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The Extrinsic Motivation of STI Angeles 4th Year Tourism Students
A Research Commented [LM1]: Research or thesis? Please verify

Presented to the Faculty of
Tourism and Hospitality Management
STI College
In Partial Fulfillment
of the Requirements of the Degree
Bachelor of Science in Tourism Management
Richard I. Abasolo
i
FT-CRD-113-00 | STI College Angeles
ENDORSEMENT FORM FOR FINAL DEFENSE
TITLE OF RESEARCH: The Extrinsic Motivation of STI Angeles 4th Year Tourism
Students
NAME OF PROPONENTS: Richard I. Abasolo
In Partial Fulfillment of the Requirements

for the degree Bachelor of Science in Tourism Management
has been examined and is recommended for Final Defense.
ENDORSED BY:
Ms. Ma. Carmela O. Lansangan, MaEd

Research Adviser
APPROVED FOR FINAL DEFENSE:
Prof. Darren T. Molano, MBA
Research Instructor
NOTED BY:
Prof. Louie A. Ruiz, MIT, MTA

Academic Head
January 7, 2023
ii
APPROVAL SHEET
This research entitled, “The Extrinsic Motivation of STI Angeles 4th Year Tourism
Students” prepared and submitted by Richard I. Abasolo, in partial fulfillment of the Bachelor
of Science degree requirements in Tourism Management, has been examined and is
recommended for acceptance and approval.
Ms. Ma. Carmela O. Lansangan, MaEd

Research Adviser
Accepted and approved by the Research Panel

in partial fulfillment of the requirements for the degree of
Bachelor of Science in Tourism Management
Panel Member Panel Member
Lead Panelist
NOTED BY:
Prof. Louie A. Ruiz, MIT, MTA

Academic Head
January 7, 2023
iii
ACKNOWLEDGEMENTS
This research paper would not be completed without the help of those people who showed love,
support, and guidance to the researcher in making this study. The researcher would like to show
gratitude first to the All-mighty God who provides all the strength and knowledge. He made us
strong and brought calmness in our hearts in times of struggle during the venture of making this
study. May all the highest form of praise and glory be to Him; to the panelists, Ms. Kathryna V.
Valencia, Ms. Maricar B. Besa, and Ms. Jennyner N. Merza, for their support, direction, time,
work, and knowledge in assessing the paper and providing feedback for its development, the
researcher is grateful.
The researcher also would like to show sincere gratitude to his beloved researcher adviser, Ms.
Ma. Carmela O. Lansangan, for her constant support and guidance throughout the making of
the research paper. The researcher thanks her for being patient, understanding, and making
herself available for consultations regarding the thesis.
The researcher would also like to thank Mr. Darren T. Molano, for serving as the instructor and
helping withthe study's data. He showed the finest and clearest ways to conduct the research and
present the findings. He has significantly motivated, enlightened, and inspired the researcher. It
was a pleasure and joy to be able to work and learn under his leadership. He appreciates
everything he has done. To Mr. Louie A. Ruiz, Academic Head of STI College Angeles, for his
generosity;
Of course, to the researcher’s family, for supporting the researcher financially, morally, and
emotionally. He owes a debt of appreciation to his parents for their love, prayers, care, and
unwavering support, as well as to his classmates and friends for their love, tolerance, prayers,
and support in getting this research paper done.
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A BSTRACT
Title of research: The Extrinsic Motivation of STI Angeles 4th Year Tourism Students
Researchers: Richard I. Abasolo
Degree: Bachelor of Science in Tourism Management
Date of Completion: January 7, 2023
In this research, the researcher described the Extrinsic Motivation (EM) of Fourth-Year Tourism
Students of Science Technology Institute (STI) Angeles. It is a descriptive study wherein it
describes the dependent and independent variables. The dependent variable here is the Extrinsic
Motivation. Since it is reliant on outside stimuli, it could not be as successful over time as intrinsic
drive. Extrinsic motivation involves incentives or rewards for driving certain behaviors, such as
adulation, celebrity, or money.
In this study, the Extrinsic Motivation was categorized into five categories, namely:
Certificates, Grades, Medals, Money, and Tokens. Certificates pertain to diplomas or any other
printed materials that support motivation. Grades, meanwhile, are the scores and alphanumeric
characters such as numbers or letters. Medals, on the other hand, is about the tangiblereward made
up of metal. In different fields, it can be through academics, behavioral or sports. Money is also
part of extrinsic motivation. Here, students might be motivated by their allowances, increase of
deposits in their bank accounts, and having savings in their G-cash accounts. Lastly, tokens are
the gifts given by people close to the students. On the other hand, there are two independent
variables. The respondent’s age that tackled their lifespan here on earth and their gender, about
their sexual identity who were taking up Bachelor of Science in Tourism Management (BSTM).
The respondents answered a twenty (20) - item rating scale that are equal to each other.
There are four (4) statements randomly distributed in the tool. The results are presented through
tables, figures, and discussions. The results revealed that the certificate got the highest level of
extrinsic motivation while the token or gifts got the lowest. This finding provided an output for a
program or plan of reward system.
Keywords: Certificates, Grades, Extrinsic Motivation, Medals, Money, and Tokens
v
TABLE OF C ONTENTS
Page
Title Page i
Endorsement Form for Final Defense ii
Approval Sheet iii
Acknowledgments iv
Abstract v
Table of Contents vi
List of Tables vii
List of Figures viii-ix
List of Abbreviations x
Chapter I: Introduction 1
Background of the Study 1
Research Questions 2
Significance of the Study 3
Scope and Limitations 4
Chapter II: Review of Related Literature 5-7
Chapter III: Theoretical/Conceptual Framework 8
Chapter IV: Research Methodology 9-10
Chapter V: Presentation and Discussion of Findings 11-42
Chapter VI: Conclusions and Recommendations 43-44
References 45
Appendices 46-50
vi
LIST OF TABLES
Table Page
1 The demographic profile of the respondents 11
2 Median of Respondents’ Extrinsic Motivation by Statements 12
3 Mode of Respondents’ Extrinsic Motivation by Statements 13
4 Mean of Respondents’ Extrinsic Motivation by Statements 14
5 Median of Respondents’ Extrinsic Motivation 15
6 Mode of Respondents’ Extrinsic Motivation 16
7 Mean of Respondents’ Extrinsic Motivation 17
8 Description of participants’ extrinsic motivation’s median as to their 18

Gender
9 Description of participants’ extrinsic motivation’s mode as to their 19

Gender
10 Description of participants’ extrinsic motivation’s mean as to their 20

Gender
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LIST OF FIGURES
Figure Page
1 Percentage Distribution of the Respondents according to Age 21
2 Percentage Distribution of the Respondents according to Gender 22
3 Percentage Distribution of the Respondents’ rating scale score to the 23
1st statement

2nd statement

3rd statement

4th statement

5th statement

6th statement

7th statement

8th statement

9th statement

10th statement

11th statement
14 Percentage Distribution of the Respondents rating scale score to the 34

12th statement

13th statement
viii
14th statement
15th statement

16th statement

17th statement

18th statement

19th statement

20th statement
ix
LIST OF ABBREVIATIONS
Abbreviations Page
1. BSTM Bachelor of Science in Tourism Management v
2. EM Extrinsic Motivation v
x
Chapter 1
In career decision-making, self-efficacy has received the most research attention relative to
other domains of career preparation because it is central to successful educational and career
outcomes (Betz & Luzzo, 2018). Another line of research focuses on learning motivation and
academic achievement.
The Academic Motivation Scale was used in this study to determine the impact of cultural
variations, assessment modalities, and student status on academic achievement. The study
findings suggested that Asian students were more intrinsically driven to learn, whereas domestic
Australian students were more extrinsically motivated. The consequences for tourist
management, the tourism business, and education are examined (Oliveira et al, 2022). Extrinsic
motivation was one of the most important aspects in learning more and doing better.
Academic motivation and student engagement were both favorably connected to active
learning, while academic motivation and student engagement were both positively related to
academic satisfaction. The current study's findings contribute to academic satisfaction research
and maybe used by tertiary institutions to improve academic contentment. Previous research has
demonstrated that academic satisfaction can assist students stay in school and motivate them to
continue their education (Garcia et al, 2020). By giving significant advice and implications, the
findings may assist both hospitality students and instructors in Macau. It is recommended to
combine motivating tactics with active learning to increase student engagement and academic
satisfaction, as well as to make effective use of technology in the classroom. Academic
satisfaction is one of the motivators for students to seek further education (Kankhuni, et al.,
2022). Therefore, learners would perform with greater enthusiasm and determination as a result
of their recent accomplishments.
In line with this, the researcher is inspired to find out whether extrinsic motivation is
correlated to the age and gender of the graduating students of STI College Angeles City.
1
B. Research Questions
This research study described the extrinsic motivation towards the academic performance of STI Angeles
tourism students. Specifically, the researcher would obtain the answers to the research questions listed
below:
● What is the demographic profile of the respondents in terms of:
● Gender; and
● Age?
● How did the Fourth-Year STI College Angeles Tourism Management students perceive Extrinsic
Motivation?
● Certificates
● Grades
● Medals
● Money
● Tokens/Gifts
● What is the level of extrinsic motivation of the students?
B. Significance of the Study
Accordingly, various people have benefited from this research study. Each of these people have
gained from this research study as listed:
Objective number 1; this study would give a practice for improvement of students’ academic
performances. It would help the different institutions to show progress with the status of their
2
learners. The different extrinsic motivations would be materialized in the certain school setting.
These will be categorized throughout their planning.
Objective number 2; this research is important to the students because they would ultimately
know that extrinsic motivation can increase their academic performance.
Objective number 3; the research findings could help the teachers in planning, improving, and
increasing the motivation of learners as they should add more certificates as part of their reward
system.
Objective number 4; the research findings will help administrators as well in proposing policy
that could increase the extrinsic motivation of the learners.
Objective number 5; the research findings should provide the parents and guardians the
assurance that mentioned extrinsic motivations should contribute to motivate their children to
improve their academic performance.
Objective number 6; the community would create programs to motivate the students extrinsically
providing more certificates for their performance and participation. This can be a reference for
the future studies about students’ extrinsic motivation towards their academic performance in
school. This study can be a stepping-stone to other studies.
C. Scope and Limitations
This research study described the Extrinsic Motivation towards the Academic Performance of STI
Angeles Tourism Students. It focused on describing the different extrinsic motivation of students
and its relationship to their academic performance. The researcher chose this scope and limitation
to provide information and knowledge that will help the students strengthen their different ways
of learning.
This study involved the fourth-year Tourism Students as the respondents with the basis of the
3
data. The respondents were the Tourism students of STI College Angeles, school year,2022-2023.
Chapter 2
REVIEW OF RELATED LITERATURE
This chapter presented a collection and the data of literature and studies that is compatible
with the study. It contained other research as well, showing different studies.
Related Literature
In motivation and prior knowledge as determinants of knowledge assimilation: Explaining the

academic results of tourism students, Almeid et al., (2018) noted that considerable changes have
occurred in higher education across most of Europe in recent years, and tourism studies have not
been an exception. To understand more about tourism education to better face the new academic
framework, the specific goal of this work is to know the influence of students' motivation and
prior knowledge on successful knowledge assimilation.
According to the findings of Castillo et al., (2018), they predicted hedonic and social
advantages increase a student's propensity to utilize THE game App. The findings also show that
students' attitudes toward learning, and creativity play a positive and substantial effect in their
desire to utilize a gamified app. Finally, the findings indicate that loss of privacy has a
moderating influence on the connection between intention to utilize the gamified software THE
game App. and projected functional gains. Consequently, the empirical findings show that the
educational community may do a lot to increase a student's willingness to utilize gamification
tactics, leading to a larger usage of novel technology, educational instruments in touristic face-
to-face learning.
The aforementioned literature is related to the present study since the related literature
and the present study tackled student's extrinsic motivations and some are about their academic
performance.
Related Study
4
(A) Foreign Study
Trumbull and Fisch (2019) said that while all members of the school community wish to
boost success motivation in children, few know that it is impacted by culture. The mere definition
of "success" varies differently, and students' motivations for achieving may range greatly
depending on their cultural background. Schools' methods tend to reflect the dominant culture's
individuality. Many pupils come from more collectivistic homes. Individualism/collectivism
cultural frameworks were employed by elementary bilingual teachers to assist understanding and
innovations connected to achievement motivation. Examples show cultural differences and how
they may be overcome. The researcher would suggest with these words that the learners require
adequate acknowledgment to motivate themselves with an appropriate support system.
According to Vargas et al., (2019), the results demonstrated that temperature,
illumination, and noise had a substantial direct influence on the academic performance of
university students. As a result, it was discovered that the three independent factors influenced
university students' sustainability. These can be used as incentives and motivations to improve
their academic achievement.
According to Nejadamirian-Payan, (2019), dependence on others for instrumental help
and emotional support is a necessary condition of early development; however, with age and
experience, most children should begin to feel that their own action is important. It also appears
likely that a child's belief that his or her personal behavior is accountable for his or her scholastic
success or failure would influence his or her instrumental effort to achieve these goals. Extrinsic
incentive can be provided via a support system. According to this study, it is one of the most
important elements for academic achievement. Many teachers, in both general and special
education, have come to rely on rewards and incentive programs in order to manage behavior
and learning. For example, a teacher may give a boy a treat for entering the room quietly with the
hope that the reward will increase the chance that the boy will enter the room quietly the next
time shows the extrinsic motivation of tokens. One kind of motivation was mentioned here, the
three components of the individual creativity include taking actions due to the sake of enjoyment
(intrinsic motivation), individual know-how and abilities (skills), and cognitive/perceptual styles
and thinking skills (creativity relevant processes). The three organizational innovativeness
components include the openness to take new risks (motivation to innovate), the provision of
money, time, and workforce (resources), as well as relational and transactional rewards (HRM
practices/processes). On the other hand, Montag et al., (2012) stated that, "If they would only try
5
harder, then they would do better on tests, take more risks, or earn better grades" is often heard
regarding these students. Baranek and Lori (2016) mentioned that they are doing something
because of grades, that is why giving them grades will motivate them.
On the contrary, the Behaviorists believe that extrinsic rewards enhance student learning.
They view intrinsic motivation for certain academic activities to be insufficient, needing to be
supplemented by extrinsic reinforcers. Extrinsic rewards strengthen the desired student behaviors
and academic performances. The behaviors are more likely to be repeated when extrinsic
rewards are offered and attained, (Bates 2019). In a bid to uncover the meaning of extrinsic
motivation, Cherry (2017) refers to it (extrinsic motivation} as behavior that is driven by external
rewards such as money, fame, grades, and praise.
(A) Local Study

According to the above-mentioned study, self-efficacy is related to students' motivation in this
epidemic; the student with a greater self-efficacy would be confident enough to do any work
assigned. This self-efficacy would serve as their incentive to perceive more performance. These
are the assertions of Yapo et al., (2021). Academic motivation is an important aspect. It
investigated the impact of locus of control and motivation on academic achievement, as assessed
by dropout intention and academic performance, of the first batch of freshmen in the Philippines'
K to 12 curriculum (Alipio, 2020).
6
CHAPTER 3
CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT
DEMOGRAPHIC PROFILE
-Gender -Data gathering Propose program to
-Age process increase extrinsic
motivation of 4th year
-Data collection with tourism students
the use of 5-point
EXTRINSIC MOTIVATION
likert scale analysis
-Extrinsic motivation of
-Quantitative data
PROCESS
STI Angeles tourism
analysis
management students
The conceptual framework of this study is illustrated using a flowchart paradigm presented
in figure 1.
The figure indicates that the first step described the demographic profile of the 4th year BS
Tourism Management students and their extrinsic motivation based on the presented study. The
extrinsic motivation was categorized into five categories: Certificates, Grades, Medals, Money,
and Tokens/Gifts. The data was analyzed from gathered data of the respondents, wherein, the
process of this study used formulated research questions, to describe their extrinsic motivation.
At last, the researcher created a module about the Extrinsic Motivation of Tourism Students.
7
CHAPTER 4
METHODOLOGY
This chapter gave a summary of a written work of research methods that the researcher preceded
in the study. It would provide information on the participants, the research design, research
respondents, research instrument, research locale, research procedure and the data analysis.
This study employed the survey research design because the main objective of this
research is to determine the more preferred extrinsic motivation of tourism students in STI
Angeles. Survey research is used to different kinds of instruments in research, for example the
comparative and survey research to gather information and this instrument. This research focused
on college students taking up Bachelor of Science in Tourism Management. Specifically, the
researcher recruited potential respondents in STI through stratified sampling technique to select
the respondents. The number of participants consisted of 20 participants from tourism students in
STI Angeles. In gathering data, the researchers used survey questionnaires. The researchers gave
less allotment to answer the survey questionnaires. The respondents answered a five-point Likert
scale ranging from 5- Strongly Agree, 4- Agree, 3- Neutral, 2- Disagree, and 1- Strongly
Disagree. The researcher used the self-made questionnaires related to the extrinsic motivation
towards the academic performance of STI Angeles tourism students. The researcher conducted
the study at STI Balibago Angeles City Pampanga in consideration of time and the wellbeing of
the researcher. The study was conducted through the following procedures:
First, the researcher sought the consent of the respondents. Next, there would be a test
developed extrinsically to the respondents. Then, the researcher handed out the survey
questionnaires. The respondents were given enough time to answer the questionnaire. Lastly, the
results will be analyzed by the researcher. These processes were taken virtually or online setting.
8
Statistical treatment - Descriptive Statistics, according to Spriestersbach, Röhrig, Prel JB,
Gerhold, Blettner Descriptive statistics: The specification of statistical measures and their
presentation in tables and graphs. Descriptive statistics are used to describe the relationship
between variables in a sample or population. Calculating descriptive statistics represents a vital
first step when conducting research. Since descriptive statistics condense data into a simpler
summary, they enable health-care decision-makers to assess specific populations. The researcher
used the terms mean, median, and mode to describe the results. Mean is the arithmetic average or
the sum of values in a dataset divided by the total number of observations. Median is the middle
value in distribution when the data are ranked in order from highest to lowest (or vice versa).
Mode is the most frequently appearing value. A given set of data may contain multiple modes.
CHAPTER V
PRESENTATION AND DISCUSSION OF FINDINGS
Table 1
The demographic profile of the respondents
Demographics Frequency % Rank
Gender
Male 3 15 2
Female 17 85 1
Total 20 100.0
Age Category
21 2 10 3
22 11 55 1
23 4 20 2
24 1 5 4
28 2 10 3
Total 19 100.0
9
Table 1 shows that most of the respondents are females while there are only three (3)
males. In terms of age, the majority of them are twenty-two (22) years old while there is
only one (1) twenty-four (24) years old included.
According to the findings, there are differences in the roles of women and men in
tourism. Women have a role in supporting the tourism sector, namely in maintaining culture and
tourism development. However, women's roles are more concentrated in low-skill and low-paid
areas. Women's skills are more dominant in the accommodation sector which includes homestay
services, food, and beverage services, making souvenirs, opening stalls, hawking trade, cooking,
cleaning public places and working in the hospitality sector. This is due to women's limited
access to education, skills in tourism, family background, physical condition, language, and
ability to set their criteria. The results of the literature review were used to analyze the role of
women in the tourism sector in the tourist village of Nglanggeran in Patuk, Gunugkidul,
Yogyakarta (Pastore et al., 2020) In line with this study, the tourism industry was dominated by
the females in terms of quality and quantity. In this research, the researcher found out that most
of the information presented were highly impacted to the females. Tourism is an extremely
important sector for women (Figueroa-Domecq et al., 2020). This relevance is based not only on
important employment, business and entrepreneurship opportunities (Muñoz-Bullón, 2009;
Hanson, 2009) but also on its impact on women's well-being and leisure experiences
(Berdychevsky et al., 2013). Furthermore, the United Nations (UN), through its sustainable
development goals (SDGs), defines gender equality as the fifth priority goal, as a key issue for
growth and development. With that, male students are still included in this research to show the
availability and equality of the two genders given.
10
Table 2 Mean of Respondents’ Extrinsic Motivation by Statements
Statement Mean Interpretation
1. I was motivated when I received certificates. 4.60 High Level
2. I am motivated when I receive incentives. 4.55 High Level
3. I was motivated when I received medals. 4.20 High Level
4. I am motivated when I receive money from my 4.05 High Level

parents.
5. I was motivated when I received tokens from my 3.45 Average Level

teachers.
6. I am motivated when I receive gifts from my loved 4.65 High Level

ones.
7. I was motivated when I received recognition. 4.35 High Level
8. I was motivated when I received a g-cash payment. 3.75 Average Level
9. I was motivated when I received high grades. 4.50 High Level
10. I am motivated when I receive trophies. 4.50 High Level
11. I was motivated when I received my diploma in 4.20 High Level

Senior High School.
12. I was motivated when I received my card. 4.05 High Level
13. I was motivated when I received chocolates from my 3.30 Average Level
teacher.
14. I was motivated when I received money in my bank 4.40 High Level
account.
15. I am motivated when I see others getting their 4.45 High Level
medals.
16. I am motivated when I see others getting their 4.40 High Level
certificates.
11
17. I was motivated when I received my presents. 4.30 High Level
18. I was motivated when I received my financial 4.30 High Level

allowance.
19. I was motivated when I received my score. 4.15 High Level
20. I was motivated when I received my sports medal. 4.05 High Level
Overall Level of Extrinsic Motivation
Legend: 5-Higher Level, 4-High Level, 3-Average Level, 2- Low Level, 1- Lower Level
Note:
Table 2 shows that the highest mean based on the statement is the 6th statement about the
motivation from the loved ones while the lowest is the g-cash payment motivation with
three point seventy-five (3.75) points only.
Motivation is defined as the process that guides, initiates, and maintains goal-oriented
behaviors (Cherry, 2015). As mentioned here that there were a lot of things that a student is looking
forward too. That is why the researcher found out the results that fitted to the aim of a certain
student. Something that is achievable. Something that is tangible. A sporting example of extrinsic
motivation is Wayne Rooney; Wayne is one of the planets best known footballers and with this
status comes a lot of money and fame. Wayne is sponsored by many internationally recognized
brands such as Nike, Lucozade, Coca-Cola Zero, and Power Ade. He also plays for the most
prestigious club in the football world Manchester United which brings him a lot of media coverage
and fame around the world. Recently, Wayne was caught in a debate with Manchester United
over his weekly wages which saw a massive increase to his previous wage which shows that he is
motivated by the money which is extrinsic motivation. In this article presented, the researcher
would tell that the achievement can be a big factor about the performance. In a small classroom
12
setting, having a certificate would boost the confidence of the students. Showing it to others was
also a sign of advertisement.
Table 3 Mean of Respondent’s Extrinsic Motivation

Statement Mean Interpretation
1. Certificates 4.39 High Level
2. Grades 4.31 High Level
3. Medals 4.30 High Level
4. Money 4.13 High Level
5. Token/Gifts 3.93 Average Level
Table 3 shows the certificates as the highest mean while the tokens/gifts are the lowest
mean for the Respondents’ Extrinsic Motivation.
Teachers everywhere and every day are faced with students who do not seem to care or
who do not want to work. As this lack of engagement is becoming more common, researchers are
focusing their studies on the concept of motivating reluctant learners (e.g., Brophy, (1998);
Csikszentmihalyi, (1990); Lumsden, (1994). Gredler (2005) defines motivation as a process that
influences one’s choice of and continuance in particular behaviors. McDevitt and Ormrod,
(2004) defines motivation as the energy and the desire that is innate within all individuals, and
high levels directed toward a particular situation resulting in greater amounts of energy expended
on that task. As a connection to this, students tend to take motivation in different situations that
they
13
encountered. This theory talks about two kinds of goals, one known as Mastery Goal, which is a
result of intrinsic motivation and the other called Ego goal, which is a result of extrinsic motivation.
Intrinsic motivation and extrinsic motivation are explained by Urdan and Schoenfelder (2006).
Intrinsic motivation comes from within and causes a person to be self-determined and focused on
achieving the goal. Extrinsic motivation is influenced by external factors, such a rewards,
punishments, and encouragement from those around. I feel that intrinsic motivation is the driver
for sustained focus. In line with the research, the certificate was the focus of the students.
14
DISCUSSION
One of the key findings is that certificates are the highest level of extrinsic motivation, followed by grades,
then, medals, while the second part is money, and the lowest level is tokens or gifts. Most of the participants
are females with seventeen (17) of them while there are only three (3) males who joined this research.
There are only two genders in this study, and they are aged from twenty-one (21), twenty-two (22), twenty-
three (23), twenty-four (24) and twenty-eight (28). Now, these dependent and independent variables have
been described in this thesis.
Certificate got the highest level of extrinsic motivation because everyone has experienced it. The students
will automatically get a certificate of attendance or appearance whether or not they attended a certain
school activity. Regardless of the value of the certificate, the learners are bragging about it to others,
either verbally or socially. Meanwhile, tokens and gifts got the lowest level of extrinsic motivation because
of the experience that they had. There are some tokens that are easily bought or are not one of their
favorites. Even getting the lowest based on the rating scale, it is under the level of neutral or average. One
of the factors as well is the age of the respondents, because most of them are grown up and token is less
appreciated. This kind of motivation willbe most effective with young learners.
Aside from the highest and lowest levels of motivation, there are higher, average, and lower than the
mentioned kinds of motivation. The researcher found out that grade is the second highest level of extrinsic
motivation because it is part of the grading system. Having an advantage to acquire points is one of the
goals. While the medals are at an average level because not everyone has experienced having them, other
students w deeply affected when they get it because it is a symbol of achievement and they can share it
with others. Also, the money is second to the lowest because most of the participants are financially stable
and their achievements are more prospects than prosperous status.
There are also some that are interesting results like the males’ highest level of extrinsic motivation is
15
certificates but grades for the females. Vice versa, the highest level of extrinsic motivation for females is
grades, while it is the second highest level of extrinsic motivation for males. The researcher can tell that
there is a difference between the perceptions of the two genders. An amazing result here is the
consistency of the lowest level of extrinsic motivation and the tokens and gifts are still the same.
16
CHAPTER VI
Conclusions
This study was a stepping stone that would contribute to other studies in terms of the context. Results
showed that certificates got the highest extrinsic motivation among the 4th year BSTM College students.
There were different kinds of extrinsic motivation, but the certificates prevailed. It was important an
important discovery that should strengthen the reward system of the proponents of teaching and learning
processes.
Recommendations
One of the recommendations of this research is to increase the number of variables. The future researchers can use age, general
weighted average, and the kind of school they are attending (if it is formal, non- formal, public, or private). Now, future
researchers have the opportunity to maximize the variables. Also, they can add more kinds or levels. They can use different
approaches too, such as experimental or action research.
This research can be improved as well with changing the participants. The future researchers can describe
the extrinsic motivation of other year levels. Pre-school can make use of tokens s because they are more
on playing and engaging; elementary can make use of medals so they can show their accomplishments,
while junior high school levels are most likely glad to have money, so, they can buy what they want;
senior high school tends to prefer grades to have a higher chance of passing; and college level is more on
certificates to prepare their curriculum vis-a-vis or resume for their records.
17
Above all, this research is the foundation for understanding the priorities of the graduating students who
want to finish the formative years of teaching. Experiencing different trials and triumphs might affect their
motivation. In line with this, the other stakeholders must step up to support and motivate these students,
18
who are taking the last step toward their accomplishment and success. Giving a lot of certificates to the
students will increase their level of extrinsic motivation.
References
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Q. (2020). Type of school, academic motivation, and Math self-efficacy of Filipino high school students:
Implications on school counseling. Philippine Journal of Counseling Psychology, 22(1), 81-96.
Nejadamirian-Payan, M. (1985). A comparative analysis of internal-external responsibility for academic

achievement between Iranian Baha'i and American adolescents (Master's Thesis, California State
University, Northridge).
Perger, M., & Takács, I. (2016). Factors Contributing To Students’ Academic Success Based On The
Students’ Opinion At Bme Faculty Of Economic And Social Sciences. Periodica Polytechnica Social And
Management Sciences, 24(2), 119-135.
Rahimizhian, S., Ozturen, A., & Ilkan, M. (2020). Emerging Realm Of 360-Degree Technology To
Promote Tourism Destination. Technology In Society, 63, 101411.
Realyvásquez-Vargas, A., Maldonado-Macías, A. A., Arredondo-Soto, K. C., Baez-Lopez, Y., Carrillo-

Gutiérrez, T., & Hernández-Escobedo, G. (2020). The Impact Of Environmental Factors On Academic
Performance Of University Students Taking Online Classes During The Covid-19 Pandemic In Mexico.
Sustainability, 12(21), 9194.
Trumbull, E., & Rothstein-Fisch, C. (2011). The Intersection Of Culture And Achievement Motivation.
School Community Journal, 21(2), 25-53.
Yapo, F., Tabiliran, J., Dagami, A., Navales, K., & Tus, J. (2021). The Self-Efficacy And Academic Motivation Of
The Graduating College Students During The Covid-19 Pandemic In The Philippines. International Journal Of
Advance Research And Innovative Ideas In Education.
19
APPENDIX A.
GANTT CHART
20
APPENDIX B. ACTUAL RESEARCH EXPENSES
Quantity Specifics Approximate Cost Actual Cost
70 pieces of bond Printing of the ₱350 ₱1,000.00
papers & scrap papers research
5 cash of ₱2,000.00 Tokens for the ₱8,000.00 ₱10,000.00
grammarian,
statistician, and
adviser
5 pieces of slice of Snacks and drinks for ₱1,650.00 ₱1,00.00
cake and coffee panelists and adviser
Transportation Gas for motorcycle ₱400.00 ₱500.00
expenses driving to school to

consult the research
paper
Formal attire Blazer, black pants ₱1,500.00 ₱2,000.00
& shoes
21
Total ₱11,900.00 ₱14,500.00
22
APPENDIX C
5-POINT LIKERT SCALE ABOUT THE EXTRINSIC MOTIVATION

OF 4TH YEAR STI ANGELES TOURISM STUDENTS
NAME: (Optional) AGE:

GENDER: YEAR LEVEL:
DIRECTION: Kindly check (✓) the corresponding rating for each statement withthe highest of 5
and the lowest of 1. (5, strongly agree, 4 agree, 3 neutral, 2 disagree, 1 highly disagree)
The researcher sets categories about Extrinsic Motivation. Each category has their own four statements that
were randomly distributed. These questions have their 1st, 2nd , and 3rd person approach. It doesn't show
redundancy but shows reliability and validity that results in consistency of the categories.
STATEMENTS 5 4 3 2 1
1. I am motivated whenever I received certificates. (Certificates)
2. I am motivated whenever I receive incentives. (Grades)
3. I am motivated whenever I received medals. (Medals)
4. I am motivated whenever I receive money from my parents. (Money)
5. I am motivated whenever I received tokens from my teachers.
(Token/Gifts)
6. I am motivated whenever I receive gifts from my loved ones.
(Token/Gifts)
7. I am motivated whenever I received recognition. (Certificates)
8. I am motivated whenever I received a g-cash payment. (Money)
9. I am motivated whenever I received high grades. (Grades)
10. I am motivated whenever I received trophies. (Medals)
11. I am motivated whenever I received my diploma in senior high
school. (Certificates)
23
12. I am motivated whenever I received my report card. (Grades)
13. I am motivated whenever I received chocolates from my teacher.
(Token/Gifts)
14. I am motivated whenever I received money in my bank account.
(Money)
15. I am motivated whenever I see others getting their medals. (Medals)
16. I am motivated whenever I see others getting their certificates.
(Certificates)
17. I am motivated whenever I received my presents. (Token/Gifts)
18. I am motivated whenever I received my financial allowance.
(Money)
19. I am motivated whenever I get a high score. (Grades)
20. I am motivated whenever I received my sports award. (Medals)
24
APPENDIX D
OUTPUT
PLAN FOR PROGRAM WITH REWARD SYSTEM
TITLE OF THE PROGRAM:

DATE:
VENUE: STI COLLEGE Angeles City, Pampanga
8:00 AM-9:00 AM: Registration of the 4th year tourism students

9:00 AM-9:30 AM: Opening remarks
9:30 AM-10:00 AM: Introduction of the guest speaker
10:00 AM-11:30 AM: Discussion on how to motivate the students through reward system in
their academic
11:30 AM-12:00 PM: Awarding of certificates and token
12:00 PM-12:15 PM: Closing remarks
Note:
Certificate: 20 pieces of certificates for attendance and participation of 4th year tourism students
Grade: Additional points for students who will participate during the program
Medal: 5 pieces of medals for students who will excel in their academic performance
Incentive: Teacher can give a small amount of money to show motivate their students
Tokens: Teacher can give chocolates or small gifts to their students to encourage them
25
APPENDIX E. TABLES
Table Median of Respondents’ Extrinsic Motivation by Statements

Statement Median Interpretation
1. I was motivated when I received certificates. 4 High Level
2. I am motivated when I receive incentives. 4 High Level
3. I was motivated when I received medals. 3 Average Level
4. I am motivated when I receive money from my 4 High Level

parents.
5. I was motivated when I received tokens from my 3 Average Level

teachers.
6. I am motivated when I receive gifts from my loved 4 High Level

ones.
7. I was motivated when I received recognition. 4 High Level
8. I was motivated when I received a g-cash 3 Average Level

payment.
9. I was motivated when I received high grades. 4 High Level
10. I am motivated when I receive trophies. 4 High Level
11. I was motivated when I received my diploma in 4 High Level

Senior High School.
12. I was motivated when I received my card. 3 Average Level
13. I was motivated when I received chocolates from 3 Average Level

my teacher.
14. I was motivated when I received money in my 3 Average Level

bank account.
26
15. I am motivated when I see others getting their 4 High Level
medals.
16. I am motivated when I see others getting their 4 High Level

certificates.
17. I was motivated when I received my presents. 4 High Level
18. I was motivated when I received my financial 4 High Level

allowance.
19. I was motivated when I received my score. 4 High Level
20. I was motivated when I received my sports 3 Average Level

medal.
Table 2 shows that there are only two (2) medians in the result.
27
Table Mode of Respondents’ Extrinsic Motivation
Statement Mode Interpretation
1. Certificates 4 High Level
2. Grades 5 Higher Level
3. Medals 5 Higher Level
4. Money 3 Average Level
5. Token/Gifts 3 Average Level
Table shows the most frequent modes are five (5) and three (3) both with each two (2) extrinsic
motivations.
28
Table Median of Respondents’ Extrinsic Motivation
Statement Median Interpretation
1. Certificates 4 High Level
2. Grades 3 Average Level
3. Medals 3 Average Level
4. Money 3 Average Level
5. Token/Gifts 3 Average Level
Table shows that the most frequent median is three (3) while there is only one four (4).
29
Table
Description of participants’ extrinsic motivation median as to their Gender
The Participants’ Extrinsic Motivation Male Female Total
1. Certificates 4 4 8
2. Grades 5 5 10
3. Medals 5 4 9
4. Money 4 4 8
5. Token/Gifts 3 3 6
Total 3 17 41
Table shows that four (4) is the most frequent median in the description of participants’extrinsic
motivation median as to their gender.
30
Table
Description of participants’ extrinsic motivation mode as to their Gender
1. Certificates 5 5 10
2. Grades 5 5 10
3. Medals 5 5 10
4. Money 5 5 10
5. Token/Gifts 5 3 8
Total 3 17 48
Table shows that 5 is the most frequent mode in the description of participants’ extrinsicmotivation
mode as to their gender.
31
Table
Description of participants’ extrinsic motivation mean as to their Gender
1. Certificates 4.67 4.26 8.93

2. Grades 4.50 4.47 8.97
3. Medals 4.42 4.11 8.53
4. Money 4.50 4.12 8.62
5. Token/Gifts 4.17 3.88 8.05
Total 3 17 43.1
Table 10 shows that Certificate got the highest level of Extrinsic Motivation for male while it is only the
second highest for females. Also, Grades got the highest level of Extrinsic Motivation for the females, but
it is the second highest for males.
32
APPENDIX F. FIGURES
Figure
Percentage Distribution of the Respondents’ rating scale scores to the 1st statement
Figure shows that the majority of the respondents are motivated by certificates with the highestmark.
Figure
Percentage Distribution of the Respondents’ rating scale scores to the 2nd-3rd statement.
Figure shows that sixty (60) percent of the participants are motivated with incentives.
33
Figure
Percentage Distribution of the Respondents’ rating scale scores to the 4th statement
Figure shows that in terms of money from their parents, none of them agreed that it demotivates them
Figure
Percentage Distribution of the Respondents rating scale scores to the 5th statement
Figure shows that the participants are not quite motivated when receiving tokens from the teacherswith
four (4) and three (3) points respectively.
34
Figure
Figure shows that the majority of the group is motivated by their loved ones.
Figure
Figure shows that sixty-five (65) percent of the students are motivated through recognition.
35
Figure
Figure shows that the students are neutral when receiving G-cash payments.
Figure
Figure shows that the participants are motivated with high grades
36
Figure 12
Figure 12 shows that the fifty percent of the group who gave the highest mark are motivated with
trophies.
Figure
Figure shows that the students who received their diplomas are not highly motivated.
37
Figure
Figure shows that cards are not a high motivation with the participants.
Figure
Figure shows that chocolate from the teacher is an average motivation to them.
38
Figure
Figure shows that the participants are not highly motivated in relation to receiving money on their bank accounts.
Figure
Figure shows that almost half of the participants are highly motivated with others.
39
Figure
Figure shows that they are not highly motivated with presents.
Figure
Percentage Distribution of the Respondents’ rating scale scores to the 18-19th statement.
Figure shows that there was a balance between the high and higher motivation in terms of financial allowance.
40
Figure
Figure shows that there was a balance among the average, high & higher level of motivation about the
sports medal.
41
APPENDIX G. PLAGSCAN
42
Prepared by:
Richard I.Abasolo
Noted by:
Rosemarie A. Bradford
Approved by:
Ma. Carmela O. Lansangan, MaEd Prof. Darren T. Molano, MBA
43
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The Extrinsic Motivation of STI Angeles 4th Year Tourism Students

A Research Commented [LM1]: Research or thesis? Please verify

NAME OF PROPONENTS: Richard I. Abasolo

In Partial Fulfillment of the Requirements

Ms. Ma. Carmela O. Lansangan, MaEd

APPROVED FOR FINAL DEFENSE:

Prof. Darren T. Molano, MBA

Prof. Louie A. Ruiz, MIT, MTA

Ms. Ma. Carmela O. Lansangan, MaEd

Accepted and approved by the Research Panel

Panel Member Panel Member

Prof. Louie A. Ruiz, MIT, MTA

Researchers: Richard I. Abasolo

Degree: Bachelor of Science in Tourism Management

Date of Completion: January 7, 2023

2 Median of Respondents’ Extrinsic Motivation by Statements 12

3 Mode of Respondents’ Extrinsic Motivation by Statements 13

4 Mean of Respondents’ Extrinsic Motivation by Statements 14

5 Median of Respondents’ Extrinsic Motivation 15

6 Mode of Respondents’ Extrinsic Motivation 16

7 Mean of Respondents’ Extrinsic Motivation 17

8 Description of participants’ extrinsic motivation’s median as to their 18

9 Description of participants’ extrinsic motivation’s mode as to their 19

10 Description of participants’ extrinsic motivation’s mean as to their 20

4 Percentage Distribution of the Respondents’ rating scale score to the 24

5 Percentage Distribution of the Respondents’ rating scale score to the 25

6 Percentage Distribution of the Respondents’ rating scale score to the 26

7 Percentage Distribution of the Respondents’ rating scale score to the 27

8 Percentage Distribution of the Respondents’ rating scale score to the 28

9 Percentage Distribution of the Respondents’ rating scale score to the 29

10 Percentage Distribution of the Respondents’ rating scale score to the 30

11 Percentage Distribution of the Respondents’ rating scale score to the 31

12 Percentage Distribution of the Respondents’ rating scale score to the 32

13 Percentage Distribution of the Respondents’ rating scale score to the 33

14 Percentage Distribution of the Respondents rating scale score to the 34

15 Percentage Distribution of the Respondents’ rating scale score to the 35

18 Percentage Distribution of the Respondents’ rating scale score to the 38

19 Percentage Distribution of the Respondents’ rating scale score to the 39

20 Percentage Distribution of the Respondents’ rating scale score to the 40

21 Percentage Distribution of the Respondents’ rating scale score to the 41

22 Percentage Distribution of the Respondents’ rating scale score to the 42

1. BSTM Bachelor of Science in Tourism Management v

● What is the demographic profile of the respondents in terms of:

● What is the level of extrinsic motivation of the students?

B. Significance of the Study

C. Scope and Limitations

REVIEW OF RELATED LITERATURE

In motivation and prior knowledge as determinants of knowledge assimilation: Explaining the

(A) Local Study

INPUT PROCESS OUTPUT

on college students taking up Bachelor of Science in Tourism Management. Specifically, the

between variables in a sample or population. Calculating descriptive statistics represents a vital

PRESENTATION AND DISCUSSION OF FINDINGS

important employment, business and entrepreneurship opportunities (Muñoz-Bullón, 2009;

availability and equality of the two genders given.

1. I was motivated when I received certificates. 4.60 High Level

2. I am motivated when I receive incentives. 4.55 High Level

3. I was motivated when I received medals. 4.20 High Level

4. I am motivated when I receive money from my 4.05 High Level

5. I was motivated when I received tokens from my 3.45 Average Level

6. I am motivated when I receive gifts from my loved 4.65 High Level

7. I was motivated when I received recognition. 4.35 High Level

8. I was motivated when I received a g-cash payment. 3.75 Average Level