means to learn more about Mathematics (3.09, average).

According to Glenn Witman (2014) in his study entitled “Homework, Sleep and the

Student’s Brain”, homework sometimes is stressful. For many students, homework is

often about compliance and "not losing points" rather than about learning.

One scheme to check a student’s overall learning on a particular topic is by

giving them a project. When asked about their reactions towards projects, some of

the respondents gave the following statements:

“ Ang magkaroon ng project ay mahalaga dahil dito mo

naipapakita ang iyong kaalaman at kasanayan na natutunan mo
sa isang aralin. Ngunit kung minsan mahirap lalo na kung
sabay-sabay ang aming mga guro na magbigay ng project sa
iisang araw at pare-pareho ng date sa pagpasa”. (sic) [Having
projects are important since this is a showcase of the knowledge
and skills that I acquired from a particular lesson. However
sometimes, it’s taxing most especially when most of our subject
teachers give projects in the same day and deadline.]

lxiii
 “No maminsan Mam ket useless ti ag-project
nangnangruna no group project ta ngamin ket sumagmamano
laeng ti makikooperar para iti pannakaileppas na Mam.” (sic)
[Sometimes Ma’am projects are useless most especially if it a
group project since only few members are cooperating to
accomplish it Ma’am.]

Value: Extrinsic goal orientation. Extrinsic motivation refers to the tendency

to perform activities for known external rewards, whether they are tangible in nature,

such as rewards, praises, good grades and money, or not

(Brown, 2007).

It can be seen in Table 3 that the students under the Engineering and Science

Education Program were also extrinsically highly motivated as revealed by the

computed composite mean of (3.84, high). This implies that students were also

inspired to learn and perform their best in the subject due to outside forces.

According to Vega (2004), students are motivated to learn due to external factors

such as incentive or praise, high grades, scholarship, awards and etc.

As revealed also from the table, the students were studying hard because they

want to receive best grades in math class (4.42, very high) and have higher grade than

any other classmates (3.89, high). Seatriz et al. (2013) stated that the most influential

extrinsic factor for a student to learn Mathematics is to receive a high grade.

When students get good grades, they become strongly motivated, their

commitment for the continuation of their effort is strengthen, and they become more

highly assiduous and willing to spend more time in order to achieve the academic

goals (Karagiannopoulou’s , 2012).

lxiv
Table 3. Students’ Mean Level of Motivation to Learn Mathematics along
Value: Extrinsic Goal Orientation
Descriptive
Indicators Mean
Interpretation
1. My most wanting is to get best grades in 4.42 Very High
math class.
2. To me, taking math class will improve 3.81 High
my overall academic score.
3. I hope I can get higher grade in math than 3.89 High
any other classmate.
4. I want to get high scores in math class 3.81 High
because I want to demonstrate my
capability to my classmates.
5. My best wish is to attend ideal university 3.60 High
via learning math.
6. I want to get other people’s recognition 3.52 High
so I want higher scores in math class.
Composite Mean 3.84 High
Legend: Range of Means Descriptive Interpretation
4.20 – 5.00 Very High
3.40 – 4.19 High
2.60 – 3.39 Average
1.80 – 2.59 Low
1.00 – 1.79 Very Low

Some of the respondents were asked what drives them to excel more in their

math class and these were their responses:

“Medyo nababa ti grades ko iti Math idi elementary nak

mam ket inchallenge nak ni mommy nga ingatok ti grades ko itata
highschool nak mam. Ket no ag-improve nak, igatangan nak kano
tay kaya’t ko nga cellphone Ma’am.” [When I was in elementary,
may grades in math were low that’s why my mommy challenges
me to improve my math grades this highschool. And if I will
improve she will buy the cellphone that I want]

“Kaya’t ko nga siak ti maki-contest Ma’am tono Math

Festival ken MTAP Ma’am.” [I want to be the contestant Maam for
the Math Festival Quiz Bee and MTAP Contest Ma’am]

lxv
 Likewise, the students were also motivated to learn Mathematics because

they believe that performing well in their math class will improve their overall

academic score (3.81, high), can demonstrate their capabilities to their classmates

(3.81, high) be able to get other people’s recognition (3.52, high) and will qualify

them for ideal university (3.60, high). These results reinforce the theory of Hayes

(1994) that recognition or praises are powerful sources of motivation to learn.

Parents do involve extrinsic form of motivation to improve Mathematical

performance of their children in Mathematics. One parent disclosed that,

“Idi rugrugi ti klase Ma’am ket imbagak nga aglalaing ka ta no

nangato ti grades mo ket intay to agpasyar, out of the country tono
summer.”(sic)[During the beginning of classes Ma’am, I told her
that you have to do your best, so that if you will have high grades
we will go out of the country on summer]

Another parent said:

“ Nginayunak tay allowance na Ma’am kas pinang-motivate ko

nga aglalaing ti klase na.(sic)[ I added her allowance Ma’am as a
motivation for her to do well in school.]

With these results, all in all providing students with extrinsic form of

motivation can be vital in increasing performance.

Value: Task-Value. Garcia et al. (1991) refers task-value as to students'

evaluation of how interesting, how important, and how useful the task is. Students

under the Engineering and Science Education Program (ESEP) were task-value

oriented.

lxvi
 Table 4 reveals that the student’s level of motivation to learn Mathematics

along task- value was high with a composite mean of 3.88. They were significantly

convinced that the skills they learned from their math class can be applied in other

classes (4.19, high), can be applied in their daily lives (3.88, high) and can contribute

a lot to whole human beings (3.96, high).

Amitkumarsahu (2012) in his essay “Uses of Mathematics in Other Subjects”

noted that Mathematics and other subjects shared an inherent relationship. They are

interrelated with each other that without Mathematics, subjects like physics,

chemistry, geography, economics and others are incomplete. Mathematics possesses a

variety of applications in connection with other subjects.

Table 4. Students’ Mean Level of Motivation to Learn Mathematics along

Value: Task-Value
Descriptive
Indicators Mean
Interpretation
1. The skills I learn from the math class can 4.19 High
be applied in other classes.
2. I am interested in the learning material in 3.77 High
math class.
3. I feel the learning materials used in math 3.94 High
class is useful.
4. I like every topic and content in math 3.55 High
class.
5. What I learn in the math class can be
apply in my daily life. 3.88 High
6. Mathematics contributes a lot to whole
human beings. 3.96 High
Composite Mean 3.88 High
Legend: Range of Means Descriptive Interpretation
4.20 – 5.00 Very High
3.40 – 4.19 High
2.60 – 3.39 Average
1.80 – 2.59 Low
1.00 – 1.79 Very Low

lxvii
 Since the students realized the importance and usefulness of Mathematics in

the world, students were highly motivated to value the significance of every topic and

content that they learned in their math class (3.55) and that all the learning materials

used in their class were interesting (3.77) and useful (3.94).

These findings were supported further by the reasons given by some students

why they study math:

“ Ad adalen tayo ti Mathematics kasi kailangan tayo iti

daily living tayo Ma’am . (sic) [We study mathematics because we
need it in our daily living Ma’am.]

“We study math to be globally-competitive.”

“We study math to be more productive, efficient and

effective citizen of the country.”

According to Hannula (2002), task-value belief in Mathematics is useful in

academic setting and most especially in finding a good job. With these results, the

students came to realize that learning Mathematics prepares them academically and is

useful in the future.

Expectancy: Control beliefs for learning. Table 5 shows that the students

have a high level of motivation to learn Mathematics along Control beliefs for

learning as shown by the composite mean of 3.95. The students affirmed that if they

have enough time to do practice in their math class (4.16, high) and pay their full

attention in their class (4.23, very high), they will perform better and therefore

receive better grades. Just as what one respondent said,

“No koma nagreview ak ken nagpraktisak nga nagsolve, ad

adu koma naalak tay test mi.” [If I would have reviewed and
practice solving, I would have better scores in my test.]

lxviii
 Table 5. Students’ Mean Level of Motivation to Learn Mathematics along
Expectancy: Control Beliefs for Learning
Descriptive
Indicators Mean
Interpretation
1. If I have correct learning pattern to learn 3.97 High
math, I will learn better in the class.
2. If I do not learn better in the math class, I 3.71 High
believe it is my fault.
3. If I study hard enough, I can understand 3.99 High
the content of the learning materials used
in math class.
4. If I could not understand every topic in 3.63 High
math class, that is because I did not work
hard enough.
5. If I pay full attention in math class, I can 4.23 Very High
get better grades.
6. If I have enough time to do practice in 4.16 High
math, I will have better performance.
Composite Mean 3.95 High
Legend: Range of Means Descriptive Interpretation
4.20 – 5.00 Very High
3.40 – 4.19 High
2.60 – 3.39 Average
1.80 – 2.59 Low
1.00 – 1.79 Very Low

Likewise, they were also certain that if they have the correct learning pattern

in math (3.97, high), they will learn better. However, if they do not learn better in

their math class, certainly, they believe that it is their fault (3.71, high).

Consequently, if they study hard enough, they will understand the content of the

learning materials used in their class (3.99, high), but on the other hand, if they could

not understand every topic in their math class, then they realized that they did not

work hard enough (3.63, high).

lxix
 These results imply that the students under the Engineering and Science

Education Program (ESEP) strongly believe that if they possessed these control

beliefs of learning in Mathematics, they will improve their performance in math.

Students who believe that the effort they exerted in studying makes a

difference in their learning, they study more likely strategically and effectively

(Pintrich, Smith, Garcia, & MCKeachie, 1993). Students who believe they can control

their achievement outcomes feel more competent. Thus, students tend to become

more self-regulated.

Expectancy: Self-efficacy. Self-efficacy is a self-appraisal of one's ability to

accomplish a task and one's confidence in possessing the skills needed to perform that

task (Garcia et al., 1991).

Table 6 shows that the students have an average level of Mathematics

motivation along self-efficacy as evidently shown by the composite mean of 3.33.

This result jibes with the findings of Seatriz et al. (2013) that the self-efficacy of first

year Bachelor of Secondary Education students is also average. This could be because

that students in a new curriculum are still on process of adjustment.

On the other hand, of the five indicators of self-efficacy, four obtained mean

ratings ranging from of 3.10 to 3.32 with descriptive interpretation of average and

only one has the descriptive interpretation of high.

lxx
Table 6. Students’ Mean Level of Motivation to Learn Mathematics along
Expectancy: Self-efficacy
Descriptive
Indicators Mean Interpretation
1. I believe that I will have excellent math 3.68 High
grade in math class.
2. I believe that I can understand the most 3.27 Average
difficult part in math materials by my
own. 3.27 Average
3. I believe that I can master every topic in
math class.
4. As for math, I am competent to teach 3.32 Average
other classmates.
5. Math is not difficult to me. 3.10 Average

Composite Mean 3.33 Average

Legend: Range of Means Descriptive Interpretation
4.20 – 5.00 Very High
3.40 – 4.19 High
2.60 – 3.39 Average
1.80 – 2.59 Low
1.00 – 1.79 Very Low

This result indicates that the students confidently believe that they will get

excellent grades in math however, still they have doubts about being able to fully

understand on their own the difficult parts of the math lessons. Further, it suggests

that they still lack the confidence to master the topics in their math class, probably

because they are still adjusting from the content of elementary math to high school

math. Moreover, it implies that the students are inadequate of self-efficacy because

they lack the capability of doing math successfully. In return, they are less likely to

participate in Mathematics tasks.

lxxi
 Affect: Test anxiety. In this table, negative statements were considered to

elicit the anxiety level of the students. The scoring in the negatively stated indicators

was reversed to obtained the composite mean.

It is found that the students have an average level of Mathematics motivation

in terms of the factor affect: test anxiety as shown by the composite mean 3.33. This

means that students neither feel extremely stressed nor extremely confident during

examinations. This is probably because they have accepted that tests are part of the

learning cycle.

Table 7. Students’ Mean Level of Motivation to Learn Mathematics along

Affect: Test Anxiety
Descriptive
Indicators Mean
Interpretation
1. In taking math exam, I will have negative 2.98 Average
thought that I am inferior to other
classmates.
2. In taking math exam, I will keep thinking 3.39 Average
to the questions that I cannot answer in
the previous part.
3. In taking math exam, I would think about 3.32 Average
the consequence of failing the exam.
4. In taking math exam, I feel nervous and 3.20 Average
worry.
5. In taking math exam, my heart beat 3.15 Average
faster.
6. In taking math exam, I am totally blank 2.47 Low
and cannot remember what I have learned
before.
7. Before taking math exam, I am to wary to 3.16 Average
take a good sleep.
Composite Mean 3.10 Average
Legend: Range of Means Descriptive Interpretation
4.20 – 5.00 Very High
3.40 – 4.19 High
2.60 – 3.39 Average
1.80 – 2.59 Low
1.00 – 1.79 Very Low
lxxii
 While the six indicators show that the students have an average motivation,

(2.98≤ ≤3.39), one indicator received a descriptive interpretation of low. This

negates the statement that they are totally blank and cannot remember what they

learned before. As mentioned in the interview, on what they fell in taking math

examinations, to wit

“Challenging ti pinagtake ti exams ti math Ma’am isu nga

no agannounce ni Ma’am mi nga ag-test kami ket
isaganaak.”(sic)[Taking math exams in math are very challenging.
That is why whenever my teacher announces that we will have a
test, I have to prepare for it.]

“Masansan nokua nga makariknaak ti nerbiyos no ag-test

nak ti Math Ma’am ta no maminsan awan ti self-confidence ko
agruna no haanak nareview Ma’am.”(sic)[Most of the time I feel
nervous it taking math exams because sometimes I lose my
confidence most especially when I did not review my lesson.]

With these reactions from the respondents, it can be said that the student-

respondents had the minimal test-anxiety, because they always prepare for the

examination.

To summarize, it can be noted in Table 8 that, generally, the students have

high level of motivation along intrinsic goal orientation (3.90); extrinsic goal

orientation (3.84); task value (3.88); and control beliefs for learning (3.95) but

average along self-efficacy (3.33) and test-anxiety (3.10). These results also affirm

what some psychologists posited that student achievement is not solely based on their

cognitive skills and abilities, but also based on such factors as self-regulative,

motivational profiles of the learners. (Schunk, 2005).

lxxiii
 Table 8. Summary of the Students’ Mean Level of Motivation to learn
Mathematics
Descriptive
Indicators Mean
Interpretation
I. Value
A. Intrinsic Goal Orientation 3.90 High
B. Extrinsic Goal Orientation 3.84 High
C. Task Value 3.88 High
II. Expectancy
A. Control Beliefs for Learning 3.95 High
B. Self-Efficacy 3.33 Average
III. Affect
A. Test Anxiety 3.10 Average
Composite Mean 3.67 High
Legend: Range of Means Descriptive Interpretation
4.20 – 5.00 Very High
3.40 – 4.19 High
2.60 – 3.39 Average
1.80 – 2.59 Low
1.00 – 1.79 Very Low

The findings are similar to those of Yunus and Ali (2009) that the student

motivation was high and the majority of the respondents were in high level of effort

but were only moderate in self-efficacy.

Students’ Level of Performance in Mathematics

This section discusses the performance of the students in mathematics, how

well they performed in Mathematics based on the standards or criteria of assessment.

Table 9 presents the distribution of respondents according to their scores in

the achievement test. It is clearly shown that the standard deviation (4.92) indicates

that the students’ scores are not scattered which means that they are homogenous. It

also indicates that generally, conclusions from this study are deducible, reliable and

lxxiv
Table 9. Distribution of respondents according to their scores in the
Achievement Test in Math 7

Descriptive
Range Frequency %
Interpretation
30-39 Very Satisfactory 5 4.10
20-29 Satisfactory 83 68.03
10-19 Fair 33 27.05
0-9 Poor 1 .82
Total 122 100.00
Mean Score = 22.30 (Satisfactory) SD = 4.92

valid. The table also reveals that the mean score is 22.30 which indicates that the

students had satisfactory performance in Mathematics.

Of the 122 student-respondents, a great majority of them (83 or 68.03%) had a

satisfactory performance. Almost one-third (33 or 27.05%) had a fair performance

which means that these students have not completely mastered yet the topics for

grade 7. One student still performed poorly which means that he/she needs closer

supervision and appropriate measure to deepen his/her understanding on the

competencies for Grade 7. Nonetheless, five students got a descriptive rating of very

satisfactory in the performance. These students have already gained adequate mastery

on the subject-matter for Grade 7 and that they are well-prepared to advance their

knowledge and skills in Mathematics.

lxxv
 Relationship between Students Level of Motivation
and Performance in Mathematics

In his section, the relationship between students’ level of Mathematics

motivation and their Mathematics performance is presented, analyzed and interpreted.

The obtained coefficients of correlation are shown in Table10.

Table 10. Correlation coefficients between students’ level of mathematics

motivation and their performance in mathematics.
Coefficient of prob.
Indicators
Correlation
I. Value
A. Intrinsic Goal Orientation 0.196* 0.031
B. Extrinsic Goal Orientation 0.205* 0.024
C. Task Value 0.219* 0.015
II. Expectancy
A. Control Beliefs for Learning 0.169 0.062
B. Self-Efficacy 0.100 0.275
III. Affect
A. Test Anxiety 0.040 0.662
Overall Achievement Motivation 0.233** 0.010
**p<.01
*p<.05

Based on the results, the students’ Mathematics performance is significantly

and positively related to their level of motivation to learn

mathematics (r = 2.333, prob. = 0.010) . This significant positive correlation indicates

that students who were highly motivated to learn Mathematics showed better

performance in the subject. This result supports the findings of Tella (2007) that

students differ significantly in their academic achievement based on the extent to

which they are motivated where highly motivated students performed better

academically than lowly motivated students. Similarly, this corroborates the report of

lxxvi
John (1996) that academic achievement is highly correlated with student’s

motivation.

Specifically, Mathematics performance is significantly related to level of

motivation along the values: intrinsic goal orientation (r = 0.196, prob. = 0.031) ;

extrinsic goal orientation (r = 0.205, prob. = 0.024); and task

value (r = 0.219, prob. = 0.015). This indicates that students who are highly motivated

intrinsically and extrinsically and have fully understood the value of Mathematics and

the skills they learn in it tend to perform better in the subject.

The above finding jibes with the study of Seatriz et al. (2013) among the first

year BSEd students at Mariano Marcos State University-College of Education

(MMSU-CTE) wherein the higher the level of motivation of the students along

intrinsic goal orientation, extrinsic goal orientation and task value, the better is their

performance in Mathematics.

This result also lends support to the findings of Lin et al. (2003) that intrinsic

motivation was a strong predictor of students’ final grades. Further, it conforms

Lepper et al. (2005) when they found that a significant relationship exists between

students’ intrinsic motivation and their academic performance.

Radovan (2011) explained that students having high levels of intrinsic goal

orientation were more likely to be academically successful than students having low

levels of intrinsic goal orientation.

On the other hand, Calilao (2013) who studied the motivation and

performance of the third year high school students in Mathematics under the Basic

lxxvii
Education Curriculum justified that students with low intrinsic motivation could be

due to students’ lack of interest in doing mathematics. Thus, they need appropriate

support from all the stakeholders especially the teachers so that they will love the

subject even more.

lxxviii
 CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the salient findings of the study, the

conclusions as well as the recommendations based on the findings of the study.

Summary

This study was undertaken to determine and describe the students’ level of

mathematics motivation, as well as their level of performance in Mathematics.

Furthermore, it looked into the relationship of their level of Mathematics motivation

and their performance in Mathematics.

The descriptive-correlational research design was used. The respondents came

from the Grade 7 students in the Special Science Classes of Ilocos Norte National

High School, Laoag City and Sarrat National High School, Ilocos Norte during the

school year 2014-2015.

Two instruments were used to gather the data needed for this study. The

Mathematics Motivation Strategies for Learning Questionnaire (MMSLQ) adopted

from Motivation Strategies for Learning Questionnaire (MSLQ) was used to obtain

the data on the students’ level of Mathematics motivation while the Mathematics

Achievement Test, developed by the researcher, was used to measure the

performance of the students in Mathematics.

lxxix
 Findings

The following were the salient findings of the study:

1. The students under the Engineering and Science Education Program (ESEP)

had a high level of Mathematics motivation along the different components of

motivation. The following were the composite means obtained: intrinsic goal

orientation (3.90), extrinsic goal orientation (3.84), and task value (3.88),

control beliefs for learning (3.95), self-efficacy (3.33), and test anxiety (3.10).

The overall level of Mathematics motivation of the students was generally

high (3.67).

2. Majority of the students (83 or 68.03%) had satisfactory performance in

mathematics and only a few (5 or 4.10%) who had a very satisfactory

performance. There was still one (1 or .82%) registered a poor performance in

Mathematics.

3. The students’ performance in Mathematics is positively and significantly

related to their level of Mathematics motivation (r = 0.233, prob. = .010).

Specifically, Mathematics performance significantly relates along intrinsic

goal orientation (r = 0.196, prob. = .031), extrinsic goal orientation (r =

0.205, prob. = .024), and task value (r = 0.219, prob. = .015) but not with

control beliefs for learning, self-efficacy, and test anxiety.

lxxx
 Conclusions

From the aforementioned findings, the following conclusions are formulated.

1. The Grade 7 students under the Engineering and Science Education Program

(ESEP) of Ilocos Norte National High School, Laoag City and Sarrat National

High School, Ilocos Norte school year 2014-2015 are endowed with a high

level of motivation in learning Mathematics.

2. The Grade 7 Special Science Class students are mathematically inclined.

3. There is a significant relationship between Mathematics motivation and

Mathematics performance.

Recommendations

In the light of the findings and conclusions, the following recommendations

are offered:

1. Mathematics teachers should continue to search for innovations and teaching

strategies so that the motivation of the students to learn mathematics will be

upheld to strengthen their enthusiasm to learn mathematics.

2. Parents and teachers must have a close collaboration by supervising the

learning activities of their students.

3. School personnel should be friendlier and motherly to their students so that

they can achieve maximum learning. A very caring and accommodating

environment can impact on the motivation level of students in developing

better study habits and in establishing a positive attitude toward schooling.

lxxxi
4. Administrators must review and update their guidance support services or

programs to become more efficient and effective in responding to the needs of

the students especially those who struggle for better motivation level.

5. Curriculum planners should create curriculum that would enhance the

motivation of the students to learn Mathematics that will lead to greater

performance.

6. A similar study, wider in scope and considering other factors, should be

conducted to validate the findings of the study.

lxxxii
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APPENDICES

xc