UTILIZATION OF TECHNOLOGY AND STUDENT MOTIVATION AMONG

GRADE 12 STEM STUDENTS

A Qualitative Research

Andrea Lei Inobio

Apple Gwen Cejas
Lheo Vince Libago
Genzon Paulo Jalalon
Israel Xerixces Pablo
Luisa Andres
Ricalyn Quijano
Divine Abucay
Gliezel Opsimar Pata

Researcher

DR. EDMER F. AGUILAR

Research Adviser

January 2024
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ACKNOWLEDGEMENT

It is undisputable that producing this quantitative research paper was

challenging and difficult yet worth it. Despite the obstacles and challenges

faced while making this paper, this journey taught us how to be resilient,

resourceful, and patient. This research paper also formed a new friendship

consisting of the researchers and the people that had helped them achieved

their goals. The procedure that results to its fulfillment will not be possible

without an inspiration, support, and direction of individuals who, in on manner

or another, contributed to the fulfillment of this project. We are very much

grateful to each and every one of you.

To the researchers’ respective practical research instructor, Dr. Edmer

Frio Aguilar, the researchers are very grateful for the patience that he had

given them with the lessons he shared. His passion for teaching had been

visible since the very first day and his support had been the fuel of this

project’s fulfillment.

For Dr. Lordelyn Buyo for letting the researchers conduct the study

inside Carmen National High School, Senior High School department. The

researchers also acknowledge her undying support all throughout the study.

For the researchers’ friends, families, and loved ones that did not just

contributed resources but also provided financial and emotional support. This

project would have not been easier if it was not for their undying support for the

researchers.

The researchers are grateful for the unwavering support and

encouragement. To God be the Glory.

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DEDICATION

We would like to dedicate this research paper to our family, whose

constant support and encouragement have been the driving force behind our

academic pursuits. Their unwavering belief in our abilities have allowed us to

embark on this journey.

We would like to extend our gratitude to our teachers, who have guided

and influenced us throughout this research. Their expertise and guidance have

been instrumental in shaping our research and enhancing our skills.

Furthermore, we express our heartfelt appreciation to the participants

who generously offered their time, resources, and energy to facilitate this

research.

We would like to dedicate this research paper to our friends for giving us

strength and hope when we thought of giving this up. They provided us a great

sense of support in continuing this.

We would also like to dedicate this research paper to ourselves as a

researchers. The countless hours spent poring over this study have challenge

us, providing lessons and personal growth.

Lastly, we dedicate this research paper to the Almighty God who gives

wisdom and power of thinking, security, competence and for giving us good

health while doing this research. All of these, we offer to you.

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APPROVAL SHEET

This research entitled “UTILIZATION OF TECHNOLOGY AND

STUDENTS MOTIVATION AMONG GRADE 12 STEM STUDENTS”, prepared
and submitted by Andrea Lei Inobio, Lheo Vince Libago, Apple Gwen
Cejas, Genzon Paulo Jalalon, Israel Xerixces Pablo, Luisa Andres,
Ricalyn Quijano, Divince Abucay, Gliezel Pata, Gwindyl Gemino is hereby
recommended for approval and acceptance.

EDMER F. AGUILAR, PhD

Research Adviser

Approved by the Research Panel/ Committee.

ANNA LOU G. EDILLON, EdD

Chair

PETRONIO S. BUAYA, JR., MAED LLOYD S. BRAVO, PhD

Member Member

Requirement for the subject Practical Research 2.

Recommending Approval:

EDMER F. AGUILAR, PhD

Research Coordinator

Approved:

DR. LORDELYN A. BUYO

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Principal IV

Table of Contents
Title Page Page No.
ACKNOWLEDGEMENT ii
DEDICATION iii
APPROVAL SHEET iv
TABLE OF CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES viii
ABSTRACT xi

Chapter

1 INTRODUCTION

Rationale 1

Research Objective 3

Hypothesis 4

Review of Related Literature 4

Theoretical Framework 21

Conceptual Framework 22

Significance of the Study 25

Definition of Term 26

2 METHODS

Research Design 28

Research Locale 29

Research Respondents 31
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Research Instruments 32

Data Collection 34

Statistical Treatment 35

Ethical Consideration 36

3 PRESENTATION AND ANALYSIS OF FINDINGS

Level of Utilization of Technology 38

Level of Student Motivation 39

Significance on Relationship 41
Between Utilization of technology
Student Motivation

Significance on the Relationship 43

Between Levels Utilization of Technology
and Student Motivation

4 SUMMARY AND FINDINGS, AND RECOMMENDATIONS

Summary of findings 44

Conclusion 44

Recommendations 45

REFERENCES 47

APPENDICES 51

A Survey Questionnaires 52

B Request Letter from Principal 56

C Request Letter from Adviser 57

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LIST OF TABLES

Table Page

1 Level of Utilization of Technology 39

2 Level of Student Motivation 40

3 Significance on the Relationship Between Levels of 41

Utilization of Technology and Student Motivation
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LIST OF FIGURES

Table Page

1 Conceptual Paradigm of the Study 24

2 Map of the Philippines highlighting the 30

Municipality of Carmen, Davao del Norte
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ABSTRACT

This study aims to determine whether utilization of technology

significantly affects student motivation. The study utilized a quantitative,
descriptive, and non - experimental research design via the use of correlational
analysis to ascertain the relationship between students' motivation and
utilization of technology. Random sampling using the lottery method was in use
in choosing the respondents that is composed of 60 students from Grade 12
STEM students of school year 2023-2024 from one of the secondary schools
in Carmen, Davao del Norte. One adapted and one adopted questionnaire
were used in conducting the study. Mean, Pearson r, and Multiple Linear
Regression Analysis were used as statistical tools to analyze the data. Results
showed that the level utilization of technology is moderate while the level of
academic performance is high. Moreover, results revealed that there is no
significant relationship between utilization of technology and student
motivation. Further studies on other variables affecting student motivation may
also be carried out.

Keywords: utilization of technology, student motivation, senior high school

students
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Chapter 1

INTRODUCTION

Rationale

In the past decades, students have been unmotivated to do their

tasks involving their studies that caused an alarming worry to instructors.

Poor academic performance of students is one problem impeding the

smooth actualization of the educational purpose, which is to prepare an

individual for mentally serving both himself and society (Mauliya et al.,

2020). Not only the resources and teaching techniques causes low

motivation but it is also because of the involvement of lack of motivation

within themselves that results to poor academic performance and even

worse, not going to school anymore. This alarming situation does not

just stop in the locality but it also exists around the world.

From a global perspective, a literary review of Munna and Kalam

(2021) in the teaching and learning process to enhance teaching

effectiveness in London, they found that the teaching and learning

process in the classroom has not been able to arouse students' learning

motivation so that there are still students who have not been able to

focus their attention and concentration on learning and only few

participants students are active in learning. Similarly, a study of

Puspitarini and Hanif (2019) stated that school teachers in Indonesia

found student learning motivation decreases on every learning process

that are presented. As an addition, a study of Mese and Sevilen (2021)

in Turkey stated that most of students turns out to have negative opinion

on learning habits as to why they feel less motivated in learning such as

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not being as not being satisfied with learning materials and lack of self-

discipline.

In the Philippines, the study of Ramos and Magallanes (2021)

found that numerous students in high school in Negros Occidental are

not risk if dropping out. However, literature linking their social support

and academic motivation is scarce. This study focuses on the lack of

motivation from each student, resulting them to drop out. In the selected

high school alone, performance indicators showed only 89.48 percent

survival rate and a 50 percent drop-out rate. Out of 1,350 students, only

1,208 finished secondary education. The remaining 142 are either

retained or dropped from school.

In Davao Region, there are some students that are at risk of

dropping out and skipping classes because of low student motivation. In

one of the schools of the Municipality of Carmen, Davao del Norte,

instructors are worried because of the recent periodical examination as

the results of several students are low. One of the factors that

contributes to this are student’s motivation on studying and focusing on

their lesson. There are students that did not study at all and students

that did not listen to discussions due to low motivation that leads them

into doing something not related while inside the classroom. It turns out

that due too little to no motivations, learners just give up on studying and

go to school just because of some reasons except studying itself.

There are studies about utilization of technology (Hamakali &

Josua, 2023; Alfadil et al., 2020) and students’ motivation (Hariri et al.,

2018; Erbas & Demirer, 2019) but none of these studies focuses on its
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relation with each other. The researchers found that there is scarcity in

terms of its relationship with each other and the effects of technology in

the motivation of each student. Though some studies shows that there

are some changes in the attitude of students when technology is present

inside the classroom (Jiang et al., 2022), information about its

connectivity is not explained to its extent as it also focuses on a different

objective. Hence, there is an urgency on conducting this study because

of its relevance to instructors and students themselves that has no

motivation but wants to continue with their studies. This study will be

relevant not just to the school but also inside the community as it will

install awareness to students that go to school and are trying to restore

their motivation to completely focus and give their best in terms of

studying and listening attentively in discussions. This will also make

teachers be more aware on how they will handle students.

In terms of dissemination, one of the researchers is a feature

writer in their school and will disseminate the information through a

feature article that will be published on the school paper. Furthermore,

this study may impact the practices of student toward regaining their

motivation in studying which will lead to more students being active

inside each classroom.

Research Objectives

The research aims to determine which domain of the utilization of

technology significantly impact students’ motivation in one of the

secondary schools in Carmen, Davao del Norte. Specifically, this

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research aims to:

1. to describe the level of utilization of technology in terms of:

1.1 technology self-efficacy

1.2 attitude toward technology use

1.3 performance expectancy/task-technology fit

1.4 personal factors

2. to describe the level of utilization of technology in terms of:

2.1 technology self-efficacy

2.2 attitude toward technology use

2.3 performance expectancy/task-technology fit

2.4 personal factors

3. to ascertain the level of students’ motivation in terms of:

1.1 intrinsic goal orientation

1.2 extrinsic goal orientation

1.3 control of learning belief

1.4 self-efficacy

1.5 task value

1.6 self-engagement

1.7 instructor support

Hypotheses

The following hypothesis will be tested at 0.05 level of significance:

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1. There is no significant relationship between the utilization of

technology and the student’s motivation.

2. There is no domain of utilization of technology that significantly

impact the student’s motivation.

Review Related Literature

This section contains the related literatures, articles, studies, and

journals that sites theories, notions, and statements from different

authors to support the variables that adds information to fulfill this study.

There are two variables in this study that stands as the

independent and dependent variable.

Utilization of Technology

Today, the use of technological devices is present in most of the

activities that people conduct daily. Education involved acquisition and

dissemination of learnings. Within this process, the way information

flows from its source to those who receive this is therefore important. In

this process, technology has been the most useful (Achinewhu, 2023). In

classrooms, the use of newer technology--particularly laptops, tablets,

and smart-phones--in the teaching-learning process is a relatively new

phenomenon with little investigation (Alfadil et al., 2020). In their study,

they found that here was an urgent need for instructors to learn how to

increase the effectiveness of using emergent technology in the

classroom setting and make instructors more effective.

Based on the study of Hamakali and Josua (2023), the digital

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age, in which educators and learners are deeply embedded, offers new

approaches to online teaching that engage learners’ attention, enhance

their reasoning and improve their organizational skills, minimizing the

relevance of printable material as an important source of information and

learning. Moreover, these innovative learning trends emphasize

collaborative work, data sharing and student cooperation to enhance

best practices in various digital environments. Recently, the evolution of

portable gadgets, wireless devices, and network inventions has been

highly developed. The federation is expected to use technologies in a

high school environment for teachers together with learners to effectively

use technology as the rapid technology growth goes on (Singh, 2018).

The increasing incorporation of laptops, smartphones, tablets and

other digital devices for educational purposes in education systems

globally has promoted learner-centered approaches that move learners

away from direct instruction and traditional teaching methods, captivated

by the advantageous conditions offered by these innovative approaches:

giving access to diverse sources of information, more flexible

environments in contrast to traditional and more restricted time and

space contexts. In this line, the adoption of Internet-based programs has

provided a huge collection of content on online educational platforms

and more opportunities to integrate students into new learning situations

for creative and educational purposes, stimulating their ability to choose

learning strategies and techniques that best suit their needs (Yuhanna et

al., 2020).

Individuals increasingly rely on digital media technologies to learn

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about and access new information (Lin et al., 2023). In the study of Veld

and Nagenborg (2019) on the ethical and educational implications of

personalized learning technology, they stated that praise for educational

technology is often focused on how technology will benefit school

systems, but there is a lack of understanding of how it will affect the

student and the learning process. However, in contradiction, in the study

of Lane (2021) he found that a skill level in using technology between

those teachers who have graduated within the last 10-years and have

been greater exposed to technology, compared to those more veteran

teachers have not had the benefit to the same exposure. Meaning, to

thrive in the 21st-century workplace, students need more than a working

knowledge of current technological tools.

Connecting with others is made possible by the internet enabling

real-time communication. The learners were empowered in a technology

surrounding, as they were secluded from teachers and were less scared

of relating to others. Learners believed that computer enables them to

have control over their learning by promoting independence (Goldin &

Katz, 2018). Students can apply technology for other functions like

improving their skills for future careers and critical thinking. Learners can

create new information, which can lead to increased innovations. Other

uses include doing online quizzes, online databases and classes, and

other works such as blogging (Chang, 2018). Some evidence suggests

that technology acceptance has a more satisfactory influence on

students’ learning motivation in technology-involved educational

contexts (Zuo et al., 2022).

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Technology self-efficacy. In the study of Ali (2021) in the e-

learners’ self- efficacy in online courses, it was emphasized that to

enhance the performance inside the school, some measures may be

taken to improve self-efficacy of the students. Academic self-efficacy

includes tasks like understanding of the course content, preparing

exams and quizzes, and participating in discussions. A task that is

achieved easily and without effort will result in high self-efficacy, but a

future failure may quickly diminish the sense of overall mastery. Self-

efficacy may be raised through vicarious experiences; that is, witnessing

others who are perceived to be similar to oneself successfully

accomplish the task in question (Mitchell, 2020).

Based on the reasoning of Cannaman (2019), technology cannot be

effective in the classroom without teachers who are knowledgeable

about both the technology itself and its implementation to meet

educational goals and therefore while technology use in the classroom is

increasing, improving teachers’ skills using technology should remain

the goal. In the study of Reyes and Del Valle (2023) in the Teacher’s

Efficacy with the Use of Technology they stated that integration of

technology allows teachers to effectively deliver the lesson in classroom,

whether actual or virtual. As a result, students are confident with what

they learn and how they accept and analyze information. Also, in the

study of Hanifah (2022) entitled Factors Influencing Teachers' Use of

Digital Technology, they concluded that among the predictors of the

use of digital technology, the effect of technology self-efficacy is the

strongest. The weaker influence of digital competence on the use of

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digital technology can be interpreted that teachers considering their

technology self-efficacy to be more important than digital competence in

the use of digital technology.

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In addition, in the study of Hanifah et al. (2022) on the

factors influencing teachers' use of digital technology, they

concluded that among the predictors of the use of digital

technology, the effect of technology self-efficacy is the strongest.

The weaker influence of digital competence on the use of digital

technology can be interpreted that teachers considering their

technology self-efficacy to be more important than digital

competence in the use of digital technology.

Attitude Toward Technology Use. When studying

attitudes toward technology education, the affective attitudinal

component has primarily been the focus. The concept of

"Educational Technology" has emerged along with integration of

technology with the education system. The use of technology in

education has become an inevitable necessity, as in other areas

of life (McCormick, 2020). Therefore, education, which cannot be

considered separately from technology, is undergoing a

transformation with the use of information technologies in a way

that improves and enriches the learning process (Yücel, 2022).

In the study of Hanifah et al. (2022) entitled Factors

Influencing Teachers' Use of Digital Technology, more than 90

percent of students and teachers in the study believe that using

digital technology helps them perform their tasks more quickly

while also improving the quality of their work. Aside from that,

teachers believe that digital technology may make their jobs

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easier. Teachers also acknowledge their intention to extend the

use of digital technology in their work in the future.

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When studying attitudes toward technology education, the

affective attitudinal component has primarily been the focus

(Svenningsson et al., 2022). In the study of Hoffmann et al.

(2018), the students who participated the survey indicated they

are very confident in using technology while accessing

information daily from their smartphones. Unless a

teacher/professor has a tremendous gift of information or is on

the cusp of research, most information taught can be Googled,

sourced, and used. Today, students may obtain information in

real-time from researchers in the field or from experts throughout

the world. In addition, they also found that students believe that

teacher use of technology within the classroom is vital for their

overall performance in life and indicated they thrive when

teachers use technology in group work. With the onslaught of

group chats, group texts, and social media platforms, today’s

students may be more adapt at working within a group than they

are individually.

Performance Expectancy/Task-technology Fit.

Technologies are considered to be instruments used by people to

accomplish their tasks. Within the context of information systems

study, technology implies computer systems (data, software, and

hardware) as well as consumer assistance (help lines, training,

etc.) offered to help consumers in their duties (Al Rahmi et al.,

2023).

The study of (Al Rahmi et al., 2023) demonstrated that

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social media use can improve communication self-efficacy,

communication motives, and online communication. As a result of

the findings of this study, it also improves students’ attitudes

toward the use of digital media, increasing their satisfaction. The

application of technology and its impact on both students’

academic performance and students’ satisfaction in classroom

settings are similarly influenced by this transformation. Because

of its enhanced features, the advent of technology involving

digital media
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and Web 2.0 is primarily beneficial in improving the academic

performance of learners at the higher education level (Moodley &

Padayachee, 2019).

Efficiency is about doing things in an optimal way; for

example, doing it the fastest or least expensive way.

Conceptualized technology fit as a degree of efficiency is a

problem because efficiency is not likely to have the same level of

effect on adoption as effectiveness. If students find that a digital

learning technology can really help them to improve their learning

and subsequently their grades, they are likely to be very

motivated because good grades are important for being accepted

at the best schools and universities, and also later when they

enter the job market (Rai & Selnes, 2019).

Based on Almaiah et al. (2020) the most significant

challenges encountered are delivering quality education,

implementing quality systems required for online learning, and

adapting the latest technologies. Thus, different researchers have

put their efforts into formulating various theoretical concepts and

establishing different models in the information system domain to

anticipate and describe user behavior with the technology

(Saleem et al., 2021).

Personal Factors. Based on the study of Mustapha et al.

(2020), a technology that is utilized in the classroom is incredibly

advantageous in supporting the learners appreciate the lessons

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being taught. For instance, given that there are a number of

visual learners, projection screens attached to computers can be

situated in classrooms to permit the learners to glimpse their

notes as distinctive to sitting down and paying attention to the

teacher. A good number of technologies are used to harmonize

the class set of courses. These technologies put as one offered

resources to students in the form of study questions,

assessments and activities that may

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perhaps be of assistance to the students to go on with the

learning process once they are not in the classroom.

Too often, students fall short of their potential. Although

structural and cognitive factors can contribute to this

underperformance, how students subjectively construe

themselves and their educational contexts can also play

significant roles. Social- psychological interventions can increase

student motivation, resilience, and achievement by altering these

construal (Keefe et al., 2021).

Based on the study of Mustapha et al. (2020), 89 and 60%

of conventional and private universities offer online courses

respectively, 50% of college presidents envisage that in the next

decade, a good number students will have taken courses online,

62% of college presidents also forecast that in the next decade,

more than half of the textbooks used will be digital, while 57% of

college graduates have used a Smartphone, tablet or laptop to

some degree during classroom instruction. Even though, most

institutions do not have clear policies regarding the use of such

gadgets; for most institutions, it is up to the teacher to manage

such uses. Furthermore, the personal factors of technology are

crucial.

Student Motivation

Given the importance of student engagement for

educational success, it is essential to explore how teachers can

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stimulate student engagement in online learning environment

(Jiang et al., 2022) In the study of (Hariri et al., 2018) on the

Student Motivation that Affects Learning strategies, they found

that first, positive and significant relationships between motivation

factors (value, expectancy, affective) and learning strategies.

Second, the findings show that the three predictor motivation

variables can significantly predict learning strategies of the

students. Third, the value components

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variable best predicts learning strategies. In short, these findings

indicate that, when teachers apply learning strategies, such

variables as value, expectancy, and affective components should

be strongly considered to be in place. Erbas and Demirer (2019)

attributed such lack of interest and motivation to abstract and

invisible course contexts that lead to misunderstandings and low

levels of academic achievement.

Self-determination theory has mainly been applied to

investigate students’ face- to-face learning optimization (Ryan &

Deci, 2020). Ryan and Deci (2020), suggested future self-

determination theory research should look more closely at how

online learning and remote classroom technologies stimulated

student engagement and learning.

Given the importance of student engagement for

educational success, it is essential to explore how teachers can

stimulate student engagement in online learning environment.

However, relatively little research drawing from self-determination

theory has examined the links between teaching motivations and

student engagement (Li et al., 2022).

Another research found that teacher support may generate

good teacher- student connections that can improve students’

social interaction and intellectual skills within a classroom

environment (Huang et al., 2022). In another study, when

students feel more teacher support in technology-supported

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learning environments, they find technology more helpful for

learning and easier to use (Wang et al., 2021).

Another study also showed that learning motivation was

positively linked to both teacher feedback and learning

engagement in a technology-supported instructional environment

(Pan & Shao, 2020). In other words, the more feedback and

support teachers offer in a technology-supported educational

setting, the more motivated

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students are to study and the more time and energy they

dedicate to learning. In the study of (Plak et al., 2023) the results

point out that motivation explains differences in engagement as

indicated by student responsiveness and participation, whereas

the perceived ability to participate does not.

One issue preventing the smooth actualization of

education's goal—to prepare a person for cognitively helping both

himself and society—is students' poor academic performance

(Mauliya et al., 2020). In a similar vein, a study by Puspitarini and

Hanif (2019) indicated that Indonesian school teachers saw a

decline in student learning motivation for each presented learning

process.

According to Ramos and Magallanes' analysis from 2021,

many high school students in Negros Occidental, the Philippines,

are not at risk of dropping out. There is, however, little research

connecting their social support with academic motivation. This

study focuses on how each student's lack of motivation causes

them to drop out. Performance metrics for the chosen high school

alone showed an 89.48 percent survival rate and a 50 percent

dropout rate. Only 1,208 of the 1,350 students completed

secondary schooling. The remaining 142 students are either kept

in school or dropped.

Intrinsic Goal Orientation. According to self-

determination theory, a prominent framework in positive

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psychology, intrinsic goals are more likely to satisfy your basic

psychological needs for autonomy, competence, and relatedness.

These needs are essential for your well-being, motivation, and

growth. Research that supports the notion that intrinsically goal

oriented learners are more likely to produce better quality writing

output attribute such writing success to a willingness to engage

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in writing tasks out of personal satisfaction rather than some

external reward (Amin, 2019).

Some empirical research within EFL contexts supports this

by showing that intrinsic goal orientation predicts writing

proficiency (Fukuda, 2018; He, 2002), and those students who

show high levels of performance approach goal structures

associated with intrinsic motivation also show higher levels of

writing achievement (Abdulhay et al., 2020). Moreover, Neubauer

et al., (2020) conducted an ambulatory assessment study to

examine the dynamic reciprocal relations between achievement

goals and daily experiences of academic success and failure.

They found out that mastery goal orientation was positively

related to intrinsic motivation, while performance-avoidance goal

orientation was negativity related to intrinsic motivation.

In contradiction, some studies have shown that intrinsic

goal orientation has no direct effect on writing performance, other

studies suggest that the relationship it has with motivational

variables such as self-efficacy play a role in writing performance.

For example, it has been shown that students who show high

levels of a combination of intrinsic goal orientation and self-

efficacy also show higher levels of proficiency in their English as

a Foreign Language (EFL) writing assessment, which has been

attributed to common characteristic of both variables being tied to

goal setting (Fukuda, 2018). Additionally, the connection between

the two variables has been widely observed, as multiple studies

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have found a relationship between them (Teng et al., 2018).

Extrinsic Goal Orientation. According to Chua & Ling

(2022), Extrinsic goal orientation refers to motivation that is driven

by external factors such as rewards, competition, and evaluation

by others. Several studies have explored the relationship

between students' motivation and extrinsic goal orientation.Also,

One study found that

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blended learning, which combines face-to-face interaction with

online instruction, influenced students' use of motivational

strategies, including extrinsic goal orientation (Balakrishnan et al.,

2021). Students who had more face-to-face interaction with tutors

showed higher levels of extrinsic goal orientation (Balakrishnan et

al., 2021). This suggests that personal motivation from tutors can

influence students' extrinsic goal orientation.

On the other hand, in a study by Supervía et al., (2019), no

significant relation was found between extrinsic motivational

variables and academic performance. However, Tsouloupas et al.

Supervía et al. (2019) indicated that extrinsic motivations were

related to ego-oriented goals. This suggests that extrinsic goal

orientation may not directly influence academic performance but

may be associated with certain types of goals (Ulfa, 2019). This

study investigates the motivation of EFL students in learning

English and examines the impact of extrinsic motivation factors

such as teachers, parents, and the environment. The results

show that teachers have the biggest impact on students' extrinsic

motivation, while intrinsic motivation is influenced by students'

own learning goals.

In addition, extrinsic goal orientation has been studied in

various educational contexts, its relationship with academic

performance is not always straightforward. Some studies have

found no significant links between extrinsic goal orientation and

academic performance (Supervía et al., 2019). Moreover,

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according to Linnenbrink- Garcia and Wormington (2019)

proposed perceived competence, task values, and achievement

goals as essential categories to study person-oriented motivation

from an integrative perspective. Hattie et al. (2020) grouped

various models of motivation around the essential components of

person factors (subdivided into self, social, and cognitive factors),

task attributes, goals, perceived costs, and benefits. Finally, Fong

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(2022) developed the motivation within changing culturalized

contexts model to account for instructional, social, future-

oriented, and sociocultural dynamics affecting student motivation

in a pandemic context.

Control of Learning Belief. In order for an individual to

succeed in a task and feel happy, his / her motivation level is

expected to be high. In general, an individual who has high levels

of motivation is energetic and determined to succeed in anything,

tries hard to be successful, has high levels of performance, uses

time wisely, develops himself / herself, has high self-confidence.

On the other hand, a student whose motivation level is high in the

learning process is interested in the lesson, gets prepared for the

class, asks questions, joins discussions, focuses on the subjects

he

/ she needs to learn, never gives up at hard times, is persistent

and determined to learn (Zambas, 2019).

Al-Naqbi and Alshannag (2018) suggest, a change in the

attitudes and behaviors of each individual toward the environment

and a change in lifestyles to consider environmental issues and

problems. Thus, education becomes a critical component for

promoting sustainable development (SD) and improving the

capability of people to address environmental and developmental

issues since, when appropriate knowledge and skills have been

acquired, learners can then make appropriate environmental

choices in their behavior and, hence, on the environment.

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Students who are intrinsically motivated will frequently

perform better than those who are not. This paper examined the

relationship between motivational belief strategies and digital

literacy in digital learning among university students. Motivational

belief is an intrinsic motivation that encourages an individual to

self-motivate through specific strategies. This paper has its aims

to contribute to assisting students, and

 23

academics in utilizing the right motivational strategies to elevate

students' digital literacy (Lilian 2022).

Too often, students fall short of their potential. Although

structural and cognitive factors can contribute to this

underperformance, how students subjectively construe

themselves and their educational contexts can also play

significant roles. Social- psychological interventions can increase

student motivation, resilience, and achievement by altering these

construals (Keefe et al., 2021).

Self-efficacy. In recent years, educators have

experimented with various teaching methods in an effort to find

more effective ways of teaching and learning. Flipped learning,

project-based learning, problem-based learning, and cooperative

learning have received a lot of attention lately, mainly because

they deal with a paradigm shift: from teacher-centered to student-

centered learning is crucial (Myeong- Hee, 2018).

Based on the findings of the study of Maraghi (2018) about

the relation of educational self-efficacy and motivation among

Medical Education students, a significant percentage of students

have had average to high academic self-efficacy while their

educational motivation has been reasonable. The correlation

between educational self-efficacy and academic motivation was

positive and significant, and it is suggested that an increase in

academic motivation could be associated with the promotion of

 24

educational self-efficacy. Students' self-efficacy and academic

motivation played a significant role in achieving the student's

goals, specifically in the new normal setup of education to

maintain their willingness to learn more despite difficulties. Thus,

it is the idea that one can successfully execute and complete a

task within one's capabilities (Dullas, 2018).

 25

Self-efficacy and academic motivation have received much

attention in educational psychology, especially online learning (Li

& Lalani, 2020). More recently, self-efficacy for motivational

regulation emerged as a further relevant, yet underestimated

aspect of an effective motivational regulation process.

Specifically, Trautner and Schwinger (2020) found that

self-efficacy beliefs in the domain of motivational regulation were

an even more powerful positive predictor of academic

performance and positive affect than was the frequency of

strategy use, and thus deserve closer examination.

Task Value. Eccles and Wigfield (2020) called for the

importance of examining more closely the interplay between

individuals’ expectancies for success and their subjective task

values in various situations, in order to understand the underlying

processes. They noted that understanding the interplay better

between expectancies for success and subjective task values will

have important implications for designing interventions that

cultivate and support students’ motivational beliefs.

However, Gaspard et al. (2018) also found that the

associations between students’ expectancies, subjective task

values, and achievements were somewhat stronger in the math

and science domains compared with the verbal domains.

Highlighting the situated, task-specific nature of ability beliefs and

task-values is important, because different academic tasks, such

 26

as homework assignments and quizzes, within a course may

have differing ability beliefs and value.

Thus, on both a task-specific and domain-specific level,

intentions, persistence, and achievement are distinct outcomes

that are likely manifested through separate processes with unique

predictors. Furthermore, intentions do not always translate into

behavior. Within expectancy value theory, the relative task

value across available

 27

tasks is considered critical in linking intentions and behaviors, as

intended tasks may be coopted by more valued tasks (Eccles &

Wigfeld, 2020).

Self-Engagement. A study showed that the motivation

and engagement have long been identified as playing an

important role in learning and achievement. They are positively

associated with participation in class, educational aspirations,

enjoyment of school, use of adaptive learning strategies, and

academic achievement (Ginns, Martin, & Papworth, 2018).

Additionally, student engagement has become one of the

important areas to be discussed in higher education sector in

recent years. In particular, previous research has shown direct

links between student engagement in learning and such

outcomes as dropout substance use mental health and academic

outcomes. Moreover, students who are engaged in learning were

found to be more successful in academics and less likely to drop

out from their studies. They were found to be highly motivated to

invest in learning, attend classes, and participate in study

activities. Therefore, in light of the positive consequences of

student engagement, the current study aims at contributing to the

growing body of research by exploring the motivational and

engagement factors that influence the students to attend classes

and participate in study activities actively (Sharma et al., 2021) /

(Sharma et al., 2021).

 28

In sum, it is stated that a basic causative factor in the

general achievement of learners studying in higher education is

learners’ engagement (Xerri et al., 2018; Derakhshan, 2021). It is

extensively approved that learners who are actively participating

in the learning progression and take interest in their academic

education are more likely to achieve higher levels of learning

(Wang et al., 2021).

 29

Instructor Support. According to Self-Determination

Theory (SDT), teacher motivation affects student motivation

indirectly via teaching practices that support the satisfaction of

students’ basic psychological needs, but studies have not shown

evidence of this entire sequence. We tested the complete model:

teacher motivation (autonomous, controlled, and motivation)

perceived need-supportive practices (autonomy support,

structure, and involvement) student need satisfaction (autonomy,

competence, and relatedness) student motivation (autonomous,

controlled, and amotivation) student academic achievement (Ahn

et al., 2021).

As stated, student-teacher relationships are highly

essential in an effective classroom. Specifically, student-teacher

relationships are important for students in their short term and

long-term education. Student-teacher relationships are important

in the short term because it creates a thriving classroom

environment, helps students develop self-worth and improves

student mental health (Buffet, 2019). In the same manner, these

positive relationships may decrease behavioral problems and

promote academic success. Student- teacher relationships help

foster the academic success of students. With this being said,

student-teacher relationships assist students in the short term.

These relationships support students for the specific year they

spend in that educational setting with the educator (Buffet, 2019).

Studies have shown that teacher perceptions of student

 30

achievement influence teacher-student interactions, subsequently

affecting student outcomes. However, teachers may also take

note of and respond to the motivation and engagement of their

students in a differential way, which could affect student

outcomes as well (Brandwiller et al., 2023).

 31

Theoretical Framework

This study is anchored on Spiro et al. (1988) Cognitive

Flexibility Theory that states that deep learning requires learners

to engage with new content from multiple perspectives and in

flexible ways of thinking. Research on CFT informed learning

environments suggests that flexible thinking during learning

activities supports the development of higher order thinking skills

(e.g., problem solving) and prompts positive changes in the

learner’s affective domain. When instructors engage with

technology while teaching the class, it opens a new perspective

for the students and help them learn more about a certain lesson.

Technology gives a new experience for learners, hence using it

while in the classroom changes perspective and makes way of

thinking more flexible.

Likewise, this study is supported by Maslow’s (1943)

Hierarchy of Needs Theory which explains that motivation is the

result of a person's attempt at fulfilling five basic needs:

physiological, safety, social, esteem and self-actualization.

According to Maslow, these needs can create internal pressures

that can influence a person's behavior. This theory elucidates that

student’s motivation is based on the fulfillments of their needs in

terms of education. When students attain and satisfy their needs

on the certain aspect, the more they are motivated to continue

doing what they need to do.

 32

The correlation between utilization of technology and

student motivation is supported by Zuo et al. (2022) proposition

that technology acceptance has a more satisfactory influence on

students’ learning motivation in technology-involved educational

contexts. Utilization of technology contributes on student’s

motivation as the 21st Century depends on technology compared

to other generations. Technology

 33

nowadays creates a big difference not just inside the classroom but

also in students’ motivation to learn.

Conceptual Framework

Presented in Figure 1 is the conceptual framework of the

study. The independent variable of the study is the utilization of

technology while the dependent variable is the student

motivation. The utilization of technology refers to technology self-

efficacy, attitude towards technology use, performance

expectancy/task- technology fit, and personal factors. Technology

self-efficacy refers to the personal judgement of the capacity to

use technology. Attitude towards technology use refers to the

overall positive or negative response to using technology.

Performance/ expectancy/ Task-technology fit refers to the

degree to which an individual believes that using technology will

help enhance job performance and assist in performing specific

tasks. Personal Factors refers to the degree to which an

individual believes that using technology will help enhance image

as a professional.

For the dependent variable, student motivation

operationally refers to the intrinsic motivation, extrinsic motivation,

control of learning beliefs, self- efficacy, task value, social

engagement and instructor support. Intrinsic goal orientation

refers to the motivation that stems from primarily internal reasons

(e.g., being curious, wanting to challenge, wanting to master the

 34

content). Extrinsic goal orientation refers to the motivation that

stems from primarily internal reasons (e.g., being curious,

wanting to challenge, wanting to master the content) whereas

extrinsic goal orientation is caused by primarily external reasons

(e.g., getting good grades, competing with others, and seeking

approval or rewards). Control belief about learning refers to

students' beliefs about the contingency between their behaviors

and their performance. Self-Efficacy

 35

refers to an individual's belief in his or her capacity to execute

behaviors necessary to produce specific performance

attainments. Task Value refers an imaginable or sometimes

objectively measured worth of a task for completion of a project

whereto it belongs. In other words, value of a task depends on a

contribution that this task makes towards completion of its project.

Social engagement refers the degree of participation and

communication an individual has within an online community. The

goal of social engagement is to form an emotional connection

between the individual and the community. These communities

are often led by, or associated with, a brand or organization.

Instructor Support refers to the helps students to understand the

task better, attach task value and motivate them to achieve the

mastery goal objectives. Students on the other hand achieve

mastery goals when they are more task oriented.

 36

INDEPENDENT VARIABLE DEPENDENT

VARIABLE

Utilization of Technology Student Motivation

 Technology Self-Efficacy  Intrinsic Goal
 Attitude Towards Motivation
Technology Use  Extrinsic Goal
 Performance Expectancy/ Motivation
Task Technology Fit  Control of Learning
 Personal Factors Belief
 Self- Efficacy
 Task Value
 Social Engagement
(Mikusa, 2015)  Instructor Support
(Fowler, 2018)

Figure 1. Conceptual Paradigm Showing the Variables of

the Study.
 37

Significance of the study

In a global perspective, instructors and facilitators may use

the result of this study to identify factors that will affect students’

motivation inside the school. Teachers that are not satisfied with

students’ performance may use this study as a basis so they

could have solutions on how to improve and handle students that

are no longer motivated on doing their requirements. This study

may be a basis for workshops and seminars that could help

learners with their motivation towards behavior change in

accordance with school activities.

For the DepEd officials, the findings of this study will

benefit the division and regional DepEd officials as this study may

be considered as a basis for enhancing problem solving ways in

terms of students’ behavior towards motivation. The result of this

study may help them resolve the problem that they had been

facing for a long time which is the main factor that stops learner to

do their works to its extent. This study will provide an opportunity

for the officials to be aware of the underlying problems that keeps

learners’ motivation on a small-scale.

For school administrators, the result of this study is

expected to provide information and insights on the factors that

affects students’ motivation. Given the scarcity of information

regarding this, the correlation between the two variables will

bring knowledge to the administration. Utilizing this research-

based information,
 38

administrators of schools can tailor interventions and implement

regulations that are in line with the requirements for student

motivation and using resources wisely would ultimately improve

the overall quality and students' success.

Moreover, teachers can benefit from this study since this

can equip them with evidence-based strategies that will enhance

their instructional practices. This will also

 39

enlighten them about the relationship of both the variable and will

convince them to use more useful ways to restore students’

motivation to effectively use and conduct it on a large-scale of

audience. By this, students will be presented a useful,

manageable, and convenient learning ways.

On the micro-scale, the findings of this study may help

students to know what could help them to effectively gain their

motivation in studying. Students may learn the strengths and

weaknesses of their own motivation in order to control it more

and hold it accountable. By the results of this research, students

can cultivate a more distinct sense of direction and purpose in

their academic pursuits.

Finally, this study may be of big help to be used as

reference for the future researchers in conducting their related

studies. A much wider radar may be given to future researchers

to help them with their own studies that might fill in the gaps of

this research. This study may also help future researchers to

locate literature reviews to furtherly disseminate the results and

objectives of their very own study. With this, researchers will have

a basis of their study and will be enlightened by the further

results. Future researchers will also be given opportunity to

contribute their own ideas regarding the existing issue of student

motivation.

Definition of Terms
 40

To established a common frame of reference, the following

terms are defined conceptually and operationally.

Utilizing Technology. This refers to the proficiency in

applying technological resources to achieve instructional goals in

a given teaching learning situation (Akuegwu, 2015). As used

in this study, this refers through the utilization of

 41

technology, technology self- efficacy, attitude towards technology

use, performance expectancy/ task technology and performance

factors.

Student Motivation. This refers to the force which

provides the impetus for human behavior, causing individuals to

initiate and sustain goal-directed actions (Jenkins & Demaray,

2015). As used in this study, this refers to the student’s motivation

through intrinsic goal motivation, extrinsic goal motivation, control

of learning belief, self-efficacy, task value, self-engagement and

instructor support.
 42

C
h
a
p
t
e
r

M
E
T
H
O
D

The chapter presents the research design, the research

locale, the population and sample, the research instrument, the

data collection, and the statistical tools.

Research Design

This study used quantitative, descriptive, and non -

experimental research design via the use of correlational analysis

to ascertain the relationship between students' motivation and

utilization of technology. Quantitative research is the process of

collecting and analyzing numerical data. It can be used to find

patterns and averages, make predictions, test causal

 43

relationships, and generalize results to wider populations

(Bhandari, 2020).

This study also used non-experimental design because

the researcher did not manipulate nor control the variable,

instead, relies on interpretation, observation or interaction to

come up with a conclusion (Creswell, 2009). Moreover, this study

used correlational design since Correlational Research Design is

a type of non-experimental research method that examines the

relationship between two or more variables. It is used to

determine whether there is a correlation between the variables

and, if so, what kind of correlation exists. Correlational research

does not involve manipulating any independent variable but

instead looks at existing patterns in the data (Pallister, 2023).

Furthermore, this study used descriptive research design

as the descriptive research is a research method that describes

the characteristics of the population or phenomenon that is being

studied. This methodology focuses more on the “what” of the

research subject rather than the “why” of the research subject

(Manjunatha, 2019).
 44

Research Locale

This study was conducted in one of the secondary schools

in the Municipality of Carmen, Davao del Norte. Carmen was

chosen as the locale of this study since the researchers are

senior high school students in one of the schools in Carmen,

Davao del Norte, and noticed the problem of students when it

comes to their motivation.

The municipality of Carmen is one of the eight

municipalities of the province of Davao del Norte, Region XI,

Philippines. Davao del Norte province is located in the Davao

region in Mindanao. According to 2022 report of National

Competitiveness Council, Carmen has been awarded as one of

the most improved municipalities in Davao Region.

Further, the Philippine Statistics Authority reports that this

municipality has a population of 82, 018 as of the 2020 census. It

is about 38 kilometers (24 mi) from Davao City, and about 17

kilometers (11 mi) from Tagum City. It is bounded by Tagum City

in the East, Panabo City in the West, Municipality of Braulio E.

Dujali in the North, and the Davao Gulf in the South.

 45

Figure 2. Map of the Philippines highlighting the Municipality

of Carmen, Davao del Norte

 46

Research Respondents

The respondents of the study were 104 Grade 12 students

in one of the schools in Carmen, Davao del Norte for the school

year 2023-2024. Raosoft sample size online calculator is used to

determine the 104-sample size from the 141 population of

students. The selection of the respondents will be due to the fact

that each classroom of each section STEM has utilization of

technology. Specifically, only those who utilizes technology inside

their classroom will be included in this study. If one or more will

withdraw in the middle of the conduct of survey, getting an

alternative of the same gender within the same school shall be

taken as replacement with voluntariness.

The researchers conducted a pilot testing to know if the

research questions are applicable to the respondents. The

researcher selected 30 students from the 104- sample size to be

the respondents for the pilot testing. This study used simple

random sampling because it uses randomization, any research

performed on this sample should have high internal and external

validity, and be at a lower risk for research biases like sampling

bias and selection bias (Thomas, 2020). This reduces the risk of

bias and ensures that the sample is a fair representation of the

population, allowing researchers to make accurate

generalizations and draw valid conclusions about the entire

population based on the findings from the sample (Creswell,

2019).
 47

In this study, the remaining 74 respondents from the

sample size were randomly selected on each section. There were

30 respondents on each section. The 30 respondents were

randomly selected through lottery method to avoid biases. The

students who were not able to have a chance to be selected have

a possibility to be part of the study if the selected students will

withdraw. However, if the students decline or unavailable, they

were forced to join and they will be excluded from the study.
 48

Students who feel awkward and uncomfortable were free to

withdraw from their participation. Their decision to withdraw will

be respected. Furthermore, the respondents' welfare gave utmost

important in the conduct of the study

Research Instrument

The researcher employed two adapted survey

questionnaires in gathering data through paper-and-pen manner,

namely: utilization of technology and student motivation.

Utilization of Technology. The first part of the survey

questionnaire which is the coaching behavior was adapted from

Mikuna (2015). This is composed of a 41- item test to assess the

utilization of technology inside the classroom with the following

dimensions, namely: Technology self-efficacy (7 items), Attitude

toward technology use (23 items), Performance expectancy/

Task-technology fit (7 items), and Personal Factors (3 items).

Range of Mean Descriptive Level Interpretation

5 Strongly Agree The utilization of technology

inside classrooms is always

 49

manifested.

4 Agree The utilization of technology

inside classrooms is oftentimes

manifested.

3 No Opinion The utilization of technology

inside classrooms is sometimes

manifested.
 50

2 Disagree The utilization of technology

inside classrooms is rarely

manifested.

1 Strongly Disagree The utilization of technology

inside classrooms is never

manifested at all.

Student Motivation. This part of the questionnaire is

adapted from Fowler (2018). This consists of a 38-items to

assess student motivation towards learning with the following

dimensions, namely: Intrinsic Goal Motivation (4 items), Extrinsic

Goal Motivation (4 items), Control of Learning Belief (4 items),

Self- Efficacy (8 items), Task Value (6 items), Social Engagement

(5 items) and, Instructor Support (7 items). Using Cronbach

alpha, it was calculated as a measure of reliability for each

subscale, with values of .7 or greater considered satisfactory

indicators of reliability.

The Intrinsic Goal Orientation subscale consisted of 4

items, and reliability analysis yielded a coefficient alpha of .70.

The Extrinsic Goal Orientation subscale consisted of 4 items, and

reliability analysis yielded a coefficient alpha of .66. The Control

of Learning Beliefs subscale consisted of 4 items, and reliability

analysis yielded a coefficient alpha of .71. The Self-efficacy

subscale consisted of 8 items, and 39 reliability analysis yielded a

coefficient alpha of .87. The Task Value subscale consisted of 6

 51

items, and reliability analysis yielded a coefficient alpha of .88.

The Social Engagement subscale consisted of 5 items, and

reliability analysis yielded a coefficient alpha of .73. The Instructor

Support subscale consisted of 7 items, and reliability analysis

yielded a coefficient alpha of .85. A five-point Likert scale will be

used to determine the level of student motivation of students.

 52

Range of Mean Descriptive Level Interpretation

5 Strongly Agree The student motivation of

students is always manifested.

4 Agree The student motivation of

students is oftentimes

manifested.

3 Neutral The student motivation of

students is sometimes

manifested.

2 Disagree The student motivation of

students is rarely manifested.

1 Strongly Disagree The student motivation of

students is never manifested at

all.

The questionnaires were contextualized to the local

setting. Refinement of the questionnaire will be made possible

through the assistance of the adviser and expert validators who

evaluated the contents of the questionnaire for construct validity.

The questionnaires undergo pilot testing with 30 senior high

school students who are not part of the study. The items in the

instruments were subjected to Cronbach’s Alpha reliability test to

determine their internal consistency.

Data Collection
 53

Data Collection In gathering the data, the researcher

followed a strict procedure and protocol. First, the researcher

asked permission to the school principal of one of

 54

the secondary schools in Carmen, Davao del Norte where the

study was conducted. After the approval, a request letter was

submitted to the advisers of the respondents.

After which, a schedule was made for the distribution of

the survey questionnaires using a paper and pen survey. For

convenience and clarity, the explanation about the study and

instruction are included in survey.

In the survey, the researcher included text information

about the rationale of the study and their rights as respondents.

The respondents were given enough time to answer the survey

questionnaire. After retrieving all the questionnaires, the data was

tallied, tabulated, analyzed, and interpreted on the purpose of the

study.

Also, the data was analyzed and interpreted confidentially

and accordingly. First, the data will be analyzed in terms of

extracting the mean to analyze and interpret the typical index of

the levels of student motivation and utilization of technology.

Then, Pearson r was employed to determine the significant

relationship between the student motivation and utilization of

technology.

Next, multiple linear regression was used to determine the

significant influence of student motivation on utilization of

technology and to the domain in the student motivation that best

influences the utilization of technology of students.

 55

Statistical Treatment

For more comprehensive interpretation and analysis of the

data, the following statistical tools will be used.

Mean was employed to measure how much technology is

being used and how motivated students are. It is calculated as

the total of all numbers divided by the list's value count.

 56

Person Product Moment Correlation was applied in

order to ascertain whether there is a substantial correlation

between student motivation and technological use.

Multiple Linear Regression was used to identify the

domain in the research of technology usage that most influences

the motivation of STEM students in Grade 12 and the substantial

influence of technology utilization on student motivation.

Ethical Consideration

The researchers evaluated ethical considerations. They

are endowed with the conduct that a researcher ought to have.

The ethical factors included Justice, Transparency, Autonomy,

Informed Consent, Privacy & Confidentiality, and Privacy. These

will be used as the data is gathered by the researchers.

Autonomy. The respondents were informed about the

risks and advantages of the study. Participation is entirely at the

discretion of the respondents, and they are not compelled to

participate.

Informed Consent. Respondents were presented with

informed consent with the appropriate information before the

conduct of the study.

Privacy & Confidentiality. The researchers assured the

privacy and confidentiality of all the data that will be collected

from the respondents.

 57

Justice. The researchers guarantee that the procedures

followed in selecting research participants was unbiased and that

the participants are protected from any possible risks. The option

to decline or withdraw from the research will always be

accessible respondents.
 58

Transparency. The researchers disclosed any and all

interests that could bias or have even the slightest indirect effect

on the study. They created appropriate, ample, and transparent

procedures for carrying out the research.

 59

CHAPTER 3

PRESENTATION AND ANALYSIS OF FINDINGS

The data obtained from the respondents on the student

engagement are presented, analyzed and interpreted in this

section based on the research objectives previously stated. The

order of discussions on the mentioned topic is as follows: level of

study skills and habits, level of student engagement, significant

relationship between study skills and habits and student

engagement; and significance on the influence of study skills and

habits on student engagement.

Level of Utilization of Technology

Table 1 presents the data of the level of utilization of

technology and has weight mean of 3.0187 with standard

deviation of 0.45 and an interpretation of Moderate. The standard

deviation (SD) ranged from 0.47 to 0.80 which are less than 1

which denotes homogeneity of responses.

The results show that technology self- efficacy has the highest
mean value of

3.28 which is describe as Moderate. On the other hand, it is

followed by performance expectancy/ task technology fit with the

mean value of 3.14 which is describe as Moderate. It is followed

by attitude towards technology use with mean value of 3.04 which

is describe as Moderate. It is then followed by personal factors

with a mean value of 2.60 and is describe as Moderate.

 60

This means that the level of utilization of technology is

sometimes manifested. This means that the utilization of

technology that is expected to improve students’ skills inside the

classroom is observed by students.

 61

Table 1
Level of Utilization of technology
Indicators SD MEAN DESCRIPTIVE
EQUIVALENT

Technology self- 0.47 3.28 Moderate

efficacy

Attitudes towards 0.45 3.04 Moderate

technology use

Performance 0.60 3.14 Moderate

expectancy/ Task
technology Fit

Personal Factors 0.80 2.60 Moderate

Overall 0.45 3.01 Moderate

This result supports the idea of Singh (2018) that indicates

that the federation is expected to use technologies in a high

school environment for teachers together with learners to

effectively use technology as the rapid technology growth goes

on but it does not mean that it highly affects the motivation of

each. Moreover, this also supports the idea of Hanifah et al.,

(2022) that states that the weaker influence of digital competence

on the use of digital technology can be interpreted that teachers

considering their technology self-efficacy to be more important

than digital competence in the use of digital technology.

Level of Student Motivation

In table 2, the level of student motivation as weighted

 62

mean of 3.82, with a standard deviation of 0.47 and an

interpretation of High. The standard deviation (SD) ranged from

0.68 to 0.58 which are denotes homogeneity of response.

 63

The results show that Extrinsic goal motivation has the highest
mean value of

4.1 which is describe as High. On the other hand, it is followed by

intrinsic goal orientation with the mean value of 3.9 which is

describe as High. It is followed by instructor support with mean

value of 3.89 which is describe as High. It is then followed by

social engagement with a mean value of 3.67 and is describe as

High. Meanwhile, the Self efficacy and task value with the mean

value of 3.57 and which describe as High. It is then followed by

control of learning beliefs and with the mean value of 3.0 and

which describe Moderate.

Table 2
Level of student motivation
Indicators SD MEAN DESCRIPTIVE
EQUIVALENT

Intrinsic goal 0.68 3.9 High

orientation

Extrinsic Goal 0.69 4.1 High

Orientation

Control of 0.73 3.0 Moderate

learning beliefs

Self-efficacy 0.57 3.57 High

Task Value 0.57 3.57 High

Social 0.62 3.67 High

Engagement

Instructor 0.58 3.89 High

Support

Overall 0.47 3.82 High

 64

This result supports the study of Plak et al., (2023) that

states motivation explains differences in engagement as indicated

by student responsiveness and participation, whereas the

perceived ability to participate does not.

 65

In contradiction, Erbas and Demirer (2019) attributed such

lack of interest and motivation to abstract and invisible course

contexts that lead to misunderstandings and low levels of

academic achievement.

Significance on the Relationship Between Utilization of

Technology and Student Motivation

Presented on Table 3 is the correlation between utilization

of technology and student motivation. Each relationship between

the indicators of utilization of technology and student motivation

are presented. Results revealed that the overall R- value was

-.065 with a p-value of .624. It was shown that the p-value of .064

was greater than the level of significance. This means that the

null hypothesis of no significance in the relationship between

utilization of technology and student motivation was accepted or

not rejected.

Table 3
Significance on the Relationship Between Utilization of
Technology and Student Motivation

Student Motivation
Intrins Extrinsic Control Self- Social Instruct
Utilizati ic Goal of effica Task Engag or
on of goal Orientati learning cy Value ement support Overa
technol orient on beliefs
ogy a tion
Techn .085 -.234 .109 .040 .040 .114 .088 .043
ology
self- (.517) (.071) (.406) (.764) (.764) (.384) (.505) (.743
efficac
y
Attitu -.082 -.036 .052 -.182 -.182 -.084 -.060 -.100
des
 66

towar (.783) (.692) (.164) (.164) (.524) (.650) (.446

ds (.535)
techn
ology
use
 67

Perfor .004 -.057 .067 -.088 -.088 -.180 -.170 -.09

manc
ee (.974) (.666) (.609) (.505) (.505) (.170) (.186) (.49
expect
ancy/
Task
techn
ology
Fit
Pers .056 -.075 -.012 -.130 -.130 .007 .014 -.04
onal
Fact (.671) (.571) (.926) (.321) (.321) (.955) (.915) (.71
ors
Overall .027 -.121 .060 .-.122 -.122 -.048 -.048 -.06

(.836) (.356) (.651) (.352) (.352) (.716) (.744) (.62

Results of table 3 also revealed the correlation between

utilization of technology and student motivation. Computations

yield r- value of .043 and p-value of .743 or significant for the

correlation between technology self-efficacy and student

motivation, r- value of -.100 and p-value of .446 or significant for

attitudes towards technology use and student motivation, r- value

of -.090 and p- value of .495 or significant for performance

expectancy/task technology fit and student motivation, r- value of

-.048 and p-value of .717 or significant for personal factors and

student motivation, and the overall utilization of technology and

students motivation yields r- value of -.065 with an associated

probability of .624 or significant. This implies that there is no

significant relationship between utilization of technology and

students’ motivation. Furthermore, all indicators of utilization of

technology showed no significance relationship with student

 68

motivation. This implies that utilization of technology does not

significantly affect student motivation.

This result is supported by Brandwiller et al., (2023) that

shows teachers may also take note of a respond to the motivation

and engagement of their students in a differential way, which

could affect student outcomes as well. There are different ways

 69

a student percept their own motivation. Every student is different

and there are many factors that affect their motivation inside their

classroom.

On the other side, this is also supported by the Self-

Efficacy Theory constructed by Mitchell (2020) that indicates

academic self-efficacy includes tasks like understanding of the

course content, preparing exams and quizzes, and participating in

discussions. A task that is achieved easily and without effort will

result in high self- efficacy, but a future failure may quickly

diminish the sense of overall mastery. Self- efficacy may be

raised through vicarious experiences; that is, witnessing others

who are perceived to be similar to oneself successfully

accomplish the task in question. Even without utilization of

technology, motivation can be achieved when some factors are

applied. Though results such as some variables are slightly

related to each other, much bigger factors can affect a students’

motivation to thrive. A student’s instrument to learn is not the

reason why they are motivated but their own perception of

studying.
 70

Chapter 4

SUMMARY, CONCLUSION, AND

RECOMMENDATION

This chapter presents the summary of findings,

conclusions, and recommendations.

Summary of Findings

The level of utilization of technology is moderate, which

means that the utilization of technology of STEM students is

oftentimes observed. The indicator of technology self-efficacy has

the highest mean value followed by performance expectancy/

task technology fit. The level of utilization of technology in terms

of attitude towards technology use and personal factors are

moderate, which means that these indicators are sometimes

observed.

Moreover, the level of student motivation is high, which

means that the student motivation of STEM students is oftentimes

observed. The level student motivation in terms of extrinsic goal

orientation, intrinsic goal orientation, self-efficacy, task value,

social engagement and instructor support is high, which are

oftentimes observed. In addition, the control of learning belief is

moderate, which is sometimes observed.

Hence, there is no significance relationship between

Utilization of technology and student motivation of STEM student.

In addition, utilization of technology does not influence the

 71

student motivation of STEM students.

Conclusion

Based on the finding of the study the following conclusion are drawn:

The Utilization of technology of STEM students is

moderate which indicates that the utilization of technology is

sometimes manifested. The results on the indicators

 72

technology self-efficacy, attitudes towards technology us,

performance expectancy/ technology fit, and personal factors are

moderate which means that these indicators are sometimes

manifested.

Moreover, the student motivation of STEM student is high,

which means that the student of motivation of STEM students is

oftentimes manifested. The results of intrinsic goal orientation,

extrinsic goal orientation, self-efficacy, task value, social

engagement, instructor support is high, which means these

indicators are oftentimes manifested. Thus, the level of student

motivation in terms of control of learning belief is moderate which

means that this indicator is sometimes manifested. Consequently,

there is no significant relationship between utilization of

technology and student motivation among STEM students.

Recommendation

Based on the results and conclusion, the following are highly

recommended.

Although the results showed a high level of student

motivation, indicators may be improved in order to achieve very

high. The indicators and the variable itself should be intensified

and maximize to furtherly improve student motivation. Our study

reflected that there is no relationship between utilization of

technology and student motivation hence looking for new

variables that may fit can help future researchers.

 73

All of the indicators of utilization of technology does not

have influence student motivation, it is recommended that it may

be strengthened by instructor affirmation, study habits, complete

materials, financial situation, and personal interest.

By instructor affirmation, teachers are recommended to

praise students for their work in order to build a close relationship

with each other and other healthier interaction in the future.

Study habits may also affect students’ motivation as one’s

 74

habit defines a student. The variations are endless, the

educationist feels the study process could be more productive if

learners were taught specific skills and techniques which would

formalize the study process and thereby make it more efficient

(Ramesh & Murthy, 2020). Having enough resources can also

contribute to student motivation. The lack of resources in

classrooms can cause extreme distress on the students and

teachers. Not only are the students and teachers in distress, but

they are unable to learn to their fullest potential because they are

not being given the proper resources (Maffea, 2020). Financial

problems can have a negative impact on students' motivation to

learn (Yuwan et al.,) Concerns about finances can lead to lower

goal commitment, academic engagement, and persistence, and

can increase the likelihood of dropping out or reducing course

loads (Baker & Montalto, 2019). One’s personal interests can also

strengthen students’ motivation. Students prefers to do a task that

is inclined with their own interests and the path that they want to

take.

Though there is no significant relationship, it is still

important to embrace new technology. The Department of

Education is recommended to provide more technology-based

learning materials to help not only instructors but also students

that are currently struggling with their motivation to learn.

Students that are given enough gadgets were the ones that are

more comfortable learning.

 75

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80
 81

APPENDICES

APPENDIX A: SURVEY QUESTIONNAIRES

PART I. QUESTIONNAIRE ON UTILIZATION OF TECHNOLOGY

INSIDE CLASSROOMS
A. Profile of the Respondent
Name (optional)_________________________ Grade Level:
____________
B. The data gathered from this questionnaire are of great help to finish
and fulfill the researcher’s study on “Utilization of technology and Student
Motivation”.
Hereunder are items which call for your honest assessment on the
level of utilization of technology inside classrooms. Kindly put a check on
 82

the box at the end of each item that would suit your perception based on
your self-assessment.
All of the answers you provide will be treated with utmost
confidentiality and will be utilized solely for the needed data of the
researchers’ study, so please don’t leave any item unanswered.
The following codes will help you in giving your rating.

4 Strongly Agree The item embodied is

evident at all times.
3 Agree The item embodied is
evident most of the time.
2 Strongly Disagree The item embodied is
evident in few instances.
1 Disagree The item embodied is not
evident at all.
Technology Self-efficacy 1 2 3
In school…
1. Whether the technology content is difficult or easy, I am sure that I
can understand it.
2. I usually do well using technology.
3. I feel confident that I have the necessary skills to use technology
for instruction.
4. I feel confident that I can effectively use instructional technology in
learning
5. I feel confident that I can regularly incorporate appropriate
instructional technology in lessons
6. I feel confident that I can learn relevant subject matter with
appropriate use of technology.
7. I feel confident that technology can help me in difficult learning
strategies.
Attitude towards technology use
8. I feel it is important to be able to find any information whenever I
want online.
9. I feel it is important to be able to access the Internet any time I
want.
10. I think it is important to keep up with the latest trends in
technology.
11. I get anxious when I don’t have my cell phone.
12. I get anxious when I don’t have the Internet available to me.
13. Technology will provide solutions to many of our problems.
14. With technology, anything is possible.
15. New technology makes people waste too much time.
16. New technology makes life more complicated.
17. New technology makes people more isolated.
18. When I am being taught with technology, I can understand
the concepts very well.
19. Technology topics are easy for me.
20. I think learning with technology is important because I can
use it in my daily life.
 83

21. I think that learning with technology is important because it

stimulates my thinking.
22. I think that is it important to learn how to solve problems
with technology.
23. I think that is it important to participate in inquiry activities
with technology.
24. It is important to have the opportunity to satisfy my own
curiosity when learning with technology.
25. I have an interest in reading articles or books about
instructional technology.
26. I am interested in working with instructional technology
tools
27. I have an interest in working on a project involving
instructional technology concepts.
28. I am interested in learning about new educational software.
29. I have an interest in listening to a famous instructional
technologist speaking about effective use of
instructional technology in the classroom.
30. I have an interest in attending instructional technology
workshops during my teaching career.
Performance expectancy/ Task-technology fit
31. I feel that I get more accomplished because of technology.
32. Using technology in the classroom will make it easier for me
to learn.
33. Using technology in the classroom will increase my
effectiveness as a student.
34. Using instructional technology in the classroom will make
my learning more exciting.
35. Using instructional technology in the classroom will increase
my productivity.
36. Effectively using technology in the classroom will increase
my sense of accomplishment.
37. Using technology in the classroom will make my teaching
more satisfying.
Personal Factors
38. Effectively using technology in the classroom will increase
my classmates’ respect of my learning ability.
39. My classmates will see me as competent if I effectively use
technology in the classroom.
40. Effectively using technology in the classroom will increase
my status among my classmates.

Source: Mikuna (2015). The Effect of Techbology Self-efficacy and Personal

Engagement On Students and Teachers’ Attitude Towards Technology
Use in Education. https://core.ac.uk/download/pdf/345081898.pdf
 84

PART II. QUESTIONNAIRE ON THE STUDENT’S MOTIVATION OF

GRADE 12 STEM
Hereunder are items that call for your honest assessment of the
level of students motivation of Grade 12 STEM students. Kindly put a
check on the box at the end of each item that would suit your perception
based on your self-assessment.
All of the answers you provide will be treated with utmost
confidentiality and will be utilized solely for the needed data of the
researchers’ study, so please don’t leave any item unanswered.
The following codes will help you in giving your rating.
5 Strongly Agree The item embodied is very
much observed.
4 Agree The item embodied is
observed.
3 Neutral The item embodied is
moderately observed.
2 Disagree The item embodied is less
observed.
1 Strongly Disagree The item embodied is not
observed.
Intrinsic Goal Orientation 1 2 3
1. I prefer material that really challenges me, so I can learn new things.
2. I prefer material that arouses my curiosity, even if it's difficult to learn.
3. The most satisfying thing for me is trying to understand the content as thoroughly as
possible.
4. I choose assignments that I can learn from even if they don't guarantee a good grade
Extrinsic Goal Orientation 1 2 3
5. Getting a good grade is the most satisfying thing to me
6. The most important thing for me is to improve my overall grade
point average, so my concern is getting a good grade.
7. I want to get better grades than most of the other students in my
classes.
8. I want to do well in my classes because it's important to show my
ability to my family, friends, employer, or others.
Control of Learning Beliefs 1 2 3
9. If I study in appropriate ways, then I'll be able to learn the
material.
10. It's my own fault if I don't learn the material taught.
11. If I try hard enough, then I'll understand the material
presented.
12. If I don't understand the material presented, it's because I
didn't try hard enough.
Self-Efficacy 1 2 3
13. I believe I'll receive excellent grades in my classes.
 85

14. I'm certain I can understand the most difficult material

presented in the readings.
15. I'm confident I can learn the basic concepts that are being
taught.

16. I'm confident I can understand the most complex material

presented by the instructor.
17. I'm confident I can do an excellent job on assignments and
tests.
18. I expect to do well
19. I’m certain I can master the skills without being taught.
20. Considering the difficulty of the classes, the teachers, and
my skills, I think I can do well.
Task Value 1 2 3
21. I think I will be able to use what I learn in this course in
other courses.
22. It is important for me to learn the course material in this
class.
23. I am very interested in the content area of this course.
24. I think the course material in this class is useful for me to
learn.
25. I like the subject matter of this course.
26. Understanding the subject matter of this course is very
important to me
Social Engagement 1 2 3
27. I feel "disconnected" from my teacher and fellow students in
classes.
28. I pay attention in classes
29. I enjoy class discussions
30. I feel like I can freely communicate with other students in
classes.
31. I have strong relationships with fellow students in this
course
Instructor Support 1 2 3
1. I feel like I can freely communicate with the instructor in this class.

2. The instructor responds to questions, clearly, completely, and in a

timely manner.
3. The instructor’s expectations for me in this class are clear.
4. The instructor provides the guidance I need to be successful in this
class.
5. The instructor presents the material in a way that makes it
relevant to me.
6. In this course, I have the freedom to guide my own learning.
7. The instructor provides regular feedback that helps me gauge my
performance in this class
 86

Source: Fowler (2018). The Motivation To Learn Online Questionnaire

(MEGCQ).
https://getd.libs.uga.edu/pdfs/fowler_kevin_s_201805_phd.pdf
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APPENDIX B: REQUEST LETTER FROM PRINCIPAL

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APPENDIX C: REQUEST LETTER FROM ADVISER

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