Late Submission of Assignments as Outcome of the Lack of

Innate Motivation

A Research Paper

Presented to the Faculty of FEU Roosevelt Rodriguez

Secondary Education Department

Presented by:

Group Number 3 of

Grade 11 – Science, Technology, Engineering and Mathematics

(STEM) D

Amlog, Alyssa Mikaella F.

Castrodes, Josh Andre V.

Demillo, John Patrick Andrei C.

Frago, Zane Paul M.

Gabaisen, Ian Gabriel M.

Gatan, Dondie Godwin C.

 Gonzales, Roje Dio D.

Mariano, Samantha Eve D.

Ormilla, Gabrielle Kaye S.

Pangilinan, Algen Joshua N.

Pastores, Gabriel H.

Ramos, Alexander Geoffrey A.

Ramos, Ralph Andre B.

Santos, Antonio Miel T.

Tayag, Erika A.

Vicente, Carlo Gabriel P.

January 2022
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Table of Contents

Acknowledgement . . . . . . . . . . . . . . . . . . . iv

Dedication. . . . . . . . . . . . . . . . . . . . . . v

Abstract. . . . . . . . . . . . . . . . . . . . . . . vi

Chapter I: The Problem and its Background

Introduction . . . . . . . . . . . . . . . . . . 1

Statement of the Problem . . . . . . . . . . . . 2

Significance of the Study. . . . . . . . . . . . 2

Conceptual Framework . . . . . . . . . . . . . . 5

Scope and Delimitation of the Study. . . . . . . 5

Definition of Terms. . . . . . . . . . . . . . . 6

Chapter II: Review of Related Literature and Studies

Related Literature and Studies. . . . . . . . . 8

Chapter III: Research Design and Methodology

Methods of Research/Research Design. . . . . . . 19

Participants/Subject of the Study. . . . . . . . 21

Locale of the Study. . . . . . . . . . . . . . . 21

Research Instruments . . . . . . . . . . . . . . 23

Data Collection Procedure. . . . . . . . . . . . 23

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Data Analysis Procedure. . . . . . . . . . . . . 25

Chapter IV: Presentation, Interpretation, and Analysis

of Data

Tables: (Profile of the Participants). . . . . . 26

Patterns and Themes. . . . . . . . . . . . . . . 29

Case Study . . . . . . . . . . . . . . . . . . . 32

Case Analysis. . . . . . . . . . . . . . . . . . 50

Chapter V: Summary, Conclusions, and Recommendations

Summary. . . . . . . . . . . . . . . . . . . . . 59

Conclusions. . . . . . . . . . . . . . . . . . . 60

Recommendations. . . . . . . . . . . . . . . . . 62

References. . . . . . . . . . . . . . . . . . . . . . 63

Appendices

Appendix A (Interview Template). . . . . . . . . 66

Appendix B (Documentation) . . . . . . . . . . . 69

Curriculum Vitae. . . . . . . . . . . . . . . . . . . 75
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Acknowledgement

First, we would like to give our sincerest thanks to

our Practical Research advisor, Ms. Nicole Koh, for granting

us the opportunity to conduct this research under her

supervision and guidance. She has strongly supported us

throughout our work and was determined to answer all our

questions regarding the project — with her meaningful

insights, we were able to accomplish such a fulfilling

project.

We would like to say thank you to the participants who

have agreed to engage in our held interviews. Without their

contribution to our research, we would not have been able to

complete our data and overall output.

We would also like to extend our gratitude towards the

siblings of certain research team members for giving us

second opinions and suggestions to improve the structure of

our research.

Over and above that, we also thank our parents for the

unending support not only during the duration of this

research, but throughout our academic journey and most of

all, our whole lives.

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Dedication

First and foremost, our team would like to dedicate

this research to all the students worldwide striving to

complete their studies, both those who feel at ease with

their studies and those who find themselves in a slump. We

would also like to humbly dedicate this research to the

enhancement of various education curriculums, in hopes that

our research will provide insights about the minds of

students and will be of use in improving the existing system

that will cater to and refine the youth. Lastly, we dedicate

this research to not only our own parents, but to all

parents — for giving us the privilege to study and for the

love and support that have made possible the fruition of our

efforts.
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Abstract

Late submission of assignments has notably increased

with the implementation of online distance learning amidst

the global pandemic because of the lack of innate

motivation. The role of motivation on the punctuality of

submissions was investigated, specifically the factors that

instigate a decrease and its influence on the students’ goal

orientation. This research employed a descriptive research

design through case study along with content and narrative

analysis for the gathered data. With an online survey for

the initial screening of participants, 10 lowly-motivated

senior high FEURR students who have experienced late

submissions 3 or more times were interviewed.

Based on the findings on this study, the following

conclusions were drawn.

1. The students’ motivation are observed to have decreased

due to several factors; mainly the unfamiliar online

environment implemented with the same expectations and

pressure to do well as before pre-pandemic while having to

manage the excessive workload assigned to ensure the

learning materials are understood. It can be concluded that

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this further deprives them of time from their personal life

outside of school, leading to the likelihood of unmotivated

students. 

2. Motivation is regarded to play a significant role in the

willingness of students to perform academic work with the

change in varying motivational levels relying on a case-to-

case basis. The state of the individual’s motivation

influences the execution of accomplishing tasks and its

outcome.

3. Many students’ preferences are directed towards group

work which confirms that students are more likely to be

engaged in activities that require cooperation and effort

from their group mates. Motivation also plays a part in the

students’ performance with motivation directly correlating

with their goals and objectives—with the alignment of the

two, gives them the drive of performing at an optimal level

that allows them to achieve their objectives. In moments of

struggle and frustration, performing enjoyable activities

aids students in increasing their motivation to accomplish

tasks.
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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter presents the problem, the researchers’

rationale for choosing the topic, the conceptual framework,

statements of the problem, scope and delimitation of the

study, and definition of terms.

Introduction

The purpose of this study is to determine the influence

of a loss in motivation in relation to late assignment

submissions by senior high FEU Roosevelt Rodriguez students

who are between the ages of 15 and 18. It tackles and

explains the various elements that contribute to students'

loss of motivation which in turn, has an impact on their

ability to meet deadlines of assigned tasks. Furthermore, it

proposes the idea that passing and non-passing students have

major differences when it came to motivation and emotion

(Cho & Heron, 2015).

This study was chosen since the subject is much

relevant to the problems that students nowadays are

experiencing. In hopes of the research providing clear and

concise reasoning as to why this phenomenon happens, this

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should serve as research that will help workers in the field

of education to gain a more perceptive insight towards the

students they cater to. With this, the existing educational

system may be enhanced as to become more efficient and

effective.

Statement of the Problem

The study desires to answer the following questions:

1. What factors instigate the decrease of motivation found

within students?

2. What influence does the level of motivation have on the

submission of late assignments?

3. How does a student's motivation impact their focus on

their goal orientation?

Significance of the Study

This research will be beneficial to the following:

Students. The result of this study will benefit

students for the fact that the study aims to raise awareness

regarding late submissions of requirements. Raising

awareness of the causes and effects of negative factors such

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as procrastination, lack of energy, and overall lack of

motivation will be able to assist the students in assessing

themselves. The study aids the students to become aware of

their actions and the causes of the fluctuation in their

motivation, in turn the students will have the capability of

making the required changes to increase their overall

performance academic-wise.

Teachers. The results of this study will provide

teachers as to what is the most efficient way to distribute

assignments as perceived by students. Considering teachers

are often burdened with the difficulties of having to adjust

deadlines and constantly remind students to comply with all

their requirements to finalize and pass their grades, this

study will provide insight as to the root cause which can

prevent this period of distress from happening.

Parents. The results of this study will make the

parents aware if schoolwork has a greater positive or

negative effect on their child’s productivity in academics.

This will benefit them as they are also concerned about

their child’s performance and their wellbeing. Children grow

to have a secure and healthy attachment to their parents and

because of that, parents tend to worry if something is

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affecting their child. The results can be a decisive factor

for parents on whether they raise a concern or not.

Educational Institutions. The results of this study

will be highly beneficial to educational institutions as its

findings may be used as a stepping stone for the further

development of distributing tasks, where understanding could

be achieved between both teachers and students which will

aid in the increase of motivation for the accomplishment of

learning objectives considering educational institutions

have a significant amount of responsibility for the

efficient and effective systemic transfer of knowledge and

skills embodied by all aspects of the students and teachers.

Future Researchers. The results of this study will aid

future researchers in conducting their own research. This

study may serve as reference for them as it can serve as a

paradigm that has similar concepts and goals aligned. The

future researchers can have a clearer understanding about

the research they are about to conduct and can yield

credible results.
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Conceptual Framework

Figure 1. A Conceptual Model of the “Late Submission of

Assignments as Outcome of the Lack of Innate Motivation”

Scope and Delimitation of the Study

The main objective of this study is to examine how the

students' late submissions of assignments correlate with the

lack of motivation, thus affecting the student's academic

performance. The study also focuses on determining what

factors play a part in controlling the level of motivation

experienced by students.
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A homogenous sample size of 10 participants, both male

and female, which are delimited to the grade 11 FEURR

students with the age group of 15-18 years old shall be

applied. The research shall take place with the utilization

of online interviews and questionnaires.

Definition of Terms

The following terms have been used operationally in

this study:

Academic Performance. Refers to how well the students

execute and accomplish their requirements throughout the

school year. 

Coping Mechanisms. Refers to the indulgence of hobbies

and interests that recuperate the lack of motivation to

complete tasks.

Engagement. Refers to the students’ willingness to

perform academic-related requirements.

Expectation. Refers to the external pressure from the

environment that influences the students’ motivational

levels. 
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Goal Orientation. Refers to the students’ personal

objectives and aspirations to accomplish.  

Motivation. Refers to the driving force that pushes

students to engage with the learning materials and

requirements.

Peer relationships. Refers to the connection and

camaraderie amongst students. 

Procrastination. Refers to the purposeful delay of the

completion of assigned tasks.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains the literature and studies which

are used as the foundation of this research paper.

Introduction

As stated by Ann Graybiel, institute professor at

Massachusetts Institute of Technology (MIT) and member of

the McGovern Institute for Brain Research, “As we age, it's

harder to have a get-up-and-go attitude toward things,”

Nevertheless, students are no exception to this, with the

lack of motivation being more prevalent starting middle

school up till college. Due to its significant role in

accomplishing work, the academic performance of students can

be seen to be impacted through the late submission of

assignments. This review of related literature aims to

describe, summarize, and correlate similar studies to this

research to explain the research’s purpose, end goal, and

objects that are aimed to be achieved and provides

groundwork for the main ideology surrounding the nature of

this paper.
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Importance of Completing Assignments on Time

The primary purpose of assigning homework to students

is to determine whether they have grasped a certain topic or

subject. If a student's comprehension of a topic is hazy, it

may indicate that they have a limited learning and

understanding foundation. As stated by Davis (2021), the

significance of assignments is to assist students in

improving their learning abilities due to the likelihood of

students who challenge their thoughts to learn more. As a

result, the major goal of giving homework is to provide

students with practical experience and expertise in a topic.

With the students’ responsibility to meet all their

deadlines, not only does the submission of assignments

require a lot of physical and mental effort from students

but also proper time management of how to effectively

achieve a work-life balance. According to All Kinds of Minds

(2021), students must identify poor management techniques to

avoid getting swallowed by horrible schedules and pressuring

deadlines. In addition to thinking ahead of time about the

pending tasks and how long it will consume, an overall

healthy lifestyle is important as balanced meals, enough

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sleep and an active physical training influences the

students’ concentration.

Factors Influencing Motivation

Student motivation can be defined as "the tendency of a

student to find meaningful and useful academic activities

and to try to obtain academic benefits from them” (Brophy,

1998). Through document review and content analysis of

existing academic works, it was determined that the main

variables that impact the motivation of students are the

fields of teacher, teachers’ classroom management skills and

their teaching methods. On the other hand, Yilmaz et al.

(2017) found parental communication, student characteristics

and study fields to have trivial effect on the motivation of

students.

Further supported by Johnson (2017), external support

from teachers can increase students’ motivation to learn

such as creating a favorable environment. While there are

multiple factors that could influence motivation, whether it

be external or internal, teachers also play a significant

role that could affect how one views learning academically.

“Students’ learning can increase because of their own innate

desires to perform or accomplish a task; however, students’

learning may be affected by external factors such as rewards

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or incentives” (Bain, 2004; Theobald, 2006). In addition to

assigning relevant learning materials, it is also important

to have the guidance of a teacher to develop proficiency,

interest, and confidence in one’s abilities to carry out

their duties in learning.

“On one hand, students are motivated to learn naturally

because of their own interest and enjoyment in the subject

or task, which gives deep meaning to what they learned and

the effects on their lives” (Bain, 2004; Zhang, 2014). “On

the other hand, some students learn best because of a

tangible reward or the value that is attached to the outcome

of learning” (Biggs, 1999; Bain, 2004; Zhang, 2014). As

stated, it presents factors that lead to a student’s

success. One student indulges themself to gain knowledge of

a subject that piques their interest therefore giving a

great meaning to their endeavor while the other seeks out

knowledge to gain from it. Despite intrinsically motivated

students being more likely to perform better, both intrinsic

and extrinsic sources of motivation will result in an

increase of a student's drive to learn.

Besides internal and external elements, it is known

that students are motivated to engage with the learning

material and will participate in class when the course

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material, learning goals, and activities are deemed valuable

and can be linked back to their own lives. As reported by

the Center for Teaching Innovation (2021), students are

always given choices and they know what to expect and what

is expected of them. To increase the motivation of students,

they should be provided with specific practical course

learning outcomes which emphasize the benefits that students

will receive if achieved, as well as give students regular

feedback on their development and assist them in learning to

evaluate their own work and progress.

While student motivation and engagement are

significant, a study was conducted on what strategies,

specifically specific voice, choice, and goal setting, have

an impact on these two and whether they were being applied

by the students. With data collection coming from interviews

and observations, it was found that both motivation and

engagement have a direct relation to whether the students

have the chance to act independently and self-sufficient in

a learning environment.

As concluded by Curtis (2017), self-regulated learning

grants students the opportunity to choose and voice out

along with the guidance in defining their aspirations in

learning. Distinct strategies were revealed to be most

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important namely specific voice and goal setting which

impacts motivation and engagement through the opportunity to

speak and develop a sense of responsibility by means of

partnership which led to leadership while setting of short-

term goals provided students the ability to witness and feel

success fast, thus motivating students to achieve greater

things. Moreover, a strong relationship between the teacher

and student affects self-efficacy and classroom

environments.

Importance of Motivation in Engagement

Based on Bakar’s study (2014), he proposed that

motivation has a definite effect on the productivity of

students towards their academic responsibilities. It deeply

tackles the concept of how motivation influences how

individuals choose to invest their time and energy they

exert in any given task; and how they are emotionally

inclined to the task.

In accordance with Sardiman's statement (2012),

motivation is the driving factor in pupils that leads them

to partake in academic responsibilities. Motivation plays a

part in a student’s willingness towards learning and their

attitude of how thoughtful they choose to reflect on it. To

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support this, Nashar (2004) goes on to say that motivation

to learn is an internal and external force that drives a

person (or group of people) to act to arrive at a goal, and

that changes in behavior are expected.

To Hikmat (2009), motivation serves as the catalyst in

a person for them to have the desire to perform. Considering

motivation plays a central part in learning, highly

motivated students are more likely to work harder to engage

and successfully attain their desired goals while still

enjoying the entire process (Filgona, 2020). The more

invested a student is in pursuing a goal, the less likely

they are to accept simple answers to difficult topics

without in-depth explanation.

On the contrary, low motivation among students would be

unlikely to learn thus, viewing learning to be miserable and

frustrating. In addition, intrinsic motivation promotes

critical thinking abilities that are both powerful and

adaptable while amotivation and exclusively extrinsic

motivation, on the other hand, contribute to low academic

diligence and interest. (Howlet-Rouse, 2020)

Role of Motivation on Submission of Assignments

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In the field of education, motivation, and engagement

play a vital role. With proper involvement and creativity

being offered in classes, students are more likely to

perform well academically. As motivation is an extremely

crucial factor in being able to progress properly,

especially in students, factors it has on learning and

teaching strategies must be studied in the first place.

In a study conducted by Cho and Heron (2015), which

focused on the role of self-regulated learning (SRL) along

with its specific subcomponents consisting of motivation,

emotion, and learning strategies, it revealed different

experiences of students due to the varied skill set when it

came to self-regulated learning in an online setting of

remedial mathematics courses. As defined by Pintrich (2004)

as well as Zimmerman and Schunk (2011), SRL refers to a

student’s ability to adapt and manage what is required to

achieve personal objectives during the learning process.

With the application of an online survey of 229 college

students, the result of the study shows that motivation, by

itself, plays a small part in contrasting achievements.

According to the results of a study conducted by Lijano

(2018) where students confirm what are effective strategies

when handling 21st century learners, the motivational

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factors that aid in enhancing the learning experience within

a constructivist – informed classroom are separated into 4

categories, these being subject learning value, achievement

goal, active learning strategies, and learning environment

simulation. With data collected from 164 respondents, 158 of

which were students, 5 were teachers and 1 principal, it was

concluded these four are “needs” that if addressed and

utilized properly, would ignite their interest in learning.

As for the varied satisfaction level of students, both

motivation and emotion play an important part. Furthermore,

it was found in passing and non-passing students of major

differences when it came to motivation and emotion.

As motivation has a significant role in determining the

educational success of a student, it provides individuals

with the force essential for direction and empowers them

with energy and passion that can lead them to better

satisfaction and better educational performance (Buzdar et

al., 2017). Student motivation and homework completion are

correlating factors of academic success (Lee, 2016). To be

able to contribute successfully to society as one grows

older, it begins with students having the motivation to

learn and complete their homework within the four walls of

the classroom which in turn, will result in high academic

achievements.
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With children entering adolescence, the craving for

freedom and the necessity of peer interactions grows more

essential. In addition, freedom of choice and relevancy can

be used to increase student motivation and engagement,

especially with classroom assignments. Without these two, it

fails to prepare them for life within and beyond school,

such as when they become more conscious of their

surroundings. (Dabrowski and Marshal, 2018) As stated by

Dabrowski (2018), students must be offered significant

choices when learning, with tasks being practical in real

life experiences and examples. It is suggested to focus on

achieving student motivation and engagement that will

provide them opportunities to apply their new learning

within the world as well as the avoidance of assigning what

would be irrelevant and unfruitful.

As concluded by Oden (2020), a student must be in a

positive learning environment, one of which encourages self-

confidence, choice, and relationships for there be the drive

to accomplish work. A rise in both completion of homework

and performance in academics can be achieved through

intrinsic and extrinsic motivation while on the other hand,

factors such as punishment can have a negative impact on the

student’s attitude, motivation, and self-esteem.

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Conclusion

As the youth continues to progress, students are

cultivated in an education system wherein they are subject

to participate in discussions, complete assigned tasks, and

hone their skills. Motivation is now shown to be a key

factor in terms of academic performance—it is becoming more

apparent that motivation does not only play a little part in

their performance, rather, it really does heavily impact the

execution and accomplishments of students. The determination

and perseverance of one depends solely on their level of

motivation as this acts as a catalyst for them to effectuate

their aspirations. In the current generation, there have

been numerous instances wherein students come to experience

a lack of motivation, affecting their performance towards

school related activities for the worse. To conclude, with

the attainment of the basic factors affecting motivation, a

better performance is guaranteed—with this rendering

students to be able to complete assigned tasks in time with

clarity and efficiency.

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CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

This chapter discusses the methods of research

employed, the subjects and locale of the study, and the data

gathering procedure.

Methods of Research/Research Design

In assessing the late submissions of students because

of the low level of motivation, case study is applied by the

researchers. Case study, a type of method in which the

researchers use a structured method of collecting and

analyzing data that comprehensively examines individuals,

organizations, occurrences, policies, actions, eras,

institutions, or other processes using one or more

approaches. The main purpose of a case study is catered

around documenting and further expanding knowledge on

certain topics that will strike one’s interest and provide

aid in any way without failure.

According to Crowe et al. (2011), case study allows

researchers the opportunity to gather in-depth information

from varying perspectives regarding issues and cases that

require the participation of certain individuals or groups.

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One of the characteristics of a case study is being able to

intensively gather information regarding a sole phenomenon

or case. With an enormous amount of information and

variating data, it is understandable that a case study can

be quite time consuming. Further clarified, Gammelgaard

(2017) states case study is used but not limited for

inductive exploration of yet unknown phenomena, i.e., theory

generation.

As the late submission of assignments as an outcome of

the lack of innate motivation is explored and different

topics and themes are delved on, it is essential for it to

be specified and focused. Considering the research title, a

few methods can be thought of, although a few conditions

must be met for them to be effectively applied in the

research title thus, the researchers found case study to be

the most well suited to a research title about a certain

phenomenon. The researchers focused on a phenomenon that

students confront daily, a phenomenon in which late

submission of assignments can be caused by a variety of

factors, specifically tackling a student’s lack of

motivation and how it can affect their punctuality.

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Participants/Subject of the Study

The participants involved in this study are 10 FEU

Roosevelt Rodriguez students with ages ranging from 15 to

18, who fall under the criteria of lowly-motivated FEURR

students who have experienced late submissions 3 or more

times. Consisting of the senior high school grade 11, the

participants are composed of 3 strands, namely 2 sections

from the STEM strand with 5 coming from section E and 1 from

section F. As for the strand and section ABM-B, there is one

participant while 3 from HUMSS.

Locale of the Study

The study was conducted at Far Eastern University

Roosevelt, particularly FEU Roosevelt Rodriguez located in

Rizal, one of the three campuses it offers quality education

to Metro East. Initially was founded in 1933 as a non-

sectarian, private, secondary school in Barrio Sta. Elena in

Rizal province, Marikina Academy closed after the death of

its founder, Wenceslao dela Paz, in 1944. Although two years

later, it was reopened in San Roque under a new name,

Roosevelt Memorial High School (RMHS).

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With Roosevelt College Rodriguez first opening its

elementary education department (EED) in 2009, it only

continued to extend its building of SED a year after and was

accredited by the Philippine Accrediting Association of

Colleges and Universities (PAASCU) and granted Level-I

status by the Federation of Accrediting Agencies of the

Philippines (FAAP) in 2011. Since its establishment in 2016,

FEU Roosevelt, formerly Roosevelt College System, has been a

member of the Far Eastern University (FEU) Group of Schools.

In terms of population, FEU Roosevelt's Rodriguez campus is

currently the largest.

Figure 2. Location of “FEU Roosevelt Rodriguez”

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Research Instruments

With the research, the participants were chosen through

the use of a survey form by the researchers to start it off.

An existing criterion made by the group was input in the

form of a consistent line of participants who passed the

standards set and are suited for the research.

To acquire the appropriate data needed, the researchers

will utilize interviews that are based on questions that

would satisfy the study’s aim of understanding the late

submission of assignments caused by the lack of innate

motivation. In addition to our research requiring more open-

ended questions, the instrument will be discussed with the

participants and was chosen by the researchers to get their

truthful insights into the questions asked about their

firsthand experiences, and to obtain crucial data about the

issue would be the selected strategy. It was chosen because

it is adaptable and reliable, allowing the researchers for

in-depth analysis from the interviewee.

Data Gathering Procedure

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In order to gather data needed for the study, the

researchers were guided by the following steps and

procedure:

1. Create an initial proposal that lays out the research

problems, beneficiary parties and specifications of which

the study focuses on.

2. Gather literary works for the review of related

literature to further build on the knowledge of the

researchers.

3. Form interview questions that suffice the research

problems.

4. Identify the research methodology of the study’s employed

strategy, locale, involved participants, along with the

research instruments for the collection and analyzation of

data.

5. Determine and finalize the qualification of participants

through an online survey.

6. Conduct online interviews for the collection of data.

7. Transcribe the collected data into field notes for case

study and case analysis with the recognition of recurring

themes and patterns.

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8. Analyze and summarize the study’s findings into

conclusions and the recommendations for the variables

involved.
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Data Analysis Procedure

The researchers used a variety of approaches to arrive

at a precise result. The most orthodox method will be to

look for patterns present in their responses — the most

often used terms or words in their speeches will be given

more attention and highlighted for further study.

Content and narrative analysis will be the most

appropriate strategies for performing a detailed evaluation

based on the research questions that have been established.

Content analysis will be used to evaluate the quality of

work generated by participants in relation to their

performance on given tasks. On the other side, narrative

analysis will be used to determine the participants'

behavioral patterns and habits to acquire a better

understanding of their behaviors.

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CHAPTER IV

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter shows the data gathered which were

tabulated and interpreted for better understanding.

The Profile of the Respondents in Terms of Age, Sex, and

Section

Table 1 shows the frequency and percentage distribution

of the respondents in terms of age.

Table 1.1

Frequency and Percentage Distribution of the Respondents

in Terms of Age

Age Frequency Percentage

(f) (p)

15 2 20%

16 5 50%

17 1 10%

18 2 20%
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TOTAL 10 100%

The students in Grade 11 senior high are observed to

have an age range of mostly between 15-18 years old. As

shown in the table above of the participants’ age,

participants aged 15 and 18 years old are with a frequency

of 2 (20%), participants aged 16 are with a frequency of 5

(50%), and participants aged 17 are with a frequency of 1

(10%), out of 10 participants.

Table 2 shows the frequency and percentage distribution

of the respondents in terms of sex.

Table 1.2

Frequency and Percentage Distribution of the Respondents

in Terms of Sex

Sex Frequency Percentage

(f) (p)

Female 5 50%
 P a g e | 30

Male 5 50%

TOTAL 10 100%

Among the interviewed participants, it can be observed

from the table above that out of 10, there is an equal

number of female and male participants with a frequency of 5

(50%).

Table 3 shows the frequency and percentage distribution

of the respondents in terms of section.

Table 1.3

Frequency and Percentage Distribution of the Respondents

in Terms of Section

Section Frequency Percentage

(f) (p)

STEM 6 60%
 P a g e | 31

ABM 1 10%

HUMSS 3 30%

TOTAL 10 100%

The participants are from different strands of Grade 11

FEUR Rodriguez. The table shows most of the participants are

from STEM with a frequency of 6 (60%), followed by HUMSS

with 3 (30%). Lastly, the strand with the least frequency is

ABM with a frequency of 1 (10%).

Patterns and Themes

Figure 3.1. Causes of the Lack of Innate Motivation on Late

Submission of Assignments

Number of Percentage of

Interviewees Interviewees

Who Who
Causes

Cited the Cited the

Reason Reason
 P a g e | 32

Disruption of 6 60%

Concentration

Technical Difficulties 2 20%

with WiFi

Amount of Workload 4 40%

Change in Educational 4 40%

Set-up

Expectation and Pressure 6 60%

from Environment

Lack of Acknowledgement 5 50%

and Appreciation

Figure 3.2. Impact of the Lack of Innate Motivation on Late

Submission of Assignments

Number of Percentage of

Impact Interviewees Interviewees

Who Who
 P a g e | 33

Cited the Cited the

Reason Reason

Tendency of 5 50%

Procrastination

Lack of Engagement 6 60%

Experiences of Anxiety 3 30%

and Burnout

Stress on Mental and 7 70%

Physical Health

Figure 3.3. Recuperation of the Lack of Innate Motivation on

Late Submission of Assignments

Number of Percentage of

Interviewees Interviewees

Who Who
Recuperation

Cited the Cited the

Reason Reason

External Relational 9 90%

 P a g e | 34

Support

Idea of Securing a Food 10 100%

Future and Moving Forward

Personal Coping 10 100%

Mechanisms

Case Study

Case Study #1

A 16-year-old male student from 11 ABM-B feels that due

to the accessibility of the internet, the online environment

serves as a distraction as there is no guarantee that a

student is paying attention. With the use of PowerPoint

presentations and Canvas modules, these applied methods

affect him negatively since it does not pique the students’

engagement despite partly being a visual learner. While

suggesting an environment that has a proper physical

involvement, his experiences of past connections with

classmates face-to-face were considered strong as they could

see one another in person. However, he shares how it has

significantly decreased during online classes due to

instances such as his messages being disregarded. He adds to

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the difficulty of managing his time in and outside of school

since there still exists a never-ending workload despite

completing a few, while having to take care of his own pet.

With the idea of good grades acting as a factor that hampers

motivation and is all that matters to acquire a job, he

offers how it is not often thought about their desires. In

addition, he argues the likelihood of despising or

transferring to another job even with high grades and how

personal goals may not be aligned to what a student is

currently studying at the moment. Moreover, he views group

work to be more efficient and beneficial as it boosts morale

and provides assistance for the assigned activity. In order

to refocus on an incomplete task, he usually listens to

music and eats while thinking about what can be accomplished

by moving forward for the future such as owning a house and

having a family of his own. Contrary to admitting to late

submissions, he agrees that motivation can push people to

put their best foot forward and give their all to a goal,

which with adequate rest helps the regulation of energy and

one’s mood as well as proper brain function. To conclude, he

shares how he typically seeks help from his sister and in

other cases, turns to the internet for research or to regain

his motivation.
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Case Study #2

A 16-year-old female student from 11 STEM-E believes

that there are multiple distractions at home and without a

proper mindset nor motivation, it is quite easy to be

tempted and give in to distractions. Along with this, she

added that some homes do not always have Wi-Fi available or

have people the student would want to avoid. Others are loud

and annoying while some are simply places the students are

forced to be in. In those cases, the student is not

motivated at all while in the instance of no proper

connection, they are not able to understand anything. As the

methods used by her teachers, including presentations and

videos, can affect motivation, she said some presentations

are considered boring due to how long it took, although some

make it fun and interactive for the class. While some

students do not feel the pressure from their classmates,

which gives them the free will to do whatever they want

since nobody would mind, other students that have good

friends to motivate them constantly, could do all the tasks

needed to be done. In addition, the difference between face-

to-face and online classrooms is that the former has more

pressure as everything done can be seen and heard by

everyone. Online classes, on the other hand, do not feel as

pressuring since everyone is not listening and it is the

 P a g e | 37

student’s choice whether they even want to attend the class,

to begin with. According to her, too much work will lessen,

if not ruin the motivation of the student due to the lack of

time for life outside of school. The worst case is it

affects the student's psychological state so much, it may

cause mental illnesses that affect their way of life.

However, if higher grades are achieved, there would be

motivation and pressure to keep it up or strive for more if

low or average grades are obtained. Without a doubt, some

students are overly ambitious, so their perception is very

goal-oriented, therefore having ample motivation.

Consequently, because of these ambitious students, she said

there is extra pressure during activities like group work

since everyone’s grade is on the line. To achieve personal

goals when hitting a wall, she commented that she works best

under pressure as her assignments are sometimes done when

the deadline is extremely near. Overall, she believes that

motivation does play a big part since she is someone who

gets distracted quite easily. Even so, she stated that she

overcomes this with the quote "It’s better late than zero",

just like how it is better late than absent.

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Case Study #3

A 15-year-old female student from 11 STEM-E recognizes

that the online environment has made her lazier due to it

not being the usual school setting, instead everything is

done at home with the utilized methods of her teachers being

the interaction with students and activities such as short

seat works or a simple question assigned while others simply

discuss, thus causing sleepiness and lack of attention to

the class. The effects of these methods can be seen on her

along with her classmates through them chatting late in the

afternoon or at night to catch up due to the discussion

getting boring and consequently, them learning more since

they themselves are doing research to present and if not

prepared, would be embarrassed. Moreover, she does not

really interact and participate until someone calls her name

in a group chat or unless told, considering it is part of

her grades. According to her, she first rests then does her

homework later because of the motivation she gets, knowing

it is going to be late. Although, she states that she

usually lacks sleep which impacts her mental health, getting

too overworked sometimes and feeling scared of presentations

because of social anxiety. On the other hand, she claims

that while some students do better in grades for the reason

of showing it off, she personally does not care much about

 P a g e | 39

what other people feel about her because of the lack of

interest. She thinks that others are scared to disappoint

their parents and believes that if other people put too much

effort and fail, they would feel unmotivated to do much

effort on anything. Regarding the perceptions of the

students based on their goals, it differs if students have a

job or course in mind for the future that would motivate

them to be better. Moreover, the reason for several types of

goals depends on what is mostly seen in the family. While

some people will inherit the money of their parents, she

thinks that those who lack financial stability will do

better, knowing the arduous work of their parents and the

want to give back for their efforts. In particular, she

believes group work is achieved more efficiently as opposed

to individual work that is likely to result in being done

later because her classmates will always remind what to do

and pass since there is a deadline. In addition to her

hobbies such as reading or drawing in moments of struggling

to regain focus, she takes a nap to gain energy for the

homework. Likewise, learning depends on motivation. If a

child fails at a certain thing and receives unmotivating

words, the child’s perspective to do things early may change

to not doing it all and thus, believes they should have a

type of barrier around themselves. To conclude, she admits

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she submits a lot of activities late but has a lot of

motivation to do last minute work because of the stress and

feeling the need to rush it in addition to thinking that

submitting late does not matter if some work is submitted.

Case Study #4

An 18-year-old male student from 11 HUMSS experienced

that online schooling really affects students since there's

a lot of distractions such as notifications from

applications of games and social media platforms. He

mentions that teaching methods depend on because he tends to

easily get distracted and is likely to miss a detail, which

he will look through the lessons and lectures of the teacher

once more in moments when he is not able to fully grasp what

they wish to teach. Regarding these methods, he voices his

feelings that there are teachers who are easily able to

impart the idea to the students and are not hindered by the

limitation of communication despite being online, which

makes him joyful while undeniably states that there are also

teachers that get under his nerves, making him question

whether certain things are necessary such as opening cameras

considering there are distractions found within the house a

student would not want to show. Additionally, he shares how

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he does not go out of his way to talk to people unless a

need arises, like an introvert. For instance, asking his

classmates whether an activity needs to be accomplished by

the end of the week and comparing that dynamic to

acquaintances, he realizes over the past two years of online

class that a relationship with his peers is not necessary,

unless it is face-to-face. When not doing the loads of

workload a teacher assigns, he starts to convince himself

the problem lies with him and feels sad as he notices

classmates, whom he views as more capable and competent

compared to him, share the same difficulties he experiences

and think it is no longer his own problem but everyone’s.

Furthermore, he explains his personality to not chase after

grades and thinks instead, it is the result of his

shortcomings once gotten a low grade. In instances that he

dwells on it for a while, he can move on with time and think

of it as a chance for improvement. In addition to his number

one goal being to earn money along with providing for his

family, fueling his personal hobbies and endeavors in life,

his own views are not easily swayed as he considers his goal

to be simple. With group work having higher stakes, he

states the motivation comes with the need to do his part by

a specific time for others to do theirs, avoid embarrassment

in his failure to comply, and for the group to succeed.

 P a g e | 42

While if done solo, chooses to do it at his own pace when

the deadline comes. He expresses he considers resting as the

activity that is distracting him and continues for 30

minutes before going back to the task at hand and when

feeling frustrated, reads Manga or watch videos on YouTube

and Netflix. He summarizes he is always willing to learn as

it is fun for him, especially if it is at one’s own pace or

has incentives. He provides an example of his current

interest in learning a song on the guitar, with wanting to

be as good as someone or be able to play the music as his

motivation. However, he views there to be a balance of

difficulties to overcome his tardiness by moving on and

trying to pass an activity beforehand in his favorite

subject while not caring about it if he does not like the

activity, unless mentioned to have a high grade.

Case Study #5

A 16-year-old female student from 11 HUMSS believes the

online environment gives a negative impact on students’

motivation considering in the pandemic, students are not

used to learning and exploring lessons, the things that they

are used to doing face-to-face cannot be done while online.

Following the fact that some students aren’t able to express

 P a g e | 43

and showcase their talents and skills, unlike when it was

face-to-face. In addition to some of her teachers using a

teacher-centered method or project-based learning, she

thinks these methods are not engaging for her in the current

set-up as it makes her feel burned out and unmotivated.

Furthermore, she believes that student-to-student

relationships are important because students can give each

other hope, motivation and strength to one another despite

the bonds being only through online classes. In particular,

lots of workload can cause burnout which could lead to being

unmotivated, not just on school-related activities but also

life in general. She mentions that overall grades are a

factor that affects a student's motivation in both negative

and positive ways because of pressure or meeting the

expectations of others and oneself. Additionally, she shares

that students differ depending on their goals because of the

different paths and skills that could lead to diverse types

of goals one wants to achieve. Despite loving to create

activities by herself, she thinks group work is achieved

more efficiently because with it, it can act as

encouragement, providing the needed motivation which will

result in an accomplishment. However, in moments of

frustration, she recovers her focus by getting a good rest

or having little getaways in meditation which afterwards,

 P a g e | 44

makes her ready to achieve a certain goal. What’s more is

that she thinks that motivation plays a huge role in her

learning because without it, achieving that certain goal or

having the ability to learn would be lacking. Overall, she

believes that the first step when things lack hope is to

start from the beginning, which is finding coping mechanisms

that help in motivating oneself.

Case Study #6

A 16-year-old male student from 11 STEM-E thinks that

the online environment is hard to get motivation from

because of how much the workload is and how the Wi-Fi

disconnects sometimes, unlike before where they simply go to

school and learn. He then mentioned the teaching methods

used by his teachers that include Cengage, Canvas, and MS

Teams, which despite being extremely easy to use, is hard to

keep up with when his Wi-Fi disconnects during a lesson.

Furthermore, he mentions having a friend, a classmate, helps

him get motivated to do his work. It is thought that if the

overall grade went down, it would be very disappointing

because he has experienced it but, in some cases, it also

motivates him to learn more to maintain the high grade. Not

only does he believe that having a lot of workload makes the

 P a g e | 45

students procrastinate because of how much work they must

do, he thinks students perceive their different goals based

on its worth and whether it will have a good outcome.

Additionally, working for an interesting goal would motivate

students' way more compared to a goal that is not. In

achieving personal goals, he usually listens and jams to

music to focus. He shares his belief that motivation does

play a huge role in doing homeworks and to conclude, says he

usually asks for help and watches to get him motivated so

that he can accomplish his schoolwork.

Case Study #7

An 18-year-old female student from 11 STEM-E feels that

online class is much more stressful due to the fact that

most students are not used to it. Along with how a lot of

students aren't used to online classes, she also stated that

it greatly affects one’s daily life even more so than face-

to-face. With most students having their cameras off and are

much easily distracted, her teachers usually try to interact

with the class, yet she thinks it is not helpful as she is

still not used to being with her classmates, making her feel

more stressed. In addition to this, she says that being too

anxious causes her to withdraw from asking and interacting

 P a g e | 46

with her other classmates for class activities which lowers

her motivation. Mental and physical health is important to

her as she states that having a lot of workload distances a

student from having time for themselves, whether it be

taking care of oneself or doing things that might help them.

She believes that grades play a big part in a student's

motivation. For example, when a student does their best in

school and they still get a low grade, they feel they have

not done enough and will lose motivation to continue their

satisfactory performance since their effort was not

recognized. She thinks that a student’s perceptions are

varied depending on their motivation and goals, keeping in

mind that everyone will always have different motivations or

will, which helps them move forward. This affects them in a

manner that aids them to continue their path. According to

her, goals that are done individually or through group work

which has the capability of achieving a higher level of

motivation can obviously be dependent on the individual.

Although she believes goals that are done individually are

better, giving the reason that motivating oneself is much

easier compared to others since a person knows themselves

and through that, will know what encourages them to move

forward and what will help for improvement. There are

certain tasks that she tends to do to make her happier and

 P a g e | 47

motivated to achieve other tasks. According to her,

activities such as eating, cooking, or whatever she enjoys

doing, are activities she tries to do more often to

encourage herself to do better and achieve more in the

future. Regarding the role of motivation in academic

performance, she mentions that she believes that it does

play a part. She shares that she has always been lacking in

motivation when doing her tasks, causing her to not do or

feel well and which describes it to be a never-ending cycle.

Due to this, she states that she should try to better her

motivation to not be in that cycle once more. When

encountering a lack of motivation regarding late

submissions, she says that she tries to do them as soon as

possible or ask for help since she cannot manage it alone

any longer and because she’s already late. If not, do

another task to help motivate herself, this in turn gets her

into the right mindset to accomplish the task.

Case Study #8

A 17-year-old male student from 11 STEM-F claims the

home is not an environment to learn as it's an incorrect

setting for students to study in and is a place for him to

rest. Following that, he mentioned that discussion, modules,

 P a g e | 48

and online activities are the teaching methods he

experiences and as the instrument involved is a desktop, he

could simply scroll through Facebook and procrastinate,

adding on the thought that the setting that they are in

during the academic year is impractical. Moreover, a

student’s social relationship involves minimal interaction

outside the designated schedule as it is not a perfect

platform to utilize cooperation or any sort of group effort,

which not being close to someone has the possibility of

procrastination or feeling bashful. Afterwards, he says

there's a different type of stress that students experience

in the online platform as a result of the workload, coupled

with the fact that they're in their house is demotivating

because the feel of studying inside a campus is different

from studying at home. Grades become a factor that affects

motivational levels and the efforts exerted by students feel

like they're going to waste most of the time. According to

him, while students are ideally goal oriented, it does not

apply to everyone immediately because others have different

goals that set the boundaries or ideas with their

perception. If a person has an academically based goal,

individual or group work is not a problem as it provides

motivation to pursue their studies to get the job desired

and make a solid plan to achieve it. In order to rid

 P a g e | 49

feelings of frustration, he usually meditates and thinks of

what he’s doing it all for. Motivation is considered to be a

vital key since it gives him a reason to pursue learning yet

mentions how it does not play a huge role in his ability to

learn as he already has a conscious mind. Lastly, he

concludes that he does all of his tasks out of spite not

because he wants to but because he needs to get the job

done.

Case Study #9

A 15-year-old female student from 11 HUMSS voices it’s

very hard to adjust from face-to-face to online class,

especially for her mind as her motivation and will to study

is decreasing further because of the pandemic. In cases

where a student disconnects due to the Wi-Fi, the teachers

make use of recording the meeting or when unable to host a

class, sends video discussions to watch on YouTube.

Furthermore, she comments that the current teaching methods

are not highly effective because it is hard to focus on what

she is watching since it is not live and chooses to watch it

later, making it even longer to understand as she learns

better in person than through a laptop. She also believes it

is good to make friends with classmates because they help

 P a g e | 50

her become motivated by checking in on each other and asking

for any updates. On the topic of workload, it becomes too

overwhelming that she starts overthinking or procrastinating

because of the thought of the activities’ difficulty.

Motivation is affected by overall grades because of the

pressure and the expectation of parents to study well to

have good grades, which leads to activities being done

despite the feeling of tiredness, laziness and no longer

wanting to study to avoid disappointing them. Moreover, she

believes students have different goals when studying based

on their desires, whether it be to achieve a dream or

receive validation from their parents. When talking about

the debate between individual and group works, she commented

that she prefers individual as she expresses that she must

think of her group mates too which in some cases, do not

cooperate and simply increase her stress levels, unlike for

individual where she only must think of herself and what

needs to be done which becomes a motivation because if not,

can only hold herself accountable. She personally does not

do anything to regain her focus and instead lets it be,

explaining the reason most of her activities are done right

on the last day since it will be locked then. With

everything considered, motivation affects her learning

because she previously had the drive during synchronous

 P a g e | 51

face-to-face classes in comparison to online classes where

she starts playing instead of listening. In order to

overcome that lack of motivation, she simply remembers she

has dreams and in times of feeling like failing because of

not doing requirements, she looks back on the last time she

cried for her low grades and views this as motivation to not

cry once more due to her work being insufficient.

Case Study #10

A 16-year-old male student from 11 STEM-E believes that

due to being at the comforts of one’s own home, there is a

tendency to relax instead of doing schoolwork or engaging in

school-related activities. He mentioned that his teachers

use video conferencing through the use of the platforms such

as MS Teams, Google Meet, or Zoom, as well as presentations

through PowerPoints and added that the aforementioned

methods don't have much effect in lowering his motivation.

He believes that when he is alone, he lacks desire to

complete schoolwork. Although this may be dependent on the

type of person, he prefers to do his schoolwork together

with his classmates via video chats. He noted that workload

has a significant influence on students' mental health and

stress levels, since when personal hobbies are halted,

 P a g e | 52

school works is not completed due to the lack of motivation,

thus becoming a cycle. He added that while having excellent

grades is necessary and the path to a bright future is

ingrained in the mindset of people, having a bad grade

causes students to believe that they are inferior to others

or the stress of worrying about what their parents would

think. In addition to noting that students' views fluctuate

based on their goals, and how this is what influences them,

he states that he didn't have a goal of completing

schoolwork before, nor did he have the ambition of becoming

one of the best students, but now believes that he should

get a good grade because he wants to learn, not to compete

with others. The participant then shared that he is most

motivated when he is working in a group or performing an

individual work that has his interest. He mentioned that he

tends to let go of his interests in order to refocus on his

schoolwork. To stop procrastinating, he would pause and

adjust his concentration to what he must do. According to

the participant, motivation has an important influence on

the ability to learn. He sums it up by stating that he would

try his hardest on the next school task or remind himself

that he should perform better in order to make his parents

happy to overcome his lack of motivation when it came to

late submission of assignments.

 P a g e | 53

Case Analysis

The way of providing education has been changed to

better cater to the current situation, leading to the

implementation of online learning. Regarding the students’

thoughts on the changes, most of the participants have been

leaning on the negative effects of online learning rather

than their counterpart. Similarities in their statements

could be found with terms connected to distractions being

consistently present throughout their answers. A substantial

portion of the participants believe that the online

environment provides many distractions that could hinder a

student's performance. These distractions may vary from

trivial things that may distract someone to environments

that become unbearable for students to properly concentrate.

The online set-up also gives easy access to all the

applications that the internet can offer. While it can be

beneficial, it can also be counterproductive. With YouTube

along with other entertainment-based applications and

websites being present, it can lead a student to lose

concentration and motivation in studying. With this notion

in mind, it can be deduced that a drop in a student’s

academic performance is to be expected. A student's ability

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to adapt is crucial to function effectively when

implementing a major change. The participants agree that a

portion of students currently undertaking online learning

encounter difficulties adjusting to the method. This hinders

the student’s abilities, and some are unable to adapt, thus

having trouble catching up with the rest of the class. The

abilities of students that would usually shine in the normal

setup are not given a chance with online learning. Students

can consider this as a crutch or disadvantage. According to

the participants, different problems could also arise while

online such as that their environment directly correlates

their mood and thus affects their performance. In addition

to some of the participants feeling that one’s home would

not be an effective setting for academics, distinct reasons

were provided with one being that home subconsciously makes

them slack and comfortable, which directly counters the need

for a student to be responsible and diligent.

Of the teaching methods applied by their teachers, the

most common ones encountered by the participants are

lectures from Cengage, Canvas, YouTube, and PowerPoint

presentations while online activities such as short seat

works, or projects get assigned. Meetings usually take place

 P a g e | 55

using platforms such as MS Teams, Google Meet, or Zoom.

Although in moments of technical difficulties or sudden

urgency, recorded discussions are given. Despite these

methods being used, all the participants feel that it is not

effective in promoting engagement amongst the students and

wish for more interaction instead. Reasons such as Wi-Fi

problems, impracticality, and exposure to distractions are

brought up, which cause experiences of sleepiness, lack of

attention, burnout, stress, and amotivation. While views of

the necessity of opening cameras are brought up and

discussions are considered boring due to its length, there

are classes that teachers aim to be fun and understandable

for the students.

With communication being prevalent in and outside of

the students’ school life, a great portion of the

participants acknowledge the importance of social

relationships among their peers, explaining how the presence

of a classmate or friend can lift one another and provide

the strength required in the current online set-up which is

viewed to not be the most optimal place for interaction. It

is stated that the once strong bonds usually seen during

face-to-face classes are now observed to have significantly

 P a g e | 56

decreased and lack connection due to the shift in

environment, with one participant sharing that there is no

need for relationships with classmates unless face-to-face.

Some shared their feelings of anxiousness that comes with

approaching people and how interaction typically does not

occur unless a need arises, which has the possibility of

leading to procrastination.

Similarly shared by most of the participants, it is

said that a large amount of workload makes them feel less

motivated to accomplish them. In addition to resulting in a

burn out at a much quicker pace, majority share that they

are likely to procrastinate due to the feeling of being

overwhelmed and not knowing where to begin, as well as the

sheer intimidation of the amount of work that needs to be

done, which led to being unmotivated. On the other hand, a

few participants argue that they are filled with the drive

to do the assigned tasks because of the urgency felt and the

thought of possibly submitting late.

Based on most of the answers of participants, overall

grades have an influence on their motivational levels, in

turn impacting their education in both positive and negative

 P a g e | 57

ways. Despite not wanting to complete their requirements,

most students have the desire to receive good grades because

of the mindset that aids in securing a bright and successful

future despite the possibility of not having a passion or

interest for the job in mind. Many feel the pressure and

stress of maintaining or striving for a high grade to meet

expectations and not disappoint the people around them such

as their parents or oneself. In moments where a lot of

effort is exerted and still receives a dissatisfying grade,

the participants share they feel that their efforts have

gone to waste and perceive themselves to be inferior to

others. Additionally, it is brought up that some do not pay

much mind to what people have to say about their own grades

and instead, view it as an opportunity to improve oneself.

In identifying the different student perceptions based

on their goals, most feel that it relies on the students'

point of view and their own personal goals. According to

some respondents, students who are aware of what they want

to achieve in the future are more motivated to complete

their schoolwork. Some argue that it does not really matter

whether they are motivated or not if they are able to pass

while other students’ motivation is strong due to being goal

 P a g e | 58

oriented. In contrast to other students who do not have

goals, their motivation may be inadequate.

With contrasting views upon the preference between

group work and individual activities, group work is

perceived to achieve goals more efficiently. A common reason

behind most of the answers and their choice is that more

people can be relied on and asked questions. Group members

which help each other and show good signs of being a team

boosts morale. Furthermore, a participant stated that there

is a want to exert more effort to not be a burden to others.

There is also the fact that grades are determined by how

much effort the group members put into the activity, which

is why a participant mentioned that the stakes are higher

since the grade is shared and if one person does not

contribute, all their grades will be affected. Additionally,

groupmates act as a reminder of the deadline, giving a sense

of urgency unlike in individual works where an assignment

can be put off for days. Further, it is also given that when

a lot of people are focused on one task, they are more

likely able to finish it faster. However, group work also

has some downsides as another group of students prefer doing

their work individually. One advantage of doing tasks solo

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is the knowledge of oneself and how far their abilities can

take them. Students who prefer individual activities think

that only having themselves to blame if an activity is

passed late acts as a main motivator since there is no

external influence.

A great portion of the participants' comments about

their enjoyable hobbies that bring joy and recoup their

concentration includes resting, eating, meditation, and

reflecting on what can be achieved by moving forward. One

shares how he lets go of his own personal interest in order

to focus on the task at hand and avoid procrastinating. On

the contrary, two participants choose to not fight back

moments where lack of focus is present and do nothing

instead since they consider to work best under pressure and

in a time crunch. After having completed said tactics for

most of the participants, they once more return to what they

were doing before they were sidetracked.

All participants agreed with the sentiment that

motivation plays a big part in their learning. However, most

of their reasoning varies from each other, ranging from

reasons with negative connotations and more positive

 P a g e | 60

outlooks. Motivation extremely affects their ability to

learn as they are of the belief that as soon as their

motivation goes, they just “burn out” or have an

increasingly hard time while conducting their activities.

They also provided examples, one stating that their parents’

validation plays a huge part in them while some related

their answers to their passions and hobbies. It is also

brought up whether motivation can be lost when the subject

matter being learned doesn't concern what they’re interested

in the first place. Lastly, one stated that online distance

learning severely affected their motivation to learn, which

led to them having issues focusing.

According to the participants, the majority would

usually seek assistance or search for alternative ways to

encourage them and get them in the mood to do their tasks.

Some stated that they promised to do a better job on the

following activity to make up for their late submissions

while the other participants agreed that it didn't matter

whether the submission was late; all that mattered was that

they completed the assignments. Furthermore, a few concluded

that they accomplish all of their duties out of spite, not

because they want to but because of the need to complete

 P a g e | 61

them, with the thought that as long as it's all right and

not below average, they have no problems passing.

 P a g e | 62

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings,

conclusions and recommendations from the analysis mentioned

in the previous chapter.

Summary

The researchers came up with the following findings:

1. Amongst the grade 11 students of FEU Roosevelt Rodriguez

students, the stated factors that instigate the decrease in

motivation include the distractions present in the household

and the difficulties adjusting to the unfamiliar online

environment, along with the technical issues. The current

set-up further decreases the students’ motivation due to the

lack of connection from peer relationships and the excessive

workload. In addition to the ineffective meeting platforms

and methods of lecture, the lack of appreciation, academic

standing, external expectations and pressure are other

factors that play a part in the low motivation levels.

2. Consequently, the level of motivation remarkably plays a

big part in their willingness to perform academic-related

situations; however, this depends solely on the individual

 P a g e | 63

for there are varying reasons and causes of the change in

motivation. The effect of the motivational level of a

student is directly proportional to its influence—a low

level guarantees a negative influence, whereas on the other

hand, a high level guarantees a positive influence.

3. Motivation impacts the students’ focus on their personal

goal orientation as it propels them forward with the

awareness of their future desires. Almost all grade 11 FEU

Roosevelt Rodriguez students feel more inclined to engage in

group works since it requires the collective effort of all

as well as provides the drive to focus and participate. The

recuperation of motivation to complete tasks is achieved by

executing personal coping mechanisms, namely indulgence of

gratifying hobbies.

Conclusions

From the above findings, the following conclusions were

drawn:

1. The students’ motivation are observed to have decreased

due to several factors; mainly the unfamiliar online

environment implemented with the same expectations and

pressure to do well as before pre-pandemic while having to

 P a g e | 64

manage the excessive workload assigned to ensure the

learning materials are understood. It can be concluded that

this further deprives them of time from their personal life

outside of school, leading to the likelihood of unmotivated

students.

2. Motivation is regarded to play a significant role in the

willingness of students to perform academic work with the

change in varying motivational levels relying on a case-to-

case basis. The state of the individual’s motivation

influences the execution of accomplishing tasks and its

outcome.

3. Most students’ preferences are directed towards group

work which confirms that students are more likely to be

engaged in activities that require cooperation and effort

from their group mates. Motivation also plays a part in the

students’ performance with motivation directly correlating

with their goals and objectives—with the alignment of the

two, gives them the drive of performing at an optimal level

that allows them to achieve their objectives. In moments of

struggle and frustration, performing enjoyable activities

aids students in increasing their motivation to accomplish

tasks.
P a g e | 65
 P a g e | 66

Recommendations

Guided by the result of the study and the

aforementioned conclusions, the researchers offer the

following recommendations:

1. Students. It is advisable that the grade 11 students of

FEU Roosevelt Rodriguez should learn to practice proper time

management in order to maintain the distinction between

their personal and academic lives to alleviate the struggles

in meeting deadlines, thus resulting in more accomplished

tasks and higher levels of motivation.

2. Community. It is proposed that every student should set

up an appropriate learning environment most suitable to

foster their motivational levels. Surrounded by the

essential support in a favorable educational set-up

encourages gaining knowledge and provides them a safe

academic learning space.

3. Instructors. It is recommended that the activities given

by instructors be practical and relevant to the learning

materials being taught as it has been proven that if deemed

by the students to be beneficial for their future, there is

a greater likelihood of engagement early on rather than

procrastination.
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 P a g e | 68

REFERENCES

All Kinds of Minds. (2021, November 11). "Managing Time and

Effort". Retrieved from All Kinds of Minds:

https://allkindsofminds.org/managing-time-and-effort/

Bakar, R. (2014). "The Effect of Learning Motivation on

Student's Productive Competencies in Vocational High

School, West Sumatra". International Journal of Asian

Social Science, 722-732.

Center for Teaching Innovation. (n.d.). "Increasing Student

Motivation & Participation". Retrieved from Center for

Teaching Innovation:

https://teaching.cornell.edu/teaching-resources/engagin

g-students/increasing-student-motivation-participation

Cho, M.-H., & Heron, M. L. (2015). "Self-regulated learning:

the role of motivation, emotion, and use of learning

strategies in students’ learning experiences in a self-

paced online mathematics course". Distance Education,

https://www.tandfonline.com/doi/full/10.1080/01587919.2

015.1019963.

Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery,

A., & Sheikh , A. (2011). "The case study approach".

BMC Med Res Methodol.

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Curtis, R. (2017). "Increasing Motivation and Engagement".

Jefferson City.

Dabrowski, J. (2019, May 13). "Motivation and Engagement in

Student Assignments". Retrieved from The Education

Trust: https://edtrust.org/resource/motivation-and-

engagement-in-student-assignments/

Davis, B. (2021, April 30). "What is the importance of

assignment?". Retrieved from MVOrganizing:

https://www.mvorganizing.org/what-is-the-importance-of-

assignment/

Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U.

(2020). "Motivation in Learning". Asian Journal of

Education and Social Studies, 16-37.

Gammelgaard, B. (2017). "Editorial: the qualitative case

study". The International Journal of Logistics

Management, 910-913.

Howley-Rouse, A. (2020, February 10 ). "The role of

motivation in learning". Retrieved from THE EDUCATION

HUB: https://theeducationhub.org.nz/motivation/

Johnson, D. (2017). "The Role of Teachers in Motivating

Students to Learn". BU Journal of Graduate Studies in

Education, 46-49.
 P a g e | 70

Lijano, H. B. (2018). "Motivational Factors on Learning in a

Constructivist Classroom: A Strategy on Learning from

21st Century Learners". International Journal of

Humanities, Arts and Social Sciences, 4, 85-95.

Oden, M. (2020). "Student Motivation and Homework

Completion". Master's Theses & Capstone Projects.

Trafton, A. (2020, October 27). "Study helps explain why

motivation to learn declines with age". Retrieved from

MIT McGovern Institute:

https://mcgovern.mit.edu/2020/10/27/study-helps-

explain-why-motivation-to-learn-declines-with-age/

Yilmaz, E., Sahin, M., & Turgut, M. (2017). "Variables

Affecting Student Motivation Based on Academic

Publications". Journal of Education and Practice, 112-

120.
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APPENDICES

Appendix A
(Interview Template)
 P a g e | 72

SPECIFIC PROBLEM # 1:

What factors instigate the decrease of motivation found

within students?

1. How does the online environment affect the students'

motivation?

2. What are the teaching methods utilised by your

teachers?

Follow up Question: How do you feel these methods affect

your engagement?

3. In what way does a student's relationship with other

classmates affect their motivation?

4. What are the impacts of a lot of workload on a

student’s motivation?

5. Why do overall grades become a factor that affects

students' motivational levels?

SPECIFIC PROBLEM # 3:

How does a student's motivation impact their focus on their

goal orientation?

6. How do the perceptions of students differ depending on

their goals? 
 P a g e | 73

7. What goals are achieved more efficiently and result in

a higher level of motivation, individual or group

work? 

8. What strategies do you apply to regain your focus in

achieving personal goals in moments when you feel like

you are hitting a wall?

SPECIFIC PROBLEM # 2:

What influence does the level of motivation have on the

submission of late assignments?

9. Would you say that your motivation plays a huge role

in your ability to learn? Why or why not?

10. What would you do to overcome the lack of motivation

when it comes to late submission of assignments?

 P a g e | 74

APPENDICES

Appendix B
(Documentation)
 P a g e | 75

Figure 4. Interviewer Amlog with Participant #1 Al Mashni

Figure 5. Interviewer Santos with Participant #2 Badayos

 P a g e | 76

Figure 6. Interviewer Tayag with Participant #3 Centeno

Figure 7. Interviewer Vicente with Participant #4 De Castro

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Figure 8. Interviewer Pastores with Participant #5 Labaguis

Figure 9. Interviewer Ormilla with Participant #6 Magsino

 P a g e | 78

Figure 10. Interviewer Castrodes & Demillo with Participant

#7 Nerido

Figure 11. Interviewer Ramos with Participant #8 Satorre

 P a g e | 79

Figure 12. Interviewer Gonzales with Participant #9 Sison

Figure 13. Interviewer Mariano with Participant #10 Ubaldo

 P a g e | 80

CURRICULUM

VITAE
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Name: Alexander Geoffrey A. Ramos

Age: 17

Address: Muhaisnah 4, Dubai, United Arab Emirates 

Birthday: January 26, 2005

Name of Father: Armando A. Ramos

Name of Mother: Gege A. Ramos

Contact Number: 0556609544

E-mail Address: vortexgamersgt@gmail.com 

Social Media Accounts: Alex Ramos (Facebook)

 P a g e | 82

Name: Algen Joshua N. Pangilinan

Age: 16

Address: Al Barsha 1, Dubai, United Arab Emirates

Birthday: September 19, 2005

Name of Father: Romulo B. Pangilinan Jr.

Name of Mother: Edalin N. Pangilinan

Contact Number: 0585028226

E-mail Address: algenjoshua@gmail.com

Social Media Accounts: Algen Joshua Pangilinan (Facebook)

 P a g e | 83

Name: Alyssa Mikaella F. Amlog

Age: 16

Address: Emirates Aviation 2, Muhaisnah 4, Dubai, United

Arab Emirates

Birthday: June 7, 2005

Name of Father: Edison P. Amlog Jr.

Name of Mother: Ellen F. Amlog

Contact Number: 0551774199

E-mail Address: mika.ella765@gmail.com

Social Media Accounts: Alyssa Mikaella (Facebook)

 P a g e | 84

Name: Antonio Miel T. Santos

Age: 16

Address: Al Muteena Road, Dubai, United Arab Emirates

Birthday: April 20, 2005

Name of Father: Jeffrey T. Paras

Name of Mother: Ana Marie T. Santos

Contact Number: 0508590932

E-mail Address: santosmiel0420@gmail.com

Social Media Accounts: Antonio Miel Santos (Facebook)

 P a g e | 85

Name: Carlo Gabriel P. Vicente

Age: 16

Address: Al Wasl Bldg. Muhaisnah 4, Dubai, United Arab

Emirates

Birthday: February 25, 2005

Name of Father: Ronaldo P. Vicente

Name of Mother: Maria Theresa P. Vicente

Contact Number:  0562462709

E-mail Address: carlovicente225@gmail.com

Social Media Accounts: Carlo Vicente (Facebook)

karlu_bisinti (Instagram)
 P a g e | 86

Name: Dondie Godwin C. Gatan

Age: 17

Address: Al Majaz 2, Sharjah, United Arab Emirates

Birthday: August 18, 2004

Name of Father: Donald C. Gatan

Name of Mother: Kristie C. Saguid

Contact Number: 0569504234

E-mail Address: dondiegodwin@gmail.com

Social Media Accounts: Dondie Godwin Gatan (Facebook)

sayu_one (Instagram)
 P a g e | 87

Name: Erika A. Tayag

Age: 17

Address: Diamond Tea Bldg., Tourist Club Area, Abu Dhabi,

United Arab Emirates

Birthday: August 11, 2004

Name of Father: Fersibal L. Tayag

Name of Mother: Lousel A. Tayag

Contact Number: 0501201078

E-mail Address: erika_tea@yahoo.com

Social Media Accounts: erika._tea (Instagram)

 P a g e | 88

Name: Gabriel H. Pastores

Age: 16

Address: Bldg. 54, Hamdan St., Abu Dhabi, United Arab

Emirates

Birthday: February 14, 2005

Name of Father: Ruel S. Pastores

Name of Mother: Maria Concepcion H. Pastores

Contact Number: 0562686206

E-mail Address: pastoresgabriel1@gmail.com

Social Media Accounts: Gabriel Pastores (Facebook)

 P a g e | 89

Name: Gabrielle Kaye S. Ormilla

Age: 16

Address: Al Diyafa Hotel and Catering, Airport Road, Abu

Dhabi, United Arab Emirates

Birthday: April 21, 2005

Name of Father: Larry S. Ormilla

Name of Mother: Flordeliza S. Ormilla

Contact Number: 0564093875

E-mail Address: gksormilla@gmail.com

Social Media Accounts: Gabrielle Kaye Ormilla (Facebook)

gabkayee (Instagram)
 P a g e | 90

Name: Ian Gabriel M. Gabaisen

Age: 16

Address: Al Majaz 2, Sharjah, United Arab Emirates

Birthday: January 9, 2006

Name of Father: Erwin G. Gabaisen

Name of Mother: Mary Mell M. Gabaisen

Contact Number: 0508268009

E-mail Address: iggiangabaisen@gmail.com

Social Media Accounts: Ian Gabaisen (Facebook)

ianss.9 (Instagram)
 P a g e | 91

Name: John Patrick Andrei C. Demillo

Age: 16

Address: Emirates Accommodation EK2 Bldg. Al Qusais, Dubai,

United Arab Emirates

Birthday: May 14, 2005

Name of Father: Paul Anthony Cid Demillo

Name of Mother: Ma. Karina C. Demillo

Contact Number: 0527100098

E-mail Address: andreidemillo14@gmail.com

Social Media Accounts: John Patrick Andrei Demillo

(Facebook)
 P a g e | 92

Name: Josh Andre V. Castrodes

Age: 16

Address: Hamdan Bldg. Al Nahda 2, Dubai, United Arab

Emirates  

Birthday: April 21, 2005

Name of Father: Christian B. Castrodes

Name of Mother: Mylene V. Castrodes

Contact Number: 0568005062

E-mail Address: cjoshandrev.castrodes@gmail.com

Social Media Accounts: Josh Andre Castrodes (Facebook)

 P a g e | 93

Name: Ralph Andre B. Ramos

Age: 17

Address: Jawhara Jewellery, Hamdan St., Abu Dhabi, United

Arab Emirates  

Birthday: October 20, 2004

Name of Father: Darrell Ruperto B. Ramos

Name of Mother: Maria Leonora B. Ramos

Contact Number: 0569403244

E-mail Address: ralphandre1020@gmail.com

Social Media Accounts: Ralph Andre Ramos (Facebook)

 P a g e | 94

Name: Roje Dio D. Gonzales

Age: 15

Address: Discovery Gardens, Dubai, United Arab Emirates

Birthday: May 14, 2006

Name of Father: Ronald A. Gonzales

Name of Mother: Jely D. Gonzales

Contact Number: 0564535554

E-mail Address: rgonzales2020@gmail.com

Social Media Accounts: Roje Dio Gonzales (Facebook)

yolkhole (Instagram)
 P a g e | 95

Name: Samantha Eve D. Mariano

Age: 15

Address: OBS Tower, Al Nadah, Dubai, United Arab Emirates  

Birthday: July 25, 2006

Name of Father: Darrell Ruperto B. Ramos

Name of Mother: Maria Leonora B. Ramos

Contact Number: 0557294267

E-mail Address: marianosamantha25@gmail.com

Social Media Accounts: Samantha Mariano (Facebook)

smnthmrn (Instagram)
 P a g e | 96

Name: Zane Paul M. Frago

Age: 17

Address: Mnasm 12 Bldg., Al Nahda 2, Dubai, United Arab

Emirates

Birthday: August 14, 2004

Name of Father: Paulino U. Frago Jr.

Name of Mother: Sherryl Ann M. Frago

Contact Number: 0525018468

E-mail Address: zanepaulmfrago@gmail.com

Social Media Accounts: Zane Paul Frago (Facebook)