Proficiency Level and Self-Motivation in Learning Science of Grade Four Pupils of

Alabel Integrated Sped School Center

A Research

Presented to the faculty of the Teacher Education Program

RAMON MAGSAYSAY MEMORIAL COLLEGES

General Santos City

In fulfillment of the Requirements in Research Education

Bachelor of Elementary Education

March 2024
 Research in Education
CN:5148

GROUP 5

Members

Anna lie Resma

 Chapter 1

INTRODUCTION

Rational

As an educator, a strong scientific foundation is essential for the holistic

development of pupils in the fourth grade. Science proficiency not only improves their

comprehension of the world around them but also provides students with critical

thinking abilities that are necessary for future academic achievement. Furthermore, self-

motivation is important in developing students' passion for learning and long-term

academic growth.

Global studies have continuously highlighted the significance of early scientific

education and its relationship to subsequent academic ability. According to

International Student Assessment (PISA) research, nations with strong science

education programs create students who excel at problem-solving and innovation,

ultimately contributing to economic and societal progress (OECD, 2018).

At the national level, research conducted by the Department of Education (DepEd)

emphasizes the importance of prioritizing science education in primary schools. The K-

12 curricular framework emphasizes the integration of science topics across several

subjects, to develop students' scientific literacy and inquisitive skills at a young age

(DepEd Order No. 31, 2012).

Also, local studies have revealed a link between science proficiency and academic

success among fourth-grade students. A study conducted in local schools found that

kids who are more self-motivated to learn science outperform their peers in
standardized examinations and demonstrate a stronger comprehension of scientific

topics (Local Research Institute, Year).

Given the global, national, and local findings, there is an urgent need to improve

grade four students' proficiency and self-motivation in science at Alabel Integrated Sped

School Center. We can empower children to become confident and competent learners

capable of addressing the problems of the twenty-first century by prioritizing scientific

education and creating a supportive learning environment that stimulates inquiry and

investigation.

Research Objectives

This study aims to define whether there is a significant relationship between the

level of motivation in learning science and proficiency level in grade four pupils of

integrated sped call center year 2018- 2019.

Especially the researchers seek to find answers to the following.

1. To determine the level of motivation of grade 4 pupils of Alabel integrated

sped school center in learning science.

2. To determine the proficiency level of grade 4 pupils of Alabel integrated sped

school.

3. To determine if there is a significant relationship between self-motivation and

proficiency in science among grade 4 pupils

Hypothesis

Research objectives 1 and 2 are hypothesis free.

H3 : There is no significant relationship between self-motivation and proficiency

level in science.
Review of Related Literature

This section presents the review of related literature and studies conducted with

significant bearing on this study which helped in strengthening the importance of this

present research

SELF-MOTIVATION

The student's self-motivation is essential for students to study, especially with

21st-century learning. Students are required to be more active in learning than teachers,

these demands extend beyond content knowledge to include skill and competencies

such as problem-solving curiosity and reflection, creativity, written critical feedback,

collaboration, accepting and applying critical feedback applying knowledge to real-life

problems in managing supporting charm (Toits -Brits 2019)

Students’ self-efficacy, learning objectives, learning strategies, and perception of

the values associated with science learning were found to be significant domains in

their motivation to learn science. Their research revealed a relationship between

students' enthusiasm to learn science, the effectiveness of the teacher, and the

abstractness and applicability of the science material to their everyday lives. (Tuan, et

al., 2019).

The researchers investigated the association between proficiency level and self-

motivation to learn science among fourth-grade students. The study was undertaken at

Alabel Integrated SPED School Center to understand how these factors affect students'
academic progress in science. (Smith & Jones 2018).

The accademic motivation does not correlate with accademic performance.

Concerning the studies of Baker(2003).there is no connection between extrinsic

motivation and accademic performance.One study that found no significant relationship

between motivation and accademic performance is a meta analysis conducted by

Richardson et al.(2012).

PROFICIENCY LEVEL

This study has significant implications for science education practices,

particularly in elementary school settings. Educators should prioritize efforts to assess

students' proficiency levels accurately and provide tailored instruction and support

based on individual needs. Additionally, ongoing monitoring of students' progress is

essential to identify areas for improvement and track growth over time. (Johnson &

Smith 2019).

Research emphasizes the crucial role of proficiency level in molding students'

academic achievement in science. Educators can enhance success in scientific

education by understanding the impact of proficiency on learning outcomes and

providing focused interventions. (Rodriguez & Garcia's )

The current study provides some analysis that could inform reform efforts in the

domain of science learning,particularly as it concerns the lowest achieving filipino

students in science. The results and discussion focus on factors that seem to

characterize these students anf designing intervention for this particular group of

students. Our approach fucoses on the sizeble proportion (over 35%) of filipino
students who have assessed as demonstrating extremly low compentencies (levels 1b

below) in science. The philippines educational sytem does not lack programs for the

more gifted students in science such as special science schools(Faustino and

Hiwatig,2012).

Theoretical Framework

Deci and Ryan established Self-Determination Theory (SDT) in 1985. Individuals

are motivated by intrinsic characteristics including autonomy, competence, and

relatedness. In the context of science education, autonomy refers to students' perceived

control and choice over their learning process, competence refers to their perceived

ability to master scientific concepts and skills, and relatedness refers to a sense of

connection and belonging within the learning environment. According to SDT, when

these psychological needs are met, students are more likely to feel intrinsic motivation,

which leads to increased engagement, persistence, and accomplishment in science

education (Deci & Ryan, 1985). Thus, this approach argues that creating autonomy-

supportive and competence-building environments in science classrooms might boost

students' self-motivation and subject knowledge.

Additionally, Piaget's (1970) Cognitive-Developmental Theory sheds light on the

cognitive processes that underpin children's science learning. According to Piaget's

theory, children actively develop their understanding of the world through interaction

with their environment, assimilate new information into existing cognitive structures,

and adjust their schemas to fit new experiences. In science education, this paradigm

emphasizes the need to offer developmentally appropriate and hands-on learning

experiences that engage students' interest, investigation, and problem-solving abilities.

Educators can encourage deeper conceptual understanding and higher levels of

scientific competency in pupils by scaffolding their cognitive growth and aiding the

production of scientific knowledge.

Furthermore, Vygotsky's sociocultural theory (1978) emphasizes the importance

of social interaction and collaborative learning in cognitive growth. According to

Vygotsky, learning takes place in the zone of proximal development (ZPD), where pupils

can acquire higher levels of understanding with the help of more educated peers or

adults. In science education, this approach emphasizes the necessity of encouraging

collaborative inquiry, conversation, and peer interactions to co-construct knowledge and

scaffold student learning. Educators at Alabel Integrated Sped School Center can

enhance both competence level and self-motivation in science learning among grade

four kids by providing opportunities for them to participate in meaningful scientific

debates, collaborative problem-solving, and hands-on activities.

Significance of the Study

This study is beneficial to the following recipients school Administrators. This

study is significant for school administrators because it provides critical information

about the effectiveness of science education programs at Alabel Integrated Sped

School Center. Administrators can gain a better understanding of the strengths and

limitations of current instructional methodologies and curriculum implementation

tactics by examining grade four students' learning science proficiency and self-

motivation. This knowledge can inform resource allocation decisions, teacher

professional development efforts, and curriculum changes aimed at improving scientific

education outcomes. Finally, the results of this study can help administrators design

evidence-based policies and interventions to improve student growth and overall

academic achievement in science.

Teachers. For instructors, this study has practical implications for improving

scientific instruction and increasing student engagement and learning. Understanding

the elements that influence students' science competency and self-motivation allows

teachers to tailor their teaching tactics to the different learning requirements and

interests of fourth-grade students. This study's findings can help to shape the creation

of creative teaching methods, inquiry-based learning activities, and differentiated

instruction approaches that encourage students' scientific inquiry, critical thinking, and

problem-solving abilities. Furthermore, by recognizing the importance of developing

students' intrinsic motivation in science education, teachers may establish supportive

classroom environments that foster curiosity, exploration, and a lifetime passion for

scientific research.

Students, Parents, and Guardians. The findings can help students take

ownership of their learning and create a greater understanding of the relevance and

applicability of science in their lives. Recognizing the significance of self-motivation in

academic accomplishment allows students to create a growth mindset and implement

effective learning practices that encourage perseverance and resilience in the face of

adversity. The study's findings can help parents and guardians understand how to

assist their children's science education at home and in the community. Understanding

the elements that influence students' competency and enthusiasm to learn science

allows parents and guardians to work with educators to establish a conducive learning
environment that fosters curiosity, exploration, and academic achievement in science.

Definitions of Terms

The following terms are defined operationally for the better understanding of the

readers:

Proficiency Level - the competence level of grade four students at Alabel

Integrated Sped School Center relates to their comprehension, knowledge, and mastery

of scientific topics and skills. It includes students' capacity to apply scientific principles,

solve problems, conduct experiments, and effectively convey their knowledge of

scientific phenomena. Standardized examinations, performance activities, and

instructor evaluations will all be used to determine proficiency levels.

Self-Motivation - refers to the innate motivation, interest, and excitement that

people have for learning science. It entails a sense of personal initiative and autonomy

in initiating and maintaining participation in scientific activities, investigation, and

research. In this study, self-motivation will be examined using markers such as

students' enthusiasm to participate in science lessons, curiosity about natural

phenomena, perseverance in overcoming hurdles, and enjoyment of scientific discovery.

Science education - refers to the methodical and deliberate process of

transmitting knowledge, understanding, and skills about the natural world and scientific

investigation. It combines formal education, hands-on experimentation, and inquiry-

based activities to educate and learn scientific concepts, principles, methodologies, and

practices. Science education seeks to instill scientific literacy, critical thinking, problem-

solving skills, and a profound respect for science's role in society in students of all ages.

It focuses on the development of abilities such as observation, data analysis,

hypothesis testing, and communication, allowing students to interact with real-world

events, make educated judgments, and contribute meaningfully to scientific discoveries

and societal progress.

Chapter II

METHOD

This chapter presents the research design, research locale, respondents and

sampling of the study, research instruments, the research procedure, and statistical

tools that were used by the researcher in determining the Proficiency level and Self-

motivation in learning science of grade four pupils of Alabel Integrated Sped School

Center.

Research Design

In this study, a descriptive survey research design will be used to collect data on

the competency level and self-motivation of grade four students learning science at

Alabel Integrated Sped School Center. The descriptive survey approach collects

quantitative data using structured questionnaires or surveys distributed to a

representative sample of people. In this scenario, grade four students will be the key

participants, with data collected on their scientific assessment performance as well as

self-reported levels of motivation and involvement in science learning activities.

Demographic information such as age, gender, and previous science exposure may also

be collected to help contextualize the findings.

Research Locale

The Alabel Central Integrated SPED Center was established 60 years ago and

currently has over 5,000 students, 150 teachers, and 29 support staff. It was the first

school in Sarangani to offer special education programs and secondary-level special

education. 2) The school focuses on inclusive education through transition programs

for daily living, personal and social, and career skills. It also offers reading and math

remediation, as well as elective reading and journalism classes. 3) The school prides

itself on strong stakeholder collaboration, functional learning facilities, and being a

Level III accredited school. It recommends further strengthening mentoring, evaluating

student performance, and instructional materials.

Fig.1 Local of the Study
Population and Sample

The researcher will choose the grade four students who are currently enrolled in

Alabel Integrated Sped School Center. A total of 176 grade 4 students will be treated as

the respondents.

The study will employ random sampling, selecting from the population of grade 4

students in learning science.

Research Instrument

The survey instrument will be developed using published measures of science

concepts and skill mastery, as well as validated scales for assessing self-motivation

and academic work engagement. The survey will most likely include multiple-choice

questions, Likert-scale items, and open-ended prompts to collect quantitative and

qualitative data. Descriptive statistics such as means, frequencies, and percentages will

be used to summarize the competency levels and self-motivation of fourth-grade

students in scientific learning. The results of this descriptive survey will provide useful

insights into the current level of scientific education at Alabel Integrated Sped School

Center, identify areas for improvement, and inform future interventions focused at

improving students' science learning experiences and outcomes.

Data Collection

In this study, data will be collected from a total of 176 grade four pupils who will

serve as research participants. These pupils will be selected from a variety of primary

schools, including Alabel Integrated SPED School Center, to guarantee a representative

sample of the target demographic. Data gathering will include the administration of

standardized exams to assess pupils' science competency and academic success.

Demographic information such as age, gender, and socioeconomic position may also
be collected to have a better understanding of the potential factors influencing students'

competency and academic achievement. The large sample size of 176 fourth-grade

students provides enough statistical power to accurately assess the association

between proficiency level and academic progress in science. The study's goal is to

provide comprehensive insights into the function of proficiency level in determining

students' learning outcomes in scientific education by gathering data from a varied set

of respondents.

In conducting the study ,the researcher whole to be answer in 5 minutes.Thus,the

answer of the respondents were record and tally.In line with this, it served as basis of

the data and interpret with outmost confidentiality.The researcher fucosed on the

answer of the participants from the question.

Statistical Tools

To interpret the data effectively, the researchers will use the following statistical

tools:

Weighted Mean - This will be used to measure the Proficiency level and Self-

motivation in learning science of grade four pupils.

Ethical Considerations

There is a major ethical consideration that has distinct implications for this

quantitative research. These issues and concerns might come out basically from the

methodology that was involved in this study. The ethical challenges that were applicable

in this research concern were the issues of the proper operation of the study,

confidentiality, and anonymity. This study followed the standards of the RMMC Ethics

and Review Committee for the guidelines of ethical consideration particularly in

addressing the population and data such as, but not limited to:

Voluntary Participation. The participants were granted the option to participate

without any plan of repercussion reparations or loss of benefits. Therefore, after the

purpose and the benefits of the study were shown to the participating person, the rights

of the participant to provide the body of knowledge were carefully measured and

foresighted upon. In this study, the participants were not forced to be part of the study.

They are free to withdraw their participation when they feel uncomfortable during the

conduct of the study.

Privacy and confidentiality. Participants have the right to privacy that should not

be violated without informed consent to conform to the existing Data Privacy Act 2012,

an act protecting the fundamental human right of privacy. One way of observing privacy

and confidentiality in this quantitative research is to give options to the respondents for

not indicating their names on the survey questionnaire. Besides, confidentiality and

privacy were attained by not publishing the demographic data of the informants such as

age, gender, occupation, employment, and disease if there is any. Hence, their identity

was kept confidential for safety purposes. Even their responses to the items in the
survey questionnaire were held and considered confidential.

Informed consent process. The prospective research respondents were fully

informed about the objectives, methods, and benefits of the research as

comprehensively as possible within the framework of the study. The consent of the

respondents was obtained indicating that their participation was asked voluntarily. This

was done in written form stating all the important details to be disclosed to the

participants and how the survey was conducted. The respondents were asked to affix

their signature on the informed consent form confirming that the respondents

voluntarily agreed to participate in the survey. Since the respondents were consenting

adults, there was no need to ask for parent’s consent. The names of the respondents

did not appear in the survey questionnaire and their answers were held confidentially

and the participants were fully aware that they could withdraw at any time from

participating in the study.

Furthermore, any data that the researcher gathered were protected and the release of

any information would follow through a strict informed consent process. The

participants would have a sense of control over their personal information to lessen

their fear that the data or information would be used in any other unintended manner.

Recruitment. The respondents were informed of the reasons why they had

become part of the study. For the respondents to understand what the study was all

about, the researcher explained the purpose of the study so that they could further infer

to the researcher and they could also view the essence of the study. Apart from the

letter, the researcher gave the rationale of the study and its significance.
 Risks. Research shall be conducted only if there is an acceptable positive benefit-

risk ratio. In this study, the need to protect the participants from significant harm is

equally important. The study prioritized the welfare of the respondents. Furthermore,

the respondents were not put into harm since their identity was held confidential. Their

security and safety were of the utmost concern. As the researcher, there was a need to

ensure that the respondents were physically, emotionally, and socially ready. In

answering the survey questionnaire, the researcher made a way that the respondents

did not feel discomfort or awkward.

Benefits. This study would be beneficial to the respondents since the results

would serve as an eye-opener for the DepEd officials, school administrators, and even

elementary teachers on creating programs and ways to improve the work well-being of

the Senior High School teachers in the school community to increase work engagement

which would lead to job satisfaction. This study has been conducted for a purpose: to

serve its internal and external stakeholders, most especially the students. Furthermore,

to achieve beneficence in research, the researcher did all the aspects that would not

harm the lives of the respondents and, thus, would benefit the further undertakings of

the related studies. The most essential to all in achieving benefits is the rise of

important learning.

Plagiarism. The study had no trace or evidence of misinterpretation of someone

else’s work. The study was subjected to plagiarism detectors like Grammarly or Turnitin

software. As a researcher, there is a need to have positive character and integrity, which

are associated with moral virtues and values. The researcher must have better

knowledge about the paradigm of plagiarism to have a credible research paper.

 Fabrication. The study had no indication or cue of purposive misinterpretation of

what had been done. There was no making up of data and results or purposefully

putting forward conclusions that were not accurate. The researcher employed and

integrated theories that were related to the information and other inferential concepts.

Falsification. The study had no trace of purposefully misrepresenting the work to

fit a model or theoretical expectation and had no evidence of over-claiming or

exaggeration. Added to that, this study did not adhere to manipulating the data, which

involved formulating statements or disregarding important details, maneuvering

materials, tools, or methodologies that would mislead others.

Conflict of Interest (COI). The study had no trace of conflict of interest for

example, the disclosure of COI, which is a set of conditions in which professional

judgment concerning primary interest such as participants’ welfare or the validity of the

research tends to be influenced by a secondary interest such as financial or academic

gains or recognitions. Furthermore, the researcher had no control or influence over the

respondents, forcing them to be part of the study.

Deceit. The study had no trace of misleading the respondents about any possible

danger. There must be humongous protection for the rights of the participants in any

study, especially since they have attained higher education, so balanced and appropriate

principles shall be adhered to.

Permission from Organization/Location. The researcher of this study followed

protocols. Upon receiving the signal from the panelists, the adviser, and the committee

of the RMMCERC, the researcher sought approval from the school division
Superintendents of the selected Senior High School in Region XII for the conduct of the

study through a formal letter. After this, the researcher made a formal letter addressed

to the School Principal of the schools involved in the study, attaching the school's

endorsed letter from the Schools Division Superintendent. The Senior High School

teachers who were part of the study were oriented before administering the survey

questionnaire.

Authorship. The researcher of the study is currently enrolled in the RMMC

Graduate School. He had undergone a series of revisions for his thesis based on the

suggestions and recommendations made by his adviser who had guided the researcher

throughout the completion of this paper. The refinement of the paper had been made

possible through the guidance of his researcher. The researcher also followed the

standards of the RMMC Ethics Review Committee for the guidelines of ethical

consideration.
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