IMPACT OF INTRINSIC MOTIVATION

TO GRADE 12 OF UPPER VILLAGES

CHRISTIAN ACADEMY
Made By: rian yoma
PROBLEM AND ITS
BACKGROUND

Chapter 1
INTRODUCTION
 According to Abraham Maslow, “If you deliberately plan on being less than you are
capable of being, then I warn you that you’ll be unhappy for the rest of your life.”
 Students were inspired by their family, friends, and teachers through the lectures,
activities, exams, the way their teachers handle the whole class and so on then the
learners need to exert or act an effort with their studies in their own will for a reason
and that is to have a good future. Another, teachers aren’t expecting to be rich or
something great, they just want that their students to learn, improve, and to have good
future and the same goes with the students that they don’t want to be a king or queen
just a nice job someday for their love ones but frequently, they find studying fun and
interesting.
 Always remember that nothing will happen with our lives if we limit and keep on
downing ourselves to every trial that we face. All of us must explore ourselves with the
talents that we have like singing and dancing and keep on being motivated in order to
be satisfied, happy, and successful.
 The researchers choose this topic in order to give knowledge that is unusual
but commonly happen daily especially to students. We all know that most of
the students are possibly inspired when they achieved things with satisfaction
even without a recognition, an appreciation, or an award.
 Intrinsic motivation is the vitalizing of behavior that comes from within a
person, out of will and interest for the activity at hand.
 Schools are of particular interest when it comes to intrinsic versus
extrinsic motivation, particularly because of the divergent
conclusions that researchers have revealed to result from intrinsic
motivation: more interest, excitement, confidence, enhanced
performance, persistence, creativity, self-esteem and general well-
being.
BACKGROUND OF THE STUDY
 According to (Gardner, 1985; Scarcella & Oxford, 1992) that students were
intrinsically motivated in terms of Second Language Acquisition/SLA and
how the students answered the 48-item questionnaire about motivation
among freshmen.
 Another, The Self-Determination Theory of Deci & Ryan (2000) was also
been connected to intrinsic motivation and IMI or Intrinsic Motivation
Inventory. Deci states that humans have three innate psychological needs: a
need to feel competent, a need to feel related and a need to feel autonomous.
Intrinsic motivation develops out of the support of these needs.
CONTROLLING VS AUTONOMY
a teacher may allow his students to choose the books they read for
autonomy supportive reports yet remind them that they will be
evaluated and should strive for high marks and that is controlling.
 There are several articles focused on how autonomy support in the
classroom context, in contrast to control affects intrinsic
motivation
Deci and Ryan stated that controlling and
motivating must be both present when it
comes to intrinsic motivation, so that the
individuals will be more inspired and satisfied
with their doings.
THEORETICAL FRAMEWORK
Maslow’s Hierarchy of Human Needs Theory model
 Students need intrinsic motivation or teacher’s motivation through enjoyable
and interesting lectures and activities for them to reach their self-
actualization or full potential for good grades and satisfaction, esteem needs
in order to feel empowered to every exams they faces, belongingness and
love needs to keep on improving with their study habits, safety needs that
will feel them at ease, comfortable, happy, and relax to avoid anxiety and
depression, and the psychological needs to continue on living and studying.
CONCEPTUAL FRAMEWORK
 Input Process Output
1. Demographic
Profile
•Age; Impact of
•Gender? Intrinsic Motivation
2. Impact of •Survey to Grade 12
Intrinsic Motivation students of Upper
Questionnaire
to Grade 12 Villages Christian
students of Upper Academy
Villages Christian
Academy

FEEDBACK
STATEMENT OF THE PROBLEM

 The aim of this research study is to identify the Impact of Intrinsic

Motivation to Grade 12 Students of Upper Villages Christian Academy. The
following question serves as an instrument in order for the researchers to find
answer to the research problem.
1. Demographic Profile
 Age;

 Gender?

2. What is the Impact of Intrinsic Motivation to Grade 12 students of Upper

Villages Christian Academy?
HYPOTHESIS

Ho: There is no Impact of Intrinsic Motivation to

Grade 12 students of Upper Villages Christian
Academy
Ha: There is a significant Impact of |Intrinsic
Motivation to Grade 12 students of Upper Villages
Christian Academy
SIGNIFICANCE OF THE STUDY

 The results of the study will be a great benefit to the following:

 To the School Administrators- School administrators can use this
and take advantage of times of educational change by including this as their
guide for increasing student’s intrinsic motivation.
 To the Students- Students will become motivated to finish their task
smoothly and easily and students will learn how to manage their time well. In
addition, they will enjoy, satisfy, and explore more, because they already
have their own willingness in doing activities without expecting something in
return.
 To the Teachers- Teachers’ work can be better and easier because they
know what should be implemented and done with their students to be
motivated to reach goals out of their own wills.
 To the Parents- Parents will also be inspired and continue to support their
children to reach their full potentials. Also, they can be aware that this kind
of motivation is a must.
 To the Future Researchers- This research paper can give the future
researchers some additional information aside from what they know about
intrinsic motivation. Another, they may use this as a guide if they choose this
as their topic. This research paper may also help and inspire other researchers
to conduct an even more in-depth study.
Scope and limitations
 The focus of this study is to identify the Impact of Intrinsic Motivation to
Grade 12 students of Upper Villages Christian Academy.
DEFINITION OF TERMS

 Aesthetics- beauty
 Hierarchy- arrangement

 humanist- It is the one who studies the value and agency of human beings.

 Intrinsic – It is being an extremely important nature and basic characteristic

of a person or thing.
 Intrinsic Motivation – It refers as a motivation that stems directly from an
action rather than a reward.
 Motivation – It is the general desire or willingness of someone to do
something.
 Psychologist- It is the one who studies the normal and abnormal mental
states, perceptual, cognitive, emotional, and social processes and behavior of
a person through experimenting, observing, interpreting, and recording of
their data.
 Second Language Acquisition- It is also called as L2 language. It is the
scientific discipline devoted to studying process by which people learn a
second language.
 self-Determination Theory- It is a macro theory of human motivation and
personality that concerns people’s inherent growth tendencies and innate
psychological needs.
REVIEW OF RELATED LITERATURE AND
STUDIES
Chapter 2
LOCAL LITERTAURE

 Anchored on self-determination theory (SDT), One study by Daguplo (2013) aimed

to assess the need satisfaction and academic intrinsic motivation of 150 students on
Southern Leyte State University Tomas Oppus through the descriptive-correlational
study. Analyses showed that university students were intrinsically motivated and are
moderately satisfied in their autonomy, competence and relatedness needs.
 According to Ryan & Deci (2000) a person who feels no impetus or inspiration to
act was characterized as unmotivated; whereas someone who is energized or
activated towards activities was considered as motivated.
 The view by Palmer (2007) students are motivated when they pay attention, they
begin working or task immediately, they ask questions, volunteer answers, and they
seem to be glad and eager. Thus, individuals exert energy and effort to do and done
their task if they are motivated was a sign on how important motivation is in
achieving goals and desires.
 Literatures by (Baard et. al., 2004; Black & Deci, 2000) stated that
intrinsically motivated students are anchored to do much better in learning
activities because they are willing and eager to learn new things.
 The role and the essence of motivation to the learning settings and classroom
environment has been investigated and inquired by many psychologists and
researchers.
FOREIGN LITERATURE

 The Journal of Public Administration Research and Theory that was made by
(Yannis et. al., 2011) employs intrinsically motivated citizens was proposed
as a means to improve the efficiency of the public sector. In this article they
investigate whether intrinsic motivation affects the sorting of employees
between the private and public sectors, paying special attention to whether
extrinsic rewards crowd out intrinsic motivation.
 Using British longitudinal data, they find that the intrinsic attracts more
individuals rather than extrinsic rewards to the public sector. They also find
that extrinsic rewards decrease the tendency of intrinsically motivated
individuals to embrace public sector employment.
 Nevertheless, this is valid only for two branches of the British public sector:
higher education and the National Health Service.
LOCAL STUDIES

 A Study on Intrinsic Motivation Factor in Second Language Learning among

the selected students in De La Salle University, Manila, Philippines. The
paper focused on intrinsic motivational factors that might help identify what
particular L2 communicative ability students are more motivated to learn.
 Study results showed that students are intrinsically motivated to learn
speaking and reading skills, and are intrinsically motivated by awareness and
achievement. These may mean that students are driven to learn this language
skills because of the very nature of the skills they consider to be of value and
important to them. The mastery of these linguistic skills somehow helps them
to achieve their learning goals which in the future may bring benefits.
 According to (Gardner, 1985; Scarcella & Oxford, 1992) Motivation is an
important factor in learning a second and foreign language. It is the individual’s
attitudes, desires, and effort as defined by (Gardner , 1997).
 Moreover, the studies of Ryan & Deci (2000) define motivation as concerning
energy, direction, persistence and equifinality-all aspects of activation and
intention. In the field of second language acquisition (SLA), motivation has
been identified as one of the key factors that determine achievement and
attainment. It serves as an impetus to generate learning initially and later as a
sustaining force to the tedious process of acquiring a target language that were
stated by (Cheng & Dornyei, 2007).
 Then, the Intrinsic Motivation Inventory (IMI) was created after that which is a
multidimensional measurement device intended to assess participants subjective
experience related to a target activity in laboratory experiments.
FOREIGN STUDIES

 One study by Erin N O’ Reilly (2014) provides an overview of how action

researchers can use private speech as a way to measure a learner's ability to
process language and use self-regulatory behaviors.
 The GPA or Grade Point System reveals the positive correlation among the
variables and supports the argument that psychosocial variable of perceived
autonomy support can be used to sustain intrinsic motivation and improve
learning results over time.
 For a more deeper understanding about the study, 77 adult students were
being observed in an eight week intensive and academic language program
by the researcher with the help of correlation analyses.
 Learners use private speech to reorganize thoughts, plan, and problem solve
and serves as a dialogic meditational tool.
 Beginning with an overview of the role of private speech as a self-regulatory
strategy for language learners, this paper describes private speech research
methodology, to include data elicitation, collection, and coding options
available to action researchers. Finally, the paper includes practical
considerations for private speech measurement.
RESEARCH METHODOLOGY
Chapter 3
RESEARCH DESIGN

 The descriptive method was used in this study, because in this method, it is
easy to identify the variables; likewise it is easy to generate data. This study
tried to define the study focused at the present condition.
 The purpose was to show the impact of intrinsic motivation in students.

Description of Respondents
 The respondents of the study were grade 12 students of Upper Villages
Christian Academy.
POPULATION

 Thesubject of this study were the 254 of grade 12

students specifically under the sections of Peridot, Amber,
Pearl, Garnet, Tourmaline, Amazonite, Citrine, and
Alexandrite of Upper Villages Christian Academy during
academic year 2019-2020.
SAMPLE AND SAMPLING TECHNIQUE

 The computation for finding the sample is as follows:

Where,
 N = 254 (Total population of Grade 12 students in the sections: Pearl, Peridot,
Amber, Tourmaline, Citrine Alexandrite, and Garnet of Upper Villages Christian
Academy)
 e = 5% (Margin of Error)

 n = N / (1 + Ne2)

 n = 155
INSTRUMENTATION

The impact of intrinsic motivation in students

questionnaire was used as the main instrument
of the study. The impact of intrinsic
motivation in students questionnaire is
consisted of 25 items.
DATA GATHERING PROCEDURES

In order to conduct the study, the researchers used the following procedures:
 The researchers asked permission from the Principal of Upper Villages
Christian Academy before the administration of the questionnaires to the
target population of the respondents. The questionnaires were administered to
the Grade 12 respondents through the assistance of their specific teacher.
After the respondents had answered the questionnaires, the researchers
collected it. Then, the data collected were tallied and analyzed by the
researchers.
RESEARCH LOCALE

 The school started its operation under the name of UPPER VILLAGES
CHRISTIAN ACADEMY in June 2004 having 69 pupils from N-K-P to
Grade 1 with 2 rooms and 3 teachers. May 27, 2005 the DepEd permit to
operate was granted. Enrolees increased every year and it continue to grow
through the guidance of our Lord.
 In the School Year 2017-2018, the school embraces E-Learning system by
utilizing electronics technologies to access educational strategies via internet
and other educational technologies that the system may provide. We have a
partnership with Diwa Publishing.
 Upper Villages Christian Academy is a DepEd recognized Christian School
and always striving for academic excellence.
STATISTICAL TREATMENT OF DATA

 
THE END
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