Level of Academic Motivation of Selected Grade 11 Students of Ipil Montessori

Academy

Researchers:
(Pearl)
Suson, Niño James
Denampo, Carl Vincent
Gallener, Royette
Velga, Zyrene Kim
Veral, Catherine
Sasang, Izzy Celine
Apolinario, Dyne
Nassaie, Aliyya
Zarriz, Barbie
Sarmiento, Ferlyn
Ilagan, Vincent Rey
Aniban, John Benidict
Patano, Vin Rachi

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1. INTRODUCTION

Motivation referring to “a state of mind that results in the intended goal” from which is
derived from a Latin word “movere” (Selen, 2016). Woolfolk (1998) defined motivation as a
personal aspect that encourages, controls, and drives behavior. Motivation also means a
process of including and stimulating an individual to act in a certain manner. Individual
needs, wants, interests, and impulses are all included in the concept of motivation (Akman,
2011). To be motivated is to act (Ryan & Deci, 2000). One of the key factors influencing
student behavior during their classes is their motivation (Koyuncuoğlu, 2021).

The primary factor that inspires learners to pursue education is their academic motivation. It
is the determination and aspiration to have an excellent academic performance (Gupta &
Mili, 2016). The root of actions associated to excellent learning outcome can be referred to as
academic motivation (Schunk et al., 2008). Students' academic motivation is essential to their
learning process. It can boost learning achievement, learning persistence, and student
involvement in the process of gaining knowledge. (Makri-Botsari, 1999).

Academic motivation is a characteristic that influences a person's engagement at school and

rate of earning his degree (Clark & Schroth, 2010). The components of academic motivation
that can be used to explain it include amotivation, extrinsic motivation, and intrinsic
motivation (Vallerand, 1993; Vallerand et al., 1992). Students that possess “intrinsic
motivation” are driven to learn actively from within. “Extrinsic motivation’ refers to the
outside force that propels an individual to fulfill their responsibilities during lectures.
Students who exhibit “amotivation” are forced to acquire the skill of learning even though
they are unwilling to do so (Hidajat et al. 2020).

Some studies focus on “The relationship of academic motivation level and attitudes towards a
social studies course of public-school secondary students” (Benitez, 2022). While other
articles examine the “Relationship of academic stress, academic motivation and academic
performance of senior high school students” (Tus, 2020). After looking at the relevant
literature, there is no study that talks about “The level of academic motivation of secondary
learners, particularly grade 11 learners from Ipil Montessori Academy”.

The purpose of this study is to ascertain whether there are any differences in the level of
academic motivation between the group of selected eleventh-grade learners from Ipil
Montessori Academy.

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2. REVIEW AND RELATED LITERATURE

2.1Academic Motivation

As stated by Cerino (2014), for certain students, their level of academic motivation can be a
major issue and a contributing factor to the postponement of academic tasks. The level of
motivation determines the variety of effort put into the mental and behavioral tasks required
for achievement. People with high motivation are more likely to succeed in life while
carrying out their responsibilities (Akbay & Gizir, 2010), and they can carry out more
productive processes while performing required tasks (such as preparing for an exam,
completing a project, completing schoolwork, reviewing homework, and so on). Academic
actions that are inconsistent in the face of difficulties, such as giving up quickly, being
irritated, persevering, and not enjoying the task, could be associated to an absence of
academic motivation (Mauliya et al., 2020)

According to Gottfried (1990) social studies motivation, science, and reading correlates
consequent motivation. Aristotle felt that nutritional and psychological factors are significant
to the body and were associated with the concept of motivation. They may set up sensors for
development, bodily comfort (food), and sensory stimulation. For instance, discomfort and
enjoyment (emotional). These two components combined formed the foundation of irrational
motive force. The conceptual section included all logical parts of the soul, as well as logical
thoughts and assured intentional components. (Pakdel, 2013)

Numerous factors, both external (the environment) and internal (the individual's personal
traits) might have an impact on these factors (Akbaba, 2006). These variables also impact the
student's academic performance. It has been discovered that several economic, social, and
cultural variables influence pupils' academic performance (Aslanargum et al., 2016). A
student's success could be influenced through a variety of circumstances, involving their
parents' profession, degree of education, financial status, as well as the number of family
members. Like these external influences, internal influences such as academic motivation
also have an impact on academic accomplishment (Erkan & Gümüsdag, 2023).

Allowing students to learn something new, to experience stimulations, or to accomplish

something, Extrinsic motivation, on the other hand, relates to doing something for
instrumental reasons and students' dedication to learning and educational objectives, as well
as their active engagement in school-related and academic activities (Cristenson et al., 2012).
Motivation also increases or improves the factors of students’ accomplishments and self-

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assurance in their social lives. Make friends with your peers and take part in class and school
events (Faiz M. & Avci K. E. 2020). It also helps with the social achievement in their
learning process, increase their careers and status of their profession in life (Koyuncuoglu,
2021).

A study of Sivrikaya (2019) “The Relationship between Academic Motivation and Academic
Achievement of the Students” which included 120 students from Balikesir University,
concluded that women possess greater score in academic average than men, although the
male’s academic motivation scores are greater than female. Another research by Faiz and
Avcı (2020), found a significant difference in male high school learners introjected regulation
levels. While female had higher ratings for motivation and identified regulation. However,
based on the socio-economic classes of the learners there was no difference in their
motivation score. But as the grade level got higher, the motivation level decreased. In the
study of Gupta and Mili (2017) entitled “Impact of Academic Motivation on Academic
Achievement: A Study on High Schools Students”, conclude that women are more
intellectually motivated than men—but only in the low achiever’s category. On the other
hand, both sexes are equally driven to learn in a class of top achievers, the females in the low
performers are intellectually inclined, and their high anxiety may be harming their
performance. "The Relationship Between Academic Procrastination, Academic Motivation,
and Academic Perfectionism: A Study on Teacher Candidates" an investigation of Serdar et
al. (2021) shows that Regarding APS, there are no notable differences in gender. However,
even though it showed that female is the most common in terms of academic procrastination
(Mişe et al., 2019). While academic procrastination is more common in male in the study of
Vural et al. (2019). In the sub-dimensions of AMS, there is a considerable contradiction
between the genders of the participants. It was determined that research exists to corroborate
the findings of the literature review (Alemdağ et al., 2014). On the contrary, according to
some research, there was no discernible gender difference caused by AMS. (Saracloğlu et al.,
2020).

The main objective of this research is to assess the level of academic motivation among those
in eleventh grade of Ipil Montessori Academy, as well as figuring out whether the
respondents' motivation for their academic work differs noticeably from one another
according to their gender and strand.

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RESEARCH QUESTIONS

This study’s goal is to identify, measure, and know if the extent of academic motivation
among the selected grade 11 students from Ipil Montessori Academy has a dissimilarity. To
achieve this study’s goal, the listed questions were looked for:

1) How eager are the chosen grade 11 learners at Ipil Montessori Academy for their studies?

2) Does the respondent’s gender and strand significantly affect their academic motivation?

3. METHODOLOGY

3.1 Research Design

This study's methodology combined a descriptive, quantitative approach. In descriptive

research, variables are described numerically. It included gathering data to describe events
and then arranging, tabulating, displaying, and discussing the information gathered (Glass &
Hopkins, 1996). Quantitative research design incorporates examining and collecting
numerical data to find patterns, compute averages, assess connections, and produce broad
conclusions. Survey design is the process of gathering, arranging, and interpreting data from
a survey (King & He, 2005).

3.2 Respondents

Ipil Montessori Academy eleventh-grade students as the study's designated research

participants.

3.3 Research Instrument

This research utilizes the Academic Motivation Scale (AMS) High School Version, developed
by Vallerand et al. (1989) to assess the academic motivation among the learners. The scale
consists of 28 items on a five-point scale that were distributed through the seven subscales
measuring amotivation, external, introjected, and identifiable regulation, and intrinsic
motivation toward information, accomplishments, and stimulation. The rating range on the
scale was set from (1= Does not corresponds at all) to (7=Corresponds exactly). But since the
amotivation scale were negative remarks, it was reversed coded.

3.4 Reliability of the Scales

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