SAN ILDEFONSO COLLEGE

M.H. Del Pilar St. Tanay, Rizal, Philippines, 1980

(02)86543278 | www.sictanay.edu.ph | info@sictanay.edu.ph
“San Ildefonso College envisions itself as a faith community to be
globally competitive, academically excellent, certified and accredited”

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies through an in-

depth search done by the researchers. The local and foreign literature and

studies which are found have a direct bearing to the present investigation.

Foreign Literature

According to Bond, K., & Baustista, S.W. (2017). Young people's

experiences of effort and engagement in dance.” stated that qualitative

methodologies regarding the intrinsic motivation of young people involved in

dancing, focused on fundamental principles based on their responses during the

lessons. Such responses included emotional connections with dancing and

personal interests: “I like dancing”, challenging skills and the reinforcing beliefs

that effort is all that matters: “I like new challenges”, and feelings of autonomy

and personal control, especially in defining goals and assessing the extent to

which the latter are achieved: “It’s like I’m in charge of myself, I’m good at it and

I’m getting better”.

It is deemed necessary for teachers to vary their teaching approaches so

that the students' different kinetic, cognitive and social needs are met. Students

who are forced to do things they aren’t usually like will lead to low performance.

Deus Super Omni

 SAN ILDEFONSO COLLEGE
M.H. Del Pilar St. Tanay, Rizal, Philippines, 1980
(02)86543278 | www.sictanay.edu.ph | info@sictanay.edu.ph
“San Ildefonso College envisions itself as a faith community to be
globally competitive, academically excellent, certified and accredited”

Thus, motivational strategies like intrinsic and extrinsic are needed in

order to make the students participate in dance performance.

Overall, the study provides valuable insights into the role of

intrinsic and motivation

in teaching traditional dances to high school students internationally. It highlights

the importance of using a variety of motivational strategies to enhance the

students' learning and enjoyment of traditional dances. Furthermore, the variety

of motivational strategies helps the learners to enjoy and participates in lesson

proper.

Nevertheless, according to Biddle & Wang (2016) looked at the decline in

participation in physical activity across the teenage years and examined the

factors that influenced the decisions of adolescent females to remain in a

physical activity. Understanding why girls remained physically active was

complex; however, it was suggested that most who continued their participation

noted a combination of motivational and physical self-perceptions. Situational

motivation, defined as the total interest in a specific activity, was mentioned as a

factor that could entice students to learn dance, but the overall findings

suggested that the key motivational factor for whether a student wanted to learn

dance in a physical education class was personal interest, defined as an interest

in a specific activity as compared to other options. It was concluded that personal

Deus Super Omni

 SAN ILDEFONSO COLLEGE
M.H. Del Pilar St. Tanay, Rizal, Philippines, 1980
(02)86543278 | www.sictanay.edu.ph | info@sictanay.edu.ph
“San Ildefonso College envisions itself as a faith community to be
globally competitive, academically excellent, certified and accredited”

interest in an activity leads to persistent effort and achievement in learning.

Therefore, in order for students to participate actively in higher levels of learning,

they must have some degree of vested personal interest.

Local Literature

According to Bautista JMC and Bautista MAC (2019). The Influence of

Intrinsic and Extrinsic Motivation in Teaching Traditional Dances in High School

Students in the Philippines stated that intrinsic motivation, which refers to the

internal drive to engage in an activity for its own sake, was found to be positively

associated with the students' enjoyment of traditional dances. On the other hand,

extrinsic motivation, which refers to the external rewards or incentives for

engaging in an activity, was found to be positively associated with the students'

perceived competence in traditional dances.

The study also found that the students' motivation was influenced by

various factors, such as their personal interests, the teacher's teaching style, and

the cultural significance of traditional dances. The researchers recommended

that teachers should use a variety of motivational strategies, such as providing

positive feedback, creating a supportive learning environment, and highlighting

the cultural significance of traditional dances, to enhance the students' motivation

and engagement in learning.

Overall, the study provides valuable insights into the role of intrinsic and

extrinsic motivation in teaching traditional dances to high school students in the

Deus Super Omni

 SAN ILDEFONSO COLLEGE
M.H. Del Pilar St. Tanay, Rizal, Philippines, 1980
(02)86543278 | www.sictanay.edu.ph | info@sictanay.edu.ph
“San Ildefonso College envisions itself as a faith community to be
globally competitive, academically excellent, certified and accredited”

Philippines. It highlights the importance of using a variety of motivational

strategies to enhance the students' learning and enjoyment of traditional dances.

According to the journal of Baligad RA and Martin JT (2017) “Comparative

Analysis on the Motivation for Dancing of Male and Female Students” revealed

that respondents’ emotional factor is the primary reason for dancing while social

factor is the least. Respondents are intrinsically motivated in dancing. However,

female respondents are more physically, emotionally, and artistically motivated.

Similarly, they are also more intrinsically and extrinsically motivated to dance

compared to male respondents

In this study, it clearly shows how intrinsic motivation was involved. For

example, emotional factor is the primary reason why they want to dance. It

means that they have this special attachment to dancing because the students

get to express what they truly feel.

Moreover, Gonsalves J. (2017) One group participated in a

collaborative approach to the creative process and had the opportunity to make

choices. The other group participated in a teacher-led creative process and did

not have the opportunity to make choices. A thematic content analysis of pre-

and post- study interviews revealed three distinct themes that were unique to

choose-group students: individuality, community, and new ways of thinking. This

differed from non-choice group students who revealed themes of feeling

important and improved ability. Graphs derived from ratings scales on

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 SAN ILDEFONSO COLLEGE
M.H. Del Pilar St. Tanay, Rizal, Philippines, 1980
(02)86543278 | www.sictanay.edu.ph | info@sictanay.edu.ph
“San Ildefonso College envisions itself as a faith community to be
globally competitive, academically excellent, certified and accredited”

observational rubrics revealed that students who had the opportunity to make

choices had higher ratings of autonomy and relatedness over the duration of the

study. The findings from this study suggest that implementing student choice in

the classroom may have a positive effect on intrinsic motivation and the basic

needs of competence, relatedness, and autonomy.

In addition, according to Socaoco A. (2021), the students preferred more

on the technology-aided approach while the Kodaly method strategy is the least

preferred. Moreover, MAPEH majors are needed in teaching the subject to have

quality learning. It was recommended that the Department of Education officials,

supervisors, and principals create more seminar workshops/training among all

MAPEH teachers responsive to their specific needs to enhance their knowledge

and skills of songs and dances. Teachers should engage the students in more

meaningful and enjoyable activities, especially in folk songs and folk dances, and

applying technology in their teaching so that students will more likely retain the

lessons and love folk songs and folk dances.

Lastly, the study by Kaur (2018) revealed that psychological well-

being plays an imperative role in motivation. As mentioned earlier, these studies

correlate the relationship and determine the effect of motivation on psychological

well-being (vice-versa) from different populations and disciplines. On the other

hand, no studies were found concerning the moderating role of motivation in the

relationship between dance engagement and psychological wellbeing. In relation

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 SAN ILDEFONSO COLLEGE
M.H. Del Pilar St. Tanay, Rizal, Philippines, 1980
(02)86543278 | www.sictanay.edu.ph | info@sictanay.edu.ph
“San Ildefonso College envisions itself as a faith community to be
globally competitive, academically excellent, certified and accredited”

to this, the study will test the following hypothesis: H3: Dance motivation does not

moderate the relationship between dance engagement and psychological well-

being.

Foreign Studies

According to Zetou E. et al (2022) as stated that in terms of life skills

there was group and measurement interaction, main effect of the group, and

main effect of the measurement, which means that participants of both groups

improved life skills, but the participants of the experimental group were better. As

they define, participants understand the concept of thinking positively, setting

goals and solving problems.

In view with Athina P., Nikolas D., et al. (2015) Overall, results show that

the self-check style triggers a significantly greater increase in intrinsic motivation,

identified regulation, enjoyment and autonomy in comparison to the reciprocal

and command-teaching styles. It is also connected with a decrease in external

motivation and a motivation. Male students seem to opt for the self-check style

due to it reinforcing or reducing psychological factors in contrast with the other

styles (p<. 05) while female students have a preference for the reciprocal style as

well. The implementation of the reciprocal and the self-check styles in teaching

traditional dances creates a positive atmosphere which is deemed extremely

important for an efficient and qualitative lesson.

Deus Super Omni

 SAN ILDEFONSO COLLEGE
M.H. Del Pilar St. Tanay, Rizal, Philippines, 1980
(02)86543278 | www.sictanay.edu.ph | info@sictanay.edu.ph
“San Ildefonso College envisions itself as a faith community to be
globally competitive, academically excellent, certified and accredited”

Furthermore, based on the study of Stella R., George M., et al (2015)

Results showed that: a) all twelve factors accounted for the 85.4% of total

variance, b) Cronbach’s alpha was satisfactory, it ranged from. 85-. 96, c) Of the

twelve factors of the questionnaire,” Escape” presented the highest Mean (5.89)

and “Expertise” the lowest (2.33). “Socialization” and “Improving physical fitness”

were the factors that differentiated “Class Attendance”. In conclusion we could

say that students’ participation in dancing activities is a leisure activity since it is

a way to escape from school program, to eliminate their anxiety and to improve

their physical fitness. Traditional dance constitutes an activity which has the

potential to turn extrinsic to intrinsic motivation, thus resulting in the long-term

participation of people in this activity.

However, according to Anne Marie L., et al (2011) Learning folk dance

or crafts is largely a question of learning by doing, which makes experience

important. The interest and effort involved can in our interpretation be understood

as experiences where expressions of commitment are embedded. The empirical

analysis highlights three emphases in this illumination of the learning process.

The first considers the individual development of skill in relation to broadened

learning of collective tasks. The second perspective focuses on the interplay

between learning in a life course and significant learning experiences. The third

concerns the interplay between personal meaning and craftsmanship. In sum,

this paper contributes to the understanding of learning

Deus Super Omni

 SAN ILDEFONSO COLLEGE
M.H. Del Pilar St. Tanay, Rizal, Philippines, 1980
(02)86543278 | www.sictanay.edu.ph | info@sictanay.edu.ph
“San Ildefonso College envisions itself as a faith community to be
globally competitive, academically excellent, certified and accredited”

by interest as a useful concept. In the final discussion we expand our perspective

since the contrast is obvious between learning by interest and interpretations of

the contemporary society, where individualization and lack of commitment is

stressed.

In a study written by B. Shen, A. Chen, and H. Tolley (2017) “Gender

and Interest-Based Motivation in Learning Dance” revealed in their study that

Girls demonstrated higher personal interest in dance than the boys, but both

groups were equally motivated with situational interest. Although the girls were

not as physically active as boys, their skill/knowledge outcome measures were

higher than those of the boys. It appears that gender may have little impact on

the motivational effect of situational interest and that girls’ in-class learning might

have higher quality than that of boys as a result of higher personal interest.

It means that genders are one of the factors that must be considered in applying

motivational strategies or even in teaching traditional dances. More likely,

intrinsic motivation was tested in this study as it pertains about the

“interest” of the respondents in learning dance. Although girls are not physically

active as boys, their eagerness to learn dancing will lead them to become more

active.

Local Studies

Deus Super Omni

 SAN ILDEFONSO COLLEGE
M.H. Del Pilar St. Tanay, Rizal, Philippines, 1980
(02)86543278 | www.sictanay.edu.ph | info@sictanay.edu.ph
“San Ildefonso College envisions itself as a faith community to be
globally competitive, academically excellent, certified and accredited”

According to the study conducted by Chen and colleagues (2019), intrinsic

and extrinsic motivational strategies can significantly influence students'

engagement

and interest in learning traditional dances. Intrinsic motivation refers to the

internal drive to learn and engage in an activity, while extrinsic motivation refers

to external rewards or incentives that motivate individuals to engage in an

activity.

The study found that intrinsic motivational strategies, such as providing

opportunities for self-expression and creativity, promoting autonomy and choice,

and creating a supportive learning environment, were more effective in

enhancing students' engagement and interest in learning traditional dances.

These strategies helped students develop a sense of ownership and

responsibility for their learning, which increased their motivation to learn and

participate in traditional dance activities

On the other hand, extrinsic motivational strategies, such as providing

rewards and incentives, were found to have a limited impact on students'

engagement and interest in learning traditional dances. While these strategies

can provide short-term motivation, they may not be sustainable in the long run

and may even undermine students' intrinsic motivation to learn and engage in

traditional dance activities.

Deus Super Omni

 SAN ILDEFONSO COLLEGE
M.H. Del Pilar St. Tanay, Rizal, Philippines, 1980
(02)86543278 | www.sictanay.edu.ph | info@sictanay.edu.ph
“San Ildefonso College envisions itself as a faith community to be
globally competitive, academically excellent, certified and accredited”

10

Overall, the study suggests that intrinsic motivational strategies are more

effective in promoting students' engagement and interest in learning traditional

dances. Educators and policymakers can use these strategies to develop

effective teaching approaches that promote cultural awareness and appreciation

among students.

Moreover, Dimalanta G, Lobo J, et al (2022) relationship to dance

motivation of students. Based on the result, this study concludes that

perfectionism has a positive outcome to students' dance motivation in learning

the said art form. This study provides new and valuable insight into perfectionism

and dance motivation, most specifically in dance research. Limitations of this

study is acknowledged and directions for future research is recommended.

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