Suggested Statement of the Problem

1. What is the profile of the respondents in terms of:

1.1 Sex
1.2 Age
1.3 General Weighted Average (GWA)
2. What is the motivation of the respondents in terms of:
2.1 Intrinsic
2.2 Extrinsic
3. Is there a significant difference on the motivation of the respondents in terms of
intrinsic and extrinsic when they are grouped as to their profile?
4. Is there a significant relationship between the motivation of the respondents in
terms of intrinsic and extrinsic and their general weighted average (GWA)?

Null Hypothesis
1. There is no significant difference on the motivation of the respondents in terms
of intrinsic and extrinsic when they are grouped as to their profile.
2. There is no significant relationship between motivation of the respondents in
terms of intrinsic and extrinsic and their general weighted average (GWA)?

Include in Chapter 3

Statistical Tool

1. Frequency and Percent - Frequency tells how many times each value appears while
percent is a way to express a part of a whole as a fraction of 100, percentages are often
used to provide a relative understanding of the distribution of data. These were used
to describe profile of the respondents.

2. Mean - is a measure of central tendency that represents the average value of a set of
data. It was used to determine the motivation of the respondents. The following were
used as the basis.

Table 1. Mean Interval on Level of Agreement as to Respondent’s Motivation

Interval Description
1.00 – 1.75 Strongly Disagree
1.76 – 2.51 Disagree
2.52 – 3.27 Agree
3.28 – 4.00 Strongly Agree

3. Independent Sample T-test - used to test a significant difference on the motivation

of the respondents in terms of intrinsic and extrinsic when they are grouped as to
their sex.

4. ANOVA - used to test a significant difference on the motivation of the respondents

in terms of intrinsic and extrinsic when they are grouped as to their age and GWA.
 Chapter IV

Results and Discussion

This section focuses on presenting and discussing the results obtained from the
study. This section is crucial as it provides a comprehensive analysis of the data
collected, interprets findings, and explores their implications.

Part I. Profile of the Respondents

Table 2. Profile of the Respondents

Profile Frequency Percent
Sex Male 162 60.0 %
Female 108 40.0 %
Age 18 – 20 71 26.3 %
21 – 23 150 55.6 %
24 – 26 49 18.1 %
GWA 96 – 100 13 4.8 %
91 – 95 24 8.9 %
87 – 90 54 20.0 %
84 – 86 53 19.6 %
81 – 83 61 22.6 %
78 – 80 56 20.7 %
75 – 77 9 3.3 %
Total 270 100

From table above, it shows that among the respondents, 60 percent (162)
identified as male, while 40 percent (108) identified as female. In terms of age
distribution, the majority fell within the 21-23 age bracket, comprising 55.6 percent
(150) of the total, followed by those aged 18-20 at 26.3 percent (71), and those aged
24-26 at 18.1 percent (49). Regarding GWA, the distribution varied, with the highest
percentage falling within the 81-83 range at 22.6 percent (61), followed closely by 78 –
80 and 87-90 with 20.7 percent (56) and 20.0 percent (54) respectively. While, 84-86
is at 19.6 percent (53) and the lowest percentages were found in the 75-77 range at
3.3% and the 96-100 range at 4.8%. This highlight the demographic and academic
characteristics of the respondents.

Part II. Motivation of Respondents

Table 3. Intrinsic Motivation of the Respondents

Mean Description
1. I prefer class work that is challenging so I can 3.45 Strongly Agree
learn new things.
2. I feel good about myself when I finish a difficult 3.40 Strongly Agree
 project.
3. I study best when I am alone. 3.23 Agree

4. I set goals for myself in order to direct my 3.21 Agree

activities in each study period.
5. I still want to go to class even when my friends 3.27 Agree
don’t go.
6. No matter how much I like or dislike a class, I still 3.31 Strongly Agree
try to learn from it.
7. I spend time reading and researching the lessons 3.23 Agree
on my own so I can learn more.
8. I enjoy learning about various subjects. 3.19 Agree

9. I enjoy sharing my knowledge. 3.14 Agree

Overall Mean 3.27 Agree

Legend: 1.00 – 1.75 = Strongly Disagree; 1.76 – 2.51 = Disagree; 2.52 – 3.27 = Agree; 3.28 – 4.00 = Strongly
Disagree

As shown from the table above, the mean scores and corresponding
descriptions indicate the level of agreement or disagreement with each statement as to
intrinsic motivation of the respondents. They expressed a strong inclination towards
seeking out challenging classwork to facilitate learning and felt a sense of
accomplishment upon completing difficult projects. Additionally, they acknowledged
the importance of setting goals for themselves to guide their study activities. While
they generally preferred studying alone, they still valued attending classes even when
friends did not. Moreover, respondents indicated a willingness to learn from all
classes, regardless of personal preferences. They also showed a moderate level of
agreement with statements related to self-directed learning, such as spending time
reading and researching lessons independently and enjoying learning about various
subjects. This implies that respondents reflect a positive motivation towards
challenging academic work and self-directed learning.

Felicia (2022) and Felea (2023) both emphasize the importance of intrinsic
motivation, with Felicia focusing on its impact on learning efficiency and Felea
highlighting its influence on students' conduct and learning efforts. Khan (2021)
delves into the impact of intrinsic motivation on authentic student engagement, while
Baranauskienė (2020) identifies factors such as meaningful life goals, internal control
locus, and personal autonomy as key to students' internal academic motivation. These
studies collectively underscore the significance of intrinsic motivation in driving
students' learning and academic success.

Table 4. Extrinsic Motivation of the Respondents

Mean Description
1. I like to learn when I’m inside the school. 3.06 Agree
2. I read things because the teacher wants me to. Agree
3.01
3. I do my academic work because the teacher asks 3.03 Agree
 me.
4. I do my task because I’m supposed to. 3.06 Agree
5. I ask question because I want my teacher to notice 2.87 Agree
me.
6. I like to stick to the assignments which are pretty Agree
2.96
easy to do.
7. I’m studying hard so that my parents will give me Agree
3.01
rewards.
8. I prefer academic courses where learning the 2.98 Agree
solution is rather simple.
9. I read and memorize my lessons to get high scores 2.99 Agree
in exams.
10.In order to be considered for scholarship, I must 2.99 Agree
maintain strong academic standing.
Overall Mean 3.00 Agree
Legend: 1.00 – 1.75 = Strongly Disagree; 1.76 – 2.51 = Disagree; 2.52 – 3.27 = Agree; 3.28 – 4.00 =
Strongly Disagree

The table above presents data on extrinsic motivation, indicating the mean
scores and corresponding descriptions based on respondents' agreement or
disagreement with various statements. They acknowledge a preference for learning
within the school environment and engaging in academic tasks because of teacher
directives or societal expectations. Additionally, they show a tendency to seek approval
or rewards from authority figures, such as teachers or parents, as evidenced by
statements about asking questions for teacher recognition and studying hard for
parental rewards. Moreover, respondents agree with the idea of pursuing academic
tasks perceived as easier and focusing on memorization for the sake of achieving high
exam scores or meeting scholarship requirements. The overall mean score of 3.00
suggests a general agreement with extrinsically motivated behaviors. This result
indicates that while respondents may engage in academic activities, their motivation
often stems from external factors rather than intrinsic interest or personal
satisfaction.

There were also researches where results show that external factors can play a
key role in motivating students. Santovac (2022) found that students' motivation for
learning English as a foreign language was significantly influenced by their teachers'
behavior and rapport. Similarly, Felicia (2022) highlighted the importance of
motivation for learning efficiency, with a focus on both intrinsic and extrinsic
motivation. Zaccone (2019) further explored the impact of intrinsic and extrinsic
motivation on learning effectiveness, finding that intrinsic motivation had a positive
effect, while extrinsic motivation had a negative effect. These studies collectively
suggest that while extrinsic motivation can play a significant role in students' learning,
it may not always lead to positive outcomes.

Part III. Test of Significant Difference on the Motivation of the Respondents in

terms of Intrinsic and Extrinsic when they are grouped as to their Profile
Table 5. Test of Significant Difference on the Motivation of the Respondents in terms of
Intrinsic and Extrinsic when they are grouped as to their Sex
p-value Decision
Intrinsic Motivation 0.267 Failed to Reject Ho
Extrinsic Motivation 0.208 Failed to Reject Ho
p-value of 0.05 and below is significant and above 0.05 is not significant

As shown from the table above, the p-values obtained for both intrinsic and
extrinsic motivation were 0.267 and 0.208, respectively. With these p-values greater
than the significance level of 0.05, the null hypothesis (Ho) was failed to be rejected.
This suggests that there is no significant difference in intrinsic and extrinsic
motivation between male and female respondents. This implies that sex does not play
a significant role in influencing the intrinsic or extrinsic motivation among
respondents.

This is in contrast with Saranraj (2020) where his study found that male
engineering students had stronger motivation towards both intrinsic and extrinsic
factors, indicating potential gender differences in motivation.

Table 6. Test of Significant Difference on the Motivation of the Respondents in terms of

Intrinsic and Extrinsic when they are grouped as to their Age
p-value Decision
Intrinsic Motivation 0.146 Failed to Reject Ho
Extrinsic Motivation 0.021 Reject Ho
p-value of 0.05 and below is significant and above 0.05 is not significant

From the table above, the obtained p-values for intrinsic and extrinsic
motivation were 0.146 and 0.021, respectively. With the p-value for intrinsic
motivation being greater than 0.05, the null hypothesis (Ho) was failed to be rejected.
This suggests that there is insufficient evidence to conclude a significant difference in
intrinsic motivation across different age groups.

However, for extrinsic motivation, the p-value of 0.021 is lower than the
significance level, leading to the rejection of the null hypothesis. This indicates that
there is a statistically significant difference in extrinsic motivation among respondents
grouped by age. Thus, this suggests that age plays a significant role in influencing the
levels of extrinsic motivation of the respondents.

Research shows interesting findings on the motivation of different ages. Rossi

(2021) found that self-efficacy is positively correlated with intrinsic motivation and
negatively correlated with extrinsic motivation in teenagers, with no significant age
difference. This suggests that both age groups may have similar levels of intrinsic and
extrinsic motivation. Similarly, Nováková (2020) found that seniors' motivation for
lifelong learning is primarily driven by the desire to learn new skills, indicating a
strong intrinsic motivation. However, Jiménez-Reyes (2019) found that both intrinsic
and extrinsic motivation are positively associated with study habits in higher
education students, suggesting that older students may have a similar motivation-
study habits relationship. Lastly, Ackermann (2021) found that individual motivations,
particularly instrumental motivation, significantly influence older adults' engagement
in senior university lectures, indicating that older students may have a stronger
instrumental motivation.

Table 7. Test of Significant Difference on the Motivation of the Respondents in terms of

Intrinsic and Extrinsic when they are grouped as to their (GWA)
p-value Decision
Intrinsic Motivation < .001 Reject Ho
Extrinsic Motivation < .001 Reject Ho
p-value of 0.05 and below is significant and above 0.05 is not significant

It can be gleaned above that the obtained p-values for both intrinsic and
extrinsic motivation were less than 0.001. With these p-values being smaller than the
conventional significance level of 0.05, the decision was made to reject the null
hypothesis (Ho). This indicates that there is a significant difference in both intrinsic
and extrinsic motivation among respondents grouped by their GWA. Thus, this implies
that GWA, as a measure of academic performance, plays a significant role in
influencing motivational factors among the respondents. Higher or lower academic
performance levels may be associated with differences in both intrinsic motivation,
driven by internal factors such as personal interest and enjoyment, and extrinsic
motivation, influenced by external factors such as rewards or societal expectations.

In support, Gordeeva (2022) noted a decrease in academic motivation,

particularly in perceived controllability and competence, despite a stable motivation
for good grades. Ermolova (2019) highlighted the role of individual and family factors,
such as the desire to stand out, family tradition of education, and relationships with
parents, in shaping achievement motivation. These studies collectively suggest that
while external factors like grades and parental control play a role, internal factors and
the motivational climate are also crucial in driving students' academic motivation and
performance. Additionally, Levpušček (2019), who found that a more autonomous
motivational orientation was associated with higher satisfaction of psychological needs
and greater academic adjustment. However, Mauliya (2020) identified a lack of
motivation, particularly from family and teachers, as a significant factor contributing
to poor academic performance in graduate English department students.

Part IV. Test of Significant Relationship between Motivation of the Respondents

in terms of Intrinsic and Extrinsic and their Academic Performance

Table 8. Test of Significant Relationship between Motivation of the Respondents in terms

of Intrinsic and Extrinsic and their Academic Performance
 Academic Performance
Intrinsic Motivation Pearson r -0.149
p-value 0.014
Decision Reject Ho
Extrinsic Motivation Pearson r 0.009
p-value 0.879
Decision Failed to Reject Ho
p-value of 0.05 and below is significant and above 0.05 is not significant

Table above shows a significant relationship between intrinsic motivation and

academic performance, as evidenced by a negative Pearson correlation coefficient of -
0.149 and a corresponding p-value of 0.014. This suggests that as intrinsic motivation
increases, academic performance tends to decrease. Consequently, the null hypothesis
(Ho) stating no significant relationship between intrinsic motivation and academic
performance is rejected. On the other hand, for extrinsic motivation, the Pearson
correlation coefficient is negligible at 0.009 with a high p-value of 0.879, indicating no
significant relationship between extrinsic motivation and academic performance.
Consequently, the null hypothesis (Ho) cannot be rejected for extrinsic motivation,
implying that extrinsic motivation does not significantly impact academic performance
according to this analysis. Thus, these findings suggest that intrinsic motivation plays
a more influential role than extrinsic motivation in determining academic performance
among the respondents in this study.

Amin (2020) and Zhang (2019) both highlight the importance of fulfilling
students' psychological needs in increasing their intrinsic motivation. Amin's study
specifically found a positive correlation between students' perception of their
psychological needs being met and their intrinsic motivation. Özdemir (2020) and
López-Martínez (2022) further explore the factors influencing intrinsic motivation, with
Özdemir finding that university students generally have high levels of intrinsic leisure
motivation, and López-Martínez identifying contextual variables such as gender, field
of study, and language of instruction as influencing factors.

Additionally, Huu (2020) and Dokhykh (2021) both found a positive correlation
between intrinsic and extrinsic types of motivation, with the latter also noting their
significant impact on academic performance. Conway (2020) suggests that both
intrinsic and extrinsic motivations play a significant role in the academic performance
of students, with higher levels of motivation leading to better performance. Crnoja
(2019) further explored this relationship, finding that higher levels of intrinsic and
autonomous extrinsic motivation were associated with better academic achievement.
Pratibha (2021) added to this by highlighting the role of self-efficacy in influencing
these motivational orientations, with higher self-efficacy being linked to greater
intrinsic motivation. These studies collectively suggest that both intrinsic and extrinsic
motivation play a crucial role in academic performance.
 Chapter V

Summary, Conclusions and Recommendations

This section encapsulates the key findings and outcomes derived from the data
analysis conducted in this study. Also, this emphasizes the significance of the study's
contributions, reiterates its key insights, and underscores their relevance in
addressing the research questions and objectives. It also provides recommendations
that offers practical suggestions and guidance based on the insights gleaned from the
study's findings.

SUMMARY

This section encapsulates the key findings and outcomes derived from the data
analysis conducted in this study.

In which, the majority of respondents in the study were male, with the largest
proportion falling within the 21-23 age bracket and the highest percentage in terms of
Grade Weighted Average (GWA) was found in the 81-83 range.

Result of the study also shows respondents' positive inclination towards

intrinsic motivation, such as seeking challenging classwork, setting personal goals,
and engaging in self-directed learning. Additionally, they exhibit agreement with
extrinsically motivated behaviors, such as seeking approval from authority figures and
focusing on tasks for external rewards.

Moreover, the study also examined various aspects of motivation among

respondents, considering factors such as sex, age, and academic performance in terms
of their GWA. As such, when analyzing motivation by sex, no significant differences
were found in either intrinsic or extrinsic motivation levels. However, significant
variations were observed based on age and GWA, indicating that these factors play a
role in shaping motivational tendencies.

Notably, while intrinsic motivation exhibited a negative correlation with

academic performance, extrinsic motivation showed no significant relationship with
academic achievement. In which, as intrinsic motivation increases, academic
performance tends to decrease. These findings suggest that while motivational
patterns may differ based on age and academic performance, intrinsic motivation
appears to have a nuanced impact on academic outcomes compared to extrinsic
motivation. Thus, the study underscores the complexity of motivational dynamics in
educational settings and emphasizes the need for tailored interventions to support
student engagement and success.

CONCLUSION
Based on the result of the study, the following were drawn:
The respondents exhibit a strong intrinsic motivation towards challenging
academic work and self-directed learning. In which, the positive intrinsic motivation
observed among the respondents underscores their enthusiasm for learning and
suggests a conducive environment for academic growth. On the other hand, as to
extrinsic motivation where it reveals that respondents generally exhibit agreement
with behaviors motivated by external factors such as teacher directives, societal
expectations, and seeking approval or rewards from authority figures. The overall
mean score suggests a tendency towards extrinsically motivated behaviors. This
indicates that while respondents may engage in academic activities, their motivation
often originates from external sources rather than intrinsic interest or personal
satisfaction.
Additionally, this study also provides valuable insights into the complex
interplay between motivation and demographic factors of the respondents. As such,
findings underscores the importance of recognizing that intrinsic and extrinsic
motivation levels do not differ significantly based on sex. Thus, this suggests the need
for further exploration into other factors beyond sex that may influence motivation in
educational settings. While, the implication of rejecting the null hypothesis for
extrinsic motivation suggests that different age groups may be influenced differently
by external factors such as rewards, recognition, or societal expectations when
engaging in academic tasks or learning activities. Therefore, this finding underscores
the importance of considering age-related differences in motivational factors
specifically on extrinsic motivation when designing educational interventions or
strategies aimed at enhancing motivation. Also, GWA, as a measure of academic
performance, plays a pivotal role in influencing motivational factors among students.
Higher or lower levels of academic performance appear to be associated with variations
in both intrinsic motivation, driven by internal factors like personal interest and
enjoyment, and extrinsic motivation, influenced by external factors such as rewards or
societal expectations. This underscore the importance of tailoring motivational
interventions to students' academic performance levels.
Lastly, the significant negative correlation between intrinsic motivation and
academic performance suggests that as students' internal drive and interest in
learning increase, their academic performance tends to decrease. This finding
challenges conventional assumptions about the positive impact of intrinsic motivation
on academic success and underscores the need for a nuanced understanding of
motivational dynamics in educational contexts.

RECOMMENDATIONS
Based on the findings of the study, the following were recommended:
1. For the teachers, that they may consider fostering intrinsic motivation among
students through methods such as project-based learning, inquiry-based
activities, and opportunities for autonomy and self-directed learning. Encourage
students to explore their interests and passions, fostering a sense of curiosity
and intrinsic satisfaction in their academic pursuits.
 2. For the parents, that they may consider engaging in the broader community in
supporting student motivation and academic achievement like providing
resources and participating in workshops.
3. For the policymakers and teachers, that they may use results of this study to
consider implementing targeted strategies like personalized learning plans to
take into account the diverse motivational needs of students with varying
academic achievements and age for extrinsic motivation.
4. For school administrators, that they may consider equipping educators with the
knowledge and skills to effectively support student motivation and academic
success. Like offering professional development opportunities focused on
motivational strategies, differentiated instruction, and fostering a positive
learning environment.

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