CHAPTER I

The Problem and Its Background

Introduction

Motivation is one of the greatest factors in learning. It contributes to the development

of learners by preparing them to a meaningful learning experience. All learning should start in

motivation. Motivation is an inner drive that energizes a learner to do what he or she is

expected to do. It is the strength of the drive toward than action.

According to Lewin’s theory, the resultant of these two groups of forces, the external

and internal forces is the behavior of the individuals. Since external forces continually act on

the individual and internal forces continually interact within them, continuous changes in the

behavior of the individual occur. External forces continuously produce tension of different

degrees of intensity in the individual. This tension serves as motivating forces for the

individual to make adjustments to his environment.

Effective learner is the key for the success of the work of education. It is important to

help each students set goals to provide informative feedback regarding progress toward the

goals. Setting a goal and offers an opportunity experience success. It enables them thirsty for

knowledge and understanding that the student’s motivated to learn. They develop their

intellect by capturing their attentions and curiosity, But most of all, the students will motivate

to learn and appreciate his or her worked when the student experiences feelings of satisfaction

are acquired in many forms of these needs, which are essential to one’s happiness and health.

Achievement motive refers to the tendency based on one’s desire for excellence in

performance as well as a product attained. Learning is most effective when an individual is

1
ready to learn. Student’s readiness to learn comes with time, and the instructors’ role to

encourage its development.

It is in this light, that the researchers are motivated to conduct a study on the

effectiveness of motivation and academic performance of the working students of Jesus

Reigns Christian College.

Theoretical Framework

This study is based on the theory of Goal primarily by Jeanne Ellis Ormrod. He

proposed that the goals we set for ourselves affect our level of motivation.

According to Ormrod, there are several types of goals. In relation to learning we can

speak of learning goal and performance goal. A learning goal is a “desire to acquire additional

knowledge or master new skills while a performance goal is a desire to look good and receive

favorable judgments.”(Ormrod, 2004) Obviously, the ideal student is the student with a

learning goal. This student is intrinsically motivated; his motivation comes from within

him/her or from the activity or task itself. On the other hand, a student with a performance

goal is extrinsically motivated; he or she is motivated by something or someone outside

himself or herself.

Personally relevant goals and self determined goals enhance a student’s motivation.

When lesson objectives are relevant to the life of students, then students turn out to be more

motivated to learn. When the lesson objectives are owned by the students because they find

them relevant to their life, most likely students become highly motivated for learning. As a

motivational tool, goal setting is effective when the following major elements are present:

Goal acceptance, specificity, challenge, performance monitoring, and performance feedback.

2
 Thus, it is necessary that our students accept and own our lesson objectives and that

our lesson objectives must be specific, measurable, result oriented and time bound and

challenging. It is equally important that we monitor our students learning. However, simply

monitoring results is not enough. We have to give the students feedback about their

performance.

Conceptual Framework

Based on the aforementioned theory, this study came up with its conceptual

framework using the independent variables and dependent variable schema.

The independent variable, consist of the extent of the level of motivations which is

placed in the first column and the dependent variable is the academic performance of the

working students while the moderator variable is the profile of the respondents as to age,

gender, year/level, and course of the working students at Jesus Reigns Christian College S.Y

2010-2011.

Independent Variables Dependent Variables

Level of Motivation

 Highly motivated Academic

 Very motivated Performance
 Fairly motivated
Of
 Poorly motivated
 Unmotivated Working students
Moderator Variable
 Age
 Gender
 Course
 Year/level

Figure 1
Paradigm of the study
3
Statement of the Problem

This study aimed to determine the level of motivation and academic performance of

working students at Jesus Reigns Christian College S.Y 2010-2011.

1. What is the profile of the working students in terms of;

1.1 Age

1.2 Gender

1.3 Course

1.4 Year level

2. What is the level of the academic performance of working students in Jesus Reigns

Christian College?

3. What is the level of motivation of working students in Jesus Reigns Christian College?

1.1 Highly motivated

1.2 Very motivated

1.3 Fairly motivated

1.4 Poorly motivated

1.5 Unmotivated

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

academic performance?

Null Hypothesis

This study will test the Null hypothesis that, there is no significant relationship

between the level of motivation and academic performance of working students. This will be

tested at alpha 0.05 level of significa

4
nce.

Significance of the Study

Result of this study will be significance to different groups of people.

Working Students- The result of the study will benefit the working students greatly in

their studies. It will give them points on what aspects in their academic performance

should be developed and improved.

Parents- The results will serve as information to the parents to know the academic

performance of their children and be able to do follow-ups with their children’s lessons at

home.

School Administration- The findings of this study will help the college administration to

consider the condition of the working students. So, that they will consider their

availability, time and participation in the school.

Other Researchers- The result of this stud will serve researchers additional information

about the problem on hand.

Scope and Limitations

This study is confined only to the working students of Jesus Reigns Christian College

academic year 2010-2011. The respondents include 30 working students who are students

of Jesus Reigns Christian College.

The research focused on the level of motivation and academic performance of working

students at Jesus Reigns Christian College S.Y 2010-2011.

5
Definition and Terms

The following words used in this stud are defined operationally for purposes of clarity.

Academic Performance- This refers to the grade point average of the working students in all

subjects in Jesus Reigns Christian College.

Extrinsic Motivation – This refers to a person who is motivated by something or someone

outside herself/himself.

Intrinsic Motivation – This refers to the motivation that comes from within the person or

from the activity or task itself.

Learning goals –It refers to a desire to acquire additional knowledge or master new skills.

Motivation- is an inner drive that causes and energizes you to do something and persevere at

something.

Performance goal- is a desire to look good and receive favorable judgments from others.

Self – determination – It refers when a person believes that he can have some choice and

control regarding the things he does and the direction his life take.

Self - regulation –It refers to a person’s ability to master himself.

6
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies reviewed by the researcher which have

relevance to the problems.

Related Studies

Foreign

Motivation

Motivation is the process of arousing and sustaining interest in an activity in order to

achieve a goal. It is also the creation of a desire on the part of the learner to perform an

activity to satisfy a need. (Eggen and Kauchak, 1994).

Motivation is an internal state or condition (sometimes described as a need, desire, or

want) to serves to activate or energize behavior and give it direction. (Kleinginna 1981).

Motivation to learn, in turn, is influenced by the individuals’ emotional states, beliefs,

interests and goals, and habit of thinking”. Motivation is an inner drive that causes and

energizes you to do something and persevere at something. (Maria Rita Lucas and Brenda

Corpuz, 2007).

Effects of Motivation on Effort

7
 Acquisition of complex knowledge and skills requires extended learner effort and

guided practice. (Lucas and Corpuz, 2007) Without learners’ motivation to learn, the

willingness to exert this is effort is without coercion.

Effort is another major indicator of indicator to learn. The acquisition of complex

knowledge skills demands the investment of considerable learner energy and strategic effort,

along with persistence over time. Educator’s need to be concerned with facilitating motivation

by strategies that with enhance learner effort and commitment to learning and to achieving

standards of comprehension and understanding.

Effective strategies include purpose positive emotions and intrinsic motivation to

learn, and methods that increase learners’ that a task is interesting and personally relevant.

Indicators of a High Level of Motivation

A highly motivated learner accomplishes and performs well in contrast to an

unmotivated or a poorly motivated seems not to have any desire to accomplish things or

perform well. That force can be intensified by factor outside a learner or factors inside him/her

or by the activity itself.

Your students’ level motivation is shown in his/her choice of action, intensity, and

persistence of effort. If you have a highly motivated student you have a student’s who is

excited about learning and accomplishing things. He/she takes the initiative to undertake

learning tasks, assignments and projects without being pushed by his/her teacher and parents.

He/she has goals to accomplish and dreams realize. He/she convinced that accomplishing the

things he/she is asked to accomplishing in class helps him/her realize the goals he/she has set

for herself/ himself and his /her dream in life. He/she is willing to give up the satisfaction of

immediate goals for sake of more important remote goals. An example is he/she is willing to

8
give up joining hi/her barkadas watch a movie in order to prepare thoroughly for final

examination.

A student who is highly motivated to learn enjoys learning and learns much more than

one who is not as motivated. He/she persists and perseveres his/her studies even when things

turn out to be difficult. He/she does not give up easily. As a result his/her performance will be

satisfactory. In contrast, a student who is not motivated to learn does not enjoy learning, does

not study unless “pushed”. He/she feels the difficult of study; him /her readily give up. He/

she lack perseverance.

Types of Motivation

Motivation is classified as intrinsic or extrinsic. It is intrinsic when the source of

motivation is from within the person himself/herself or the activity itself. An example is when

a student reads pocketbooks because she/he wants to read pocketbooks or because reading

pocketbooks in it is enjoyable. Motivation is extrinsic when that which motivates a person is

someone or something outside him/her. When a student studies because he/she was told by

his/her teacher or because he/she is afraid to fail and his/her parents make him/her stop

schooling, we can say that he/she is extrinsically motivated.

Intrinsic motivation is shown in the enjoyment of the activity itself and the inner conviction of

the learner that such things are the right things to do in order to realize a personal goal or a life

dream. Intrinsic motivation yields more advantages than extrinsic motivation.

On the other hand, extrinsic motivation plays an indispensable function when a learner

is not yet intrinsically motivated to learn. For optimum learning, this extrinsic motivation,

however must gradually take the backseat as intrinsic motivation comes to the tour.

Obviously, intrinsic motivation is more beneficial than extrinsic motivation because

intrinsic motivation comes from within the person himself/herself. If that which motivates a
9
person is something or someone outside, the moment that a person or that something is gone.

Intrinsic motivation is evident when people engage in an activity for its own sake, without

some obvious external incentive present. Reading for no reason other than the joy of reading

illustrates intrinsic motivation.

Initially, extrinsic motivation is necessary to develop the love for learning among

poorly motivated students. If good grades reward, praise or words of encouragement not fear

of failing grades can motivate unmotivated students to study, why not? For as long as students

are hardly motivated, external motivation in the form of rewards, incentives or punishment

play a significant role in the development of motivated students. It is expected, however, that

these extrinsic motivational factors be gradually replaced by internal motivation. In the

concrete, this means that after motivating the students to stud by way of reward, praise,

encouragement, punishment, hopefully the students develop the genuine love for learning and

becomes intrinsically motivated in the process. In short, we may begin employing extrinsic

motivation at the start but this should fade away as the student get intrinsically motivated

them.

These are currently no unified theory to explain the origin or elements of intrinsic motivation.

Most explanations combine elements of Bernard Weiner’s attribution theory, Bandura’s work

on self-efficacy, Maslow’s hierarchy of needs, William Glasser’s Choice theory, and other

studies relating to goal orientation.

Local

Academic Performance

Academic performance in this study refers to the grade point average of the working

students in Jesus Reigns Christian College for the 1st semester.

10
Effects of Grades and Grading on working students

The evidence that high standards in a competitive class atmosphere and a large percentage of

lowering if grades which is associated with increased rate in absenteeism and dropout. This is

likely true with disadvantage students. Highly competitive classes may be particularly hard on

anxious students or students who lack self-confidence. While high standards and competition

do tend generally to be related to increase academic learning, it is clear that a balance must be

achieved between high standards and a reasonable chance to succeed (Ornstein, 1996).

Effects of Failure

Low grades and failure as much as possible should be avoided in school, but the situation is

not that simple. After renewing many years of research on the effects of failure from several

from several perspectives, Margaret Clifford (1991) concluded that failure can have both

positive and negative effects on subsequent performance, depending on situation and the

personality of the student

s involved.

Some level failures, may be helpful for most students, especially if teachers help the

students see connections between hard work and academic achievement. The more able they

students are, more challenging and important it will be to help them to learn to “fail

successfully”. (Foster, 1991)

What are the effects of failing and entire grade-that is, of being “held back”? Some

researchers believe that being held back injures students’ self-esteem and increase the chances

that they will drop out of school (Grissom and Smith, 1989; Roderick, 1994).

11
 In their view, students generally do better academically when promoted, and followed

up or guided properly in their learning task.

Grades and Motivation

Is there really a difference between working for a grade and working to learn? The

answer depends in part, on how a grade is determined. Teachers use grades to motivate the

kind of learning so that their students can achieve in their course. Testing only at a simple but

detailed level of knowledge, may force grade. But when a grade reflects meaningful learning,

working for a grade and working to learn becomes the same thing. Finally, while higher

grades may have some value, as rewards or ioncentives for meaningful engagement in

learning, Low grades generally do not encourage greater efforts. Students receiving low

grades are more likely to withdraw, blame others, decide that the work is “dumb”, or feel

responsible for the low grade thus, feel helpless to make improvements. Rather than giving a

failing grade, the teachetrs might consider the work incomplete and give students support in

revising or improving to maintain high standards and give students a chance to reach them.

(Guske, 1994).

Related Studies

Theory of Motivation

A reward, tangible, o intangible, is presented after the occurrence of an action (ex.

behavior) with the intent to cause the behavior to occur again this is done by associating

positive meaning to the behavior. Studies show that if a person receives the reward

immediately, the effect would be greater, and decreases as duration lengthens. Repetitive

12
action-reward combination can cause the action to become habit. Motivation comes from two

sources: oneself, and other people. These two sources are called intrinsic motivation and

extrinsic motivation, respectively.

Applying proper motivational techniques can be much harder than it seems, Steven

Kerr notes that when creating a reward system, it can be easy to reward. A while hoping for B,

and in the process, reap harmful effects that can jeopardize your goals.

A reinforce is different from reward, in that reinforcement is intended to create a

measured increase in the rate of a desirable behavior following the addition of something to

the environment.

Intrinsic Motivation Defined

Intrinsic Motivation comes from reward inherent to a task or activity itself the

enjoyment of a puzzle or the love of paling basketball, for example. One is said to be

intrinsically motivated when engaging in an activity “with no apparent reward except for the

activity itself”. This form of motivation has been studied by social and educational

psychologists since the early 1970’s. Research has found that it is usually associated with high

educational achievement and enjoyment by students. Intrinsic motivation has been explained

by Fritz. Heider’s attribution theory, Bandura’s work on self efficacy, and ran and Deci’s

cognitive evaluation theory. Students are likely to be intrinsically motivated if they:

 Attribute their educational results to internal factors that they can control

 Believe they can be effective agents in reaching desired goals

 Are interested in mastering a topic, rather than just role- learning to achieve good

grades.

13
Extrinsic Motivation Defined

Extrinsic motivation comes from outside of the performer. Money is the most obvious

example, but coercion and threat of punishment are also common extrinsic motivation.

In sports, the crowd may cheer the performer on, and this motivates him or her to do

well. Competition is often extrinsic because it encourages the performer to win and beat

others, not to enjoy the intrinsic rewards of the activity.

According to the social psychological research has indicated that extrinsic rewards can

lead to over justification and a subsequent reduction in intrinsic motivation.

In one classic study done by green and leper, children who are lavishly rewarded for

drawing with felt-tip pens later showed little interest in playing with pens again.

The Self-control of motivation is increasingly understood as a subset of “emotional

intelligence” a person may be highly intelligent according to a more conservative definition,

yet unmotivated to dedicate this intelligence to certain tasks.

Drives and desires can be described as a “deficiency or need that activates behavior that

is aimed at a goal or an incentive. These are thought to originate within the individual and

may not require external stimuli to encourage the behavior. Hunger could be basic drives

deficiencies which motivates a person to seek food.

By contrast, training of animals can be seen in the role of extrinsic rewards through

giving them treats when they perform a trick correctly. That treat motivates animals to

perform the trick consistently, even later when the treat is removed from the process.

14
Instinct theory

Instinct theory is derived from our “biological make-up”. We’ve all seen birds in their

nests, feeding their young or painstakingly placing the twigs in place to form their new home.

How do birds now how to build nest?

That is because of Biology. All creatures are born with specific innate knowledge

about how to survive. These innate tendencies are preprogrammed at birth, they are in our

genes, and even if the spider never saw a web before, never witnessed its creation, it would

still know how to create one.

Humans have the same types of innate tendencies. Babies are bon with a unique ability

that allows them to survive; they are born with the ability to cry .Without this, how would

mother know when to feed the baby, know when she/he wanted attention and affection?

Crying allows a human infant to survive. We are also born with particularly reflexes which

promote survival and these are sucking, swallowing, coughing, and blinking.

Self-determination and self-regulation theories

Students are more likely intrinsically motivated when they have a sense of self-

determination – when they believe that they have some choice and control regarding the

things they does and the directions their lives take. Here are some suggestions from

motivation theorists to enhance students’ sense of self-determination about school

activities and assignments/

 Present rules and instructions in an informal manner rather than controlling manner.

Here are some examples on how to present rules in an informal manner:

15
 “We can make sure everyone has an equal chance to speak and listen without

interrupting and if we raise our hands when we want to contribute to the discussion.”

“I’m giving you a particular format to follow when you do your math

homework. If you use this format, it will be easier for me to find your answers and to

figure out how I can help you improve.”

 Provide opportunities for students to make choices. Several times a particular lesson

objective can be reached by the use of varied strategies. Students will be more likely to

be intrinsically motivated to attain the objective when they are given the freedom to

attain it, of course, within the set parameters. An example is, when we allow students

to choose how their manners of group work presentation to the class after the group

activity.

 Evaluate student performance in a non-controlling fashion. Communicate evaluation

results to inform your students of their progress without passing judgment of some sort

but to make them see that they are strong in some points but not so in other items. The

practice of self-evaluation especially with the use of scoring rubrics will be of great

help. Says renowned author, consultant and speaker Alfie Kohn, “rewards for learning

undermines intrinsic motivation.” (Kohn, Alfie, and Punished by rewards: The trouble

with gold stars, incentive plans, A’s, praise and other bribes. Boston: Houghton

Mifflin. 1993, p. 148.) Eric Jensen, another noted author and educational consultant in

the area of brain-based learning, states:

If the learner is doing the task to get the reward, it will be understood on some

level, that the task is inherently undesi-rable. Forget the use of rewards … make

school meaningful, relevant and fun. Then you won’t have to bribe students. (Eric

16
 Jensen, brain-based learning and teaching. Del Mar, CA Turning Point Publishing, p.

242)

Help students keep externally imposed constraints in roper perspective. Let’s remind

our students that to study for extrinsic rewards like good grades, medals, scholarships

is not bad but it is better and best to study for the inherent value and for the joy of

learning itself.

A student’s sense of self determination is demonstrated in his capacity for self-

regulation. Self-regulation refers to a person’s ability to master himself. He is the “I

am the captain of my soul” type of person. He is not a victim of circumstances. He is

capable of directing himself.

What are indicators of self-regulation? They are the abilities to:

 Set standards for oneself

 Monitor and evaluate one’s own behavior against such standards and

 Impose consequences on oneself foe one’s successes or failures. (Ormrod,

2004)

How does self-regulation relate to motivation?

A student who is capable of self-regulation is more likely to be more intrinsically

motivated because he sets his goals and standards; he monitors his progress, and evaluates his

own performance. A student who is capable of self-regulation, is not only capable of

regulating his behavior, he’s also capable of regulating his own learning. (Ormrod, 2004) cites

the following processes involved in self-regulated learning:

 Goal-setting. Self-regulated learners know what the want to accomplish when the read

or study.

17
  Planning. Self-regulated learners determine ahead of time how to best use the available

time they have for learning.

 Attention control. Self-regulated learners try to focus their attention on the subject

matter at the hand and clear their minds of potentially distracting thought and

emotions.

 Application of learning strategies. Self-regulated learners choose different learning

strategies depending on the specific goal they hope to accomplish.

 Self-monitoring. Self-regulated learners continually monitor their progress toward

their goals and they change learner strategies or modify their goals, if necessary.

 Self-evaluation. Self-regulated learners determine whether what they have learned is

sufficient for their goals they have set.

Student who has self-determination and self-regulation is more like to be intrinsically

motivated and so is more capable of self-regulated learning.

Drive Reduction Theories

The Drive reduction theory grows out of the concept that we have certain biological

needs, such as hunger. As time passes, the strength of the drive increases as it is not satisfied.

Then as we satisfy that drive by fulfilling its desires such as eating, the drive’s strength is

reduced. It is based in the theories of Freud and the idea of feedback control system, such as

thermostat.

18
There are several problems that leave the validity of the Drive Reduction Theory open for

debate. First is that it does not explain how Secondary Rein forcers reduce drive. For example,

money does not satisfy any biological or psychological need but reduces drive on a regular

basis through a pay check second-order conditioning. Second problem is if the drive reduction

theory held true we would not be able to explain hoe hungry human being can prepare a meal

without eating food before they finished cooking it.

Arousal Theory

This theory is similar with the Hull’s Drive Reduction Theory, stated that we are

driven to maintain a certain level of arousal in order to feel comfortable. Arousal refers to a

state of emotional, intellectual, and physical activity. It is different from the above, theory,

however, because it doesn’t rely on only a reduction of tensions, but a balanced amount. It is

also better to explain why people climb mountains, go to school, or watch sad movies.

Psychoanalytic Theory

This theory is also connected with the five part theory of personality of Sigmund

Freud. As part of this, he believed that humans have only two basics drives: Eros and

Thanatos, or what we called life and death drives. According to psychoanalytic theory,

everything we do, help us survive or to prevent our destruction. This is similar to instinct

theory; however, Freud believed that the vast majority of our knowledge about these drives is

buried in the unconscious part of the mind.

19
Academic Performance

Academic performance in this study refers to the grade point average of the working

students in Jesus Reigns Christian College for the 1st semester.

Effects of Grades and Grading on working students

The evidence that high standards in a competitive class atmosphere and a large percentage of

lowering if grades which is associated with increased rate in absenteeism and dropout. This is

likely true with disadvantage students. Highly competitive classes may be particularly hard on

anxious students or students who lack self-confidence. While high standards and competition

do tend generally to be related to increase academic learning, it is clear that a balance must be

achieved between high standards and a reasonable chance to succeed (Ornstein, 1996).

Effects of Failure

Low grades and failure as much as possible should be avoided in school, but the situation is

not that simple. After renewing many years of research on the effects of failure from several

from several perspectives, Margaret Clifford (1991) concluded that failure can have both

positive and negative effects on subsequent performance, depending on situation and the

personality of the students involved.

Some level failures, may be helpful for most students, especially if teachers help the

students see connections between hard work and academic achievement. The more able they

students are, more challenging and important it will be to help them to learn to “fail

successfully”. (Foster, 1991)

20
 What are the effects of failing and entire grade-that is, of being “held back”? Some

researchers believe that being held back injures students’ self-esteem and increase the chances

that they will drop out of school (Grissom and Smith, 1989; Roderick, 1994).

In their view, students generally do better academically when promoted, and followed

up or guided properly in their learning task.

Grades and Motivation

Is there really a difference between working for a grade and working to learn? The

answer depends in part, on how a grade is determined. Teachers use grades to motivate the

kind of learning so that their students can achieve in their course. Testing only at a simple but

detailed level of knowledge, may force grade. But when a grade reflects meaningful learning,

working for a grade and working to learn becomes the same thing. Finally, while higher

grades may have some value, as rewards or ioncentives for meaningful engagement in

learning, Low grades generally do not encourage greater efforts. Students receiving low

grades are more likely to withdraw, blame others, decide that the work is “dumb”, or feel

responsible for the low grade thus, feel helpless to make improvements. Rather than giving a

failing grade, the teachetrs might consider the work incomplete and give students support in

revising or improving to maintain high standards and give students a chance to reach them.

(Guske, 1994).

Synthesis

All the conceptual literature studies reviewed were related to the present study.

21
 The related studies focused on Academic performance refer to how students deal with

their studies and how they cope with or accomplish different tasks given to them by their

teachers. Academic performance really means three things: The ability to study and remember

facts, being able to study effectively and see how facts fit together and form larger patterns of

knowledge and being able to think for yourself in relation to facts and thirdly being able to

communicate your knowledge verbally or down on paper.

In general, performance refers to the effective and efficient accomplishment of objectives. It

may be stated in terms of levels like excellent, outstanding, good, fair and poor. It is a result

of the efforts expended by the students and which is modified by his abilities and his

perception of this role. His/her effort is a result of motivation. Role perceptions constitute the

directions in which the student believes he or she should exert his or her effort to achieve

his/her goals.

This study is confined only to identify the relationship between effectiveness of motivation

and academic performance of the working students at Jesus Reigns Christian College.

22
 CHAPTER III

Methods and Procedure

This chapter presents the researcher design, respondents of the study, the research

instruments and statistical tools to be used....

Research Design

This study used the descriptive research design. According to Wendler B. Bridgeman

(1993).

“Descriptive research design is a purposive process of gathering, analyzing,

classifying and tabulating data prevailing conditions practices, beliefs, processes,
trends, and cause-effect relationship and then making adequate and accurate
interpretation about such data with or without the aid of statistical methods”.

In this study, the prevailing condition or practices are the effectiveness of motivation

of the working students such as intrinsic motivation and extrinsic motivation. They are also

considered processes. Another prevailing condition is the working students’ academic

performance. The cause-effect relationship would refer to the effectiveness of motivation and

academic performance of working students.

Respondents of the Study

23
 The respondents of the study are the working students who are studying at Jesus

Reigns Christian College for school year 2010-2011. There are 20 female students and 10

male students for a total of 30 respondents.

Sampling Procedure

The respondents will be selected from the total JRCC population of 262 students. The

researcher conducted the personal interview on the personal data sheet of the working

students.

Research Instruments

This study used the following research instruments.

I. Questionnaire- This is researcher made instruments composed 2 parts.

Part I

Questionnaire for the working students. A personal data sheet was prepared by

the researcher to obtain some personal information from the respondents. This

information includes the student’s age, gender, course, occupation, educational

background and Parents educational attainment.

Part II

Research made Test. The main research instrument used in this study was a

survey questionnaire; these were used to gather pertinent data of this research

24
 which was to determine the effectiveness of motivation and academic performance

of working students at Jesus Reigns Christian College.

Each item or indicator is given a weight of 10,5, and 0 which the respondents

checks to describe the extent of their motivation of working students for the

following scale below.

Weight Descriptive Ratings

10 Always

5 sometimes

0 never

II. Documentary Analysis

The students’ permanent record will be analyzed. Their academic performance in

all subjects will be drawn, from the document.

II. Observation/ Unstructured Interview

The researcher will conduct an informal interview with the respondents, as regards

their level of motivation. Information gathered will be used to substantiate data

from the questionnaire.

Statistical Treatment

This research paper used the following statistical tools.

1. Relative Frequency

25
 This method was used to present, analyze and interpret data for problem number 1,

which is the profile of the respondents, using the formula.

%= Σ f x 100%
n

Where:
f = frequencies

n = total numbers of cases

% = relative frequency

Σ= the summation

2. Weighted Mean

This was used in the analysis and interpretation of data gathered for problem

number 2. (What is the level of the effectiveness of motivation of working

students?) Using this formula.

Wm = Σwf
N

Where:

w= weights

f= frequency

n= total number of cases

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 Σ= the summation

Wm= Weighted mean

To interpret the results, the following scale was used:

Scale Weight Descriptive

4.50- 5.00 5 Excellent
3.50- 4.49 4 Very Satisfactory
2.50- 3.49 3 Satisfactory
1.50- 2.49 2 Needs Improvement
1.00- 1.49 1 Poor

3. Pearson r

This will use the presentation analysis and interpretation of data gathers for

problem number three (4) using the formula;

Rxy = __________n∑xy-∑x ∑y___________

√[n(∑x²) – (∑x)²] [ n (∑y²) – (∑y)² ]

Where;

rxy= r-value

n = number case

x = attitudes towards reading

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 y = academic performance in the core subject

x = attitudes towards reading

y = academic performance in the core subjects

To interpret the result, the following interval will use;

Interval Magnitude of correlation

0.01-0.19 Negligible correlation

0.20-0.40 Low correlation

0.41-0.60 Moderate correlation

0.61-0.80 Substantial correlation

0.81-0.90 High correlation

0.90-1.00 Very high correlation

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