Intrinsic Ambitions, Learning Styles, and

Academic Performance of Grade 12 STEM Students

A Research paper presented to the

Faculty of the Senior High School

Capiz National High School

Roxas City, Capiz

In Partial Fulfillment for the Requirement in

Practical Research II

STEM STRAND

Adachi, Kenta

Alcazaren, Sophia

Barcelona, Reymel

Ernesto, Rose Ann

Background of the Study

In the contemporary educational landscape, comprehending

the factors that shape academic performance is vital for

effective teaching strategies and interventions. Intrinsic

ambition, as defined by Mouratidis (2013), is the internal

motivation, personal goals, and desire for self-improvement

that propels individuals into educational pursuits. Learning

styles, explored by Feldman, Monteserin, and Amandi (2015),

encompass diverse approaches individuals use for knowledge

acquisition, including visual, auditory, or kinesthetic

learning, along with variations in cognitive processing and

information retention. Academic performance, as evaluated by

Clark, Middleton, Nguyen, and Zwick (2014), is the measure of

a student's achievements and success within an educational

context, commonly assessed through grades, test scores, and

overall educational accomplishments. Despite recognizing the

importance of intrinsic ambitions, learning styles, and

academic performance, a significant research gap exists. This

gap is rooted in the limited understanding of how these

variables interact within specific communities, such as Capiz

National High School. This issue arises from the potential

lack of intrinsic ambition among students, impacting their

learning styles and potentially hindering academic

performance. This challenge is particularly relevant in the

community
 context, as it poses obstacles to the overall academic

success of students. The purpose of this study is to address

the existing research gap on intrinsic ambition, learning

styles, and academic performance, specifically within the

context of Capiz National High School. Despite acknowledging

the importance of these factors, there is a lack of

comprehensive quantitative research examining how intrinsic

ambitions influence the intricate relationship between

learning styles and academic performance. This study aims to

provide a data-driven exploration of these key variables,

offering empirical insights beyond individual examinations of

intrinsic ambitions, learning styles, and academic

performance. By investigating both the presence and absence of

ambition and considering their impact on students' learning

and academic outcomes, this study seeks to uncover the complex

interactions among these factors. The ultimate goal is to

contribute localized, contextually relevant insights to inform

tailored interventions and strategies that optimize students'

academic success at the Capiz National High School. Through a

practical and community-specific lens, this study bridges the

existing research gap and provides valuable information for

educators, administrators, and policymakers to enhance the

learning experience and outcomes of students in this specific

educational setting. Various studies have explored the

interplay between intrinsic ambitions, learning styles, and

academic performance. Mouratidis (2013) investigated within-

person configurations and temporal relations of personal

aspirations among adolescents, emphasizing the temporal

aspect of intrinsic ambition. Feldman, Monteserin, and Amandi

(2015) provided a state-of-the-art perspective on automatic

detection of learning styles, introducing advanced

technological methodologies. Honicke and Broadbent’s (2016)

systematic review critically examined the influence of

academic self-efficacy on academic performance, highlighting

the crucial role of self-belief. Clark. (2014) investigated

the mediating relationships between academic motivation,

integration, and performance, contributing to a holistic

understanding of motivational factors in academia. These

studies collectively enrich the knowledge base and provide

valuable insights into intrinsic ambitions, learning styles,

and academic performance from various perspectives.

Conceptual Framework

Intrinsic Ambition

Academic

Performance
Learning Style
 Within the community context of Capiz National High

School, intrinsic ambition (IA) serves as the driving force

behind students' motivation for learning, influencing their

diverse approaches to acquiring knowledge (Learning Styles -

LS). Motivation (M), derived internally from intrinsic

ambition, is anticipated to impact the General Weighted

Average (GWA), which measures academic performance through

grades and achievements.

Statement of the Problem

This study aims to know the intrinsic ambitions,

learning styles, and academic performance of Senior High

School STEM Students. Specifically, it sought to answer the

following questions:

1. What are the different Intrinsic Ambitions of SHS STEM

students?

2. What are the various Learning Styles of SHS STEM Students?

3. What is the level of Academic Performance of SHS STEM

Students?

4. Is there a significant relationship between the intrinsic

ambitions and learning styles of SHS STEM students?

5. Are there significant relationship among the intrinsic

ambitions, learning styles, and academic performance of SHS

STEM students?

Null Hypothesis

In view of the aforementioned problem, the hypothesis

will be tested:

There is no significant between intrinsic ambitions,

learning styles, and academic performance in SHS STEM

students. Specifically, students with well-defined intrinsic

ambitions may exhibit certain learning preferences that

positively to their academic success.

Definition of terms

For the purpose to clarify and understanding the

following terms were defined conceptually and operationally:

Academic performance is the measurement of student

achievement across various academic subjects. Teachers and

education officials typically measure achievement using

classroom performance, graduation rates, and results from

standardized tests.(ballotpedia.org)
 In this study, Academic Performance operationally refers to

the holistic evaluation of senior high school students at

Capiz National High School in the academic year 2023-2024. It

involves assessing achievement through classroom performance,

including grades and participation, as well as considering

graduation rates and standardized test results. Classroom

performance captures day-to-day understanding and

engagement, while graduation rates signify program completion.

Standardized test results offer an objective measure of

academic abilities. The operational framework will analyze how

intrinsic ambition and learning styles contribute to

variations in these performance indicators, revealing insights

into their complex interplay.

Intrinsic Ambition When a person focuses more on goals that

they consider extremely important to their life, it is called

intrinsic ambition. A 2019 research 5 says that intrinsic

aspiration enhances various wellness-related outcomes. This

kind of aspiration motivates a person to create or develop

something that they want to. Additionally, their success is

completely dependent on their own capability.(mind.help.com)

In this study, Intrinsic Ambition is the extent to which

senior high school students at Capiz National High School

prioritize and actively pursue personally meaningful goals

during the 2023-2024 academic year. It is quantified through a

self-report survey using a numerical scale to measure goal

importance, motivation levels, and engagement in self-

improvement activities. This definition provides a clear and

concise framework for assessing students' inherent motivation

and goal-directed behaviors in the context of their academic

pursuits.

Learning style refers to an individual’s method of making

sense of new material, commonly done through sight, touch and

sound. Taste and smell, although not as frequently used as the

last three, can still be effective when aiming to solidify

ideas in our brain.(top.hat.com)

In this study, "Learning Styles" are operationally defined

as the diverse approaches senior high school students at Capiz

National High School use to comprehend new material during the

2023-2024 academic year. This is assessed through a validated

questionnaire, scoring and categorizing students based on

their preferences for visual, auditory, and kinesthetic

learning, along with cognitive processing strategies. This

concise definition outlines the specific measures for

capturing students' preferred learning methods.

Scope and Delimitation of the Study

The purpose of this study was to examine the

interrelations among intrinsic ambitions, learning styles, and

academic performance for the SY. 2023-2024. This study will

concentrate on Senior High School STEM Students enrolled in

Capiz National High School during the academic year 2023-

2024. The primary objective of this study is to gain a deeper

understanding of how intrinsic ambitions influence the

interplay between learning styles and academic performance.

This knowledge will contribute to the development of more

effective teaching methods and educational programs that cater

to these students’ unique needs. The findings of this study

will be instrumental in enhancing student engagement,

motivation, and overall learning experiences, with the

ultimate aim of improving academic success and well-being in

the Senior High School context.

List of Researchers:

1.Kenta A. Adachi

2.Sophia R. Alcazaren

3.Reymel D. Barcelona

4.Rose Ann P. Ernesto