THE EFFECT OF NEW NORMAL CLASS TO THE ACADEMIC

MOTIVATION OF STUDENTS IN THEIR CLASSES

A Research Paper Presented to

The Senior High School Faculty

Assumption College of Davao

In Partial Fulfillment

Of the Requirements for the Subject

APP2 – Practical Research 1

Researchers

Flores, Syrin Mae

Moring, Princess Diane A.

Rebarbas, Romer R.

Turbanos, Jose

MAY 2023
 Chapter 1

Introduction

This chapter describes the background of the study, statement of the problem,

significance of the study, scope and delimitation, theoretical lens, and definition of

terms.

Background of the Study

Covid-19 has caused a lot of changes to our lives. According to (Mateo 2020),

one of the casualties of this COVID-19 is the traditional education systems

worldwide; with high-risk transmission among the students, schools temporarily shut

down as the illness quickly spreads in different countries. The traditional face to face

had quickly changed into digital platforms. According to (Firman & Rahayu 2020)

During Covid-19 pandemic era in Indonesia, online learning may have caused a lot

of advantages and disadvantages. Students claimed that online learning caused

them a lot especially on their mental health. According to (Cortez 2020), in the

pandemic crisis globally, e-learning and blended learning is the plan for the new

normal education system, and it depends on the needs of the students. They are

having a lack of motivation affected by some external factors like their learning

environment, learning time and support. Internet connection and gadgets to access

also caused frustration (Fitriyani,Frauzi and Sari 2020).

 Amidst the pandemic, the Philippines were affected. The Philippines

introduced online education as a new normal form of education system which is

complicated to the adjustment of the students because of the sudden changes of

traditional face to face into digital learning. Thus, (Flores 2020) stated that the new

normal is the new standard for students from all different educational levels, not just

to enhance their skills but also to built-in their attitudes towards this unstable

situation. Even though there's no pandemic, some students doubt themselves about

academics. But their academic motivation becomes worse than before due to their

thoughts and frustration. Some students having their thoughts of suicidal, and some

are having a problem of nothing learned from the online platforms or learning

(Alvarez 2020).

Statement of the Problem

The purpose of this qualitative study is to know the effects of new normal

class towards students will be to explore and understand the effects of new normal

class for students at Assumption College of Davao. Specifically, this aims to answer

the following questions:

1. What is the effectiveness of new normal class towards the students?

2. What is the satisfaction level of new normal class of grade 11 students in

Assumption College of Davao?

3. How can the effectiveness of new normal affect the student’s academic

motivation in their class?

Significance of the Study

The generalization of the present study would be a great contribution to the

vast knowledge about the effects of the new normal class. The vital results of this

study will be highly beneficial, especially to the following.

Teachers. This study will allow them to bring more excitement by sharing knowledge

and learning in the new normal class.

Students. This study will provide information regarding the effects of the new normal

and will also evaluate the students’ academic motivation. The information acquired

will also help students improve their academic motivation.

Future Researchers. For them to have information or research, and to have a

guide.

Scope and Delimitation

Students of grade 11 humanities class of Assumption College of Davao with

10 respondents were used as a sample in conducting a survey.

This study will focus on the effectives of new normal class to the academic

motivation of students in their classes.

Theoretical Lens

This study is anchored on Self-determination theory (SDT), proposed by Deci

and Ryan (Citation1985), is a macro-level theory of human motivation that aims to

explain the dynamics of human need, motivation, and well-being within a social

context. The theory suggests that all individuals possess three universal and

psychological needs—autonomy (feeling self-governed and self-endorsed),

competence (feeling competent and effective), and relatedness (feeling connected,

loved, interacted)—that move them to act or not to act. When pedagogical design

adequately addresses these psychological needs, students are actively motivated to

engage in learning tasks (Hsu et al., Citation2019). Classrooms that support these

three psychological needs are more likely to engage students in learning (Reeve,

Citation2013). Accordingly, this theory can explain the effects of needs-based

support on student motivation, engagement, and learning. Student motivation and

engagement are influenced by various contextual factors, such as teacher and peer

support (Lietaert et al., Citation2015). Teacher support is one of the most important

factors, as teachers play a crucial role in fostering student motivation in schools

(Allen et al., Citation2013; Roorda et al., Citation2011; Wang & Eccles,

Citation2012). The three teacher support dimensions distinguished in SDT for

classroom practice are autonomy support, structure, and involvement (Lietaert et al.,
Citation2015; Roorda et al., Citation2011). Aiming to satisfy students’ psychological

needs through these dimensions, i.e., to promote positive learning, could be an

effective teaching strategy given the challenges of the current pandemic.

Furthermore, This theory was created by Abraham Maslow in the 1943s and

is concerned with a person’s potential realization, self-fulfillment, personal progress,

and peak experiences. Maslow (1943) defines this level as the desire to achieve all

one can, to be the best one can be.

Supported by the theory of Bates and Galloway (2012), although some of

these online methods are not capable for those students who has a poor signals and

lack of gadgets and communication, they are not particularly effective in promoting

active learning and interest. There is one student say, “Sitting in front of my

computer to watch a 2-h live lecture without any active learning activities such as

group work is pretty boring!” Indeed, without any active learning activities such as

peer interaction, full communication, a fully online course will feel more like an

interactive book than a classroom (Sutterlin 2018).

People are motivated to meet certain needs, and some needs take

precedence over others, according to this theory (1943, 1954). Growth needs do not

stem from a lack of something, but rather from a desire to grow as a person. After

these growth needs have been reasonably met, one may be able to progress to the

highest level, self-actualization. As a result, not everyone will progress through the

hierarchy in a single direction but may switch back and forth between the various

types of needs.
DEFINITION OF TERMS

This part contains the conceptual definition of words that will help in the

better understanding of the study.

Self-determination theory (SDT). Is a broad, motivational theory of development,

personality, and wellness in social contexts. Most historical and contemporary

motivation theories have treated motivation as a unitary concept that differs in

amount but not type, but SDT has focused on differentiating types of motivation to

make predictions about performance and psychological-health outcomes. Ryan,

R.M., Deci, E. (2014).

PREDENCE. John The rules determining the order in which operations are carried

out, if this is not defined unambiguously by bracket. John Dainth (2014).

PHENOMONOLOGY. Is the study of structures of consciousness as experienced

from the first-person point of view. (Smith 2008)

 Chapter II

Review of Related Literature

This chapter presents a comprehensive and relevant literature from books,

journals, and other valuable sources are provided.

Gopalan et al. (2017) discussed that motivation motivates the person to

succeed in our choices while its absence prevents us from doing so. Lack of

motivation causes us to become aggravated and irritable, which hinders our

productivity and health. Many factors influence the degree of motivation to learn,

such as belief in effort, disregard for our values, and the character of the learning

task.

According to Gopalan, Abu Bakar, Zulkifi, Alwi and Che Mat (2017),

motivation and the learning process have a deep relationship. Success in education

is essential, and without determination nothing can be achieved in education but

reality. To keep motivating, the students must face all kinds of difficult situations and

challenges.

Bryant (2017) focused on factors affecting students’ learning motivation. She

concludes that perceived effectiveness is based on the development of resources in

each student’s life, primarily on the total control of the sources of experience they

have exercised. Furthermore, she also concludes that learning motivation is still

based on individual learning performance in relation to persuasion, physiology,

affective, ability, and experience.

 The results of this study show that there is a positive and significant

correlation between self-study performance and learning motivation. Furthermore,

with modern and distance learning methods, proper time management and improved

motivation can lead to student academic success (Maraghi, Hosseini & Tabatabaei,

2018).

Therefore, Munroe (2021) explains that online education is the most effective

alternative to help students work and thrive continuously even at home during the

pandemic. Motivation is most fundamental for a successful student to learn their new

type of educational experience. In addition, the motivational measures are divided

into three parts: participation, attendance, and learning outcomes. One of the

essential and effective student learning and learning strategies is self-efficacy and

motivation.
Synthesis of the RRL

The COVID-19 has led to the unfortunate loss of human life and presents

challenges to public health, the world's economy, and education. Amidst the

pandemic, one of the affected areas is education worldwide, including the

Philippines, which changed dramatically from faculty lecturing in a classroom

setting that has been the backbone of traditional academic education to distance

learning, where the students continue their education in homes. In some research

during this pandemic, many of the students have been facing many problems such

as internet connectivity, overload of lessons activities, financial-related issues,

lacked resources that are necessary for online classes, and mental health-related

problems. However, based on the findings, it revealed that regardless of the

students' situation during this COVID-19 pandemic, the respondents still have high

self-efficacy and academically motivated.

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