Emnacin LE2 Comparative Report

University of Southeastern Philippines
College of Education
COMPILATION OF REQUIREMENTS IN EDUC 228
COMPARATIVE REPORT
Submitted to
NORMAN O. BLANCIA, Ed. D.
College of Technology
University of Southeastern Philippines
Obrero Campus, Davao City
In Partial Fulfillment of the Requirements in

EDUC 228 – The Andragogy of Teaching
Bachelor of Technical and Vocational Teacher Education
Submitted By:
EMNACIN, JAZZ C.
May, 2020
Address: University of Southeastern Philippines Telephone: (082) 227-8192 local 262
Iñigo St., Bo. Obrero, Davao City Website: www.usep.edu.ph
Philippines 8000 E-mail: ct@usep.edu.ph

CURRICULUM VITAE
CONTACT INFORMATION
Name: Emnacin,Jazz C.
Address: Purok 11 Mahayahay Tugbok Davao City
Contact No.: 09179653331
Email: jznicanme@gmail.com
PERSONAL INFORMATION
Date of Birth: November 01, 1999
Place of Birth: Davao City
Citizenship: Filipino
Gender: Female
EDUCATION
Tertiary: University of Southeastern Philippines
Senior High School: University of Mindanao
Junior High School: Tugbok National High School
Elementary: Tugbok Central Elementary School

ACKNOWLEDGEMENTS
This work would not have been possible without the financial support of
my mother, who have been supportive of my career goals and who worked
actively to provide me with the protected academic time to pursue those
goals.
I am grateful to all of those with whom I have had the great works of
the authors I had rely on during this projects. I would especially like to thank
Dr. Norman Blancia, my professor and mentor, he has taught me more than I
could ever give him credit for here. He has shown me, by his example, what a
good teacher should be.
Nobody has been more important to me in the pursuit of this project

than the members of my family. I would like to thank my parents, whose love
and guidance are with me in whatever I pursue. They are the ultimate role
models.

DEDICATION
This dissertation is dedicated to my mother Claudia Emnacin. Thank

you isn’t enough for your unwavering support and encouragement throughout
this long journey. Amare et sapere vix deo conceditur.

VISION
Premier Research University in the ASEAN
MISSION
USeP shall produce world-class graduates and relevant research and

extension through quality education and sustainable resource management
GOALS
1. Recognized ASEAN Research University

2. ASEAN Competitive Graduates and Professionals
3. Vibrant Research Community
4. Proactive Research-based Economic Empowering Extension Services
5. Capacity for Innovative Resource Generation

TABLE OF CONTENTS
Title Page -------------------------------------------------------------i

Personal Attachments
Curriculum Vitae-------------------------------------------------ii
Acknowledgment-------------------------------------------------iii
Dedication--------------------------------------------------------iiii
Administrative Attachments
Vision,Mission,Goals,Objectives--------------------------------iiiii
Introduction -------------------------------------------------------------1
References -------------------------------------------------------------2
Summary of Evaluation -------------------------------------------------3-4
Results of Formative Tests----------------------------------------------5-6
Objectives of the Topical Presentation---------------------------------7
Contents and Discussion of Topical Presentation ---------------------8-11
Activities -------------------------------------------------------------12
Summary -------------------------------------------------------------13
Formative Test-----------------------------------------------------------14-19
Answers to Formative Test----------------------------------------------20
Questions for Further Discussion---------------------------------------21
Rubrics (Evaluated by Classmates) -----------------------------------22-84

INTRODUCTION
Motivation can be defined as the desire or inspiration to carry out

specific tasks or to do something. Motivation is required when goals are being
set and more so in their execution. In a work setting, motivation can be defined
as a process through which individuals choose between alternative forms of
behavior with the aim of achieving personal objectives. The goals sought by
individuals can be extrinsic or relatively tangible such as monetary rewards and
promotion, or intrinsic or intangible such as self esteem or job satisfaction
(Armstrong, 2006). In learning, the desire to attain good grades is what
motivates a student to study hard everyday as they prepare for the exam.
Extrinsic motivation it is the motivation brought about by what a person

is getting from a certain task, rather than interest in the task. An example of
extrinsic motivation is when a student who is not particularly interested in math
works hard in order to attain a good grade, and in a working person’s life, it
could be working on a task that is not necessarily interesting to him/her, but that
is giving a good amount of financial reward.
A good example of intrinsic motivation is working as a volunteer in a

children’s home because taking care of children is of personal interest and
satisfaction, to the person, despite getting no reward. In a classroom setting, it
may be clear that most students are more extrinsically motivated to undertake
their academic work, even though for some, it could be inherent extrinsic
motivation, an example being, a student who understands that studying hard
and doing assignments has a bigger reward in the long-term, as they will pass
exams and attain good grades. In the same class could be another student who
does assignments to avoid sanctions by teachers or parents (Lepper, Corpus
and Iyengar, 2005).

REFERENCES
Lepper M., Corpus J., and Iyengar S. (2005). Intrinsic and Extrinsic Motivational
Orientations in the Classroom: Age Differences and Academic Correlates.
Journal of Education Psychology Vol. 97, No. 2, 184 – 196.
Losche J. (2013) Intrinsic and Extrinsic Literature Review.

https://www.bartleby.com/Intrinsic-and-Extrinsic-Motivation-PKJ68GZZVC
Psychyl, T. (2008). Don’t Delay: How do task difficulty and interest affect our
goal setting? Retrieved 13 February 2012
https://positivepsychology.com/what-is-motivation/
Ryan, R. and Deci, E. (2000). Intrinsic and Extrinsic Motivations: Classic

Definitions
https://www.cmu.edu/teaching/solveproblem/strat-lackmotivation/index.html

Summary of Evaluation with General Average
Name of Evaluator Oral Total Visual Aid Total

(LN,FN,MN) Presentation (Scorex4=100%
(Scorex4=100% )
)
1.Acedo, Alexis 24 96 23 92
2.Allindao, Rheamie 25 100 25 100
3.Banico,Allysa Jane 25 100 24 96
4.Bautista, Jessa 25 100 24 96
Mae
5.Caro, Rogelyn 24 96 23 92
6.Ceballos, Mary 24 96 22 88
Jane
7.Dacula, Irish 25 100 25 100
8.Demafelis, Arvin 25 100 25 100
9.Diego,Cherry Mae 24 96 24 96
10.Emnacin,Jazz Reporter Reporte Reporter Reporter
r
11.Gonzales, Regie 25 100 25 100
12.Lambigit, Rhygan 24 96 22 88
13.Macusang, Jessa 25 100 25 100
14.Mahinay,Johnray 23 92 23 92
15.Malones,Stephan 25 100 25 100
i
16.Marabe, Bevirlyn 24 96 24 96
17.Monton, Nicole 24 96 23 92
18.Nedamo, Gilan 24 96 23 92
19.Nerosa ,Ife 25 100 25 100
20.Omana, May 25 100 25 100
21.Onde, Marinel 25 100 24 96
22.Ortega, Marriel 25 100 24 96
23. Pacquiao,Shairra 24 96 24 96
24. Plaza,Kuenzelle 25 100 25 100
25. Pingkian,Jovelyn 23 92 23 92
26. Recimo,Nova 25 100 25 100
27.Tabunon, 24 96 23 92

Marialor
28. Tanara, Mary 24 96 24 96
29.Taporoc,Remy 23 92 24 96
30.Unana,Cleo 24 96 23 92
31.Vasquez,April 24 96 24 96
32.Varquez,Karen 25 100 25 100
Total/31 Total/31
97.54% 95.87ss%
RESULT OF FORMATIVE TEST
Part 1. Defining Motivational Problem in Learning
Name of Student Score Name of Student Score

1.Acedo, Alexis 10 19.Nerosa ,Ife 10
2.Allindao, Rheamie 10 20.Omana, May 10
3.Banico,Allysa Jane 10 21.Onde, Marinel 10
4.Bautista, Jessa Mae 10 22.Ortega, Marriel 10
5.Caro, Rogelyn 10 23. Pacquiao,Shairra 10
6.Ceballos, Mary Jane 10 24. Plaza,Kuenzelle 10
7.Dacula, Irish 10 25. Pingkian,Jovelyn 10
8.Demafelis, Arvin 10 26. Recimo,Nova 10
9.Diego,Cherry Mae 10 27. Tabunon, Marialor 10
10.Emnacin,Jazz 10 28. Tanara, Mary 10
11.Gonzales, Regie 10 29.Taporoc,Remy 10
12.Lambigit, Rhygan 10 30.Unana,Cleo 10
13.Macusang, Jessa 10 31.Vasquez,April 10
14.Mahinay,Johnray 10 32.Varquez,Karen 10
15.Malones,Stephani 10
16.Marabe, Bevirlyn 10
17.Monton, Nicole 10
18.Nedamo, Gilan 10
Part 2. Extrinsic and Intrinsic Motivation
Name of Student Score Name of Student Score

1.Acedo, Alexis 10 19.Nerosa ,Ife 10
2.Allindao, Rheamie 10 20.Omana, May 10
3.Banico,Allysa Jane 10 21.Onde, Marinel 10
4.Bautista, Jessa Mae 10 22.Ortega, Marriel 10
5.Caro, Rogelyn 10 23. Pacquiao,Shairra 10
6.Ceballos, Mary Jane 10 24. Plaza,Kuenzelle 10

7.Dacula, Irish 10 25. Pingkian,Jovelyn 10
8.Demafelis, Arvin 10 26. Recimo,Nova 10
9.Diego,Cherry Mae 10 27. Tabunon, Marialor 10
10.Emnacin,Jazz 10 28. Tanara, Mary 10
11.Gonzales, Regie 10 29.Taporoc,Remy 10
12.Lambigit, Rhygan 10 30.Unana,Cleo 10
13.Macusang, Jessa 10 31.Vasquez,April 10
14.Mahinay,Johnray 10 32.Varquez,Karen 10
15.Malones,Stephani 10
16.Marabe, Bevirlyn 10
17.Monton, Nicole 10
18.Nedamo, Gilan 10
OBJECTIVE OF TOPICAL PRESENTATION
1.To define of Motivation
2.To Identify the types of motivation
3.To Describes differences between Intrinsic and Extrinsic Motivation
4.To Explain Strategies that can contribute to students´ motivation

Contents/Discussions/Texts/Illustrations/Charts/Tables/Graphs
Motivation
define as the process that initiates, guides and maintains goal oriented
behaviors
-what causes us to act the general desire or willingness of someone to do

something.
Motivational
Problems
The reason why students are not active, participative , uninterested to

complete academic assignments and activities
Motivational
Problems in Learning
1. Knowledge in a particular content area or students see little value in

the course or its content.
2.Students do not believe that their efforts will improve their performance.
3.Students are demotivated by the structure and allocation of rewards.
4.Students do not perceive the classroom climate as supportive.
5.Students have other priorities that compete for their time and attention.

6.Individual students may suffer from physical, mental, or other personal
problems that affect motivation.
Can it be solved?
Motivation research indicates that we can influence student's beliefs

about academic tasks through four different routes( Schunk, Pintrich and
Meese, 2008)
The value they place on academic tasks;
Their self-efficacy or confidence that they can succeed at the tasks;
Their attributions or explanations about the reasons they may not have done
well on similar tasks in the past; and
The emotions they experience when anticipating or performing the tasks.
5 Tips to Motivate Students
1. Encourage Students
2. Get Them Involved
3. Offer Incentives
4. Get Creative
5. Draw Connections to Real Life
Encourage Students
• Be enthusiastic. Praise your students often. Recognize them for their

contributions.
• they will be more eager to learn. A “good job” or “nice work” can go a
long way.

• open communication and free thinking with your students to make them
feel important.
• students need an extra push in the right direction
• a simple plus in the exam can do
• Avoid monotony by changing around the structure of your class
• If a student does not believe that what they’re learning is important,

they won’t want to learn,
• it’s important to demonstrate how the subject relates to them.
INTRINSIC AND EXTRINSIC MOTIVATION
Intrinsic Motivation-
-when people feel competent, autonomous and self-determined, they will

freely seek what interests them.
-Intrinsically motivated learning can only occur when an individual feels

freedom to make choices in the process,
for example, your personal enjoyment of an activity, or your desire to learn a

skill because you're eager to learn.
When you're intrinsically motivated, your behavior is motivated by your

internal desire to do something for its own sake -
Examples of intrinsic motivation could include:
• Reading a book because you enjoy the storytelling
• Exercising because you want to relieve stress
• Cleaning your home because it helps you feel organized

Extrinsic Motivation
. incentive theory suggests that we are pulled into action by outside

incentives.
Incentive theory can be compared to operant conditioning. Just as in operant

conditioning, where behaviors are performed in order to either
gain reinforcement or avoid punishment, incentive theory states that your
actions are directed toward gaining rewards.
When you're extrinsically motivated, your behavior is motivated by an external

factor pushing you to do something in hopes of earning a reward -- or
avoiding a less-than-positive outcome.
Examples of extrinsic motivation could include:
• Reading a book to prepare for a test
• Exercising to lose weight
• Cleaning your home to prepare for visitors coming over
Other Type of Motivation
Unconscious Motivation -refers to hidden and unknown desires that are the
real reasons for things that people do.
Conscious Motivation- was created to inspire others to heighten their

consciousness in order to chase after their passions and dreams. It can be
accomplish by encouraging you to be conscious of the energy inhabiting your body,
heart and mind.

(love, compassion, happiness, humility, gratitude, and optimism) or focus on
negative energy (fear, hate, sorrow, anger, insecurity, envy, gossip, and
pessimism).
ACTIVITIES
1.Wake-Up the Class
Procedure: Students will be divided into 5 groups and they will be tasked to
role play on how to motivate class.The presentation should not exceed 5
minutes.
2.Pictionary
Procedure: Students will be answer individually.They have to write their

answer in a one fourth sheet of paper.They will guess what is the meaning of
picture to be shown in the projector.
3.Thumbs Up
Procedure: Because our topic is all about motivational factors in learning.

Student will be divided into groups and they will compliment each team
regarding of any matter so that student confidence will boost and students
can be motivated.

SUMMARY
Motivation is having the desire and willingness to do something. It is some

kind of force, or stimulus or influence that moves a person, or indeed any
organism, to act or respond. In fact, when we are motivated – when we really
want to do something – we tend not to think of it as being motivated because
it just seems natural.
 We want to do things because they matter to us – they are in line with

our values.
 Our values are context dependent and the context is partly a matter of
our individual perception of it.
We wish to avoid pain or gain pleasure. We either move away from something
we don’t want, or we move towards something we do want.
 If we perceive the consequences to be a big pain, we will move away

strongly.
 If we see the pleasure consequences as big, we will move towards

them strongly.
 If our guess about the nature of the consequences is wrong, our

motivation level will be ‘set’ wrong.

 If we are so convinced that our guess is right that we ensure the
consequences turn out that way, it becomes a self-fulfilling prophecy
and we miss out on what might have happened instead.
FORMATIVE TEST
(First Topic Motivational Factors in Learning)
1. It is define as the process that initiates, guides and maintains goal oriented
behaviors
A. Motivation
B. Motivational Factor
C. Motivational Problem
D. Motivational Assessment
2. When students are not motivated to complete academic assignments they

have?
A. Motivation
B. Motivational Factor
C. Motivational Problem
D. Motivational Assessment
3. If students do not believe that their efforts will improve their performance
.What should the teacher do?
A. Encourage Students

B. Get Them Involved
C. Offer Incentives
D. Get Creative
4. If students are demotivated by the structure and allocation of rewards.

What should the teacher do?
C. Offer Incentives
D. Get Creative
5. If student have other priority that competes for their time and attention what
should the teacher do?
C. Offer Incentives
D. Get Creative
6. It is the _____ placed by the student on academic tasks
A. Value
B. Self-Efficacy
C. Attribution
D. Emotion

7. It is the ______ of the students or confidence that they can succeed at the
tasks.
A. Value
B. Self-Efficacy
C. Attribution
D. Emotion
8. It is the explanations about the reasons student may not have done well on
similar tasks in the past.
A. Value
B. Self-Efficacy
C. Attribution
D. Emotion
9. The best thing teacher do to teach lifelong learning is?
A. Get Creative
B. Offer Incentives
C. Get Them Involved
D. Draw Connections to Real Life
10. The teacher should be sensitive enough to the _____ experienced by

student when anticipating or performing the tasks.
A. Value
B. Self-Efficacy
C. Attribution

D. Emotion
(Second Topic Extrinsic and Intrinsic Motivation)
1. What is this type of motivation, your personal enjoyment of an activity, or

your desire to learn a skill because you're eager to learn?
A. Intrinsic Motivation
B. Extrinsic Motivation
C. Conscious Motivation
D. Unconscious Motivation
2. What is this type of motivation,

refers to hidden and unknown desires that are the real reasons for things that
people do
3. What is this type of motivation, cleaning your home because it helps you
feel organized?

4. What is this type of motivation, your behavior is motivated by an external

factor pushing you to do something in hopes of earning a reward
5. What is this type of motivation, exercising because you want to relieve

stress?
6. What is this type of motivation, was created to inspire others to heighten

their consciousness in order to chase after their passions and dreams.
7. What is this type of motivation, Reading a book to prepare for a test

8. What is this type of motivation, Reading a book because you enjoy the
storytelling?
9. What is this type of motivation, cleaning your home to prepare for visitors
coming over?
10. What is this type of motivation, when behavior is motivated by your

internal desire to do something for its own sake?

ANSWERS TO FORMATIVE TEST
Topic 1 Topic2
1.A 1.A
2.C 2.D
3.A 3 .A
4.C 4.B
5.D 5.A
6.A 6.C
7.B 7.B
8.C 8.A
9.D 9.B
10.D 10.A

Questions for Further Discussion
1.Does Extrinsic and Intrinsic motivation co-exist?
2.Can you elaborate the two other type of motivation?
RUBRIC FOR ORAL PRESENTATION


Name of Student: _ Emnacin Jazz C.________ Date: ___February 13,2020________
Topic/Subject:_Defining Motivational Problems in Learning_& Intrinsic and Extrinsic Motivatioon Time: _ 10:30-12:00
Task Description: Each student will make a presentation about the topic given by the instructor which is anchored on Principles and Strategies of
Teaching. The presentation should include appropriate slides, maps, graphs, charts, images, pictures and other visual aids for the audience.
Criteria Excellent (5) Competent(4) Satisfactory (3) Fair (2) Poor(1) Points
The presentation The presentation The presentation uses The presentation The presentation
Knowledge/ demonstrate a uses knowledge plenty of relevant or uses little uses irrelevant or 5
Understand- depth of which is generally accurate information, relevant or inaccurate
ing understanding by accurate with no not even that which accurate information, not
using relevant and inaccuracies, and was presented in class information, not even that which
accurate detail to which is generally or in the assigned even that which was presented in
support the relevant to the texts. Discussion has was presented in class or in the
student’s student’s discussions. little inadequacies in class or in the assigned texts.
discussions. Discussion is what was presented in assigned texts. No research is
Discussions is adequate but does class or in the Little effort on apparent.
thorough and goes not go much beyond assigned text. research is
beyond what was what was presented apparent.
presented in class in class or in the
or in the assigned assigned text.
texts.
The presentation is The presentation The presentation The presentation The presentation
Thinking/ centred on a topic shows full of shows plenty of shows little shows no 5
Inquiry which shows a analytical structure analytical structure analytical analytical
highly developed and a central theory, and near a central structure and structure and no
awareness of and the analysis is theory, but the little central central theory.
theories and a high always developed analysis is not always theory.
level of conceptual and/or linked to the fully developed and/or
ability. theory. linked to the theory.
The presentation is Presentation Presentation The presentation The presentation

imaginative and techniques used are techniques used are nearly captures fails to capture 5
Communica- very affective in very effective in effective in conveying the interests of the interest of the
tion conveying ideas to conveying main ideas main ideas, but a bit audience and/or audience and/or
the audience. The and imaginative. unimaginative. Some is not very is very confusing
presenter responds Most questions from questions from the confusing in what in what is to be
effectively to the audience were audience remain is to be communicated.
audience reactions answered. unanswered. communicated.
and questions.
Use of visual The presentation The presentation The presentation The presentation The presentation
aids includes very includes plenty of includes appropriate includes visual includes no visual 4
appropriate and appropriate visual visual aids, but these aids that are aids. The
easily understood aids in a format that are too few, in a inappropriate, presenter makes
visual aids which makes them easy to format that makes and/or too small no mention of
the presenter refers use or the presenter them difficult to use or or messy to be them in the
to and explains at refers to or explain understand, and/or understood. The presentation.
appropriate them in the the presenter does not presenter made
moments the presentation. refer to or explain mention very
presentation. them in the little of them in
presentation. the presentation.
The presenter The presenter speaks The presenter speaks The presenter The presenter
Presenta- speaks clearly and clearly and loudly clearly and loudly lacks voice cannot be heard 5
tion skills loudly enough to be enough to be heard enough to be heard, modulation and/or speaks so
heard, using eye and use eye contact, but tends to drone and/or speaks unclearly that
contact, a lively gestures, and body and/or sometimes fails unclearly that s/he cannot be
tone, gestures, and language consistently to use eye contact, sometimes understood.
body language to or effectively at gestures, and body cannot be There is no
engage the times. language consistently understood. A attempt to
audience or effectively at times. very little attempt engage the
to engage the audience through
audience through eye contact,
eye contact, gestures, or body
gestures, or body language.
language.
Comments: ____very good ms. emnacin___________________________________________________________________
Name of Evaluator: _ Acedo, Alexis________ Total Score: __24____x 4 = __96____
(Signature over Printed Name)
RUBRIC FOR VISUAL AIDS
Task Description: Each student will develop a visual aid of a topic derived from a course in his/her area of specialization. The visual aid should include
appropriate texts, maps, graphs, charts, images, pictures and other visuals for the audience.

Criteria (5) Excellent (4) Competent (3) Satisfactory (2) Fair (1) Poor Points
Background does Background does not Background does not Background Background
not detract from detract from text or detract from text or makes it difficult makes it very 5
text or other other graphics. other graphics. to see text or difficult to see text
graphics. Choice of Choice of background partially competes or partially
Background background is is consistent from with other competes with
consistent from card card to card. graphics on the other graphics on
to card and is page. the page.
appropriate for the
topic.
All graphics are All graphics are All graphics are Several graphics All graphics are
attractive (size and attractive but one of attractive but a few do are unattractive unattractive and 4
colours) and support these does not not seem to support and detract from most of these
Use of the theme/content support the the theme/content of the content of the detract from the
Graphics of the presentation theme/content of the the presentation presentation content of the
beyond what is presentation. presentation
expected.
Font format, style Font format, style Font format, style and Font format, style Font format, style
(e.g., colour, bold, have been carefully size has been carefully and size makes it and size makes it 4
italic) and size have planned to enhance planned to difficult to read very difficult to
Text – Font been carefully readability but the complement the the material. read the material.
Format, Style planned to enhance font size are content. It may be a
& Size readability and inconsistent. little hard to read.
content.
Presentation has no Presentation has 1-2 Presentation has 1-2 Presentation has Presentation has
misspellings or misspellings, but no grammatical errors but 2-5 grammatical more than 5 5
Spelling and grammatical error. grammatical errors. no misspellings. and/or spelling grammatical
Grammar errors. and/or spelling
errors.
The student was The student was able The student was able The student could The student
able to relate to relate most of the to relate some the relate a very few cannot relate the 5
maximally all the points of the visual visual aid to the points in the visual aid to the
points of the visual aid to the contents of contents of the topic visual aid to the contents of the
Relevance aid to the contents the topic being being discussed. contents of the topic being
of the topic being discussed. topic being discussed.
discussed. discussed.
Comments: ____________ very good ms. emnacin _____________________________________
Name of Evaluator: _ Acedo, Alexis________ Total Score: __23____x 4 = __92____

Knowledge/ demonstrate a uses knowledge plenty of relevant or uses little uses irrelevant or
5

texts.
Thinking/ centred on a topic shows full of shows plenty of shows little shows no
5

imaginative and techniques used are techniques used are nearly captures fails to capture
5
and questions.
aids includes very includes plenty of includes appropriate includes visual includes no visual
5
Presenta- speaks clearly and clearly and loudly clearly and loudly lacks voice cannot be heard
5
language.
Comments: _________keep up the good work______________________________________________________________
Name of Evaluator: _ Alindao ,Rheamie ________ Total Score: __25___x 4 = __100____

not detract from detract from text or detract from text or makes it difficult makes it very
5
appropriate for the
topic.

attractive (size and attractive but one of attractive but a few do are unattractive unattractive and
5
expected.
(e.g., colour, bold, have been carefully size has been carefully and size makes it and size makes it
5
content.
misspellings or misspellings, but no grammatical errors but 2-5 grammatical more than 5
5
errors.
able to relate to relate most of the to relate some the relate a very few cannot relate the
5
Comments: ____________ keep up the good work _____________________________________________________
Name of Evaluator: _ Alindao ,Rheamie ________ Total Score: __25___x 4 = __100____

5
texts.

5

5
and questions.
5
5
language.
Comments: ____________ keep up the good work ___________________________________________________________
Name of Evaluator: _ Banico ,Allysa________ Total Score: __25___x 4 = __100____

appropriate for the
topic.
expected.

content.
errors.
Comments: ______________ keep up the good work ___________________________________________________
Name of Evaluator: _ Banico ,Allysa________ Total Score: __24__x 4 = __96___
5
texts.
5

5

and questions.
5
5
language.
5
Comments: _________ keep up the good work ______________________________________________________________
Name of Evaluator: _ Bautista Jessa Mae Total Score: __25___x 4 = __100____

5
appropriate for the
topic.
5
expected.
4
content.

5
errors.
5
Name of Evaluator: _ Bautista Jessa Mae Total Score: __24__x 4 = __96_

texts.

and questions.

language.
Comments: ______________ keep up the good work _________________________________________________________
Name of Evaluator: _ Caro Rogelyn Total Score: __24___x 4 = __96
appropriate for the
topic.
expected.
content.
errors.

Comments: ________________ keep up the good work _________________________________________________
Name of Evaluator: _ Caro Rogelyn Total Score: __23___x 4 = __92
texts.

and questions.

language.
Comments: ______ keep up the good work _________________________________________________________________
Name of Evaluator: _ Ceballos Mary Jane Total Score: __24___x 4 = __96
appropriate for the
topic.
expected.
content.
errors.
Comments: _________ keep up the good work ________________________________________________________
Ceballos Mary Jane

Name of Evaluator: _ Total Score: __22__x 4 = __88

The presentation The presentation The presentation uses The presentation The presentation 5
texts.
The presentation is The presentation The presentation The presentation The presentation 5
The presentation is Presentation Presentation The presentation The presentation 5

and questions.
Use of visual The presentation The presentation The presentation The presentation The presentation 5
The presenter The presenter speaks The presenter speaks The presenter The presenter 5
language.
Comments: ________ keep up the good work _______________________________________________________________
Name of Evaluator: ____Dacula Irish______________ Total Score: ___25__x 4 = 100______


appropriate for the
topic.
expected.
content.
errors.
Name of Evaluator: ____Dacula Irish______________________ Total Score: __25____x 4 =100 ______

5
texts.
5

5
and questions.
5
5
language.
Name of Evaluator: _ Demafelis ,Arvin Total Score: __25___x 4 = __100

appropriate for the
topic.
expected.
content.
errors.
Comments: ________very good_________________________________________________________
Name of Evaluator: _ Demafelis ,Arvin Total Score: __25___x 4 = __100

5

texts.
5

4
and questions.
5
5
language.
Comments: ________________vey good______________________________
Name of Evaluator: _ Diego Cherry Mae Total Score: __24__x 4 = __96

4
appropriate for the
topic.
5
expected.

5
content.
5
errors.
5
Comments: ________________ vey good _________________________________________________
Name of Evaluator: _ Diego Cherry Mae Total Score: __24__x 4 = __96

5
texts.
5

5

and questions.
5
5
language.
Comments: __________ vey good _____________________________________________________________
Name of Evaluator: _ Gonzales ,Regie Total Score: __25__x 4 = __100

5
appropriate for the
topic.
5
expected.
5
content.
5
errors.

5
Comments: __________ vey good _______________________________________________________
Name of Evaluator: _ Gonzales ,Regie Total Score: __25__x 4 = __100
5
texts.
5

5
and questions.
4
5

language.
Comments: _______________ vey good ________________________________________________________
Name of Evaluator: _ Lambigit Ryghan Total Score: __24__x 4 = __96

Background does Background does not Background does not Background Background 5
appropriate for the
topic.
All graphics are All graphics are All graphics are Several graphics All graphics are 3
expected.
Font format, style Font format, style Font format, style and Font format, style Font format, style 4
content.
Presentation has no Presentation has 1-2 Presentation has 1-2 Presentation has Presentation has 5
errors.
The student was The student was able The student was able The student could The student 5
Comments: _______________ vey good __________________________________________________
Name of Evaluator: _ Lambigit Ryghan Total Score: __22__x 4 = __88


5
texts.
5

5
and questions.
5
5
language.
Comments: _____________ vey good __________________________________________________________
Name of Evaluator: _ Macusang, Jessa Total Score: __25_x 4 = __100


5
appropriate for the
topic.
5
expected.
5
content.
5
errors.
5
Comments: _________ keep up the good work ________________________________________________________
Name of Evaluator: Macusang, Jessa Total Score: __25_x 4 = __100


5
texts.
5

5
and questions.
5
5
language.
Comments: ___________ keep up the good work ____________________________________________________________
Name of Evaluator: _ Mahinay ,John Rey Total Score: __25_x 4 = __100

5
appropriate for the
topic.
5
expected.
5
content.
5
errors.
5
Comments: ___________ keep up the good work ______________________________________________________
Name of Evaluator: _ Mahinay ,John Rey Total Score: __25_x 4 = __100

5

texts.
5

5
and questions.
5
5
language.
Name of Evaluator: _ Malones, Stephanie Joyce Total Score: __25_x 4 = __100

appropriate for the
topic.
expected.

content.
errors.
Name of Evaluator: _ Malones, Stephanie Joyce Total Score: __25_x 4 = __100

texts.


and questions.
language.
Name of Evaluator: _ Marabe, Bevirlyn Total Score: __24_x 4 = __96
appropriate for the
topic.
expected.
content.
errors.

Comments: ____ keep up the good work _____________________________________________________________
Name of Evaluator: _ Marabe, Bevirlyn Total Score: __24_x 4 = __96
5
texts.
5

5
and questions.
4
5

language.
Name of Evaluator: _ Monton, Nicole Total Score: __24_x 4 = __96
4
appropriate for the
topic.
5
expected.
4
content.
5
errors.
5
Comments: ______ keep up the good work ___________________________________________________________

Name of Evaluator: _ Monton Nicole Total Score: __23_x 4 = __92
5
texts.
5

4
and questions.
5
5
language.
Name of Evaluator: _ Nedamo Gilan Kris Total Score: __24_x 4 = __96


5
appropriate for the
topic.
4
expected.
4
content.
5
errors.
5
Name of Evaluator: _ Nedamo Gilan Kris Total Score: __23_x 4 = __92


5
texts.
5

5
and questions.
5
5
language.
Name of Evaluator: _ Nerosa Ife Total Score: __25_x 4 = __100


5
appropriate for the
topic.
5
expected.
5
content.
5
errors.
5
Name of Evaluator: _ Nerosa Ife Total Score: __25_x 4 = __100

5

texts.
5

5
and questions.
5
5
language.
Name of Evaluator: _ Omana May Anne Total Score: __25_x 4 = __100

5
appropriate for the
topic.
5
expected.

5
content.
5
errors.
5
Comments: ________ keep up the good work _________________________________________________________
Name of Evaluator: _ Omana May Anne Total Score: __25_x 4 = __100

texts.


and questions.
language.
Name of Evaluator: _ Onde Marinel Total Score: __25_x 4 = __100

5
appropriate for the
topic.
5
expected.
4
content.
5
errors.

5
Name of Evaluator: _ Onde Marinel Total Score: __24_x 4 = __96

texts.

and questions.

language.
Name of Evaluator: _ Ortega, Marriel Total Score: __25_x 4 = __100

5
appropriate for the
topic.
5
expected.
5
content.
5
errors.
5
Name of Evaluator: _ Ortega, Marriel Total Score: __25_x 4 = __100


5
texts.
5

5
and questions.
4
5
language.
Comments: __________ keep up the good work _____________________________________________________________
Name of Evaluator: _ Pacquiao , Shairra Kaye Total Score: __24_x 4 = __96


appropriate for the
topic.
expected.
content.
errors.
Comments: __________ keep up the good work _______________________________________________________
Name of Evaluator: _ Pacquiao , Shairra Kaye Total Score: __24_x 4 = __96


5
texts.
5

5
and questions.
5
5
language.
Name of Evaluator: _ Plaza, Kuenzelle Kate Total Score: __25 x4 = __100


5
appropriate for the
topic.
5
expected.
5
content.
5
errors.
5
Comments: ____ keep up the good work _____________________________________________________________
Name of Evaluator: _ Plaza, Kuenzelle Kate Total Score: __25 x4 = __100


texts.

and questions.
language.
Comments: _______ keep up the good work ________________________________________________________________
Name of Evaluator: _ Pingkian, Joevelyn Total Score: __23 x4 = __92

appropriate for the
topic.

expected.
content.
errors.
Comments: _______ keep up the good work __________________________________________________________
Name of Evaluator: _ Pingkian, Joevelyn Total Score: __23 x4 = __92

5
texts.

5

5
and questions.
5
5
language.
Name of Evaluator: _ Recimo, Nova Total Score: __25 x4 = __100

5
appropriate for the
topic.
5
expected.

5
content.
5
errors.
5
Name of Evaluator: _ Recimo, Nova Total Score: __25 x4 = __100

5
texts.
4

5

and questions.
5
5
language.
Comments: _____________ keep up the good work __________________________________________________________
Name of Evaluator: _ Tabunon Marialor Total Score: __24 x4 = __96

appropriate for the
topic.
expected.
content.

errors.
Comments: _____________keep up the good work____________________________________________________
Name of Evaluator: _ Tabunon Marialor Total Score: __23 x4 = __92

5
texts.
5

4
and questions.
5

5
language.
Comments: _________ vey good ______________________________________________________________
Name of Evaluator: _ Tanara Mary Grace Total Score: __24 x4 = __96

5
appropriate for the
topic.
4
expected.
5
content.
5
errors.
5

Comments: ____________ vey good _____________________________________________________
Name of Evaluator: _ Tanara Mary Grace Total Score: __24 x4 = __96

texts.

and questions.
language.
Comments: _______________ vey good ________________________________________________________

Name of Evaluator: _ Taporoc Remy Total Score: __23 x4 = __92
appropriate for the
topic.
expected.
content.
errors.
Comments: ______ vey good ___________________________________________________________
Name of Evaluator: _ Taporoc Remy Total Score: __24 x4 = __96

Emnacin Jazz C.________

Name of Student: _ Date: ___February 13,2020________

5
texts.
5

4
and questions.
5
5
language.
Comments: ______ vey good _________________________________________________________________
Name of Evaluator: _ Unana, Cleo Irish Total Score: __24 x4 = __96


5
appropriate for the
topic.
4
expected.
4
content.
5
errors.
5
Comments: __________ vey good _______________________________________________________
Name of Evaluator: _ Unana, Cleo Irish Total Score: __23 x4 = __92

5

texts.
5

4
and questions.
5
5
language.
Comments: _____________ vey good __________________________________________________________
Name of Evaluator: _ Vasques April Aike Total Score: __24 x4 = __96

5
appropriate for the
topic.

5
expected.
5
content.
4
errors.
5
Comments: _____________ vey good ____________________________________________________
Name of Evaluator: _ Vasques April Aike Total Score: __24 x4 = __96

5
texts.

5

5
and questions.
5
5
language.
Comments: ________ vey good _______________________________________________________________
Name of Evaluator: _ Varquez, Karen Jean Total Score: __25 x4 = __100

5
appropriate for the
topic.
5
expected.

5
content.
5
errors.
5
Comments: ________ vey good _________________________________________________________
Name of Evaluator: _ Varquez, Karen Jean Total Score: __25 x4 = __100


Emnacin LE2 Comparative Report

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University of Southeastern Philippines

COMPILATION OF REQUIREMENTS IN EDUC 228

In Partial Fulfillment of the Requirements in

Address: University of Southeastern Philippines Telephone: (082) 227-8192 local 262

Iñigo St., Bo. Obrero, Davao City Website: www.usep.edu.ph

Philippines 8000 E-mail: ct@usep.edu.ph

Senior High School: University of Mindanao

Junior High School: Tugbok National High School

Elementary: Tugbok Central Elementary School

Address: University of Southeastern Philippines Telephone: (082) 227-8192 local 262

Iñigo St., Bo. Obrero, Davao City Website: www.usep.edu.ph

Philippines 8000 E-mail: ct@usep.edu.ph

Nobody has been more important to me in the pursuit of this project

Address: University of Southeastern Philippines Telephone: (082) 227-8192 local 262

Iñigo St., Bo. Obrero, Davao City Website: www.usep.edu.ph

Philippines 8000 E-mail: ct@usep.edu.ph

This dissertation is dedicated to my mother Claudia Emnacin. Thank

Address: University of Southeastern Philippines Telephone: (082) 227-8192 local 262

Iñigo St., Bo. Obrero, Davao City Website: www.usep.edu.ph

Philippines 8000 E-mail: ct@usep.edu.ph

Premier Research University in the ASEAN

USeP shall produce world-class graduates and relevant research and

1. Recognized ASEAN Research University

Address: University of Southeastern Philippines Telephone: (082) 227-8192 local 262

Iñigo St., Bo. Obrero, Davao City Website: www.usep.edu.ph

Philippines 8000 E-mail: ct@usep.edu.ph

Title Page -------------------------------------------------------------i

Summary of Evaluation -------------------------------------------------3-4

Results of Formative Tests----------------------------------------------5-6

Objectives of the Topical Presentation---------------------------------7

Contents and Discussion of Topical Presentation ---------------------8-11

Answers to Formative Test----------------------------------------------20

Questions for Further Discussion---------------------------------------21

Rubrics (Evaluated by Classmates) -----------------------------------22-84

Address: University of Southeastern Philippines Telephone: (082) 227-8192 local 262

Iñigo St., Bo. Obrero, Davao City Website: www.usep.edu.ph

Philippines 8000 E-mail: ct@usep.edu.ph

Motivation can be defined as the desire or inspiration to carry out

Extrinsic motivation it is the motivation brought about by what a person

A good example of intrinsic motivation is working as a volunteer in a

Address: University of Southeastern Philippines Telephone: (082) 227-8192 local 262

Iñigo St., Bo. Obrero, Davao City Website: www.usep.edu.ph

Philippines 8000 E-mail: ct@usep.edu.ph

Losche J. (2013) Intrinsic and Extrinsic Literature Review.

Ryan, R. and Deci, E. (2000). Intrinsic and Extrinsic Motivations: Classic

Address: University of Southeastern Philippines Telephone: (082) 227-8192 local 262

Iñigo St., Bo. Obrero, Davao City Website: www.usep.edu.ph

Philippines 8000 E-mail: ct@usep.edu.ph

Name of Evaluator Oral Total Visual Aid Total

Iñigo St., Bo. Obrero, Davao City Website: www.usep.edu.ph

Philippines 8000 E-mail: ct@usep.edu.ph

RESULT OF FORMATIVE TEST

Part 1. Defining Motivational Problem in Learning

Name of Student Score Name of Student Score

Part 2. Extrinsic and Intrinsic Motivation

Name of Student Score Name of Student Score

Iñigo St., Bo. Obrero, Davao City Website: www.usep.edu.ph

Philippines 8000 E-mail: ct@usep.edu.ph

OBJECTIVE OF TOPICAL PRESENTATION

1.To define of Motivation

2.To Identify the types of motivation

3.To Describes differences between Intrinsic and Extrinsic Motivation

4.To Explain Strategies that can contribute to students´ motivation

Address: University of Southeastern Philippines Telephone: (082) 227-8192 local 262