LEARNING MODULE SURIGAO STATECOLLEGE OF TECHNOLOGY

Model B: DepEd Template

Action Research Proposal
Name:

DIAZ, NAJEHAH AINI C.

JAYSON, CATHERINA S.
YARSO, JOANNA MAE E.

Proposed Title: 1. EFFECTIVE TEACHING STRATEGY: UTILIZATION

OF INTRINSIC MOTIVATION TO ENHANCE LEARNERS’ ACADEMIC
PERFORMANCE TOWARDS BLENDED LEARNING

I. Context and Rationale Study Background

The Department of Education (DepEd) has clarified

blended distance learning will still be used for School Year
2021-2022, after President Rodrigo Duterte gave his approval
for the opening of classes on September 13. Blended learning
is one of the contemporary trends of education and one of the
new trends of the teacher in the twenty first century; it can
be described as an educational method in which more than one
means is used for transmitting knowledge and experience to
learners to achieve the best of the learning outputs (Freihat,
2004); accordingly, this model combines the advantages of e-
learning and the benefits of classroom education; this
education is based on the integration between the traditional
learning and e-learning (Al-Rimawi, 2016). However, this
method also has some limitations. The successful realization
of blended learning at college depends on a number of factors.
As a matter of actual practice, blended learning requires a
different percentage of online and in-class settings. It turns
out that not all learners engaged in blended learning have a
sufficient level of motivation to study. For this segment of
students blended learning is a weak method since motivation is
 LEARNING MODULE SURIGAO STATECOLLEGE OF TECHNOLOGY

a critical factor here.

Definitely, Cabrera Altres National High School

teachers really do their best to bring the best quality of
education to their dearest students. They applied blended
learning for the effectiveness of their teaching and learning
performance in this era. They have face to face classes for
the students whose parents have allowed them to attend the
traditional class and they also offered modular classes for
students whose parents are still worried with the health of
their child and aren’t comfortable to send their child at
school. However, it is observed that most of the students from
modular and online classes are less competitive and show low
level of academic performance compared to students who are
attending the face-to- face classes. This is because not all
students are ready to stand on their own feet when it comes to
learning unlike to students in traditional mode who can
personally interact with their classmates, they can also learn
from them as well as asks and received teachers’ assistance
directly. In short, these students are lack of motivations as
they only do their school requirements alone in their home.
Managing motivation and creating a personal curriculum for
every student sometimes becomes a real problem.

In addition, according to Bukhari et al., 2014;

Yulselturk and Bulut, 2007, learners’ motivation has been
widely accepted as a key factor, which influences the rate and
success of learning. In fact, motivation is an important
component for students to achieve success in any learning
environment (Bukhari et al., 2014; Yulselturk and Bulut,
2007). If students aren’t motivated, it is difficult, if not
impossible, to improve their academic achievement, no matter
how good the teacher, curriculum or school is. Higher
motivation to learn has been linked not only to better
 LEARNING MODULE SURIGAO STATECOLLEGE OF TECHNOLOGY

academic performance, but to greater conceptual understanding,

satisfaction with school, self-esteem, social adjustment, and
school completion rates.

Motivation often declines as students’ progress from

elementary through high school. Upwards of 40% of high school
students are disengaged from learning, are inattentive, exert
little effort on school work, and report being bored in
school, according to a 2004 analysis by the National Research
Council. The lack of motivation has serious consequences. For
example, in a 2006 survey exploring why students dropped out
of school, 70% of high school dropouts said they were
unmotivated (Bridgeland, DiIulio & Morison, 2006).

All human beings are born with the natural

intrinsic motivation to learn and grow (Brandt, 1992).
“Curiosity is,” said writer Samuel L. Johnson, “in great and
generous minds, the first passion and the last.” This quote is
a great reminder that if we can get students curious and
motivated to learn, we can set them up for a lifelong love of
learning. And as a teacher, you have the power to help them
find that passion for learning while they are young.

II. Action Research Questions AR Questions

The study will focus on the teaching strategy that

enhances learners’ academic performance towards blended
learning which identifies as one of the major sources for
learners’ low level of performance academically.

1. What is the learners’ attitude towards the

implementation of the blended learning?
2. Is there a significant relationship between the
learners’ strategies in attending class with the
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implementation of the blended learning modalities?

3. What insights and perceptions that can be drawn from the
learners related to the implementation of blended
learning?

III. Proposed Innovation, Intervention Strategy (Describe the

Innovation/Intervention

Strategy)

Intrinsic Motivation

Mastery
Autonomy Purpose
 “Comprehensive
 “The right or condition of knowledge or skill in a “The reason for
self-government” particular activity” which something is
done”

Students High Level of

Academic Performance

Intrinsic Motivation

The study of motivation has to do with the

processes that energize and direct behavior (Reeve, 2009).
 LEARNING MODULE SURIGAO STATECOLLEGE OF TECHNOLOGY

Motivating students to learn in school is a topic of great

concern for educationist today and motivating students so that
they can succeed in school is one of the greatest challenges
of this century (Awan, Noureen & Nas, 2011). Moula (2010)
observes that motivation is one of the factors that contribute
to academic success; those parents and educator should strive
to understand the importance of promoting and encouraging
academic motivation early in life. Intrinsic motivation comes
from the inner side of every individual; it internally
motivates a person to do such things eagerly which results to
a positive performance of the students. In other words, it has
the power to provide emotional return, perhaps because it’s
fun or because it’s something you take pride in. It can give a
sense of personal satisfaction. Harter (1978) explained that
intrinsic motivation is the true drive-in human nature, which
drives individuals to search for and to face new challenges.
Their abilities are put to the test and they are eager to
learn even when there are no external rewards to be won.

During the first half of the 20th century,

psychologists studying motivation focused mainly on extrinsic
motivation, studying how different kinds of reinforces change
behavior (Reiss, 2005). Later on, many researchers turned
their attention to more internal sources of motivation. One of
the first persons to address this issue more explicitly was
White (1959, as cited in Kaplan & Oudeyer, 2007) when he
introduced the concept of competence or reflectance
motivation.

Building Students Intrinsic Motivation

Daniel H. Pink proposes three things to strive for
in order to promote intrinsic motivation namely: autonomy,
 LEARNING MODULE SURIGAO STATECOLLEGE OF TECHNOLOGY

mastery, and purpose. These will help students be motivated if

by focusing on these three areas.

Autonomy- Autonomy provides students the

opportunity to lead their learning and help students gain
the ability to fit what’s being learned with their
understanding of the world. The Increase of autonomy leads
to looking at the amount of voice and choice provided in a
lesson. Teachers can make or provide situations which require
autonomy as much as possible. Best strategy for this is giving
an activity that might require students to make a choice at
the start and justify. But of course, teacher must ensure that
tasks are challenging enough to get students willingness to
engage with them. As students’ progress through school and are
more skilled at making decisions, teachers may also set tasks
which allow for preference and encourage students to think
about why they are making these decisions to choose which
activity. Teachers can be flexible and allow a “freer”
classroom.

Mastery- this acknowledges the fact that a

person may need multiple attempts to be able to develop
more knowledge and ideas which results to mastery of a
specific area. It’s about a student’s willingness to
improve. Teachers must provide a precise praise because it
has the power to let a student knows they are further along
the journey in mastering a topic than they were before.
Specific praise on something a teacher has asked to improve in
the past from his/her students will have the added bonus of
showing them that their choice of work has worked and been
recognized (their autonomy is improving too). “We remember
criticism because it is specific and personal. Whereas
encouragement is general [so it] washes over us. Aim for
‘precision praise” Ben Ward tweeted (@mrbenward). Another way
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to increase mastery is through the use of feedback.

Students may not know where they are making errors.
Providing constructive criticism and allowing students to
apply feedback increases the intrinsic motivation to
master a concept.

Purpose – According to Elizabeth Moss Kanter,

people can be inspired to achieve strict goals and take on
impossible challenges if they care about results. So, in order
to help students, know their purpose it will be very helpful
when teachers build purpose into their lessons. For
example, provide an activity that talks about “community
challenges” students tackle community problems and learn
their content by helping the community; this can add
purpose to a lesson. They learn skills and immediately
apply the skills learned in class to real-world problems.
It helps students develop an awareness of the ways their
learning can affect the world around them. Through this
activity students will feel good about their work by
realizing the grateful feeling on helping others
amidst community challenges.

Increasing intrinsic motivation in everyday

activities yields greater satisfaction and engagement.
When teachers create lessons with a focus on  intrinsic
motivation, they drive students to participate and excel.
Focusing on intrinsic motivators will give students more
desire, discipline, and dedication to learn.
 
IV. Action Research Methods (Describe Action Research Methods)

a. Participants/Other sources of data

 Respondents
LEARNING MODULE SURIGAO STATECOLLEGE OF TECHNOLOGY

- The respondents of this study will be the teachers

of Cabrera Altres National High School who were
teaching for more than three years of the said
school. A total of thirty (30) respondents will
participate in the said study.
 Research Setting
- The study will be conducted at Cabrera Altres
National High School. The school is situated at
Brgy. Bonifacio Surigao City with an approximately
eight (8) kilometer distance away from the city
proper.
The place is not too far from the city proper
compared to other schools. Since most of the
students there are from the nearest Barangays the
main transportation there are tricycle, single
motor, and multicab. Because of this some parents
took and preferred the advantages in modular class
for their children as it also saves the expenses of
transportation and all.
 Research Instruments
- This study will make use of the following
instruments:

DepEd Learning Delivery Modalities for School Year

2021-2022. School opening will not necessarily mean
traditional face-to-face learning in the classroom.
The physical opening will depend on the risk
severity grading or classification of a certain
community pursuant to guidelines from the Department
of Health (DOH), the Inter-Agency Task Force (IATF)
for the Management of Emerging Infectious Diseases
in the Philippines, and the Office of the President
(OP).
 Evaluation sheet
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- It contains questions related to teachers’

observations to their students’ academic performance
towards blended learning.

b. Data Gathering

DEVELOPMENT PHASE EXPERIMENTAL PHASE

OUTPUT PHASE

Pre-Development Application on
-Selection of Intrinsic
Motivation
-Identifying
Teaching-
Learning
Competencies Learning
Engagements
-Setting of
Conceptual
Objectives
Understanding
-Creating Traditional on the
Lesson Plan and mode of Autonomy,
teaching Mastery and
Students
Activity Vs. Purpose.
Utilization of
Intrinsic
Development and Motivation
Validation
Under the new Insights from
-Face and mode/blended the students
Content learning
Validity In this study, the researcher will utilize
intrinsic motivation as effective teaching strategy to enhance
learners’ academic performance. This study has three phases:
Phase 1 is the Development Phase where the researcher will
develop and validate effective teaching strategy which is
intrinsic motivation; also in this phase, the intrinsic
motivation will undergo to an item analysis and revising or
editing; Phase II is the Experimental Phase where the two
groups will expose to different atmospheres in teaching-
learning engagements; and Phase III is the Output Phase where
the researcher will apply the intrinsic motivation, the
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conceptual understanding and the insights from the learners.

c. Data Analysis Plan

After the administration of the lesson, the

researcher will review and analyze the data. The following are
the statistical tools will be used for the analysis of this
study.

1. The percentage will be used to determine proportion and

distribution of the respondents in each of the items
considered in their profile.
2. Frequency will be used to determine the profile of the
respondents in terms of age, gender and grade level of
participation.
3. Mean will be used to determine the respondents’
perception about the performance anxiety before and after
performances.

V. Action Research Work Plan (Summarize Action Research Work

Plan)

Starting Date End Date

I. Context and April 11 April 13

Rationale Study
Background

II. Action Research April 18 April 20

Questions AR
Questions

III. Proposed April 21 April 25

Innovation,
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Intervention
Strategy

IV. Action April 26 May 06

Research Methods