Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM

Pililla, Rizal
INSTITUTE OF GRADUATE STUDIES

MOTIVATION AND STUDY HABITS OF STUDENTS IN ARALING

PANLIPUNAN: BASIS FOR CRAFTING A MODULE

ROBERT MERGINIO CATAPUSAN

Teacher 1, Teresa National High School
INTRODUCTION

Motivation is the force that energizes, directs and sustains behavior

toward a goal (Baron and Kenny, 1986). In educational contexts, motivation is

described to learn as a tendency to find academic activities which are meaningful

and worthwhile when deriving the intended benefits of those activities (Brophy

and Good, 1986).

One of the greatest challenges and opportunities of the 21st century will

be for schools at all levels to focus more on assisting students to become

motivated in order that they can succeed in school. The most important factor

along with others to be considered is to enhance motivation and study habits of

the students. Thus, a need is felt to investigate the motivation and learning

preference among the students of Teresa National High School.

THEORETICAL FRAMEWORK

This research is anchored on the Social cognition theory; it proposes

reciprocal determination as a primary factor in both learning and motivation

(Huitt, 2006). In this view, the environment, an individual's behavior, and the

individual's characteristics (e.g., knowledge, emotions, cognitive development)

both influence and are influenced by each other two components. Bandura

(1986, 1997) highlights self-efficacy (the belief that a particular action is possible

and that the individual can accomplish it) and self-regulation (the establishment

of goals, the development of a plan to attain those goals, the commitment to

implement that plan, the actual implementation of the plan, and subsequent
actions of reflection and modification or redirection. The work of Ames (1992)

and Dweck (1986) discussed below is a major component of social cognitive

views on motivation.

CONCEPTUAL FRAMEWORK

Based from the theory presented, the researcher of the present study

formulated the conceptual model that served as the basis of the study. The

conceptual model on the next page illustrates three boxes, the independent

variable and dependent variable. The first box which is the independent variable

contains the respondents profile such as Age, Gender, Grade in AP, and Monthly

Family Income.

The second and third box which is the dependent variable represents the

Learning Preference and Motivation of the grade 10 students in Teresa National

High School while the arrow connecting the Independent Variables and

Dependent Variables refer to the effects of the said variables.

 EXTENT OF MOTIVATION TO
LEARNING OF THE STUDENTS IN
ARALING PANLIPUNAN:

 Learning resources;
 Classroom activities;
 Teaching
strategies/methodologies;
 Peer influence; and
 Teacher’s attitude and
PROFILE OF THE behavior?
STUDENTS: 

 Age
 Gender
 Grade in AP
EXTENT OF STUDY HABITS OF
 Monthly Family THE STUDENTS IN ARALING
Income PANLIPUNAN WITH RESPECT
TO:

 Study attitude;
 Time management;
 Classroom participation;
and
 Learning materials?

REVIEW OF RELATED LITERATURE

Studies Related to Motivation

Motivation is not directly observable, the same as satisfaction, always

conscious, and directly controllable (Denhardt, 2008). Psychologists believe that

motivation is a necessary ingredient for learning (Biehler and Snowman, 1986).

Defined motivation as what causes people to behave as they do (Denhardt,

2008). Motivation is goal directed (Lawler, 1994). Motivation outlines the

achievement and pursuit of goals (Denhardt, 2008). Motivation is defined as

environmentally dependent (Pettinger, 1996).

They reported a study of motivation from an ecological perspective,

considering the individual in interaction with the meaningful environment

(Anderson, A., Hamilton, R.J. and Hattie, J., 2005). Unlike much of the

motivational literature that measured motivation in terms of constructs that were

assessed largely, via self-report, the dependent variables studied by the

researchers were three measures of more immediate classroom behaviors,

namely, participation, self-reported engagement and task completion. The results

revealed aspects of classroom climate to be significantly related to all measures

of motivation.

Studies Related to Study Habits

He defined the term study habits as: “The student’s way of study whether

systematic, efficient or inefficient etc.” Good study habits are perceived to be the

determinants of the academic performance, Good (1973). That is why efforts are

made to develop and improve study habits in students. It is found that study

habits and study attitudes are both significant variables which determine the

academic performance of the students, Ansari (1980). He has cited a research

study aimed to find out the relationship between study habits and student attitude

and academic performance (cumulative GPA) of college students, Russell and

Petrie (1992).
 Khurshid, Tanveer and Qasmi (2012) conceptualize study habits as the

propensity of a learner to use his or her constant attention to acquire knowledge

through systematic routines. According to Credé and Kuncel (2008) study habits

refer to the degree to which learners engage in regular acts of studying that are

characterized by appropriate studying routines occurring in an environment that

is conducive. Study habits as conceptualized by Bakare (1977) embraces

competences in the areas of homework and assignment, time allocation, reading

and note-taking, study period procedures, concentration, written work,

examination taking and teacher consultations. Other researchers such as Tope

(2011), Bagongon and Connie (2009) and Salami and Aremu (2006) used

Bakare’s (1977) study habit inventory and established a relationship between

study habits and academic performance.

Study habits could be viewed as the continuous practice or repetition of

study skills over time. Children with poor study habits either lack effective or

organized study routines while those with good study habits have more

organized routines where they focus more effectively on the work at hand

(Gettinger& Seibert, 2002). Therefore, the development and application of

appropriate and effective study habits of children should be a matter of concern

to education stakeholders. A study by Bakare (1977) illustrates that study habits

of learners cannot be ignored from their academic performance because success

in academic Endeavour’s depends largely on reading in the search for

knowledge
RESEARCH GAP

Although there are various researches conducted about motivation and

learning preference, there is a lack of research conducted on the effective use of

different motivation style and improving the learning preference of the learners.

Hence, the current research aims at throwing light into these research gaps.

OBJECTIVES OF THE STUDY

This study aimed to determine the levels of motivation and study habits of

students in Araling Panlipunan.

Specifically, it aimed to determine the:

1. Profile of the respondents in terms of:

1.1 Age;

1.2 Gender;

1.3 Grade in Araling Panlipunan; and

1.4 Monthly Family Income?

2. Extent of motivation to learning of the students in Araling Panlipunan with

respect to:

2.1 Learning resources;

2.2 Classroom activities;

2.3 Teaching strategies/methodologies;

2.4 Peer influence; and

2.5 Teacher’s attitude and behavior?

 3. Extent of study habits of the students in Araling Panlipunan with respect

to:

3.1 Study attitude;

3.2 Time management;

3.3 Classroom participation; and

3.4 Learning materials?

4. Problems encountered by the students in studying Araling Panlipunan

5. Significant consideration to be proposed on crafting the module in Araling

Panlipunan.

SIGNIFICANCE OF THE STUDY

After conducting this study, the significance of this study is expected useful to:

1. The Students

This study is expected to give information to the students that motivation is

really affecting their studying achievement. It is important for them to pay

attention to their interest before they enter the department in the university,

because it has correlation with their career success. Interest is really important to

grow up their motivation, so they will get a good achievement in their study.

2. The Teachers

This study is expected to the lecturers to give more concern how to

increase their students motivation to help them getting success in their study.

3. The Parents
 This study is expected to give knowledge to the parents that they should

pay attention to their children’s interest to build their children’s motivation before

they direct them to enter the department in the university, because as many

people know that study in the university will affect their children’s career.

4. The writer

This study is expected to the writer to increase her ability in conducting a

research and also develops her writing ability. This study also can enlarge her

knowledge in the educational psychology especially in the motivation case

SCOPE AND LIMITATION

The study determined the motivation and learning preference of selected

grade 10 students in Araling Panlipunan during school year 2019 - 2020. The

200 respondents were from the selected grade 10 students of Teresa National

High School. There were 200 respondents from the ten section of grade 10, they

were chosen using the random sampling technique to determine the level of

motivation and learning preference of selected grade 10 students. The

researcher made questionnaire checklist was used as instrument of study.

The result of the study will serve as basis to determine the motivation and

learning preference of selected grade 10 students and for researcher to serve as

basis for crafting a module in Araling Panlipunan it can also serve as basis for

further improvement of teaching strategies suitable for students.

 Chapter 2

RESEARCH METHODOLOGY

This chapter deals with the method and source of data for this particular study.

Specifically it involves research design, respondents of the study, setting of the

study, and data collection procedure.

RESEARCH DESIGN

In this study the researcher used the descriptive method of research

utilizing questionnaire checklist to describe systematically a situation or area of

interest factually and accurately. As cited by Travers “the aim of this method is to

describe the nature of the situation, as exist during and after the study and to

know the cause of such phenomena. In this method, it determined and reports

the way things supposed to be and can only measure what already exist.

The researcher used this research design because using researchers

questionnaire checklist I strongly believe that I can measure the levels of

motivation and learning preference of grade 10 students in Teresa National High

School.
RESPONDENTS OF THE STUDY

The respondents of the study were the selected grade 10 students of

Teresa National High School from the 10 section aging from 15 to 19 years old

having 20 respondents each section and were given questionnaire checklist

following the scale given. The random sampling was used in this study. The

researcher used this sampling to reach the target sample and to know the levels

of motivation and learning preference of the respondents.

SETTING OF THE STUDY

Teresa National High School was established in 1995 on the

initiative of the three former Division Supervisors from Teresa namely Mrs.

Concepcion U. San Antonio (Retired ES – 1 Filipino), Dr. Aurea F. Sto. Domingo

(Retired Division Schools Superintendent – Division of Rizal), and Mrs. Rebecca

SE. Pascual (Retired ES – 1 Social Studies).It was made possible by the political

heads of the municipality and is classified as Public Secondary.

The main campus sprawls on J. Sumulong Avenue Brgy. Bagumbayan,

Teresa, Rizal, while its annex is housed at F. Changco Street Brgy. Dulumbayan,

Teresa, Rizal, 1880 with the assigned School ID 301467. Teresa National High

School can also be reach via its email address: depedteresanhs@gmail.com

Teresa National High School is situated at the slope on third floor of F.

Changco St., Dulumbayan, Teresa, Rizal and has a land area of 2,546 sq. m.
 Currently, Teresa National High School offered K12 and Senior High

School with different tracks: Academic Track (Accountancy, Business and

Management (ABM); Humanities and Social Sciences (HUMSS) and Technical

Vocational Livelihood Track (Bread and Pastry Production NCII; Electrical

Installation and Maintenance NCII) to cater the needs of its clientele. It also offers

SPED and Special Science in a monograde class organization to 3368 students

in all grade levels under the tutelage of 90 teachers, and 5 staff members.

The school has also augmented necessary steps not only to uplift the

reading levels of the students but also to instill lifelong passion in reading.

Nevertheless, Teresa National High School did not only focus on the

reading problem of the students where the Project IRRI (Intensive Reinforcement

Reading Design) had been conceptualized. Various projects on different subject

areas had been catalyzed to address the needs of the students.

Teresa National High School has had numerous accomplishments since

its inception in 1995 despite the hurdles it faced.

However, no matter grandiose the plan is nor how committed the teachers

are it is the attitude of the students on study that matters. As Jim Rohn had

stated “Discipline is the bridge between goals and accomplishment.”

The school is headed by Mrs. Amihan R. Fenis, Principal III and Mrs.

Alona A. Anonical, Head Teacher III who act as Officer in Charge if the principal

is not around, with 4 Master Teachers (English, Mathematics, TLE & Filipino )
and 8 Department Head. The school has ninety one teachers in Junior High

School.

DATA COLLECTION PROCEDURE

To gather necessary information to test the formulated hypothesis and to

answer the question raised in this study the researcher followed the following

steps:

I’ll choose three titles to conduct and present it to the professor.

The research instructor validates and approved the title Motivation and

Learning Preference of the Grade 10 students in Araling Panlipunan. After that I

started to collect necessary information such as related studies and literature and

to come up with the background and objective of the study.

Next, I prepared and submitted the researcher made questionnaire

checklist and submit it to the professor to validate.

Finally, the validated and approved questionnaires were to be

administered to the 200 respondents from the 10 section of the grade 10 in

Teresa National High School.

 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililia, Rizal

INSTITUTE OF GRADUATE STUDIES

Questionnaire Checklist

MOTIVATION AND LEARNING PREFERENCE OF SELECTED GRADE 10

STUDENTS: BASIS FOR CRAFTING A MODULE IN ARALING PANLIPUNAN

Name: (optional) ________________________ Section: _____________

Direction: Put a check ( ) mark on the box that describes you best.

I. Profile of the Respondents

A. Age

( ) 15 – 16
( ) 17 – 18
( ) 19 – 20

B. Gender

( ) Male ( ) Female

C. Grade in Araling Panlipunan

( ) 99-95 ( ) 84-80
( ) 94-90 ( ) 79-75
( ) 89-85 ( ) 74-70

D. Monthly Family Income

( ) 5,000 below
( ) 6,000 – 8,000
( ) 9,000 – 10,000
( ) 11,000 – above