A STUDY ON HOW LEARNING MOTIVATIONS CONTRIBUTES TO THE ACADEMIC

PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS AT MOUNT CARMEL

SCHOOL OF SAN LUIS.

Aguinaldo, Ren Ardy G.

Berja, Jesu Manuel C.

Claro, Kim Louigee F.

Francia, Roñan P.

Miana, Von Maverick R.

Ramos, Daniel Hector L.

Trigo, Princess Joy A.

 INTRODUCTION

Education shows fundamentals of hard work, at the same time helps us

to grow and develop applicable skills in the time ahead. Education is

generally considered a solution in our socioeconomic problems in the world.

Global Motivation has deal the students to become more efficiently to

cooperate in class. Additionally. The participants from Junior High School

students that are randomly selected is considered to be the subject

respondents in the study that will be conduct soon. Intrinsic and extrinsic

motivation has been deal a crucial effects in school. According to a study

conducted in 2018 by Chen, Chen, and Liu, intrinsic motivation can be

defined as "the inherent inclination to engage in an activity for its own

sake, driven by the pleasure, enjoyment, interest, or sense of satisfaction

derived from the activity" (Chen, chen, & Liu, 2018 p. 686) . A study

conducted in 2010 by Deci and Ryan provides a definition of extrinsic

motivation as "the regulatory process whereby an individual's behaviors are

influenced by external contingencies of reinforcement in order to obtain a

separable outcome" (Deci & Ryan 2018, p 575). This definition highlights

the external nature of the rewards or outcomes sought in extrinsically

motivated behavior.
 REVIEW OF RELATED LITERATURE

In education, motivation has a big impact on students' performance and

results. Therefore, stakeholders should be aware of the factors influencing

student motivation if they wish to help students improve their academic

performance. (2020, Silva). It is described as a process for motivating,

energizing, and exciting people to work willingly, with initiative,

excitement, self-assurance, fulfillment, and a coordinated strategy to

reach desired goals. (Steinmayr Et al., 2019) (Siyuan et al., 2020) claims

that motivation is what enables people to overcome obstacles to change and

perform at high levels. Psychologists have provided varying classification

according to attitude to the motivation phenomenon, which is briefly

mentioned below (Siyuan et al., 2020) Originating from the Latin word

"movere," which means "move," the English word "motivation" was created.

One thing that influences people to act in a particular way is their

motivation. People will always have diverse motivations, which must be

accepted given the obvious individual variances. Therefore, before acting

on a goal, people should be aware of the traits that make up their more

immediately identifiable driving factors. Human behavior is guided,

controlled, and persistent in general by motivation. Said alternatively,

what reinforces an individual's actions? What directs or steers these kinds

of behaviors? What sustained the attitude or improved it? Well, it is known

as motivation. (Steinmayr et al., 2019) Extrinsic motivation is when an

individual's motivation comes from somewhere other than themselves (Siyuan

et al.,2020). The latter type of driving originates from an external

source. On the other hand, intrinsic motivation comes from within the

person. (Longhurst and Santos, 2019) Think about the instances of intrinsic

drive as inspiration in order to understand them. In contrast, extrinsic

incentive is almost the same as instigation. You see, when you're driven by

other factors, you may find yourself doing things that you don't

particularly enjoy or want to accomplish. It has the impression of being a

task. However, acts of love will always be motivated by something deeper

than self-interest. (Li 2021).

Conceptual Framework

This research study stated the basis and components that greatly

affect the Junior High School students pertaining to involvement to

intrinsic and extrinsic factors in overall academic performance. The

composition of this conceptual framework showing the correlation between

the Junior High School students involvement in to intrinsic and extrinsic

motivation and to their academic performance.

 Research Paradigm

Junior High School

Students

Intrinsic and extrinsic Academic Performances

motivation

Definition of Terms

For better understanding of various terms used in this study, the

researcher gave the definition of the following:

Global motivation - motivation that the learners bring from outside.

Respondents - The number of people who answered a survey. Intrinsic

motivation - is a term used to describe the incentive we feel to complete a

task simply because we find it interesting or enjoyable.

Extrinsic motivation - is a motivation that is driven by external rewards.

These can be tangible, such as money or grades, or intangible, such as

praise or fame.

Pleasure -a polite way of replying to someone who has thanked you.

Enjoyment - the action or state of enjoying. Interest - a feeling that

accompanies or causes special attention to something or someone.

Sense of satisfaction - a pleasant feeling that you get when you receive

something you wanted, or when you have done something you wanted.

External contingencies - an immediate, unexpected and suddenly occurring

external violence, other than an event against which the insured risk

should normally, considering its nature and/or use, be able to withstand.

Statement of the Problem

This study seeks to understand the effects of intrinsic and extrinsic

motivation on Junior high school students. Specifically, it answers the

following questions:

1. How does the demographic profile be described in terms of:

1.1 Age

1.2 Gender

1.3 Family income

2. How does intrinsic motivation contributes to the academic performance of

Grade 11 students?

3. How does extrinsic motivation contributes to the academic performance of

Grade 11 students?
Hypothesis

H0. There is no significant difference in the level of intrinsic and

extrinsic motivation among the students.

H1. There is a significant difference in the level of intrinsic and

extrinsic motivation among the students.

Significance of the Study

Teachers and administrators can learn more about how to effectively

engage and support students in their academic pursuits by looking at these

characteristics. The inherent drive and

satisfaction that students feel when working on a task or participating in

an educational activity is referred to as intrinsic motivation. By knowing

what makes kids more intrinsically motivated, teachers may create lessons

that encourage students in Junior High to feel curious, independent, and

capable. This can therefore result in higher levels of engagement, more in-

depth learning, and enhanced academic achievement. On the other side,

extrinsic motivation refers to outside incentives or rewards that affect

students' participation and conduct. Teachers can find methods for

motivating Juinor High School students through the use of prizes,

recognition, and feedback by researching the elements that lead to

extrinsic motivation. This knowledge can support the development of a

supportive learning environment and motivate students to stick with their

academic goals. In general, the purpose of researching the intrinsic and

extrinsic motivational components of Grade 11 students at MCSSL is to

provide guidance for instructional strategies and interventions that

support student motivation, engagement, and academic performance.

Scope and Delimitation of the Study

The scope of this study will focus on identifying the factors that

influence intrinsic and extrinsic motivation among Grade 11 students. The

study will examine the social, and environmental factors that contribute to

students' intrinsic and extrinsic motivation.

The delimitation of this study will be limited to Grade 11. The study

will not include students from other grade levels or schools. The study

will also not explore the impact of cultural backgrounds, or other external

factors that may affect students' motivation levels. The study aims to

provide insights into the factors that influence student motivation and

suggest strategies to enhance intrinsic and extrinsic motivation among

Grade 11 students.

MATRIX OF ACTIVITY IN CONDUCTING SURVEY

DATE GRADE AND SECTION TIME

MARCH 12,2024 7-DINALUNGAN 9:11 am

MARCH 12,2024 7-DIPACULAO 9:26 am

MARCH 12,2024 8- MARIA AURORA 10:00 am

MARCH 12,2024 8-SAN LUIS 9:20 am

MARCH 13,2024 9-PATNANUNGAN 10:50 am

MARCH 13,2024 9-PANUKULAN 8:49 am

MARCH 13,2024 10-BURDEOS 9:08 am

MARCH 13,2024 10-JOMALIG 10:37 am

 CHAPTER II

METHODS

Research Design
 This study utilizes the descriptive research method and a simple

random sampling technique to select a diverse sample of teenagers from

various geographical locations and socioeconomic backgrounds. The

researchers, administer a structured questionnaire comprising closed-ended

questions about the learning motivation of the students, the frequency of

whether they are intrinsically or extrinsically motivated, preferred types

of content, privacy settings, and the contributions of learning motivation

to their daily lives. It employs descriptive statistical methods to analyze

quantitative survey data, including frequencies, percentages, and measures

of central tendency. For privacy, researchers obtain informed consent from

participants and ensure the confidentiality and anonymity of their

responses. Adhere to ethical guidelines regarding the involvement of minors

in research. also, researchers Recognize potential biases inherent in self-

reported data and limitations in generalizing findings beyond the sample

population at 20 respondents per section.

This study's findings will contribute to a better understanding of

teenage learning motivation patterns, enabling educators, parents, and

policymakers to develop targeted interventions and guidelines for promoting

healthy behaviors among adolescents.

Respondents of the study

The respondents of this study consist of all levels in Junior High

School at Mount Carmel School of San Luis. Out of () students of Junior

High School in Mount Carmel School of San Luis. 160 students were selected

randomly to answer the questionnaires provided by the researchers.

 Table 1 presents the respondents of this descriptive study.

Table 1

Respondents

Respondents Male Female Total

Grade 7-

Dinalungan 10 10 20
Table
Grade 7-
1 show
Dipaculao 10 10 20
the
Grade 8-

Maria Aurora 10 10 20

Grade 8-

San Luis 11 9 20

Grade 9-

Panukulan 12 8 20

Grade 9-

Patnanungan 11 9 20

Grade 10-

Jomalig 11 9 20

Grade 10-

Burdeos 10 10 20

Grand Total 85 75 160

numbers of respondents of the study. As seen from above, 20 males and 20

females from combined Grade 7-Dinalungan and Dipaculao. 21 males and 19

females from combined Grade 8- Maria Aurora and San Luis. 23 males and 17

females from combined Grade 9- Panukulan and patnanungan. 21 males and 19

females from combined Grade 10- Burdeos and Jomalig.With the total of 160

respondents.

Demographic Profile of the Respondents

Table 2.1

Respondent’s Distributed by Age in Grade 7 Dinalungan

Age Frequency Percentage Rank

Table

2.1 show
11-12 3 15% 2
the ages of

the 13-14 17 85% 1

20 100%

respondents of the study. The table shows, 13-14 is the age of the

respondents with the highest frequency of 17, which is 85%. Last 11-12

years old with the frequency of 3,which is 15% of the population.

Table 2.2
 Respondent’s Distributed by Age in Grade 7 Dipaculao

Age Frequency Percentage Rank

11-12 8 40% 2

13-14 12 60% 1

20 100%

Table 2.2 show the ages of the respondents of the study. The table shows,

13-14 is the age of the respondents with the highest frequency of 12, which

is 60%. Last 11-12 years old with the frequency of 8,which is 40% of the

population.

Table 2.3

Respondent’s Distributed by Age in Grade 8 San Luis

Age Frequency Percentage Rank

 13-14 19 95% 1

15-16 1 5% 2

20 100%

Table 2.3 show the ages of the respondents of the study. The table

shows, 13-14 is the age of the respondents with the highest frequency of

19, which is 95%. Last 15-16 years old with the frequency of 1,which is 5%

of the population.

Table 2.4

Respondent’s Distributed by Age in Grade 8 Maria Aurora

Age Frequency Percentage Rank

13-14 20 100% 1

20 100%
 Table 2.4 show the ages of the respondents of the study. The table

shows, 13-14 is the age of the all respondents with the highest frequency

of 20, which is 100% of the population.

Table 2.5

Respondent’s Distributed by Age in Grade 9 Panukulan

Age Frequency Percentage Rank

13-14 7 35% 2

15-16 13 65% 1

20 100%

Table 2.5 show the ages of the respondents of the study. The table

shows, 15-16 is the age of the respondents with the highest frequency of

13, which is 65%. Last 15-16 years old with the frequency of 1,which is 5%

of the population.

Table 2.6

Respondent’s Distributed by Age in Grade 9 Patnanungan

 Age Frequency Percentage Rank

13-14 12 60% 1

15-16 8 40% 2

20 100%

Table 2.6 show the ages of the respondents of the study. The table

shows, 15-16 is the age of the respondents with the highest frequency of 8,

which is 40%. Last 13-14 years old with the frequency of 12,which is 60% of

the population.

THE TREATMENTS

After obtaining permission and assistance to their subject teacher's.

The researchers gave the questionnaires to the random respondents. The

questionnaires that the respondents were required to specify out was

briefly explained regarding to their study by the researchers.

SOURCE OF DATA
 The researchers created a 16-item questionnaire with two parts

inquiring about the chosen student's academic achievement and motivation

for learning. The questionnaire's sections on the effects of motivation and

the evaluation of academic success were modified. Their research teachers

were given this study questionnaire to review, edit, and double-check for

problems.

DATA ANALYSIS

The researcher applied the following measures to analyze and interpret

the result of the study:

1. The weighted mean was used to highlight the answers of every

respondents to each question in the given questionnaire.The response option

in the questionnaire were weighted as shown in the table below:

Always 4 points

Sometimes 3 points

Rarely 2 points

Never 1 points
To get the weigted mean,the following formula was used:

WM = F x WM

Where:

F = Frequency of option

WV = Weighted Value

N = Total number of respondents

WM = Weighted Mean

2. Frequency count was used to measure the frequencies of the

respondents answer to a particular set of question as well as its rank and

percentage to distinguish the answer of the respondents to each

question.

The formula below was used:

P = F N x 100
Where:

P = Percentage

F = Number of respondents

N = Total number of respondents

100 = Given number

CHAPTER III

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

INTRINSIC MOTIVATION

Table No. 1
 ALWAYS SOMETIMES RARELY NEVER TOTAL
STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM

1. I

prioritize

learning for

the sake of

understanding

and personal

growth rather
67 268 1.67 84 252 1.57 8 16 0.1 1 1 0.006 537 4.35
than solely

focusing on

achieving

external

rewards or

avoiding

punishments.

Table 1 shows that out of 160 respondents, 67 are willing to learn and

understand the lesson, not only for rewards but also for their own personal

growth. 84 respondents say that sometimes they just avoid punishment or

just want rewards. while 8 out of 160 respondents rarely study just for

rewards, and 1 respondent only said never because he only studied due to

rewards or to avoid punishment. With the total weighted mean of 4.35 it

shows that students prioritize to study for their own personal growth and

not for rewards.

They frequently have a strong sense of self-motivation, are inquisitive,

enthusiastic about their studies, and see intrinsic value in education.

(Fishbach and Woolley, 2022).

Table No. 2

ALWAYS SOMETIMES RARELY NEVER TOTAL

STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM

2. I often

persisting

challenging

academic

tasks even

when faced

with 72 288 1.8 58 174 1.09 16 32 0.2 14 14 0.09 508 3.18

obstacles or

setbacks

because I am

internally

motivated to

succeed

Table 2 shows that out of 160 respondents, 72 are motivated to face

lots of challenges just to succeed. 58 respondents say that sometimes they

are not ready, and 16 respondents say that they rarely feel that excited or
motivated to face challenges. while 14 out of 160 respondents say that they

never pursue challenging tasks because it only makes their situation

difficult. With the total weighted mean of 3.18 it shows that students do

love to face difficult challenges because it may have a good impact on

their personal growth.

Learners in disadvantaged contexts face additional difficulties due to

limited access to essential resources like the Internet and devices

( Sarwari et al 2022)

Table No. 3

ALWAYS SOMETIMES RARELY NEVER TOTAL

STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM

3. I feel that

enjoying the

learning

process and

finding joy in

acquiring new 98 392 2.45 57 171 1.07 5 10 0.06 0 0 0 573 3.58

knowledge

enhances my

overall

academic

performance
 Table 3 show that out of 160 respondents, 98 believe that enjoying the

lessons and acquiring new knowledge can enhance their academic performance.

and 57 say that sometimes it enhanced their overall academic performance.

while 5 out of 160 respondents say that rarely it enhances their academic

performance, and in 160 respondents, no one has answered never. With a

total of weighted mean of 3.58 it shows that respondents believe that

enjoying the lesson may enhance their academic performance.

One of the most significant topics discussed is intrinsic motivation.

elements that motivate someone to engage in specific behaviors and persist

in their accomplishments, keeping up with them till the pre-established

targets and goals are met. As stated by Fischer et al. (2019),

Table No. 4
 ALWAYS SOMETIMES RARELY NEVER TOTAL
STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM

4. I believe

that fostering

a sense of

intrinsic

motivation,

such as

passion for
79 316 1.97 71 213 1.33 10 20 1.12 0 0 0 549 4.42
learning and

personal

growth, leads

to sustained

academic

success in the

long run

Table 4 shows that out of 160 respondents, 79 are motivated and

willing to put passion into learning because they believe that putting

passion into their learning it may sustain them to academic success. and

71 respondents say that sometimes, if they put passion into learning, it

may be good for their own personal growth. and in 160 respondents, 10

respondents say that rarely it may sustain them into academic success while

in 160 respondents no one said never. With a total of weighted mean of 4.42

it shows that the respondents have put passion into their learning.
 according to A.M, Sardiman (2020), "intrinsic motivation is the

motives that become active and function do not need to be stimulated from

the outside because within each individual there is an urge to do

something".

Table No. 5

ALWAYS SOMETIMES RARELY NEVER TOTAL

STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM

5. I often

feel

internally

motivated to

engage in

challenging
62 248 1.55 81 243 1.52 17 34 0.21 0 0 0 525 3.28
academic tasks

because I find

them

personally

meaningful or

interesting

Table 5 shows that out of 160 respondents, 62 respondents find that

facing challenges in academic tasks is interesting and meaningful for their

personal growth. while 81 respondents say that sometimes it is interesting

and meaningful. and 17 out of 160 respondents say that it is rarely

interesting. In the 160 respondents, no one says never. With a total of

weighted means of 3.28, respondents find that challenges in academic tasks

are meaningful and good for their personal growth.

Learners who have high levels of self-efficacy may act in ways that

will improve their academic performance and learning. This entails putting

in extra effort and tenacity when completing activities, staying strong in

the face of difficulties, and selecting challenging learning assignments

over simple ones when given the option (Travis et al., 2020).

Table No. 6

ALWAYS SOMETIMES RARELY NEVER TOTAL

STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM

6. I find that

experiencing a

sense of

accomplishment

and satisfaction

from learning 80 320 2 71 213 1.33 9 18 0.11 0 0 0 551 3.44

new concepts or

mastering skills

drives me to

excel

academically
 Table 6 shows that out of 160 respondents, 80 respondents who

experience a sense of accomplishment and satisfaction in mastering a new

skill feel academically excellent. and 71 sometimes feel academically

excellent, while 9 out of 160 respondents rarely felt this feeling. and in

the 160 respondents, no one says never. With a total of weighted mean of

3.44, it shows that the respondents who experience an accomplishment or

satisfaction can make them feel academically excellent.

A strong sense of school identity can lead to high rates of student

satisfaction and encourage learners constructive growth (Paricio et al.,

(2020).

Table No. 7

ALWAYS SOMETIMES RARELY NEVER TOTAL

STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM

7. I find that

pursuing

knowledge and

personal

interest in my 91 364 2.27 57 171 1.07 12 24 0.15 0 0 0 559 3.49

subjects

motivates me

to study

harder

Table 7 shows that out of 160 respondents, 91 pursued knowledge and

personal interests because it makes them motivated to study. 57 respondents

say they are sometimes motivated to pursue knowledge and interests. and 12

out of 160 respondents rarely pursue knowledge because it does not make

them feel motivated, and in the 160 respondents, no one said never. With a

total of weighted mean of 3.49 it shows the respondents pursue knowledge

and experience and also interest.

Students that are driven by themselves show greater excitement,

enthusiasm and dedication to their studies, which resulted in improved

academic performance (Wang et al., 2020).

Table No. 8

ALWAYS SOMETIMES RARELY NEVER TOTAL

STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM

8. I believe

that my

motivation to

learn
87 348 2.17 64 192 1.2 9 18 0.11 0 0 0 558 3.48
positively

impacts my

academic

performance

Table 8 show that out of 160 respondents, 87 are motivated to learn

positively, which makes them believe that it may have a positive impact on
their academic performance. 64 are sometimes motivated to learn and believe

it may have a positive impact on their academic performance. 9 out of 160

said they are rarely motivated. In the 160 respondents, no one said never.

With a total of weighted mean of 3.48 it shows that the respondents are

motivated to learn positively which makes them believe that I can have a

huge impact on their academic performance.

Research indicates that academic self-efficacy beliefs have a

significant impact on motives, decisions, perseverance, and efforts, which

in turn affect advancement and success (Yuksel et al., 2019).

EXTRINSIC MOTIVATION

Table No. 9

ALWAYS SOMETIMES RARELY NEVER TOTAL

STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM

9. I think

that the

availability

of extrinsic

motivators
40 160 1 99 297 1.85 20 40 0.25 1 1 0.006 498 3.11
affects my

willingness

to engage in

academic

tasks
 Table 9 show that out of 160 respondents, 40 indicated that their

willingness to participate in academic work is influenced by the presence

of extrinsic motivators. 99 respondents indicated that their willingness to

participate in academic work is influenced occasionally by the availability

of extrinsic motivators. Only 20 respondents indicated that their

willingness to complete academic work is impacted by the presence of

extrinsic motivators. Furthermore, 1 out of 160 respondents indicated that

they never thought that the presence of extrinsic motivators would

influence their willingness to complete academic tasks. The weighted mean

of 3.11 indicates that the majority of respondents say that they

occasionally hope for the presence of extrinsic motivators influences their

inclination to take on academic tasks.

According to Stefaniak, Stikeleather, & Waddoups, ,2024),are notified

of the amounts of performance-based rewards earned without necessarily

varying the timing of reward distribution.

Table No. 10
 ALWAYS SOMETIMES RARELY NEVER TOTAL
STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM

10. I

experience

situations

where

external
25 100 0.62 84 252 1.57 43 86 0.54 8 8 0.005 446 2.74
rewards

negatively

impacted my

academic

performance

Table 10 shows that out of 160 respondents, 25 respondents say that

they always experience situations where external rewards negatively

impacted their academic performance. 84 respondents say that they sometimes

experience situations where external rewards negatively impacted their

academic performance.43 respondents say that they rarely experience

situations where external rewards negatively impacted their academic

performance. And 8 out of 160 respondents say that they never experience

situations where external rewards negatively impacted my academic

performance. The weighted mean of 2.74 shows that the most respondents say

that they experience situations where external rewards negatively impacted

my academic performance.

Extrinsic motivation is more dependent on demands, penalties, or other

outside factors (Ryan & Deci, 2020)

 Table No. 11

ALWAYS SOMETIMES RARELY NEVER TOTAL

STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM

11. I often

find myself

losing

interest or

motivation

in my
25 100 0.62 52 156 0.97 48 96 0.6 35 35 0.22 387 2.41
studies when

there are no

external

rewards or

consequences

involved

Table 11 shows that out of 160 respondents, 25 respondents say that

they always find themselves losing interest or motivation in their studies

when there are no external rewards or consequences involved. 52 respondents

say that they sometimes find themselves losing interest or motivation in my

studies when there are no external rewards or consequences involved. 48

respondents say that they rarely find themselves losing interest or

motivation in my studies when there are no external rewards or consequences

involved. 35 respondents say that they that they never find themselves

losing interest or motivation in my studies when there are no external

rewards or consequences involved. With the weighted mean of 2.41 shows that

the most respondents say that they find themselves losing interest or

motivation in my studies when there are no external rewards or consequences

involved.

When there's competition, the rival Is often seen as an extrinsic motivator

since it encourages students to win over the opponent as opposed to just

taking pleasure in the action (Featherstone & Habgoo, 2019).

Table No. 12
 ALWAYS SOMETIMES RARELY NEVER TOTAL
STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM

12. I believe

that my

academic

performance

would

significantly

improve if I

were 50 200 1.25 65 195 1.22 37 74 0.46 8 8 0.05 477 2.98

consistently

offered

external

rewards or

incentives

for my

efforts

Table 12 shows that out of 160 respondents, 50 respondents say that

they always believe that their academic performance would significantly

improve if they were consistently offered external rewards or incentives

for their efforts. 65 respondents answered that they sometimes believe that

their academic performance would significantly improve if they were

consistently offered external rewards or incentives for their efforts. 37

respondents say that they rarely believe that their academic performance
would significantly improve if they were consistently offered external

rewards or incentives for their efforts. and 8 out of 160 respondents

answered that they never believe that their academic performance would

significantly improve if they were consistently offered external rewards or

incentives for their efforts. With the total of weighted mean of 2.98

indicate that the most respondents answered that they believe that their

academic performance would significantly improve if they were consistently

offered external rewards or incentives for their efforts.

. Rewarding or punishing students doesn't always have a bad effect on

them. Positive reinforcement is also evident, such as compliments, thumbs

up, stars, clapping, head strokes, and so forth. Furthermore, the teacher's

goal is to punish the pupils and keep them from making the same mistakes in

the future, even when the punishment is represented as unpleasant things

happening to them, including scolding and punishment. Thus, it may be

concluded that while giving rewards and punishments for learning is

acceptable, they must both be done so in ways that promote learning in the

classroom. (Asmawati et al, 2020)

Table No. 13
 ALWAYS SOMETIMES RARELY NEVER TOTAL
STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM

13. I think

that

receiving

recognition

or praise

for my
85 340 2.12 50 150 0.94 22 44 0.27 3 3 0.02 537 3.38
academic

achievements

boosts my

motivation

to learn

further

Table 13 shows that out of 160 respondents, 85 of the respondents

think that they are always receiving recognition or praise for their

academic achievements boosts their motivation to learn further. 50

respondents answered that they Sometimes think that receiving recognition

or praise for their academic achievements boosts their motivation to learn

further. 22 respondents say that they rarely think that receiving

recognition or praise for their academic achievements boosts their

motivation to learn further. 3 out of 160 respondents say that they never

think that receiving recognition or praise for their academic achievements

boosts their motivation to learn further. With the total of weighted mean
of 3.38 shows that the most respondents answered that they think that

receiving recognition or praise for their academic achievements boosts

their motivation to learn further.

Non-monetary tangible incentives are as as significant as financial

incentives, and when properly crafted and put into practice, these rewards

based on performance has the potential to significantly increase

productivity and academic accomplishment (AWUOR, 2022)

Table No. 14

ALWAYS SOMETIMES RARELY NEVER TOTAL

STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM

14. I

prioritize

tasks that

has

external

rewards

attached to 33 132 0.82 76 228 1.42 41 82 0.51 10 10 0.06 452 2.81

them over

tasks that

don’t offer

any

immediate

incentives
 Table 14 shows that out of 160 respondents, 33 respondents answered

that they prioritizing tasks that has external rewards attached to them

over tasks that don’t offer any immediate incentives. 76 respondents say

that they prioritizing tasks that has external rewards attached to them

over tasks that don’t offer any immediate incentives. 41 respondents

answered that they prioritizing tasks that has external rewards attached to

them over tasks that don’t offer any immediate incentives. 10 out of 160

respondents answered that they prioritizing tasks that has external rewards

attached to them over tasks that don’t offer any immediate incentives. With

the total of weight mean of 2.81 shows that the most respondents answered

that they prioritizing tasks that has external rewards attached to them

over tasks that don’t offer any immediate incentives.

A study examined how learners' motivation affects the testing effect for

complex study materials. High mastery goal orientation weakens the effect,

while external rewards for successful retrieval practice strengthen it.

Both experiments showed a testing effect, with low mastery goal orientation

having a stronger effect. The study suggests that motivation to practice

retrieval and restudy is crucial for the testing effect. (Tino Endres,

Alexander Eitel Applied Cognitive Psychology 38 (1), e4160, 2024)

 Table No. 15

ALWAYS SOMETIMES RARELY NEVER TOTAL

STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM

15. I feel

motivated to

study when I

know that

there are

tangible

rewards or 56 224 1.4 68 204 1.27 27 54 1.34 9 9 0.06 491 4.07

incentives

waiting for

me upon

completion if

my academic

tasks

Table 15 show that out of 160 respondents, 56 respondents say that

they always feel motivated to study when they know that there are tangible

rewards or incentives waiting for them upon completion in their academic

tasks. 68 respondents answered that they sometimes feel motivated to study

when they know that there are tangible rewards or incentives waiting for

them upon completion in their academic tasks. 27 respondents say that they

rarely feel motivated to study when they know that there are tangible

rewards or incentives waiting for them upon completion in their academic

tasks. 9 out of 160 respondents answered that they never feel motivated to
study when they know that there are tangible rewards or incentives waiting

for them upon completion in their academic tasks. With that total of

weighted mean of 4.07 shows that the most respondents answered that they

feel motivated to study when they know that there are tangible rewards or

incentives waiting for them upon completion in their academic tasks.

According to Uno, H.B. (2023) a person's existence, passions,

interests, desires, hopes, and ambitions serve as indicators of their

motivation.

Table No. 16

ALWAYS SOMETIMES RARELY NEVER TOTAL

STATEMENTS
F WS WM F WS WM F WS WM F WS WM WS WM

16. I think

that

receiving

praises from
88 352 2.2 53 159 0.99 15 30 0.34 4 4 0.02 547 3.55
others

motivates me

to do better

academically

Table 16 shows that out of 160 respondents, 88 respondents answered

that they always think that receiving praises from others motivates them to

do better academically. 53 respondents say that they sometimes think that

receiving praises from others motivates them to do better academically. 15

respondents answered that they rarely think that recieving praises from

others motivates them to do better academically. 4 out of 160 respondents

answered that they never think that recieving praises from others motivates

them to do better academically. With the total of weighted mean of 3.55

shows that the most respondents answered that they think that recieving

praises from others motivates them to do better academically.

According to M Gervis, S Capel (2019), This praise can motivate the

pupil to try harder, especially if the pupil values the mark for effort.

CHAPTER IV
 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY OF THE FINDINGS

This research is entitled as "A STUDY ON HOW LEARNING MOTIVATIONS

CONTRIBUTES TO THE ACADEMIC PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS AT

MOUNT CARMEL SCHOOL OF SAN LUIS" . This study aims to find out what are the

contribution of learning motivation in the learning competency of students

in Junior High.

It attempts to evaluate the factors that contributes to the students

to excel in their academic performance. Data were tallied, tabulated,

analyzed, and also interpreted through the means of statistically frequency

count, percentage, ranking, and calculate the weighted mean to know the

findings and result of the data students' sources of motivation about their

academe.

Table 1 shows that the most of the respondents said that prioritize

learning for the sake of understanding and personal growth with the average

weighted mean of 4.35. The result in the table 2 shows an average of

weighted mean 3.18 says that often persisting challenging academic tasks

even when faced with obstacles or setbacks. Table 3, has an average

weighted mean of 3.58 says that enjoying the learning process and finding

joy in acquiring new knowledge in their academic journey. Table 4 says that

fostering a sense of intrinsic motivation, leads to sustained academic

success in the long run, with an average weighted of 4.42. Table 5 shows
that the weighted mean of 3.28 says that internally motivated to engage in

challenging academic tasks. The result in table 6 has weighted mean of 3.44

saying that experiencing a sense of accomplishment and satisfaction from

learning new concepts or mastering skills drives to excel academically.

Table 7 shows that pursuing knowledge and personal interest in subjects

motivates to study harder with the total weighted mean of 3.49 . Table 8

shows most of the respondents are believed that motivation to learn

positively impact academic performance with the average weighted mean of

3.48 . When it comes to the Extrinsic Motivation statements, Table 9 shows

that the availability of extrinsic motivators affects willingness to engage

in academic tasks with the total weighted mean of 3.11 . Table 10, With the

total weighted mean of 2.76 says that experience situations where external

rewards negatively impacted academic performances . Table 11 says that

often find losing interest or motivation in my studies when there are no

external rewards or consequences involved with the total weighted mean of

2.41 . Table 12 says that academic performance would significantly improve

if I were consistently offered external rewards or incentives for my

efforts with the weighted mean of 2.98. Table 13 says that receiving

recognition or praise for academic achievements boosts my motivation too

learn further with the total weighted mean of 3.38. Table 14 shows that

prioritize tasks that has external rewards attached to them over tasks that

don’t offer any immediate incentives with the total weighted mean of 2.81 .

Table 15 says that motivated to study when knowing that there are tangible

rewards or incentives waiting for me upon completion with the total

weighted mean of 4.07 . At last, Table 16 shows that receiving praises from

others motivates me to do better academically with the total weighted mean

of 3.55 .
CONCLUSION

Drawing from their findings, the researchers arrived at the following

conclusion.

1. All students have motivation, whether it is intrinsic or extrinsic

motivation both still stimulate student's desire and ambition to work hard

on achieving a goal or to remain devoted to their role at school and their

subjects. The learning motivations intrinsic and extrinsic contributes to

the academic performance of students by inspiring them to work harder in

the classroom whether or not they receive external incentives.

2.When the students are motivated by their own personal development instead

of getting incentives from others, they typically perform better

academically. While the majority of students are driven by intrinsic

motivation, this does not mean that they are not pleased and motivated by

external incentives; rather, their motivation comes from the desire to

improve themselves and create space for personal growth through their own

work.

3. External rewards such as praise, recognition and given possessions are

the most motivating thing for students regarding this study, so It is a

typical occurrence that the parents of the children somehow contribute to

their academic success because of the incentives they provide. It is clear

that both extrinsic and intrinsic motivations encourage students engage in

the learning process in the educational setting. While some students can
build their own desire to learn because they are intrinsically motivated,

some students need external rewards to be motivated because they are not

enthusiastic about learning. Although its use has received criticism

because it diminished intrinsic motivation, extrinsic motivation encourages

students to develop appropriate behaviors towards learning. Motivation has

paramount influence on students’ achievement for that reason teachers use

them to create learning communities in which students strive for

accomplishment.

RECOMMENDATIONS

 Understanding the balance between intrinsic and extrinsic motivation can

help educators tailor teaching methods and incentives to better engage

students.

 Fostering intrinsic motivation may lead to more sustainable academic

success, as it is driven by personal interest and fulfillment.

 Acknowledging and leveraging both types of motivation can create a more

holistic approach to student learning and achievement.

 The personnel who manages a specific activity should maintain the

quality of teaching,training and establishing discipline to their

students since the data showed that it helps the students to improve

their confidence and determination in facing challenges as well as it

helps them discover their talents.

References:
1. I prioritize learning for the sake of understanding and personal

growth rather than solely focusing on achieving external rewards or

avoiding punishments?

Choices Frequency
Always 67
sometimes 84
Seldom 8
Never 1

2. I often persisting challenging academic tasks even when faced with

obstacles or setbacks because I am internally motivated to succeed?

Choices Frequency
Always 72
sometimes 58
Seldom 16
Never 14
3. I feel that enjoying the learning process and finding joy in acquiring

new knowledge enhances my overall academic performance.

Choices Frequency
Always 98
sometimes 57
Seldom 5
Never 0

4. I believe that fostering a sense of intrinsic motivation, such as

passion for learning and personal growth, leads to sustained academic

success in the long run.

Choices Frequency
Always 79
sometimes 71
Seldom 10
Never 0
5. I often feel internally motivated to engage in challenging academic

tasks because I find them personally meaningful or interesting.

Choices Frequency
Always 62
sometimes 81
Seldom 17
Never 0

6. I find that experiencing a sense of accomplishment and satisfaction from

learning new concepts or mastering skills drives me to excel academically.

Choices Frequency
Always 80
sometimes 71
Seldom 9
Never 0

7. I find that pursuing knowledge and personal interest in my subjects

motivates me to study harder.

Choices Frequency
Always 91
sometimes 57
Seldom 12
Never 0
8. I believe that my motivation to learn positively impacts my academic

performance.

Choices Frequency
Always 87
sometimes 64
Seldom 9
Never 0

9. I think that the availability of extrinsic motivators affects my

willingness to engage in academic tasks.

Choices Frequency
Always 40
sometimes 99
Seldom 20
Never 1

10. I experience situations where external rewards negatively impacted my

academic performance.

Choices Frequency
Always 25
sometimes 84
Seldom 43
Never 8
11. I often find myself losing interest or motivation in my studies when

there are no external rewards or consequences involved.

Choices Frequency
Always 25
sometimes 52
Seldom 48
Never 35

12. I believe that my academic performance would significantly improve if

I were consistently offered external rewards or incentives for my efforts.

Choices Frequency
Always 50
sometimes 65
Seldom 37
Never 8

13. I think that receiving recognition or praise for my academic

achievements boosts my motivation to learn further.

Choices Frequency
Always 85
sometimes 50
Seldom 22
Never 3
14. I prioritize tasks that has external rewards attached to them over

tasks that don’t offer any immediate incentives.

Choices Frequency
Always 33
sometimes 76
Seldom 41
Never 10

15. I feel motivated to study when I know that there are tangible rewards

or incentives waiting for me upon completion if my academic tasks.

Choices Frequency
Always 56
sometimes 68
Seldom 27
Never 9

16. I think that receiving praises from others motivates me to do better

academically.

Choices Frequency
Always 88
sometimes 53
Seldom 15
Never 4
 CURRICULUM VITAE

Ren Ardy G. Aguinaldo

Pob. 04, San Luis, Aurora
Email: renaguinaldo7@gmail.com
Mobile Number: 09637430832

I. Personal Identification
Birthday: July 18, 2006

Age: 17

Gender: Male

Status: Single

Height: 5'6

Weight: 60kg

Nationality: Filipino

Religion: Roman Catholic

II. Educational Background

Senior High School: Graduating

Junior High School: Mount Carmel School of San Luis

2018-2022

Elementary: San Luis Central School Pob. 01 San Luis, Aurora

2012-2018
 CURRICULUM VITAE

Jesu Manuel C. Berja

Poblacion 04, San Luis, Aurora
Email: jesumanuelcaboberja2@gmail.com
Mobile Number: 09070661452

I.Personal Identification
Birthday: December 25, 2005

Age: 18

Gender: Male

Status: Single

Height: 5’10

Weight: 64kg

Nationality: Filipino

Religion: Roman Catholic

II. Educational Background

Senior High School: Graduating

Junior High School: Mount Carmel School of San Luis

2018-2022

Elementary: San Luis Central School Pob. 01 San Luis, Aurora

2012-2018
 CURRICULUM VITAE

Kim Louigee F. Claro

Brgy Nonong Senior, San Luis,Aurora
Email:
Mobile Number: 09637430832

I.Personal Identification
Birthday: July 18, 2006

Age: 17

Gender: Male

Status: Single

Height: 5'6

Weight: 60kg

Nationality: Filipino

Religion: Roman Catholic

II. Educational Background

Senior High School: Graduating

Junior High School: Mount Carmel School of San Luis

2018-2022

Elementary: San Luis Central School Pob. 01 San Luis, Aurora

2012-2018
 CURRICULUM VITAE

Von Maverick R. Miana

Pob. 04, San Luis, Aurora
Email: renaguinaldo7@gmail.com
Mobile Number: 09637430832

I.Personal Identification
Birthday: July 18, 2006

Age: 17

Gender: Male

Status: Single

Height: 5'6

Weight: 60kg

Nationality: Filipino

Religion: Roman Catholic

II. Educational Background

Senior High School: Graduating

Junior High School: Mount Carmel School of San Luis

2018-2022

Elementary: San Luis Central School Pob. 01 San Luis, Aurora

2012-2018
 CURRICULUM VITAE

Ronan P.Francia
Pob. 04, San Luis, Aurora
Email: renaguinaldo7@gmail.com
Mobile Number: 09637430832

II. Personal Identification

Birthday: July 18, 2006

Age: 17

Gender: Male

Status: Single

Height: 5'6

Weight: 60kg

Nationality: Filipino

Religion: Roman Catholic

II. Educational Background

Senior High School: Graduating

Junior High School: Mount Carmel School of San Luis

2018-2022

Elementary: San Luis Central School Pob. 01 San Luis, Aurora

2012-2018
 CURRICULUM VITAE

Daniel Hector Ramos

Pob. 04, San Luis, Aurora
Email: renaguinaldo7@gmail.com
Mobile Number: 09637430832

III. Personal Identification

Birthday: July 18, 2006

Age: 17

Gender: Male

Status: Single

Height: 5'6

Weight: 60kg

Nationality: Filipino

Religion: Roman Catholic

II. Educational Background

Senior High School: Graduating

Junior High School: Mount Carmel School of San Luis

2018-2022

Elementary: San Luis Central School Pob. 01 San Luis, Aurora

2012-2018
 CURRICULUM VITAE

Princess Joy A. Trigo

Pob. 04, San Luis, Aurora
Email: renaguinaldo7@gmail.com
Mobile Number: 09637430832

IV. Personal Identification

Birthday: July 18, 2006

Age: 17

Gender: Male

Status: Single

Height: 5'6

Weight: 60kg

Nationality: Filipino

Religion: Roman Catholic

II. Educational Background

Senior High School: Graduating

Junior High School: Mount Carmel School of San Luis

2018-2022

Elementary: San Luis Central School Pob. 01 San Luis, Aurora

2012-2018