CORRELATION BETWEEN LEARNING ENVIRONMENT AND MOTIVATION

AMONG COLLEGE STUDENTS

An Undergraduate Thesis
Presented to the Faculty of the College of
Central Mindanao Colleges Kidapawan City

In Partial Fulfillment
of the Requirements of the Course of
Education the Degree Bachelor of
Elementary Education

Rulona Vince Angelo Fajardo

Sadje Dianne Mae Tangag
Salik Saada Jamina Kusain
Sedoriosa Trisha Mae Arguilles

April 2025
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ABSTRACT

The learning environment plays a fundamental role in shaping college

students' motivation, engagement, and overall academic success. This study

examines the correlation between the learning environment and student

motivation among Bachelor of Elementary Education students at Central

Mindanao Colleges. Using a descriptive-correlational research design, the study

analyzes students' perceptions of face-to-face, online, and blended learning

setups, alongside their levels of intrinsic and extrinsic motivation. A survey was

conducted, measuring students’ experiences using validated scales to assess

their learning environment and motivational levels. Findings reveal that face-to-

face learning was perceived as highly effective (M = 4.53), promoting active

student-teacher interaction and engagement. Online learning, rated as effective

(M = 3.85), provided flexibility but posed challenges in focus and motivation.

Blended learning, also effective (M = 3.87), combined both modalities, requiring

strong instructional support for optimal engagement. Students demonstrated high

intrinsic motivation (M = 4.36), emphasizing personal interest and mastery, while

extrinsic motivation (M = 3.76) reflected the influence of grades and recognition.

Spearman’s rho correlation analysis (ρ = 0.708, p = 0.001) confirmed a strong

positive relationship between learning environment and motivation, reinforcing

the importance of structured learning spaces in academic achievement.

The study underscores the need for educators and institutions to foster engaging

and supportive learning environments that enhance student motivation. By

integrating interactive teaching strategies, technological resources, and

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collaborative activities, educational institutions can empower students to succeed

academically while ensuring long-term engagement and persistence. These

findings offer valuable recommendations for enhancing student learning

experiences in higher education.

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CHAPTER I

INTRODUCTION

Background of the Study

The learning environment shapes college students’ academic journey in

ways that extend beyond mere classroom settings. An effective learning

environment encompasses not only the physical space, such as lighting, noise

levels, and layout but also includes emotional and social dimensions that

contribute to student's engagement and motivation (Coronado et al., 2021).

When students feel comfortable and valued within their learning spaces, they are

more likely to participate actively, take intellectual risks, and immerse themselves

in the educational process. Studies consistently highlight that positive learning

environments enhance students’ motivation and willingness to engage in

classroom activities, fostering effective learning strategies and leading to

improved academic outcomes (Derakhshan at al., 2022).

Several learning environment factors contribute to intrinsic and extrinsic

motivation in learning (Malone & Lepper, 2021). Firstly, a positive classroom

environment fosters intrinsic motivation by creating a space where students feel

encouraged, supported, and engaged in their learning journey (Nair & Fahimirad,

2019; Walsh et al., 2020; Elmi, 2020). Secondly, embracing diversity within

educational settings fosters inclusivity and a sense of belonging among students,

which in turn enhances both intrinsic and extrinsic motivation. Recognizing and
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valuing diverse identities and experiences enriches the learning environment and

promotes student engagement and purpose (Zajda, J. 2024)).

Lastly, persistence in academic programs enhances students’ intrinsic and

extrinsic motivation by deepening their commitment to their field of study, which

in turn drives their desire to excel and succeed. Satisfaction of basic

psychological needs positively influences motivation and academic performance,

creating a dynamic motivational landscape that empowers learners to thrive

(Shang et al.,2025). Thus, together, these factors create a dynamic and

multifaceted motivational landscape that empowers learners to thrive and

achieve their educational goals.

The classroom environment significantly impacts students’ motivation,

with positive physical, pedagogical, and psychological aspects fostering both

intrinsic and extrinsic motivation. Supportive and engaging classroom dynamics

enhance learner engagement, self-efficacy, and academic performance

(Hernandez 2023). These findings underscore the profound influence of a

positive learning environment on student motivation and engagement (Mindo &

Paglinawan, 2025). In the Philippine context, research has shown that the quality

of school facilities significantly influences student engagement. A study

conducted in a public college in Antique Province, Philippines, Ambubuyog et al.,

2025 found that 68% of classrooms had poor lighting, acoustics, and inadequate

furniture, negatively affecting students' ability to focus and participate in learning

activities. The study emphasized the urgent need to upgrade infrastructure and

integrate technology-based teaching tools to create a more conducive learning

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environment for Filipino college students, ensuring better engagement and

academic success.

Recent international studies have explored the dynamic relationship

between learning environments and student motivation, emphasizing their

influence on academic engagement and achievement. For instance, Hazrati and

Mujakiah (2023) examine the impact of learning environments on student

motivation and academic achievement across universities in China and

Indonesia. Their findings indicate that structured learning environments

significantly enhance student engagement and performance, reinforcing the

importance of interactive and supportive educational settings in higher education.

The study highlights that student motivation is a strong predictor of academic

success, demonstrating how classroom environments that encourage

participation, collaboration, and problem-solving contribute to better learning

outcomes. Additionally, external influences such as parental education and

teacher guidance were identified as contributing factors in student achievement.

These results underscore the role of adaptive learning spaces in fostering

cognitive engagement, resilience, and 21st-century skills, aligning with global

initiatives for improving higher education learning experiences.

Motivation, on the other hand, drives students to persist through academic

challenges, strive for excellence, and develop lifelong learning habits. The

interaction between the learning environment and student motivation has been

widely acknowledged in educational research, yet the specific dynamics of this

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relationship remain an area worthy of deeper exploration, especially at the

college level where independence and self-regulation become crucial.

A local study from 10 Community Learning Centers in Gingoog City,

Philippines, during the 2022-2023 school year investigated intrinsic and extrinsic

motivation and its impact on academic engagement among 115 Alternative

Learning System (ALS). The study found that students exhibited very high levels

of intrinsic and extrinsic motivation, which significantly correlated with their

academic engagement, particularly in timely submission and quality of outputs.

This strong motivation was key to their persistence despite challenges,

highlighting the importance of continuous guidance and encouragement from

facilitators to sustain student engagement (Lumba and Balangcod, 2024).

On the other hand, a recent international study conducted at Vrije

Universiteit Amsterdam, located in Amsterdam, Netherlands by Vu et al. (2022)

highlights the reciprocal relationship between motivation and academic

achievement. It emphasizes that motivation is both a driving force behind student

success and a factor reinforced by academic performance. The research

underscores the role of behavioral mediators, such as self-regulation and

engagement, in shaping motivation-achievement cycles, suggesting that

students who actively engage in their learning experience tend to demonstrate

higher motivation and improved academic outcomes. Furthermore, the study

explores the generalizability of these findings across different cultural,

developmental, and sociocultural contexts, reinforcing the importance of a

supportive learning environment in fostering student motivation.

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The interaction between the learning environment and student motivation

has been widely acknowledged in educational research, yet the specific

dynamics of this relationship remain an area worthy of deeper exploration,

especially at the college level where independence and self-regulation become

crucial.

College students often experience various academic and social

pressures, and the environment in which they learn can either fuel their

motivation or hinder their progress. Elements such as teacher support,

classroom atmosphere, physical facilities, and institutional culture collectively

influence a student’s desire to succeed. Understanding the correlation between

these two critical factors — learning environment and motivation — is essential

for developing effective educational strategies that foster not only academic

achievement but also holistic student development.

In the context of Kidapawan City, a growing educational hub in North

Cotabato, it becomes particularly important to conduct this study. While several

colleges and universities in the city continue to expand and modernize, there

remains a lack of localized research examining how the current learning

environments impact student motivation. Most existing studies have been

conducted in larger metropolitan areas, with conditions that may not fully

represent the unique educational, cultural, and socio-economic realities of

students in Kidapawan City. Moreover, students are still adjusting to online

learning, which brings new challenges. With less direct guidance from teachers,

students depend more on online platforms for their studies. However, there is
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insufficient research on how this online learning setup affects their motivation.

This creates a gap that calls for a closer look to determine the significant

relationship between the learning environment and student motivation. Together,

these gaps highlight the need to generate context-specific findings that can guide

local academic institutions in enhancing their programs, facilities, and support

systems to better support student motivation and success.

In addition, understanding this correlation is relevant to improving student

retention, academic performance, and overall satisfaction within the city’s

colleges. As Kidapawan City continues to position itself as a center for higher

education in the region, creating responsive and motivating learning

environments is crucial for fostering a generation of skilled, confident, and

motivated graduates. Therefore, this study will not only contribute to the existing

body of knowledge but will also provide practical insights for educators,

administrators, and policymakers in Kidapawan City to help shape more effective

learning experiences for their students. Understanding this link could help the

institution find better ways to support students and improve their academic

experiences as they continue adapting to online classes.

Statement of the Problem

In this study, the researchers will determine the significant relationship

between the learning environment and college students' motivation. Specifically,

it seeks to answer the following:

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1. What is the level of the learning environment provided by the college

students in terms of:

1.1 face to face set-up

1.2 online setting

1.3 blended learning

2. What is the level of motivation of the college students in terms of:

2.1 intrinsic Motivation

2.2 extrinsic Motivation

3. Is there a significant relationship between the level of learning

environment and intrinsic motivation of the college students?

4. Is there a significant relationship between the level of learning

environment and extrinsic motivation of the college students?

5. Is there a significant relationship between the level of learning

environment and motivation of the college students?

Hypothesis

H There is a significant relationship between the level of the learning

environment and the motivation of the college students.

Theoretical Framework

The theoretical framework for this study is based on key motivation

theories that explain how different factors influence college students' learning

experiences and academic performance. These include Self-Determination

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Theory (SDT), Walberg’s Theory of Educational Productivity, Expectancy-Value

Theory, Goal-Setting Theory, and Social Cognitive Theory. These theories help to

elucidate the intricate relationship between intrinsic and extrinsic motivational

factors and their impact on college students' academic engagement, persistence,

and achievement.

Self-Determination Theory (Deci & Ryan, 2000). Self-Determination

Theory (SDT) is central to understanding the motivation of college students.

According to Deci and Ryan (2000), motivation exists on a continuum, ranging

from intrinsic motivation (engaging in an activity for the inherent enjoyment or

personal growth it provides) to extrinsic motivation (engaging in an activity for

external rewards or to avoid negative consequences). SDT posits that motivation

is most effective when students experience autonomy (control over their

learning), competence (belief in their ability to succeed), and relatedness (a

sense of connection with others, such as peers and instructors). In the context of

this study, SDT provides the foundation for examining how these three basic

psychological needs can foster intrinsic motivation, leading to deeper

engagement and more effective learning outcomes for college students.

According to SDT, people have three basic psychological requirements

that, when met, increase their intrinsic motivation and engagement: relatedness,

competence, and autonomy. It has been demonstrated that teacher autonomy

support meets these needs in educational settings, increasing student

involvement. (Dincer et al. 2019), for example, discovered that EFL learners'

need fulfillment was predicted by their perceptions of how supportive their

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teachers were of their autonomy, which in turn encouraged different types of

classroom involvement.

Furthermore, Walberg’s Theory of Educational Productivity (Walberg,

1981) posits that college students’ academic achievement and learning

experiences are influenced by a combination of individual psychological

characteristics and their immediate learning environments. Specifically, Walberg

identified nine key factors shaping educational outcomes, grouped into student

characteristics (ability/prior achievement, motivation, age/developmental level),

instructional factors (quantity and quality of instruction), and environmental

influences (classroom climate, home environment, peer group, and exposure to

mass media). These variables interact to affect cognitive, behavioral, and

attitudinal outcomes, underscoring the importance of both personal attributes

and environmental conditions in understanding and enhancing academic

performance.

According to this theory, the interaction between students’ psychological

characteristics—such as motivation and prior achievement—and their immediate

learning environments significantly influences academic outcomes (Walberg,

1981). For example, students who are motivated and perceive their learning

environment as supportive tend to achieve higher academic performance. This

theory was applied in a study by Rugutt and Chemosit (2009), which examined

how factors like instructional quality and peer influence affect college students’

academic achievement. Their findings supported Walberg’s assertion that both

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individual and environmental factors are critical in shaping students’ learning

experiences and outcomes.

Expectancy-Value Theory, developed by Eccles and Wigfield (2020),

posits that motivation is influenced by an individual’s expectations for success

(expectancy) and the value they place on the task (value). According to this

theory, students will be motivated to engage in academic tasks if they believe

they can succeed (high expectancy) and if they value the outcome of the task

(high value).

This theory suggests that motivation is not only about the inherent interest

in a task (intrinsic motivation) but also about the perceived importance and

relevance of the task (extrinsic motivation). In college students, high expectancy

and value in an academic task are critical for engagement and achievement. For

instance, if a student believes they can excel in a particular course (high

expectancy) and perceives the course content as valuable for their career or

personal development (high value), they are more likely to be motivated and

committed to learning.

According to this idea, the value that students place on the assignment

and their expectations of success have an impact on their motivation. Students

are more willing to participate when they think they can succeed and see the

value of the assignment. This theory was used in a study by (Chan and Zhou

2023) to learn how students felt about generative AI in the classroom. The study

emphasized the significance of perceived value and expectancy in the adoption

of technology.
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Social Cognitive Theory (SCT), developed by Albert Bandura (1986),

focuses on the role of self-efficacy and observational learning in motivation. Self-

efficacy, or the belief in one’s ability to succeed in specific tasks, is central to

SCT and plays a significant role in determining students' motivation. According to

Bandura (1986), students with high self-efficacy are more likely to set

challenging goals, persist in the face of difficulties, and exert greater effort toward

achieving their academic objectives. Social Cognitive Theory further emphasizes

the role of observational learning, where students observe the behaviors and

outcomes of others, particularly peers or instructors, which can influence their

own motivation and academic performance.

In relation to college students, SCT suggests that students who perceive

themselves as capable and confident in their academic abilities are more likely to

be motivated to engage in learning activities, while those who doubt their

capabilities may experience lower motivation and academic disengagement.

In addition, Bandura’s Social Cognitive Theory (1986) emphasizes the

dynamic and reciprocal interaction between personal factors, environmental

influences, and behavior in the learning process. According to this theory,

students’ learning experiences and academic performance are shaped not only

by their cognitive and motivational factors but also by the social environment,

including peer interactions, observational learning, and feedback from

instructors. Self-efficacy, or students’ beliefs in their capabilities to succeed in

specific tasks, is a central construct that influences motivation, effort, and

persistence in academic settings. The theory highlights that a supportive learning

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environment that fosters positive social interactions and provides opportunities

for observational learning enhances students’ academic outcomes.

This theory has been applied in higher education research to understand

how social and environmental factors, such as student engagement, faculty

support, and collaborative learning, impact college students’ academic success

(Schunk & DiBenedetto, 2020).

Conceptual Framework

The conceptual framework for this study is grounded in the relationship

between the learning environment and student motivation. The framework

proposes those various elements of the learning environment, both physical and

psychological, influence students' levels of academic motivation. This

relationship is essential for understanding how different aspects of the learning

space contribute to a student’s engagement with their academic work.

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Learning Environment Students Motivation

1. Face To Face Set-up 1. Intrinsic Motivation

2. Online Setting 2. Extrinsic Motivation
3. Blended Learning

Fig.1. Schematic diagram of the Study

REVIEW OF RELATED LITERATURE

In this section, related literature and studies are relevant to this study.

Learning Environment

The 21st century has introduced transformative changes in

educational practices, emphasizing flexible, technology-rich, and collaborative

learning environments designed to cultivate higher-order thinking skills (Chu et

al., 2021).
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Central to these modern settings is the seamless integration of

technology, enabling a personalized and engaging learning experience. Many

schools now provide students with connected devices such as laptops, tablets,

and smartphones, adopting a one-to-one model that enhances individualized

learning (EdTech, 2018). Classrooms also have audiovisual tools, such as

interactive whiteboards and digital displays, that enrich various teaching methods

and captivate students’ attention (Hamilton, 2022).

The shift toward flexible learning spaces has also led to reconfigurable

classrooms that support independent and group work and promote interaction

and collaboration. Schools are extending this flexibility beyond traditional

classrooms, creating outdoor and informal learning areas that foster exploration

and build community ties (Deed et al., 2020).

Furthermore, student-centered learning has gained prominence, focusing

on collaborative projects that encourage teamwork and, in many cases, enable

connections with peers globally (Jacobs & Renandya, 2019). Peer learning

activities are also widely encouraged, facilitating knowledge exchange through

discussions and collaborative problem-solving, helping students develop skills

essential for an ever-evolving workforce (Chen & Kuo, 2019).

Face-to-Face Set-up. This learning setup occurs within a physical

classroom setting and is a traditional mode of education marked by structured

environments, real-time interactions, and collaborative learning experiences.

This approach provides a scheduled and organized framework, which helps

instill discipline and consistency in students (Olmstead, 2022). Instructors and

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students benefit from real-time engagement, where students can ask questions,

participate in discussions, and receive immediate feedback, enhancing their

understanding of the material.

Collaborative activities foster teamwork and peer interaction, allowing

students to learn from each other (Ghavifekr, 2020). Although online education is

gaining popularity, face-to-face learning offers unique benefits that remain

difficult to replicate digitally. Being physically present promotes richer social

interactions and networking opportunities, naturally leading to collaborative

learning experiences (Singh et al., 2021).

In addition, this setting is often more effective in developing essential

21st-century skills, including critical thinking, problem-solving, and teamwork, as

students perceive these abilities to be better nurtured through direct, in-person

engagement (Hadiyanto et al., 2021). Furthermore, the controlled classroom

environment reduces external distractions common in digital settings, leading to

higher levels of focus and engagement.

Online Learning Set-up. Online education offers notable benefits,

particularly in flexibility and accessibility. It allows students to learn independently

and on schedules, accommodating personal and professional commitments

(Farley & Burbules, 2022).

This flexibility is especially advantageous for nontraditional students who

balance academics with work or family obligations. Furthermore, online platforms

enable personalized learning experiences, as technology supports tailored

educational approaches that meet varied learning styles and needs (Alamri et
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al., 2021). Students can access diverse resources, creating opportunities for

differentiated instruction. Additionally, online learning fosters collaboration and

communication through tools like discussion forums, video conferencing, and

group projects, enhancing interpersonal and teamwork skills essential in today’s

workforce (Schaefer et al., 2019)

The focus on 21st-century skills in online education—such as critical

thinking, problem-solving, and technological proficiency—further prepares

students for a dynamic job market. However, online learning comes with

challenges, including technological dependence, as reliable internet and devices

are vital for a seamless experience (Bozkurt et al., 2020). Self-motivation and

strong time management skills are also required, as students must engage

independently without the structured environment of traditional classrooms (Seli,

2019). Moreover, the potential for isolation due to limited face-to-face interaction

can leave some students feeling disconnected, affecting their overall

engagement and educational experience (Nguyen et al., 2022).

Blended Learning Set-up. It combines traditional in-person instruction

with online learning components and has grown increasingly popular in

educational systems worldwide. Blended learning can enhance flexibility,

allowing students to access learning materials at their own pace while benefiting

from face-to-face interactions with teachers and peers (Serrano et al., 2019). In

the United States, research has shown that blended learning models can

improve student engagement, critical thinking skills, and knowledge retention by

leveraging diverse instructional methods (Dakhi et al., 2020).

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Similarly, studies in the Philippines reveal that blended learning can

support academic achievement, primarily when implemented with adequate

resources and teacher training. However, challenges persist, particularly in the

Philippine context, where uneven access to reliable internet and digital devices

can hinder students in remote areas (Alvarez, 2020). Philippine institutions

adopting this approach have noted that overcoming these barriers requires a

robust support system, such as digital literacy programs and government

assistance for technology access, to ensure equitable learning opportunities

(Lumanta & Garcia, 2020). Blended learning, therefore, represents a promising

yet complex strategy that, when well-supported, can foster a more adaptable and

inclusive educational experience.

The learning environment has become increasingly recognized as a

crucial factor influencing students' academic engagement, motivation, and

overall success. According to Dumford and Miller (2020), the learning

environment is not only limited to physical spaces but also includes the

psychological and social aspects that shape how students interact and learn.

Their study emphasized that with the shift toward online and hybrid learning

models, maintaining a supportive environment became even more essential to

sustain student engagement. They found that environments encouraging

interaction, feedback, and community building fostered higher levels of student

motivation, even in virtual settings.

Similarly, Velasco (2021) highlighted that the classroom environment —

encompassing both physical arrangements and emotional climate — plays a vital

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role in promoting students' academic motivation. Through a study conducted

among university students in Spain, Velasco (2021) discovered that students

who perceived their learning spaces as welcoming, organized, and supportive

demonstrated significantly higher levels of academic drive. This suggests that a

stimulating learning environment can serve as a catalyst for fostering students’

intrinsic motivation.

In addition, the research conducted by Alruwais, Wills, and Wald (2020)

on the effects of blended learning environments revealed that students’

achievement and motivation significantly improved when the learning

environment was thoughtfully designed. Their findings indicated that a

combination of well-structured face-to-face interactions and accessible online

resources helped students feel more competent and connected, leading to better

academic outcomes. The study also stressed the importance of teachers' active

presence in both physical and virtual environments in maintaining students’

motivation levels.

In the Philippine context, Garcia and Sarmiento (2022) explored the

relationship between learning spaces and student motivation in higher education

institutions. Their findings showed that the availability of safe, collaborative, and

technologically equipped spaces was directly associated with students' higher

motivation and academic satisfaction. Garcia and Sarmiento (2022) further noted

that many regional institutions, particularly outside metropolitan areas like

Kidapawan City, still face challenges in upgrading learning environments to fully

meet the needs of modern students.

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Moreover, the study by Aliyyah et al. (2020) during the COVID-19

pandemic highlighted the impact of rapid transitions to online learning

environments on motivation. Their research found that students' perceptions of

their learning environment — including access to resources, teacher support,

and opportunities for meaningful interaction — greatly affected their willingness

to stay engaged in their studies. A lack of emotional connection and poorly

structured online classes led to a decline in motivation among many students,

underscoring the critical role of a supportive environment, whether physical or

digital.

The recent studies mentioned consistently affirm that the learning

environment remains a major determinant of student motivation, especially in the

face of emerging educational challenges. As higher education institutions

continue to adapt to technological innovations and diverse student needs,

ensuring the creation of inclusive, supportive, and resource-rich learning

environments becomes increasingly important. For local contexts such as

Kidapawan City, these insights highlight the urgent need to invest in learning

spaces and emotional climates that can nurture motivated and resilient learners.

The Role of Learning Environment in Academic Achievement

The learning environment shapes academic achievement and influences

student performance and overall educational experience. This environment

comprises various physical, social, and psychological elements, all of which

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contribute to a conducive atmosphere for learning (Malik & Rizvi, 2018). Studies

show that a well-structured learning setting can significantly enhance student

engagement, motivation, and success.

The physical environment, including classroom layout, lighting, and

acoustics, is vital to students' ability to focus and absorb information effectively

(Coronado et al., 2021). For example, classrooms with ample natural light and

minimal background noise create an inviting space that promotes concentration

(Reyes, 2023). Social aspects of the learning environment are equally crucial; a

supportive social setting encourages collaboration among students and

strengthens teacher-student relationships, fostering trust, respect, and effective

communication (Dunbar et al., 2018).

The psychological environment further supports learning by providing a

safe space for students to take risks and learn from their mistakes. Promoting a

growth mindset—where students see effort as more important than outcomes—

encourages deeper study engagement (Hardie et al., 2022).

Research consistently highlights the impact of these elements on

academic success. Students in supportive classrooms tend to show higher

engagement, as positive teacher interactions and a cohesive peer group

enhance their focus and involvement in learning activities (Monteiro et al., 2021).

Access to necessary resources like technology and instructional materials

significantly impacts academic outcomes. Effective classroom management

strategies, which maintain discipline and inclusivity, contribute to an environment

where students feel valued and motivated to participate (Alenezi, 2020).

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Nevertheless, a well-rounded learning environment with favorable

physical conditions, solid social interactions, and supportive psychological

factors significantly contributes to academic achievement (Aithal & Aithal, 2023).

Educational stakeholders must prioritize the creation of such environments to

help students reach their full academic potential.

Motivation Among College Students

Motivation plays a pivotal role in determining the academic success of

college students. According to Dumford and Miller (2020), motivation is a

significant predictor of student engagement, academic performance, and

persistence in higher education. Their study emphasized that intrinsic motivation,

which is driven by an individual's personal interest and enjoyment in the learning

process, is particularly beneficial in fostering long-term academic success.

Dumford and Miller (2020) also highlighted that external factors, such as grades

and recognition, serve as important motivational elements but do not sustain

student engagement as effectively as intrinsic factors.

The distinction between intrinsic and extrinsic motivation is further

explored by Velasco (2021), who argued that intrinsic motivation, which arises

from internal factors such as a student's passion for a subject or their desire for

personal growth, is essential for fostering deep learning. Velasco (2021) noted

that college students often begin their higher education journey motivated by a

combination of both intrinsic and extrinsic factors, but over time, those with

stronger intrinsic motivations tend to perform better academically. Velasco’s

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(2021) research also emphasized the importance of creating learning

environments that nurture students’ internal motivation through active learning,

critical thinking, and autonomy in their learning processes.

Similarly, Garcia and Sarmiento (2022) explored the relationship between

motivation and academic achievement among college students in the

Philippines. Their study found that students with higher intrinsic motivation, which

was influenced by their sense of purpose and engagement in learning, achieved

better academic results. The authors argued that motivation is a dynamic,

context-dependent variable, and they observed that students in environments

that provide opportunities for collaboration and peer interaction demonstrate

increased motivation levels. Garcia and Sarmiento (2022) further noted that

faculty members who provide timely feedback and actively support students’

academic and emotional needs significantly contribute to enhancing students'

motivation.

Aliyyah et al. (2020) extended this discussion by examining how

motivational factors influence college students’ participation in online learning

environments. Their study found that motivation plays a critical role in

determining how well students adapt to remote learning formats, particularly

during the COVID-19 pandemic. Aliyyah et al. (2020) argued that intrinsic

motivation was key to maintaining engagement in online learning, whereas

students with higher levels of extrinsic motivation, such as those seeking

academic rewards or grades, experienced a greater sense of isolation and

disengagement in virtual environments. This highlighted the need for universities

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to adapt their online teaching strategies to include interactive and motivating

elements, such as virtual collaboration, to sustain student engagement.

In a similar vein, Alruwais, Wills, and Wald (2020) explored how the

integration of blended learning environments could influence motivation among

college students. Their research emphasized that a combination of online and

face-to-face learning strategies positively impacted students’ intrinsic motivation

by providing them with both autonomy and structured guidance. The study found

that students who had the flexibility to choose between different modes of

learning, such as asynchronous online materials and synchronous in-person

sessions, showed higher levels of engagement and motivation. These findings

underscore the importance of offering students a range of learning experiences

to maintain their motivation and academic involvement.

Moreover, research by Velasco and Garcia (2021) found that students

who are provided with clear goals and consistent encouragement from faculty

members are more likely to be motivated to pursue academic challenges. Their

research confirmed that students who perceive their learning environment as

supportive and empowering tend to demonstrate higher intrinsic motivation

levels, especially in the face of academic challenges. The study also pointed out

that motivational factors are closely linked to the student’s sense of competence

and self-efficacy, which are essential components of motivation theory.

In conclusion, these studies consistently demonstrate that motivation is a

multifaceted and dynamic construct that significantly impacts college students’

academic performance and engagement. Both intrinsic and extrinsic motivational

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factors influence students' learning behaviors, but intrinsic motivation, driven by

personal interest and academic challenge, is more effective in promoting deep

learning and long-term academic success. Furthermore, the learning

environment plays a key role in shaping and sustaining students' motivation, and

it is crucial for educators to create supportive, engaging, and flexible learning

environments that cater to the diverse needs and motivations of college

students.

Motivational Factors in College Students' Learning

Understanding the factors that motivate college students is essential for

fostering a productive and engaging learning environment. Motivation can be

categorized into intrinsic and extrinsic forms, each uniquely influencing students'

academic achievements (Ryan & Deci, 2020).

Intrinsic motivation stems from an internal drive to learn, where students

are propelled by personal interest, curiosity, and the pursuit of mastery. A critical

component of intrinsic motivation is self-efficacy or the belief in one's ability to

succeed; students with high self-efficacy are more likely to embrace challenges,

demonstrating more remarkable persistence and engagement (Di Dominico &

Ryan, 2017). Likewise, students' interest and enjoyment in a subject lead to

deeper learning and long-term retention, as they are more inclined to invest time

and effort in engaging content (Mehta & Fine, 2019). A sense of autonomy is

crucial, as students empowered to make choices in their learning show greater

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motivation, taking ownership and responsibility for their educational journey

(Zacarian & Silverstone, 2020).

On the other hand, extrinsic motivation is driven by external factors

such as grades, recognition, and social support. Rewards like good grades and

teacher praise can be powerful motivators, although an excessive focus on

grades may undermine intrinsic motivation (Ryan & Deci, 2020). Support from

peers and family also contributes to a student's motivation, with positive

encouragement leading to heightened academic engagement.

Additionally, a well-organized course structure that aligns with students'

goals can enhance their commitment to learning, as clear objectives and relevant

content foster a purposeful learning experience (Winkelmes et al., 2023). Other

influential factors include teaching methods that cater to diverse learning

preferences, prevent disengagement, and promote a positive learning

environment, promoting social connections and a sense of security (Barkley &

Major, 2020).

Lastly, students' mindsets impact their motivation levels, as those with a

growth mindset—believing their abilities can be improved—tend to be more

motivated than those with a fixed mindset, leading to higher academic resilience

and effort (Yeager & Dweck, 2020).

Motivation is one of the most critical factors in determining the success

and engagement of college students in their academic journey. Researchers

have long emphasized its role in fostering both academic achievement and

personal growth. A recent study by Dumford and Miller (2020) underscores the
 29

pivotal role that both intrinsic and extrinsic motivation play in students' academic

success. Their findings show that intrinsic motivation, where students engage in

learning because of a genuine interest in the subject, leads to higher

engagement, satisfaction, and persistence. Conversely, extrinsic motivation,

which is driven by external rewards such as grades or approval, has a less

sustainable effect on academic performance. Dumford and Miller (2020)

highlighted that while extrinsic rewards can drive short-term results, it is intrinsic

motivation that fosters deeper learning and long-term academic success.

A key motivational factor, especially among college students, is self-

determination. Self-determination theory (Deci & Ryan, 2020) posits that

motivation is influenced by the satisfaction of three basic psychological needs:

autonomy, competence, and relatedness. According to Deci and Ryan (2020),

when students feel autonomous in their learning, they are more likely to be

intrinsically motivated. This autonomy is often facilitated through opportunities for

self-directed learning, project-based tasks, and the ability to make choices

regarding how and when to engage with course content. Velasco (2021) further

corroborated these findings in her study on Spanish university students, where

she observed that students' motivation levels were significantly higher in courses

where they had more control over the learning process.

In addition to autonomy, teacher support has been found to be a critical

factor in motivating college students. Garcia and Sarmiento (2022) conducted a

study on Filipino college students and found that students who perceived their

instructors as supportive and invested in their academic success were more

 30

likely to report higher motivation. They suggested that positive teacher-student

relationships, characterized by encouragement, clear communication, and

constructive feedback, are essential in fostering both intrinsic and extrinsic

motivation. Students who feel supported by their professors are more likely to

engage with the learning material and persist through challenges.

Moreover, the social environment plays a significant role in influencing

motivation. Research by Aliyyah et al., (2020) highlighted the importance of peer

interaction and collaboration in fostering motivation. Their study of online

learning environments during the COVID-19 pandemic found that students who

were able to engage in collaborative learning, even in virtual settings, showed

higher motivation levels. This social interaction contributes to the sense of

belonging and community, which is critical for maintaining motivation, particularly

in challenging academic environments. Students who feel connected to their

peers are more likely to stay motivated and engaged with their coursework.

Goal-setting is another motivational factor that has been shown to

influence college students' academic success. According to a study by Alruwais

et al., (2020), students who set specific, measurable, achievable, relevant, and

time-bound (SMART) goals for their academic work demonstrated higher levels

of motivation and were more likely to achieve their desired academic outcomes.

These goals provide students with a sense of direction and purpose, which

increases their motivation to work towards academic success. Goal-setting,

combined with consistent feedback and progress tracking, has been shown to

help students remain focused and motivated, even when faced with difficulties.
 31

Finally, technological tools have become an integral part of modern

learning environments, especially after the shift to online learning in recent years.

Research by Aliyyah et al. (2020) highlighted the role of digital tools in

maintaining motivation, particularly in remote learning settings. The availability of

interactive learning platforms, virtual collaboration tools, and access to

multimedia resources enhances student engagement and provides diverse

learning experiences. However, the study also emphasized that technology alone

is not enough to sustain motivation; it needs to be integrated into a supportive

learning environment that fosters interaction, autonomy, and collaboration.

In conclusion, motivational factors in college students' learning are

influenced by a combination of intrinsic and extrinsic elements, with autonomy,

teacher support, peer interactions, goal-setting, and technological tools playing

significant roles. As colleges continue to adapt to diverse learning environments,

it is crucial to recognize that motivation is not a one-size-fits-all concept. Tailoring

learning experiences to meet students' individual needs and fostering an

environment of support, collaboration, and personal growth will help sustain

motivation and, ultimately, academic success.

 32

CHAPTER II

METHODS

Research Design

The research design for this study is quantitative and utilizes a descriptive-

correlational research design to explore the relationship between the learning

environment and motivation among college students. By adopting this approach,

the study aims to systematically describe and examine the various aspects of the

learning environment (such as classroom setting, teaching methods, and

student-teacher interactions) as well as different dimensions of motivation,

including intrinsic and extrinsic motivation. The descriptive component of the

research focuses on providing a detailed account of the existing patterns and

characteristics of both the learning environment and student motivation.

Building on this, the study also incorporates a correlational research

design to examine the strength and direction of the relationships between the

different aspects of the learning environment and motivation. This aspect of the

research focuses on analyzing how variables such as teaching methods or

classroom atmosphere are associated with motivational factors like goal-setting

and academic engagement. Importantly, the correlational design allows the study

to investigate these connections as they naturally occur, without experimental

manipulation, thereby providing insight into the nature and extent of these

relationships.
 33

Research Locale

The study will be conducted at Central Mindanao Colleges (CMC), located

on Osmeña Drive, Kidapawan City. Central Mindanao Colleges (CMC) is a

developing institution known for its commitment to academic excellence and its

diverse program offerings. The focus of this research will be on students enrolled

in the College of Education, specifically those taking the Bachelor of Elementary

Education program.

Central Mindanao Colleges is recognized for its quality education and

significant impact on the local community. The institution fosters a positive

learning environment that promotes student engagement and motivation. This

makes CMC an ideal setting for investigating the relationship between the

learning environment and student motivation among college students. By

focusing on CMC, the study aims to provide insights that reflect the broader

educational landscape of the region.

 34

Fig.2 Map of the Location

Research Respondents

The study will involve 120 college students enrolled in the Bachelor of

Education Elementary (BEEd) program at Central Mindanao Colleges. To ensure

the collection of relevant and insightful data, respondents must be enrolled for

the academic year 2024-2025 and have experienced face-to-face, online, and

blended learning formats. This diverse experience is crucial for understanding

how different learning environments may impact motivation, as students’

responses to various formats could vary significantly. By selecting participants

from Central Mindanao Colleges with varied learning experiences, the study aims

to capture a broader perspective of how the learning environment influences

student motivation among future elementary educators.

To determine an appropriate sample size, the researchers will use Slovin’s

formula, which is widely regarded for ensuring accuracy and representativeness

in sampling. According to Arizal and Agus (2019), Slovin’s formula calculates a

sufficient sample size based on the total population and a desired margin of
 35

error. In this study, a 95% confidence level will be applied, meaning the results

are expected to accurately reflect the broader student population 95 times out of

100.A margin of error of 5% strikes a balance between precision and

manageability, ensuring that the sample size is not too large to be unmanageable

but still provides a reliable and statistically sound representation of the student

population. This methodological approach is designed to minimize sampling error

while maintaining the validity of the study’s findings.

Research Instrument

The primary research instrument for this study will be a survey

questionnaire designed to assess two key variables: the learning environment

and student motivation. The first section of the survey will focus on evaluating

various aspects of the learning environment, including physical classroom

conditions, availability of resources, teaching methods, student-teacher

interaction, and the overall atmosphere of the campus. Participants will respond

to a series of statements using a Likert scale, where they will rate their level of

agreement or disagreement on a scale from 1 (Strongly Disagree) to 5 (Strongly

Agree). This section will be adapted from validated instruments such as the

Learning Environment Inventory (LEI) to ensure reliability and relevance in

assessing the learning context (Fraser et al., 1982).

The second section will assess student motivation using the Academic

Motivation Scale (AMS), which measures intrinsic and extrinsic motivation, goal

orientation, and academic engagement (Vallerand et al., 1992). The AMS has
 36

been widely used in educational research to understand the factors that drive

students' academic behaviors and attitudes. Participants will reflect on their

academic goals, the perceived value of their education, their sense of autonomy

in learning, and their enjoyment of academic tasks. Like the learning environment

assessment, responses will be rated on a Likert scale to gauge the degree of

motivation across various dimensions.

To ensure the validity and reliability of the instrument, the survey will

undergo a pre-testing phase with a small sample of students before the main

data collection. This will help identify any ambiguities or issues with the wording

of the questions. The internal consistency of the instrument will be assessed

using Cronbach’s Alpha to ensure that the items within each section reliably

measure the intended constructs. The feedback from pre-testing will be used to

make any necessary adjustments to improve the clarity and effectiveness of the

survey.

The survey will be administered through a face-to-face printed

questionnaire, allowing for direct interaction with the respondents and ensuring

clarity in understanding the questions. This method facilitates immediate

assistance if participants have any questions and helps maintain a higher

response rate. Clear instructions will be provided to participants, emphasizing the

purpose of the study and assuring the confidentiality of their responses. This

approach promotes efficient data collection and helps ensure that the results are

both valid and representative of the broader student population.

 37

Range of Mean Description Interpretation

4.21 – 5.00 Very The respondents perceive the learning
Effective environment and motivation as highly
effective in enhancing their academic
experience and engagement.
3.41 – 4.20 Effective The respondents find the learning
environment and motivation effective in
supporting their academic performance
and interest.
2.61 – 3.40 Moderately The respondents view the learning
Effective environment and motivation as somewhat
effective but see room for improvement.
1.81 – 2.60 Ineffective The respondents perceive the learning
environment and motivation as not very
effective in facilitating their academic
success.
1.00 – 1.80 Very The respondents perceive the learning
Ineffective environment and motivation as highly
ineffective, hindering their academic
progress and engagement.

Sampling Technique

The sampling procedure for this study will utilize random sampling,

ensuring that various subgroups of Bachelor of Elementary Education (BEEd)

students at Central Mindanao Colleges are represented. The population will be

divided into strata based on year level (e.g., 1st year, 2nd year, 3rd year, and 4th

year students). The sample size for each subgroup will be determined using

proportional allocation, where the number of respondents selected from each

subgroup corresponds to the proportion of that subgroup in the overall

population. Random sampling will then be employed within each stratum to

ensure each student has an equal chance of being selected. This method will
 38

ensure a representative sample, enabling the study to capture a comprehensive

view of learning environment and student’s motivation among college students.

Data Gathering Procedure

The data gathering procedure for this study will follow a systematic and

ethical approach to ensure the collection of reliable and valid data. Initially, the

researcher will submit a formal letter of request to the relevant institutional

authorities, seeking approval to conduct the study among college students in

Kidapawan City. This letter will include a detailed explanation of the study’s

purpose, methodology, and the data collection process. Upon receiving the

necessary approvals, the researcher will proceed with the data gathering

process.

The data collection will be conducted online to maximize accessibility and

convenience for the respondents. A link to the survey questionnaire will be

distributed to the selected participants through official student communication

platforms such as email or learning management systems (LMS). Prior to

completing the survey, participants will be provided with an informed consent

form, explaining the study’s objectives, the voluntary nature of participation, and

the confidentiality of their responses. This will ensure that the participants fully

understand their rights and the ethical guidelines of the study.

Once the participants provide consent, they will proceed to complete the

survey. The survey will consist of two sections: one assessing the learning

environment and the other measuring student motivation. Each section will use a
 39

Likert scale to collect responses on various statements about the learning

environment and motivation. Participants will be given clear instructions on how

to complete the survey, and the estimated time for completion will be

communicated to ensure that respondents are aware of the survey’s length.

After the data collection is completed, the responses will be compiled and

analyzed using statistical methods. Descriptive statistics will be used to

summarize the data, while correlation analysis will be employed to examine the

relationship between the learning environment and student motivation. The data

gathering procedure will adhere to ethical standards, ensuring that the

respondents' privacy and confidentiality are maintained throughout the process.

The researcher will also provide participants with an opportunity to ask questions

or seek clarification before and after completing the survey, ensuring

transparency and building trust with the study participants.

Statistical Treatment

The statistical tools that will be used in this study will include Descriptive

Statistics, Pearson's Correlation Coefficient, and Multiple Regression Analysis.

These tools will help analyze the relationship between the learning environment

and student motivation, providing insights into how the two variables interact.

Mean. The mean will be used to calculate the average value of the

respondents’ scores for the variables under study, including perceptions of the

learning environment and motivation. It will help summarize the central tendency

of the data, providing an overall picture of the students' typical responses.

 40

Standard Deviation. The standard deviation will be used to measure the

amount of variation or dispersion in the responses. A higher standard deviation

indicates that the responses are more spread out from the mean, while a lower

standard deviation indicates that the responses are more concentrated around

the mean. This will help assess the variability in the perceptions of the learning

environment and the levels of motivation among the respondents.

Spearman’s rank correlation coefficient (ρ), also known as Spearman’s

rho, will be used to determine the strength and direction of the relationship

between the learning environment and student motivation. This nonparametric

measure assesses the monotonic association between the two variables by

analyzing the ranked data rather than raw scores, making it suitable for data that

may not meet the assumptions of normality or linearity. A positive Spearman’s rho

(ρ > 0) indicates that as one variable increases, the other tends to increase as

well, while a negative rho (ρ < 0) indicates an inverse relationship. The closer the

value of ρ is to +1 or -1, the stronger the monotonic relationship between the

variables. Using Spearman’s rho ensures that the analysis accurately captures

the association between the learning environment and student motivation even if

the data are ordinal or not normally distributed.

 41

Ethical Considerations

In the conduct of this study, several ethical components will be carefully

considered to ensure that the research process respects the rights, safety, and

dignity of the participants.

Social Value. This study aims to contribute to a better understanding of

how the learning environment influences student motivation among college

students. By identifying key factors that enhance motivation, the study can help

educators and institutions create more supportive, effective, and engaging

academic settings, ultimately benefiting the broader educational community.

Respect for Participants. Participants will be fully informed about the

purpose of the study, the methods of data collection, and how their information

will be used. They will be clearly advised that participation is voluntary, and that

they have the right to withdraw from the study at any time without facing any

penalty or negative consequences.

Informed Consent. The researcher will ensure that informed consent is

obtained from all participants before collecting any data. Participants will be

provided with detailed information regarding the objectives of the study, the

procedures involved, and their rights as respondents. Prior to data collection,

participants will be asked to sign a written informed consent form. A signed of the

informed consent will be securely stored to maintain confidentiality. Only those

who willingly agree will be allowed to participate. Special attention will be given to

factors such as demographic background and learning experiences to analyze

their influence on motivation in a respectful and ethical manner.

 42

Vulnerability of Research Participants. The study acknowledges that

some students may feel vulnerable in sharing their honest views about their

learning environment and personal motivation. Efforts will be made to create a

safe, confidential, and supportive environment where participants can freely

express themselves without fear of academic repercussions or judgment.

Recognizing and addressing these vulnerabilities will help gather more authentic

and meaningful data. Additionally, if any participant feels uncomfortable or

emotionally triggered by the questions, guidance counselor support or referral will

be made available to ensure their well-being throughout the study.

Risks, Benefits, and Safety. This study will carefully assess any potential

risks associated with participation. Since the study involves non-sensitive topics,

risks are minimal; however, participants’ emotional comfort will still be prioritized.

The anticipated benefits include gaining valuable insights into how educational

settings impact motivation, which can lead to improvements in teaching

strategies, learning spaces, and academic support services.

Privacy and Confidentiality. Privacy and confidentiality will be strictly

maintained throughout the study. All personal information will be kept anonymous

and used solely for research purposes. Data will be stored securely and only

accessible to the researcher. Participants' identities will not be disclosed in any

reports or presentations, ensuring their protection from any potential harm.

Collected data will be retained securely for a period of five years following the

completion of the study, after which it will be permanently destroyed in

accordance with standard data lifecycle protocols.

 43

Justice. The study will ensure fairness in the recruitment and treatment of

participants. Students from diverse academic programs, learning modalities

(face-to-face, online, blended), and backgrounds will be included to capture a

wide range of experiences and perspectives. No group will be unfairly excluded,

promoting equity in the research process.

Transparency. Transparency will be upheld by clearly communicating the

research objectives, procedures, and use of collected data to the participants.

The researcher will provide participants with opportunities to ask questions

before, during, and after the study, ensuring openness at every stage of the

research. The study does not involve deception or withholding of critical

information, further enhancing its credibility.

Qualification of the Researcher. The researcher possesses the

necessary academic training, background, and understanding in educational

research to conduct the study effectively and ethically. The researcher commits

to maintaining professionalism, adhering to ethical research standards, and

ensuring that the study findings are valid, reliable, and valuable to the academic

community. Additionally, the study is conducted under the guidance and oversight

of a qualified research adviser/panel, providing further assurance of ethical

compliance and scholarly rigor.

Adequacy of Facilities. The researcher will ensure access to adequate

facilities and resources necessary for the successful conduct of the study,

including online survey platforms, statistical software for data analysis, and
 44

secured storage for research data. These resources will support accurate and

efficient data collection and analysis.

Community Involvement. Although this study primarily focuses on

college students, community involvement remains important. Insights gained

from the study will be shared with educational institutions, faculty members, and

student organizations, ensuring that the findings contribute to practical

improvements in the learning environment and foster a more motivated, engaged

student body.
 45

CHAPTER III

RESULT AND DISCUSSION

This chapter presents the results of the study and the corresponding

discussion based on the data gathered from the respondents. It includes the

analysis of the impact of the learning environment and students' motivation on

academic performance. Additionally, it examines the significant relationship

between these two factors, highlighting how a conducive learning environment

fosters student engagement and enhances motivation. The findings are

interpreted using statistical measures and supported by relevant literature to

provide deeper insights into how environmental factors and motivation influence

students' ability to succeed in their academic pursuits.

Learning Environment

Table 1 presents the level of the learning environment among the

respondents, focusing on three indicators: Face-to-Face Learning, Online

Learning, and Blended Learning. The overall mean score across all dimensions

is 4.10, corresponding to an interpretation of “Effective,” indicating that students

hold a consistently positive perception of their learning environment. This finding

aligns with research emphasizing that a well-structured learning environment

fosters student motivation, engagement, and academic success (Loes, 2025).

 46

Table 1. Level of Learning Environment

No Statements Mean Standard Interpretation
Deviation
A. Face to Face
1. The classroom environment makes it 4.61 0.569 Very Effective
easier for me to interact with my
classmates.
2. I prefer learning through face-to-face 4.60 0.556 Very Effective
instruction.
3. Face-to-face instruction helps me better 4.69 0.482 Very Effective
understand course concepts.
4. Face-to-face instruction is more effective 4.64 0.562 Very Effective
for helping me learn course materials.
5. I believe I can learn more through face-to- 4.66 0.527 Very Effective
face instruction.
6. A face-to-face environment would 4.55 0.659 Very Effective
increase my satisfaction with the course.
7. Face-to-face communication in class 4.63 0.536 Very Effective
would improve my learning ability.
8. I enrolled in an on-campus class because 4.47 0.661 Very Effective
I believed it would be easier than taking it
online.
9. I enrolled in this class on-campus 4.06 0.919 Effective
because the online section was full.
10. The classroom environment makes it 4.42 0.668 Very Effective
easier for me to interact with my teachers.
Categorical Mean 4.53 0.648 Very
Effective
B. Online Learning
11. The use of technology interferes with my 3.2 0.836 Effective
ability to complete course requirements.
(Reverse-coded)
12. Having access to the Internet or email 4.18 0.869 Effective
improves my ability to communicate with
classmates.
13. Online learning makes it easier to 4.03 0.930 Effective
communicate with my instructor.
14. I find it easier to access learning materials 4.07 0.914 Effective
in an online setting.
 47

15. Online classes give me the flexibility to 4.13 0.849 Effective

manage my time better.
16. I stay motivated to complete tasks in an 4.15 0.785 Effective
online learning environment.
17. I can learn at my own pace during online 4.03 0.840 Effective
classes.
18. Online platforms allow me to review 4.21 0.766 Very Effective
lectures or materials whenever needed.
19. I feel comfortable asking questions in an 3.92 0.836 Moderately
online class.
Effective
20. I find it easy to stay focused during online 4.01 0.884 Effective
sessions.
Categorical Mean 3.85 1.094 Effective
C. Blended Learning
21. I experience many hindrances that affect 3.31 0.731 Effective
my engagement in both online and face-
to-face classes. (Reverse-coded)
22. My interaction with other students has 4.16 0.710 Effective
increased.
23. My interaction with the instructor has 4.14 0.737 Effective
increased.
24. The quality of my interaction with other 4.22 0.812 Very Effective
students has improved.
25. The quality of my interaction with the 4.22 0.692 Very Effective
instructor has improved.
26. I feel more engaged when using blended 4.21 0.744 Very Effective
learning methods.
27. I am likely to ask questions during both 4.16 0.810 Effective
online and face-to-face classes.
28. I enjoy participating and raising my hand 4.13 0.798 Effective
during online and face-to-face classes.
Categorical Mean 3.87 1.115 Effective

Overall Mean Score 4.10 1.018 Effective

The domain of Face to face Learning yielded a category mean of 4.53

(Very Effective), signifying that respondents generally view learning environment

as beneficial to their academic growth. The highest-rated item in this dimension

 48

was “Face-to-face instruction helps me better understand course concepts” (M =

4.69, SD =.482), followed by “I believe I can learn more through face-to-face

instruction.” (M = 4.66, SD = .527), both interpreted as Very Effective. These

results align with the findings of Mather & Sarkans (2018), who examined student

perceptions of face-to-face learning in higher education and found that direct

interaction with instructors and peers fosters deeper comprehension and

engagement. Similarly, Sarona et al. (2023) emphasized that college students

transitioning from online to face-to-face instruction reported improved academic

performance and motivation due to enhanced classroom interaction.

Statements such as “I enrolled in this class on-campus because the

online section was full” received means of 4.06 respectively. These indicate a

clear student preference of face-to-face interaction and a structured classroom

environment, which could support the idea that they prefer collaborative tasks

over solitary work in their learning experience. According to Suleiman et al.

(2024) the key factors influencing students' academic performance, emphasizing

the role of educational settings, socioeconomic conditions, and student behaviors

in shaping learning outcomes, reinforcing the idea that quality instruction, faculty

interaction, and campus technology significantly impact academic success.

In the area of Online Learning, the mean score of 3.85 indicates that

students find it effective in their learning that offers benefits particularly in

flexibility and accessibility. The statement “Online platforms allow me to review

lectures or materials whenever needed” received a mean of 4.21, affirming it

allow students can access diverse resources, creating opportunities for

 49

differentiated instruction. According to Lomellini et al. (2025) emphasize that

online learning provides inclusive opportunities, allowing students to review

materials at their convenience, which enhances comprehension and retention

Statement such as “Online learning makes it easier to communicate with

my instructor” and “I stay motivated to complete tasks in an online learning

environment” received means of 4.03 and 4.15 respectively. These indicate that

students generally perceive online learning as effective for instructor

communication and helpful in maintaining motivation for completing tasks. This

supports the growing body of literature asserting that the instructor interaction

and motivation play a crucial role in shaping students' perceptions of online

learning. The study found that effective communication between students and

instructors enhances engagement and satisfaction, reinforcing the idea that

online learning environments can support motivation and task completion

(Thanasi-Boçe, 2021).

Furthermore, respondents expressed that they are more comfortable

asking questions in an online class and improves their ability to communicate

with their classmates. (M = 3.92 and M = 4.18 respectively), reinforcing that the

effect of online learning on student-instructor communication and found that

structured online interactions improve students' confidence in asking questions

and engaging in discussions, reinforcing the effectiveness of digital learning

environments (Alawamleh et al., 2020).

 50

However, the statement “The use of technology interferes with my ability

to complete course requirements” (M= 1.80) implies that students generally find

technology to be helpful or at least non-disruptive in fulfilling their coursework. It

also aligns with research suggesting that well-integrated digital tools can support

learning rather than hinder it. This is supported by Keane et al. (2022), examined

university students' experiences with technology and found that well-structured

digital learning environments facilitate smoother transitions between online and

face-to-face learning, reducing disruptions and improving academic outcomes.

With a category mean of 3.87, the Blended Learning domain reveals that

students engage well with blended learning environments, possibly benefiting

from both the structure of traditional classrooms and the convenience of digital

tools. High mean values were seen in items like “The quality of my interaction

with other students has improved” (M = 4.22) and “I feel more engaged when

using blended learning methods” (M = 4.21). These findings demonstrate that

learner engagement in blended learning environments is strongly linked to both

cognitive and emotional involvement, which enhances academic achievement

and satisfaction. It emphasizes that blended learning fosters meaningful

interactions among students, improving collaboration and engagement levels

(Halverson & Graham, 2019).

Furthermore, Topping et al., (2023) states online learning offers flexibility

and broader engagement, while face-to-face learning fosters immediate

interaction and trust-building (M=1.69), reinforcing the idea that the cognitive and
 51

socio-emotional aspects of both modalities, supporting the idea that each has

unique advantages and challenges.

Asking questions (M=4.16) and participating during online and face-to-face

classes (M=4.13) aligned with Rajaram, K. (2021) findings emphasizes that

active participation and questioning significantly improve students’ ability to

process information and develop analytical reasoning.

The overall mean score of 4.08 confirms that learning environment

significantly influences college students' academic motivation, learning

strategies, and engagement. These results align with a host of studies asserting

that a well-structured learning environment enhances student achievement and

success, reinforcing the idea that the educational setting plays a crucial role in

shaping students' cognitive and behavioral outcomes (Cayubit, 2021). It also

supports the constructivist perspective that social and environmental influences

significantly impact students' ability to stay motivated and perform well in higher

education settings (Ishida & Sekiyama, 2024)

Additionally, while the findings are promising, external factors such as

parental guidance, socioeconomic status, and personal discipline play a more

significant role in student achievement. Their findings suggest that learning

environments alone may not be the primary determinant of academic success

(Hazrati & Mujakiah, 2023). To mitigate these, personalized learning approaches,

faculty engagement, and peer mentoring programs significantly enhance student

motivation and persistence, even in challenging learning environments

(Schreiner, 2020).
 52

Motivation

Table 2 presents the level of motivation among students across two

dimensions: intrinsic and extrinsic motivation. The overall mean score of 4.08

(SD = 1.081 corresponding to an interpretation of “Effective,” indicating that

students hold a consistently positive perception of their motivation. This aligns

with the literature emphasizing students who report higher levels of both intrinsic

and extrinsic motivation impact students' academic performance, reinforcing the

idea that higher motivation levels correlate with improved learning outcomes

(Onyekwere et al., 2018).

Table 2. Level of Motivation

No Statements Mean Standard Interpretation
Deviation
A. Intrinsic Motivation
1. I prefer course materials that 4.43 0.632 Very Effective
challenge me to learn new things.
2. I believe I can learn the course 4.47 0.579 Very Effective
material if I study in appropriate
ways.
3. I believe the knowledge gained in 4.42 0.729 Very Effective
this course will be useful in other
courses.
4. I am confident in my ability to 4.34 0.728 Very Effective
understand the most difficult reading
materials in this course.
5. It is important for me to learn the 4.41 0.680 Very Effective
material taught in this course.
6. I am confident that I can learn the 4.33 0.760 Very Effective
basic concepts taught in this course.
7. I prefer course materials that spark 4.30 0.740 Very Effective
my curiosity, even if they are difficult
to learn.
8. I am genuinely interested in the 4.37 0.697 Very Effective
 53

content of this course.

9. If I try hard enough, I believe I will 4.37 0.685 Very Effective
understand the course material.
10. I find it satisfying to deeply 4.40 0.653 Very Effective
understand the course content.
11. I find the course material useful for 4.34 0.750 Very Effective
my learning and development.
12. I choose assignments that help me 4.22 0.845 Very Effective
learn, even if they may not lead to
the highest grades.
13. If I don't understand the course 4.28 0.733 Very Effective
material, it's because I didn’t put in
enough effort.
14. I enjoy learning about the subject 4.32 0.733 Very Effective
matter of this course.
15. Understanding the course content is 4.39 0.702 Very Effective
very important to me.
16. I am confident in my ability to master 4.29 0.760 Very Effective
the skills taught in this class.
Categorical Mean 4.36 0.715 Very Effective
B. Extrinsic Motivation
17. During tests, I often compare my 4.10 0.883 Effective
performance to other students.
18. I expect to earn an excellent grade in 4.18 0.788 Effective
this class.
19. Getting a good grade in this class is 4.38 0.734 Very Effective
very satisfying to me.
20. While taking tests, I worry about the 3.37 0.697 Effective
questions I cannot answer. (Reverse-
coded)
21. If I do not learn the course material, I 4.38 0.687 Very Effective
believe it is my own fault.
22. My main concern in this class is 4.47 0.673 Very Effective
getting a good grade to improve my
GPA.
23. I want to perform better in this class 4.33 0.790 Very Effective
than most other students.
24. When I take tests, I think about the 4.36 0.742 Very Effective
consequences of failing.
25. I feel nervous or uneasy when I take 3.36 0.742 Effective
exams. (Reverse-coded)
26. I am confident that I can perform well 4.27 0.719 Very Effective
on assignments and tests in this
course.
27. I expect to succeed in this class. 4.32 0.710 Very Effective
 54

28. I experience physical symptoms of 3.27 0.767 Effective

anxiety (like a fast heartbeat) when I
take exams. (Reversed-coded)
29. I want to do well in this course to 4.35 0.630 Very Effective
show my ability to others (e.g.,
family, friends, employer).
30. Considering the difficulty of this 4.51 0.580 Very Effective
course, the instructor, and my
abilities, I believe I will do well.
Categorical Mean 3.76 1.316 Effective
Overall Mean Score 4.08 1.081 Effective

The Intrinsic domain yielded a category mean of 3.972, interpreted as

Effective. This result suggests that students are generally motivated by internal

factors such as personal interest, enjoyment, and a sense of accomplishment in

their academic activities. They likely engage in learning because they find it

inherently satisfying and meaningful, rather than solely for external rewards. High

agreement with the item “I believe I can learn the course material if I study in

appropriate ways.” (M = 4.47) indicates that motivation is often influenced by their

genuine interest and confidence in mastering the material. Additionally, the

students agreed that they prefer course materials are challenging to learn new

things (M = 4.43) and prefer course materials that spark their curiosity, even if

they are difficult to learn (M = 3.945).

These findings resonate with the work of Furnham & Cuppello (2025), who

emphasize that curiosity and ambiguity acceptance play a significant role in

motivation and learning. Likewise, Ngai et al. (2018), who noted that a suitable

balance between the learner’s liking of the subject matter and the difficulty level

of the subject matter helps learners achieve academic success.

 55

B. Extrinsic Motivation

The Extrinsic Motivation domain received a category mean of 3.76, again

interpreted as Effective. This suggests students are motivated by external factors

such as rewards, grades, recognition, or approval from others. These external

incentives play a significant role in encouraging students to engage in academic

activities and persist in their studies. For example, respondents agreed with “I

want to do well in this course to show my ability to others (e.g., family, friends,

employer)" (M = 3.35) and “My main concern in this class is getting a good grade

to improve my GPA.” (M = 4.47). However, the mean scores on “I feel nervous or

uneasy when I take exams” (M = 3.36) and “I experience physical symptoms of

anxiety (like a fast heartbeat) when I take exams” (M = 3.27) suggest that

students generally report low levels of test anxiety, indicating confidence in their

ability to manage exam-related stress.

Moussa & Amer (2024) reporter that academic motivation among

university students, emphasizing how extrinsic motivators, such as performance-

based incentives and recognition, significantly impact students' engagement and

learning behaviors. Silay et al., (2020) further supported this, emphasizing that

external validation, grade goals, and recognition significantly impact engagement

and persistence. In Addition, students who engaged in mindfulness exercises

reported lower anxiety levels and improved exam performance, reinforcing the
 56

idea that confidence plays a role in managing exam-related stress (Sun et al.,

2025).

Overall Interpretation

The Extrinsic Motivation domain’s mean score of 4.08, indicates that

college students are considerably influenced by external rewards and social

validation, such as achieving good grades and receiving recognition from peers,

family, or instructors. Koçak, Göksu, & Göktaş (2020) conducted a systematic

review of meta-analyses on academic achievement, identifying external

incentives, such as grades and social validation, as strong predictors of student

engagement and persistence. Moreover, Delfino (2019) reinforces the correlation

between student engagement and academic performance, emphasizing the

significant influence of teacher support, school environment, and family factors

on students’ motivation and persistence.

This result also complements the earlier findings in Table 1 on Learning

Environment, reinforcing a well-structured learning environment enhances

student achievement significantly influences students' academic achievement

and motivation. This aligns with findings that the relationship between academic

achievement and perceived learning environment among elementary pupils.

Their findings highlight that students who perceive their learning environment

positively tend to perform better academically, reinforcing the importance of a

structured and conducive educational setting (Galang & Basco, 2025). Hafızoglu
 57

& Yerdelen (2019) supports that constructivist learning environments enhance

cognitive and behavioral engagement, leading to effective learning strategies and

sustained academic motivation.

However, the moderate variability in standard deviations (ranging from

0.65 to 0.95) suggests that while most students agree with motivators such as

grades, recognition, and approval from others can significantly influence

students’ academic engagement and persistence. These differences highlight

students with high levels of extrinsic motivation demonstrated strong academic

persistence, but reliance on external rewards sometimes led to reduced intrinsic

motivation and deeper learning challenges (Idulsa & Luzano, 2024). Additionally,

while extrinsic motivators enhance engagement and discipline, they may not

always lead to long-term academic success, reinforcing concerns about over-

reliance on external incentives (Shuhidan et al., 2025).

According to Cotton, Gifford, & Young (2022) reported an evidence review

on incentives and recognition, emphasizing that non-financial rewards, when

framed as informative feedback, enhance motivation and performance rather

than diminish intrinsic motivation. Furthermore, the relationship between

personality traits and intrinsic/extrinsic motivation, highlights that recognition-

based rewards can reinforce competence and mastery, positively influencing

intrinsic motivation (Furnham & Cuppello, 2025).

Relationship Between the Variables

Table 3 presents the results of the correlation analysis examining the

relationship between Learning Environment (independent variable) and

 58

Motivation (dependent variable). The Spearman’s rho coefficient (r = 0.708)

indicates a strong positive relationship between the two variables. This suggests

that as students perceive their learning environment more positively—such as

having supportive instructors, engaging materials, and a collaborative

atmosphere—their motivation levels tend to increase correspondingly. In other

words, improvements in the learning environment are strongly associated with

higher student motivation, highlighting the critical role that a conducive

educational setting plays in fostering student engagement and drive.

Furthermore, the p-value of 0.001 is well below the standard alpha level of 0.05,

indicating that the observed relationship is statistically significant and not due to

random chance.

Table 3. Relationship Between Classroom Environment and Motivation

Independent Variable Learning Environment

Spearman’s p-value Remarks

Motivation rho

791 0.001 Significant

These findings affirm the theoretical foundation and empirical evidence

presented by Columna (2025), who emphasizes the impact of positive school

environments on student engagement in Philippine schools. It highlights that

supportive teachers, collaborative learning, and inclusivity significantly enhance

 59

student motivation and participation. Similarly, Bernal & Palma (2025) explored

the structural relationship between effective teaching, student engagement, and

classroom learning environments. Their findings reinforce that a well-structured

learning environment fosters cognitive and behavioral engagement, leading to

sustained academic motivation. Their study highlights that a supportive learning

environment significantly interacts with students’ intrinsic and extrinsic motivation

to improve academic success.

In addition, the high R-value aligns with the research of (Madtha et al.,

2023; Poquet & Assoc Comp, 2021), who noted that beyond academic success,

the learning environment and motivation among college students also

significantly influence their psychological well-being, social behaviors, and

engagement levels.

For instance, a conducive educational environment can positively affect

students' psychological state by fostering better adaptability, compliance, and

peer relationships, which in turn shape their attitudes and behaviors. Additionally,

the social environment of a school has a moderate positive effect on students'

motivation and engagement, highlighting the importance of social interactions

and a supportive atmosphere in enhancing students' active participation and

emotional investment in learning (Khan, 2023).

Moreover, fostering student voice transforms learners into initiators,

reinforcing that growth mindset, collaboration, and problem-solving activities

contribute to identity development and long-term school culture improvements

(Bostwick, 2015). This suggest that active participation and ownership of learning
 60

enhance motivation and leadership skills (Mantilla, 2023). Thus, the learning

environment and motivation interplay extends beyond academics to impact

students’ psychological health, social integration, and personal growth.

The significant relationship between learning environment and motivation

validates the hypothesis that motivation plays a critical role in deeper cognitive

engagement and improved learning experiences. This supports the broader

educational goal of equipping students with 21st-century skills through

meaningful group learning experiences. The findings reinforce that learning

environment dynamic and synchronized pedagogy enhances student

engagement, motivation, and deeper cognitive learning (Amar & David 2016).

Ekizer & Yıldırım (2023) supports that students' perceptions of 21st-century skills

and learning environments, reinforces that critical thinking, problem-solving,

collaboration, and creativity are fostered through engaging and dynamic learning

spaces.

CHAPTER IV

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This final chapter provides a summary of the key findings, draws important

conclusions, and offers practical recommendations based on the study’s results.

Summary of Findings
 61

The study's findings revealed that students rated the face-to-face learning

environment as very effective (mean = 4.53), emphasizing its importance in

improving knowledge, encouraging communication, and facilitating classroom

engagement. The online learning environment obtained an effective evaluation

(mean = 3.85), with students appreciating the flexibility and accessibility of digital

platforms. However, some issues were observed, such as difficulties sustaining

focus and the presence of distractions. The blended learning environment, which

combines face-to-face and online modalities, was similarly regarded as effective

(mean = 3.87), while students identified challenges such as inconsistent internet

connections and the need to adjust to numerous forms.

In terms of student motivation, the results showed a very high degree of

intrinsic motivation (mean = 4.36), suggesting that students were motivated by

curiosity, personal growth, and belief in their capacity to excel academically. They

showed genuine interest in their homework and appreciated the learning process

itself. Extrinsic motivation was assessed as effective (mean = 3.76), since

students were additionally driven by grades, recognition, and increasing their

GPA. However, some respondents expressed concerns about academic stress

and anxiety about tests, which could affect their overall academic performance.

Finally, the study found a strong, positive, and statistically significant

correlation between the learning environment and student motivation

(Spearman’s rho = 0.708, p < 0.001). This indicates that students who
 62

experience a more supportive and engaging learning environment—whether

physical, digital, or blended—tend to exhibit higher levels of motivation. These

findings support the conclusion that the quality of the learning environment plays

a critical role in fostering both intrinsic and extrinsic motivation, thereby

contributing to improved academic engagement and performance.

Conclusion

Based on the findings of this study, several important conclusions can be

drawn regarding the relationship between learning environment and student

motivation among college students. The results indicate that students perceive

face-to-face, online, and blended learning environments as effective, with face-

to-face instruction receiving the highest rating due to its ability to foster direct

interaction and engagement. Online and blended learning also offer significant

advantages, particularly in terms of flexibility and accessibility, though they

require strong instructional support to sustain student motivation.

In terms of motivation, students demonstrated high levels of intrinsic

motivation, driven by personal interest, mastery, and a sense of autonomy in

learning. While extrinsic motivation also played a role, its influence was

comparatively lower, indicating that students find deeper satisfaction in learning

beyond external rewards. The study further established a strong and statistically

significant positive correlation between the learning environment and student

motivation, reinforcing the idea that structured and engaging educational spaces

contribute to enhanced academic drive and persistence.

 63

These findings highlight the need for continuous efforts to create

supportive, interactive, and well-equipped learning environments that cultivate

both intrinsic and extrinsic motivation, ensuring long-term academic success and

student engagement.

Recommendations

Based on the findings and conclusions of this study, several

recommendations are proposed to enhance the learning environment and

student motivation among college students.

Educators should foster dynamic and engaging classroom settings by

integrating diverse teaching strategies that encourage autonomy, collaboration,

and meaningful real-world applications. Providing timely and constructive

feedback while recognizing students’ achievements can further strengthen

intrinsic motivation and sustained engagement. It is also essential to implement

autonomy-supportive teaching practices that allow students to take ownership of

their learning experiences while maintaining structured guidance.

Curriculum designers and school administrators should prioritize student-

centered approaches that emphasize motivation and engagement across various

learning formats, including face-to-face, online, and blended instruction.

Enhancing physical and digital learning environments by ensuring accessibility to

technological resources, ergonomic classroom setups, and collaborative spaces

 64

can significantly improve student participation. Additionally, faculty training

programs should focus on motivational strategies, adaptive instructional

methods, and self-determination principles to better equip educators in fostering

student success.

Future researchers are encouraged to explore additional factors

influencing the correlation between learning environments and motivation, such

as faculty support, peer interaction, and self-efficacy. Conducting longitudinal

studies to assess the long-term effects of structured learning environments on

motivation and academic achievement can provide deeper insights into student

learning trajectories. Investigating the impact of educational technologies and

adaptive learning models in fostering motivation and engagement is also

recommended.

For students, developing intrinsic motivation through curiosity,

perseverance, and active participation is vital. They should set personal

academic goals, seek peer support, and apply self-regulated learning strategies

to enhance their overall educational experience. Utilizing institutional resources,

such as mentorship programs and faculty consultations, can further support

academic motivation and engagement. Recognizing the role of structured and

supportive educational spaces invites further discussions on optimizing

instructional strategies to foster student success, engagement, and long-term

academic growth.
 65

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CORRELATION BETWEEN LEARNING ENVIRONMENT AND MOTIVATION

AMONG COLLEGE STUDENTS

PART 1: Learning Environment

Instruction: Please select the answer that best reflects your level of agreement
with each statement by checking (✓) the box that corresponds to your choice.

Legends: 5- Strongly Agree 2- Disagree

4- Agree 1- Strongly Disagree
3- Neutral

No. Statement 5 4 3 2 1

A. Face to Face

1. The classroom environment makes it easier for

me to interact with my classmates.
2. I prefer learning through face-to-face
instruction.
3. Face-to-face instruction helps me better
understand course concepts.
4. Face-to-face instruction is more effective for
helping me learn course materials.
5. I believe I can learn more through face-to-face
instruction.
6. A face-to-face environment would increase my
satisfaction with the course.
7. Face-to-face communication in class would
improve my learning ability.
8. I enrolled in an on-campus class because I
believed it would be easier than taking it
online.
9. I enrolled in this class on-campus because the
online section was full.
10. The classroom environment makes it easier for
me to interact with my classmates.

B. Online Learning

11. The use of technology interferes with my ability

to complete course requirements.
12. Having access to the Internet or email
improves my ability to communicate with
classmates.
13. Online learning makes it easier to
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communicate with my instructor.

14. I find it easier to access learning materials in
an online setting.
15. Online classes give me the flexibility to
manage my time better.
16. I stay motivated to complete tasks in an online
learning environment.
17. I can learn at my own pace during online
classes.
18. Online platforms allow me to review lectures or
materials whenever needed.
19. I feel comfortable asking questions in an online
class.
20. I find it easy to stay focused during online
sessions.

C. Blended Learning

21. I experience many hindrances that affect my

engagement in both online and face-to-face
classes.
22. My interaction with other students has
increased.
23. My interaction with the instructor has
increased.
24. The quality of my interaction with other
students has improved.
25. The quality of my interaction with the instructor
has improved.
26. I feel more engaged when using blended
learning methods.
27. I am likely to ask questions during both online
and face-to-face classes.
28. I enjoy participating and raising my hand
during online and face-to-face classes.
Source: Pelarca, R. B., Malicia, J. C., & Nuezca, A.P. (2024). Students’ Perception and Learning
Environmenton Their Level of Engagement in Blended Learning Modality. International Journal
ofAcademicandPracticalResearch,3(1),31–40.
Fortune, et. Al. 2011. Students’ Perceptions of Online or Face-to-Face Learning and Social Media
in Hospitality, Recreation and Tourism. MERLOT Journal of Online Learning and Teaching.
https://jolt.merlot.org/vol7no1/fortune_0311.pdf

PART 2: Learner’s Motivation

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Instruction: Please select the answer that best reflects your level of agreement with each
statement by checking (✓) the box that corresponds to your choice.

Legends: 5- Strongly Agree 2- Disagree

4- Agree 1- Strongly Disagree
3- Neutral

No. Statements 5 4 3 2 1

A. Intrinsic Motivation
1. I prefer course materials that challenge me to learn new
things.
2. I believe I can learn the course material if I study in
appropriate ways.
3. I believe the knowledge gained in this course will be
useful in other courses.
4. I am confident in my ability to understand the most
difficult reading materials in this course.
5. It is important for me to learn the material taught in this
course.
6. I am confident that I can learn the basic concepts taught
in this course.
7. I prefer course materials that spark my curiosity, even if
they are difficult to learn.
8. I am genuinely interested in the content of this course.

9. If I try hard enough, I believe I will understand the course

material.
10. I find it satisfying to deeply understand the course
content.
11. I find the course material useful for my learning and
development.
12. I choose assignments that help me learn, even if they
may not lead to the highest grades.
13. If I don't understand the course material, it's because I
didn’t put in enough effort.
14. I enjoy learning about the subject matter of this course.

15. Understanding the course content is very important to

me.
16. I am confident in my ability to master the skills taught in
this class.
B. Extrinsic Motivation
17. During tests, I often compare my performance to other
students.
18. I expect to earn an excellent grade in this class.

19. Getting a good grade in this class is very satisfying to

me.
20. While taking tests, I worry about the questions I cannot
answer.
21. If I do not learn the course material, I believe it is my own
fault.
22. My main concern in this class is getting a good grade to
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improve my GPA.
23. I want to perform better in this class than most other
students.
24. When I take tests, I think about the consequences of
failing.
25. I feel nervous or uneasy when I take exams.

26. I am confident that I can perform well on assignments

and tests in this course.
27. I expect to succeed in this class.

28. I experience physical symptoms of anxiety (like a fast

heartbeat) when I take exams.
29. I want to do well in this course to show my ability to
others (e.g., family, friends, employer).
30. Considering the difficulty of this course, the instructor,
and my abilities, I believe I will do well.

Reference: Bin Dayel et al. Psychometrics of a motivation questionnaire. International Journal

of Medical Education https://www.ijme.net/archive/9/psychometrics-of-a-motivation-
questionnaire/S1.pdf
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