INTERACTIVE TASKS IN PROMOTING LEARNING MOTIVATION

IN DEVELOPING INSTRUCTIONAL PROGRAM WITH

ICT- INTEGRATION FOR GRADERS

A THESIS PROPOSAL
Presented to the Faculty of
The Graduate Studies and Applied Research
LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City Campus
San Pablo City

In Partial Fulfillment
of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
Major in _____________________

NAOMI JOY BETITO

April 2023
iv
 TABLE OF CONTENTS

CHAPTER I THE PROBLEM AND ITS BACKGROUND

Introduction …………………………………………………………….. 1

Background of the study ……………………………………………….. 5

Conceptual Framework ………………………………………………… 6

Statement of the Problem ……………………………………………. 10

Hypothesis …………………………………………………………….... 11

Significance of the Study …………………………………..…………... 12

Scope and Limitation of the Study …………………………………… 12

Definition of Terms ………………………………………………….… 13

II REVIEW OF RELATED LITERATURE AND STUDIES

On Motivation …………………………………………………………… 17

On….

III RESEARCH METHODOLOGY

Research Design ……………………………………………………… 59

Respondent of the Study ……………………………………………… 60

Research Instrument ………………………………………………….. 60

Research Procedure ………………….……………………………... 63

Statistical Treatment of Data ………………………………………… 63

 REFERENCES……………………………………………………………………. 94

APPENDICES

CURRICULUM VITAE
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Usage of Information and Communication Technology (ICT) in supporting

the development of education has get into different things that support the learning

process such as: e-learning, blended learning, and others (Kreutz, 2020). ICT is a

part of our everyday life and using ICT devises such as computers and tablets in

the classroom motivate learners in the English language classroom. The use of ICT

in the classroom is becoming more and more convenient and there are many

different ways a teacher can use it as a pedagogical tool. According to Skolverket

(2019), teaching should encourage students into developing an interest in

language learning and they should be given the opportunity to develop their skills in

relating content to their own experiences and interests.

Educational technology is not a new thing in the teaching and learning

process, especially educational technology to make classes more attractive and

effective. Using educational technology will greatly help the effectiveness and

efficiency of the teaching and learning process because it facilitates interaction

between teachers and students (Junaidi, 2019). The existence of educational

technology in the teaching and learning process can raise students' interest and

students' desire. A good educational technology can also increase students’

motivation and stimulation of learning activities. According to Tafonao et al. (2019)

1
there is no limit to choosing educational technology: teachers can use educational

technology such as magazines, books, videos, or newspapers. educational

technology helps teachers to deliver the material in interesting and diverse ways,

and students can understand the material well and easily.

Technology has become an important issue in many areas including

education. The utilization of information and communication technologies has

made educational technology's role in teaching more crucial than ever. Today’s

technological advancement transformed our society in a way that people change

the people, think, work and live (Grabe, 2019).

The use of technology has become an important part of the learning process

in and out of the class. In the current situation, teachers prefer to participate in

making their learning media use technology. Some researchers (Hernandez, 2017;

Wiyaka, Mujiyanto, & Rukmini, 2018) showed that technology is the most important

thing in language learning media because the use of technology can increase

students' motivation. They are equipped with digital age literacy, inventive thinking,

high-level thinking and sound reasoning, effective communication and high

productivity (Tinio, 2018). Students need them to develop their language skills. One

of the controversial issues in foreign language teaching is the level of use of

technology required in writing classes, including media formats.

Though teachers have long been regarded as the best instructional

materials (IMs) of all time, the needs of 21st century learners continue to test

teachers' inventiveness and resourcefulness. Teachers are required to deliver

differentiated instruction in this 21st century that respects individual differences and

2
multiple intelligences through the use of a variety of IM's tailored to the nature and

skills of learners. This presents a difficulty for teachers in developing and/or

improving IMs that meet the needs of their students, not to mention the time, effort,

and money required to produce them.

Background of the Study

Philippines’ educational setting has not yet evolved that much compared to

other countries who have been utilizing and maximizing the use of technology on

their schools. Traditional method of teaching or the use of black board and chalk is

still the method being used mostly by the teachers to discuss their lessons to the

students which made the discussion a little bit boring in most part.

The changing dynamics of today’s curriculum changes necessitates the

need for teachers to have multiple roles; duties, competencies, and responsibilities

in order to create interactive teaching learning environments that are active,

creative, effective, and enjoyable. As part of this, schools and other educational

institutions that are supposed to prepare students for life in the "knowledge

community" need to consider the integration of ICT in their curriculum (Ghavifekr,

Afshari; Amla Salleh, 2012).

Due to the identified issues, the researcher will delve on the use of

interactive tasks in developing instructional program with ICT that will be integrated

to elementary schools discussion.

3
Conceptual Framework

Students’ learning and enjoyment on the lesson is the main significant point

to improve the method of teaching on our education sector. It can be improved by

increasing the use of interactive tasks and educational technology. It is to the

advantage of teachers to identify the factors that can increase the participation,

learning and fun of the students on the subject matter. This will support the

education sector to take essential measures to improve the method of teaching.

This will lead to improving the overall performance of education in the country.

The present study aim to assess the effect of interactive tasks in promoting

learning motivation in developing instructional program with ICT.

Independent Variables Dependent Variables

Students Performance in
terms of:

→
Interactive Tasks during
a)Examination Results
class discussion
b)Class Participation
c)Motivation to Learn
d)Creativity

Figure 1.0

The framework of Independent and dependent variables

Figure above shows the independent and dependent variables in the study.

The independent variable in the study is the use of interactive tasks during class

discussion while the dependent variable is the students’ performance which can be

measured in terms of examination result, class participation, motivation to learn

and students’ creativity.

4
Statement of the Problem

The study aims to assess effect of using interactive tasks in promoting

learning in motivation in developing instructional program with ICT.

Specifically, it seeks to answer the following questions:

1. What is the current performance of the students in terms of:

a) Examination Results

b) Class Participation

c) Motivation to Learn

d) Creativity

2. What is the effect of using interactive tasks in students’ performance in terms of:

a) Examination Results

b) Class Participation

c) Motivation to Learn

d) Creativity

3. Is there a significant difference in students’ performance on current class set-up

and class using interactive tasks?

5
Hypothesis

The researcher will subject this hypothesis into a test:

H0: There is no significant difference in in students’ performance on

current class set-up and class using interactive tasks?

Significance of the Study

The study will be deemed significant to the teachers, students, school

administrators and future researchers.

Teachers. From this research, the researcher hopes that other teachers can

know that creating interactive tasks can motivate their students to learn more

about the subject matter.

School Administrators. The study will help the school administrators to

assess the needs of the teacher in terms of educational technology such as

training and resources.

Students. The study will help the students to have a fun and enjoyable way

of learning their lessons.

Future Researchers. The researcher hopes that this study can provide more

information about interactive tasks that can help in the development and

improvement of Philippines’ education system.

6
Scope and Limitation of the Study

The study is limited to assessing the effect of interactive tasks in promotion

learning motivation to grade 3 students. This will only be limited to the perceptions

of the students themselves as a respondent.

A possible limitation is that the survey relied on self-reporting, environmental

factors, and respondents' state of mind impacting how respondents interpreted and

responded to the questions.

All constraints and difficulties that tend to weaken the reliability of the study's

findings were regarded as limitations or weaknesses of the study.

Definition of Terms

The researchers defined the following terms lexical and operational for a

better understanding of the study.

ICT- Information and communication technologies (ICT) is defined as a diverse set

of technological tools and resources used to transmit, store, create, share or

exchange information.

Interactive Tasks- a technique that seeks to get students actively engaged in the

learning process, often through the use of technology.

Instructional Program- a sequence of courses and activities leading to a degree,

diploma, or certificate in an academic discipline or subject area offered by a public

institution.

7
Motivation- derived from the word 'motive', which denotes a person's needs,

desires, wants, or urges. It is the process of motivating individuals to take action in

order to achieve a goal.

8
 Chapter 2

LITERATURE REVIEW

This chapter presents related literature and studies which provide information

for the enrichment and better understanding of the study. It forms the background

and provides insights that help the researchers conceptualize the framework

necessary in the study.

ICT in Education

ICT is an abbreviation of Information and Communication Technology. ICT is

a wide concept, however, the focus on ICT in this study is tools that can be located

and used in a classroom, such as computers and tablets. According to the National

Encyclopedia (2013), Communication got included in the concept of IT during the

late 1990s, the new name then became ICT and ICT is about the use of computers

in a teaching context (National Encyclopedia, 2013).

Information and Communications Technology (ICT) can impact student

learning when teachers are digitally literate and understand how to integrate it into

curriculum.Schools use a diverse set of ICT tools to communicate, create,

disseminate, store, and manage information (UNESCO, 2023).

In some contexts, ICT has also become integral to the teaching-learning

interaction, through such approaches as replacing chalkboards with interactive

digital whiteboards, using students’ own smartphones or other devices for learning

during class time, and the “flipped classroom” model where students watch lectures

9
at home on the computer and use classroom time for more interactive

exercises.When teachers are digitally literate and trained to use ICT, these

approaches can lead to higher order thinking skills, provide creative and

individualized options for students to express their understandings, and leave

students better prepared to deal with ongoing technological change in society and

the workplace (Goodwin, 2017). ICT issues planners must consider include:

considering the total cost-benefit equation, supplying and maintaining the requisite

infrastructure, and ensuring investments are matched with teacher support and

other policies aimed at effective ICT use (Enyede, 2020).

Adopting ICT-enabled modalities for education intending to enhance the

outcome of educational institutions by consuming the least resources is not an easy

job. There are many challenges that this technology has and is facing in becoming

effectively and widely implemented across all levels of education. As ICT has

removed geographical barriers, a teacher stationed at any location can efficiently

deliver to students across different areas. The containment of teachers within the

specified classroom has changed to open teaching. Teachers feel awakened and

uncomfortable using this technological endeavor as their content is readily available

for anyone to access, monitor, and rate. Teachers think that if their content is not fit

enough to meet students’ expectations, they may face social targeting and ill

publicity, resulting in lousy impressions and psychological trauma (Mangla, 2022).

ICT is intended to be cross-curricular rather than a separate course or topic

because the improvement of school teaching and learning should be a top priority in

education(Flanagan & Jacobsen, 2018). According to Aduwa-Ogiegbaen (2019), for

10
nearly two decades, schools have been incorporating ICTs into their curricula,

and today's teachers need to use ICT in the classroom to make good

communication with students and provide students with technology-supported

learning opportunities. Technology has the potential to aid education across

the curriculum and provide opportunities for better communication between

teachers and students.

According to UNESCO (2022), learning basic ICT skills is never enough. In

order for the learning process to be as dynamic and responsive to the requirements

of the students as feasible, a teacher should be able to use technology in the

teaching process. Teachers are viewed as critical participants in incorporating

ICT into their regular classes, as well as preparing students for today's digital

world.As a result, instructors will be the ones to use ICT to encourage

students to be creative learners in a collaborative atmosphere.ICT has stimulated

the interest of educational researchers for years because of its potential to shift

paradigms, improve instructors' ability to manage and disseminate knowledge,

make learning more engaging, and raise teaching effectiveness and productivity

(Baydas & Goktas, 2016).Thus, teachers' ability to change or adapt to changing

conditions is dependent on them.

Students’ Motivation to Learn

The word motivation is accepted for most of the fields in that learning Motivation is

essential for success. We need motivation when we have to do something to

succeed. Without such motivation we almost certainly fail to make the necessary

effort. There are many factors that depend on motivation, such as motivation is very

11
influential in learning English. When learners are not motivated, they will not be able

to learn English or even pay attention to it to learn it. As a result, motivation is

considered an important element related with language skills in shaping success in

learning English. There are various definitions of motivation from many

psychologists. We have to comprehend about what the motivation is in order to

know and understand it. In Safitri journal, argues that Motivation comes from the

Latin Movere meaning moving. It is the willingness, the need, the desire and the

drive to realize the learning process and succeed in the learning process (Yung

Feng, Jun Fan, & Zhen who, 2013), Students who are confident and motivated to

learn, spend more time and effort and desired goals than those who are not

confident and unmotivated (Doo Hun & Morris, 2009). According to Mc. Donald in

Sardiman (2014) states that motivation is a change of energy in a person filled with

a “feeling” plan and preceded by a response to a goal.

Motivation is the state that can maintain students’ attention and behavior as

well as provides with more energy to needed to lead tasks to completion. Thus, it

can help sustain activities over a period of time. In education, motivation can have a

variety of effects on students’ behavior, preferences, and results (Silva, 2020). For

instance, motivation can:

 help us direct our attention toward tasks that need to be done,

 allow us to do these tasks in shorter periods of time as well as maintain

attention during a longer time,

 minimize distractions and resist them better,

 affect how much information we retain and store,

 influence the perception of how easy or difficult tasks can appear.

12
Most importantly, motivation urges to us perform an action. Without it, completing

the action can be hard or even impossible.

Factors that Influence Students’ Motivation in Education

1. Class and Curriculum Structure

Children thrive when there is structure and struggle when there is chaos.

When students sense or see that classes follow a structure, and the

curriculum and class materials have been prepared beforehand, it provides

them with a greater sense of security.

The feeling of security is one of our basic needs. When that’s provided in a

learning environment, it allows students to fully focus on the learning

material.

To help students feel more secure, educators need to plan classes and

curriculum. All materials that will be used in class should be prepared in

advance. Educators can also state the objectives of a course or class at the

beginning of a semester or a class.

2. Teacher Behavior and Personality

If a student has a negative emotion such as fear or disliking towards their

teacher, that can negatively affect their attitude toward the subject as a

whole. If a teacher shows a preference towards certain students or uses

derogatory and humiliating language, that can lower their motivation in

education.

13
On the other hand, kindness, optimism, positive feedback, and

encouragement can positively affect students’ motivation to learn.

3. Teaching Methods

Students are more likely to retain their motivation in education if educators

use different teaching methods. That creates diversity and prevents students

from getting bored. Giving room for certain choices such as which partner

they’d like to work with can be beneficial too.

Students in a single class are likely to have different styles of learning. Thus,

a teacher is more likely to meet these needs by applying different teaching

methods.

Another important aspect, especially when it comes to girls in STEM

subjects, is ensuring that the knowledge or skills learned can be practically

applied in real life.

In some cases, enrolment in extracurricular activities or support from a tutor

can help address students’ needs that are not met at school.

4. Parental Habits and Involvement

Quite a few parental habits can indirectly affect the motivation of children,

intrinsic motivation in particular. These include:

 showing interest in the child’s learning material,

 inquiring about their day,

 actively listening,

14
  helping with specific tasks or skills taught at school,

 attending parent meetings,

 encouraging children t complete homework or study for a test.

Another habit that’s been proven to improve motivation, is reading. Reading

to and with small children helps them develop literacy faster than talking

does. However, reading comprehension level can determine students’

success in later school years.

5. Family Issues and Instability

Same as the lack of security in the classroom, the lack of security at home

can negatively impact motivation in education.

Children who live with both parents, on average get better grades than

children who don’t. Family conflicts and disruption can result in poorer

academic performance. Some examples include:

 divorce,

 loss of one or both parents,

 not living with the biological father or mother,

 not having contact with the biological father or mother,

 frequently moving from one home to another,

 being or having been involved with Child Protective Services.

As a result, in certain instances, additional support may be needed from

schools to help students with their issues.

15
6. Peer Relationships

As children grow older, the influence peers have upon them increases as

well. Therefore, problems and conflicts with peers can make students feel

less secure about their social status among peers, increase their stress

levels, and lower motivation in education.

Keeping an eye on any conflicts, bullying, and other peer issues can prevent

serious problems.

7. Learning Environment

School environment or school climate is another factor that affects motivation

in education. School environment refers to different norms and regulations

that determine the overall climate in the school.

Positive school environment makes students feel safe and secure, meets

their basic needs such as daily meals, and provides an optimal environment

for them to build healthy social relationships.

Too many classes and learning environment that’s too serious can also lower

motivation in education. Adding a fun element to classes can help to ease

the atmosphere and improve motivation and results. Allowing enough time

for play and rest can also have a positive effect.

8. Assessment

While standardized assessment increases the standards of attainment, it

can negatively influence students’ motivation in education, especially at a

16
 younger age. The opposite can be seen in countries like Finland where

primary school children do not get any tests. Despite the lack of assessment,

Finnish children display higher academic achievements.

It is also common for students to lose motivation if tests are continuously too

challenging. This does not provide a sense of achievement and lowers

motivation in education over time. Thus, it’s important for educators to

experiment with and apply different testing methods which would be able to

address the different learning needs of students.

Interactive Tasks

Interaction in teaching the target language means that teaching the students

to use the target language and mastering the grammatical structure is necessary to

facilitated communication. When the learners engaged in the conversation, the

grammatical structure of the language is displayed more clearly and made more

accessible. And the interaction involves not just expression of one‟s own idea but

the comprehension of those of others. One listens to others; one responds, other

listen and respond.

Interactive Learning is a student centered learning model, where students are

directly involved in various types of learning activities in the classroom. Interactive

learning model makes students interact in doing and thinking (hands on and minds

on) that generate feedback directly to the subject matter given.

Faire and Cosgrove in Harlen suggested that the interactive learning is

designed so that students ask questions and find their own answers (Suprayekti,

17
2018). According to Rosnelli (2019), Interactive learning is a learning approach that

allows interactive students with teachers, classmates and learning media. This

learning model can handle individual student differences, because students can

advance according to their ability without having to wait for their classmates.

The learning process in the interactive learning model enables the students

to exercise freedom for independent learning, without being distracted by others

and taking the tests for each unit of learning that has been learned and continuing

to advance in their capacity with the help and direction of the teacher, or repeat the

learning process on the same unit until achieve minimal mastery according to the

target set. Interactive learning means that students are active participants in the

learning process.

18
 Chapter 3

RESEARCH METHODOLOGY

Research Design

The study will be using Explanatory Sequential Design, a type of mixed

method research, since the researcher aims to identify the effect of interactive

tasks in promoting learning motivation in developing instructional program for

graders.

Explanatory sequential design is a type of mixed methods research in which

you first collect and analyze quantitative data and then follow the results up with a

qualitative phase. In this approach, researchers implement the qualitative phase to

explain initial quantitative results in more depth (Johnson, R; Schoonenboom, J.

(2017)).

Respondents of the Study

The respondents of the study are Grade 3 Students of San Felix Elementary

School. There are a total of 105 grade 3 students in San Felix Elementary school,

all of these grade 3 students will be considered as respondents of the study.

Research Instrument

The researcher will be using three (3) different research instrument in

the aim of achieving the goal of the study. First instrument to be used will be

19
examination, the examination will be used to measure the knowledge of the

students on the lesson discussed. Examination will be conducted twice, the first

examination will be conducted after the lesson that does not used interactive tasks

while the second examination will be after the lesson with the use of interactive

tasks.

Second instrument to be used will survey questionnaire. The survey is

divided into two (2) parts. The first part of the survey will focus on the motivation of

the students to learn. The survey questions are self-made by the researcher to

measure how motivated the students in learning their lessons. The questions were

bench-marked from the study conducted by Yoder (2021) entitled “ A self-reflection

approach to bolstering motivation in the foreign language classroom.” The second

part of the questionnaire will focus on the creativity of the students. The questions

from this section were bench-marked on the study by Lehmkuhl, et. al (2020) about

A model for the self-assessment of creativity skills in the context of computing

education in K-12.

The survey will be conducted twice, the first survey will be conducted after a

class discussion that do not use interactive tasks and the second will be after class

with the use of interactive tasks.

The last research instrument will be observation. In observation study, the

researcher will study how the respondents perform during the class. The researcher

will observe on how many students participate in the both class without the use of

interactive tasks and class with interactive tasks used. The researcher will also take

note of the class environment on those two occasions.

20
Research Procedure

The researcher will seek approval to conduct the study from the District

Supervisor and School Principal. After approval, the researcher will forward a letter

of permission to the parents of the students to conduct research on them. Once

permission was granted, the researcher will conduct discussion to the teachers and

students involve in the study

Teachers will conduct discussion on two different method. The first method

will be their current way of discussion and the second will be discussion through

the use of interactive tasks prepared by the researcher. After each discussion, a

test will be conducted by the teachers, the first examination will be considered as

pretest and the succeeding will be considered as post-test. Aside from the tests

that will be conducted, the researcher will also conduct an observation in which the

researcher will take note the participation of the students during the course of

discussion using two method.

After the tests were conducted, a survey will be conducted through the use

of questionnaire in an attempt to supplement the quantitative method of the study.

The researcher will distribute the prepared questionnaires to the subject

respondents of the study. These survey questionnaires contained all the needed

data on the different problems raised in the study. The responses will be collected

and will be organized in tabular form after which the appropriate statistical tools will

be applied.

Data acquired will then be analyzed and will undergo statistical tests. Once

21
analysis was completed, a discussion of results will be initialized followed by the

construction of conclusions and recommendations based on the results.

Observation and documentary review will be conducted to address the problem of

limitations inherent in various data collection methods.

Statistical Treatment of Data

The following statistical tools will be used in order to arrive at the analysis

and interpretation of the data gathered.

Percentage. A number or ratio that represents a fraction of 100. This

statistical tool will be used to analyze the perception of the students on the use of

Canva Application. Using this tool, the researchers will be able to identify what

dominates in each survey questions.

Standard Deviation. This is a measure of the amount of variation or

dispersion of a set of values. A low standard deviation indicates that the values tend

to be close to the mean (also called the expected value) of the set, while a high

standard deviation indicates that the values are spread out over a wider range. This

statistical instrument will be used in the analysis of pretest and post-test result of the

students.

T-Test. A t test is a statistical test that is used to compare the means of two

groups. It is often used in hypothesis testing to determine whether a process or

treatment actually has an effect on the population of interest, or whether two groups

are different from one another. This statistical instrument will be used in the analysis

of pretest and post-test result of the students.

Weighted Mean. A type of means that is calculated by multiplying the weight

(or probability) associated with a particular event or outcome with its associated

22
quantitative outcome and then summing all the products together. Answers of the

respondents in each question were added and divided into 100, which is the

number of respondents.

23
 REFERENCES

 Gehred, A. P. (2020). Canva. Journal of the Medical Library Association: JMLA,

108(2), 338. dx.doi.org/10.5195/jmla.2020.940

 Johnson, R; Schoonenboom, J. (2017). How to Construct a Mixed Methods

Research Design. Kolner Z Soz Sozpsychol.

 Maamuujav, U., Krishnan, J., & Collins, P. (2019). The utility of infographics in

L2 writing classes: A practical strategy to scaffold writing development. TESOL

International Association. doi: https://doi.org/10.1002/tesj.484

 Pazilah, F. N., & Hashim, H. (2018). Using infographics as a technology-based

tool to develop 21st century skills in an ESL context. Journal of Educational and

Learning Stu dies, 1(1), 35-38. doi: https://doi.org/10.32698/0242

 Rosalina, V. (2014). The Relationship Between Students’ Motivation and Their

English Learning Achievement

 Safitri, E. (2016). Teachers Teaching Skills and Student Learning Motivation as

a Determinant of the Learning Outcomes.

 Srivastava, R.; Bhardwaj, V.P.; Othman, M.T.B.; Pushkarna, M.; Mangla, A.;

Bajaj, M.; Rehman, A.U.; Shafiq, M.; Hamam, H. Match-Level Fusion of Finger-

Knuckle Print and Iris for Human Identity Validation Using Neuro-Fuzzy

Classifier. Sensors 2022, 22, 3620.

 Teh, W. (2021). Communicative Language Teaching (CLT) in The Context of

Online Learning:A Literature Review. International Journal of TESOL &

Education, 1(2), 65–71

24
 UNESCO, I.C.T. (2022). Competency framework for teachers. Paris:

United Nations Educational, Scientific and Cultural Organization

25