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Motivational Factors in Relation to High and Low
Academic Performance of the Nursing Students
of San Juan de Dios Educational
Foundation Inc., College
A Thesis
Presented to the
San Juan de Dios Educational Foundation Inc.
2772 2774, Roxas Blvd, Pasay City,Philippines
In Partial Fulfillment
of the Requirements for the Degree of
Bachelor of Science in Nursing
By:
BSN IV E Group 4
Leader: Sales, Ma. Clarissa O.Members: Angat, John Emmanoel
Bachiran, PolManuel, Kris IvanOngkeko, JoshuaSales, Joseph T.Arca, A-zhelBuag, MaureenGaza, IreneGato, Nikki- KarrenJavier, Kyle
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TABLE OF CONTENTS
I. THE PROBLEM AND ITS BACKGROUND
Introduction and background of the study ..1
Theoretical Framework4
Conceptual Framework5
Statement of the Problem.6
Hypothesis...7
Significance of the Study8
Definition of Terms.9
II. REVIEW OF RELATED LITERATURE
Variable I
Foreign Literature10
Local Literature21
Variable II
Foreign Literature23
III. METHODS, PROCEDURES AND SOURCES OF DATA
Research Method Used25
Locale of the Study..25
Subject of the Study26
Data Gathering Procedure...26
Validation of the Instrument...27
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Statistical Treatment of the Data28
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Students develop confidence in many ways with their academic performance. The
perceptions of the students on their performance deal well with their studies and accomplished
tasks which increase their achievement orientation and motivation.
Adequate motivation of the students provides energy that makes it possible for their
learning to occur toward a certain direction or goal. Learning is an active process that needs to be
motivated and guided by the motives or incentives in order for the learner to persist in learning
process; therefore, learning efficiency is impaired if there is neither explicit nor self- induced
desire to learn. Low academic performing students are characterized with low motivation, while
high performing students are those with high motivation. Students are influenced by both internal
and external factors that can start, sustain, intensify, or discourage behavior. Intrinsically-
motivated students are bound to do much better in classroom activities because they are willing
and eager to learn new material. Their learning experience is more meaningful, and they go
deeper into the subject to fully understand it. Internal factors may affect them include their
characteristics or dispositions that they bring to their learning such as their interests, attitudes,
values, efforts,and perceived ability. These factors may be referred to which include fascination
with the subject, a sense of its relevance to life and the world, a sense of accomplishment in
mastering it, and a sense of calling to it. On the other hand, extrinsic motivation refers to the
driving force enabling the students to perform and to succeed for the sake of accomplishing a
specific result or outcome. Extrinsic motivators include parental expectations, expectations of
other trusted role models, earning potential of a course of study, and grades. The students may
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have to be bribed to perform based from the external rewards; whereas, students who seem to
truly embrace their work and take a genuine interest in it are intrinsically motivated.
Motivation is one of the principal factors influencing the high and low academic
performing students or the outcome on their education. Students motivation to learn is generally
regarded as one of the most critical determinants, if not the premier determinant, of the success
and quality of any learning outcome. Academic performance involves the students motives to
deal with their studies and how they cope with or accomplish different tasks given to them. The
increase on motivation and engagement in learning has consistently been linked to increased
levels of student success. Development of academic motivation in students is an important goal
for educators because of its inherent importance for future motivation as well as theireffective
school functioning.
Achievement values include whether or not the students likes the task, the importance
they attach to the task and the potential usefulness of the tasks. Their attitudes toward school
may be contributory to their academic performance. Their attitudes may be characterized by
positive feelings and/or negative feelings toward their studies. High achieving students exhibit
more positive academic self-perceptions, motivation, goal evaluation, attitudes toward school,
and attitudes toward teachers. They are self-regulated individual who are cognitively,
motivationally, and behaviorally active participants in their own learning. Their self-generated
thoughts, feelings, and actions are systematically geared toward the attainment of their goals.
They use take advantage of every learning opportunities that come their way. In contrast, low
performing students may lack motivation, self-regulation skills, or a combination of the two
traits. They are inconsistent in abilities and performance (achievement). Factors commonly
associated with their low or poor academic performance include low academic self-concept, low
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self-efficacy, low self-motivation, low goal-valuation, and negative attitude toward school and
low perceived control.
Background of the Study
The study was chosen by the researchers upon encountering the problems of nursing
students in terms of their academic performance in San Juan de Dios Educational Foundation
Inc., College. The study would like to identify the reasons affecting the students school
performance.
The researchers would like to determine how second year nursing students perform
according to their motivations and how those will affect their academic performance. The study
would like to determine the motivations of a high performing student and the motivations of a
low performing student. Thus, through identifying the motives, this would be a help to their
school progress and be able to continue their improvement and work out on their weaknesses. In
addition, researchers would like to perceive how school can produce quality and well-screened
students.
Being part of the SJDEFI community, the researchers would like to impart and contribute
to the schools effective functioning. The study aims to enhance and improve the academic
performance of high and low performing students in relation to their motivational factors.
Theoretical Framework
According to Deci and Ryan(2002), Self-determination theory (SDT) is the theory of
human motivation and is concerned with the choices people make with their own free will and
full sense of choice and external influence and interference. SDT focuses on the degree to which
an individuals behavior is self-endorsed and self-determined. It distinguishes between different
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types of motivation based on the different reasons or goals that give rise to an action. The most
central distinction is between intrinsic motivation and extrinsic motivation. Intrinsic motivation
refers to initiating an activity for its own sake because it is interesting and satisfying in itself, as
opposed to doing an activity to obtain an external goal (extrinsic motivation). Based on the
degree of control exerted by external factors, levels of extrinsic motivation can be aligned along
a continuum.
This theory differentiated between intrinsic and extrinsic motivation played in an
individuals behavior. Extrinsic motivation involves the need to experience oneself as capable
and competent controlled by the environment or external to the individual and being able to
reliably predict outcomes. Internal motivation involves the need to actively participate in
determining own behavior. It includes the need to experience ones actions as result of self or
own choice.
Hence, in the relation to the present study, the SDT or theory of human motivation was
used in the study of motivational factors of high and low performing nursing students in relation
to their academic performance, whether they were influenced by intrinsic and/ or extrinsic
factors. Motivational factors may or may not influence their academic performance. The study
would help the high performing students to maintain or enhance their academic performance,
while low performing would help them to improve their performance, in relation to their
motivational factors.
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Conceptual Framework
Figure 1. Diagram of Research Paradigm
The motivational factor of the students arouses and sustains their action toward a desired
goal, classified as intrinsic or extrinsic. Intrinsic motivational factors are factors that come from
within. These are composed of desire to learn due to their interests, for self-fulfillment,
enjoyment and to achieve a mastery of the subjects. Examples of intrinsic motivations: seeing
nursing as a caring profession, perceiving nursing as a challenge, taking up nursing to be able to
render care to those who are ill, belief that Filipinos are good nurses, and the desire to uplift
ones self esteem. On the other hand, extrinsic motivational factors came from external or
outside. These were composed of parental, peers, media influence and rewards such as high
salary or opportunity going abroad.
The motivational factors which can be intrinsically and/or extrinsically motivated help
the students on their level of academic performance to concentrate which can be identified as
high and low performance. High-achieving students exhibit self-generated thoughts, feelings,
and actions which they are systematically oriented and motivated towards the attainment of
goals. However, low performing students may lack motivation. They are inconsistent in ability
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Motivational Factors
Intrinsic
Extrinsic
Academic
Performance
High
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and performance (achievement). Factors commonly associated include low academic self-
concept, low self-efficacy, low self-motivation, low goal-valuation, and negative attitude toward
school and low perceived control.
Thus, students can be classified as high and low on their level of academic performance
through the influence of their motivational factors, whether they are intrinsically and/or
extrinsically motivated.
Statement of the Problem
This study will determine the intrinsic and/or extrinsic motivational factors of the first
year nursing students of San Juan de Dios Educational Foundation Inc., school year 2008- 2009
in relation to their level of academic performance. This study aims to answer the following
questions:
1. To what extent do the motivational factors influence the respondents to take up
nursing?
2. What percentage of the respondents are high and low performing when grouped
according to motivational factors?
3. Is there a significant relationship between the motivational factors and level of
academic performance of the respondents?
Hypotheses
HO: There is no significant relationship between motivational factors of high and low
performance of the second year nursing students?
Ha: There is a significant relationship between motivational factors of high and low academic
performance of the second year nursing students.
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Scope and Delimitation
The respondents were selected from 160 second year nursing students school year 2009-
2010 classified as high and low performing students during their first year level in San Juan de
Dios Educational Foundation Inc., school year 2008- 2009. The students are officially enrolled in
the program of Bachelor of Science in Nursing regardless of age and gender in the first semester.
The students classified as high performing had an average grade of eighty five percent (85%) and
above while low performing students had an average grade of seventy nine percent (79%) and
below. The permission of the Nursing Department and the second year nursing students was
asked to allow the researchers to gain access on their final grades in the first and second semester
during the said year. This study aimed to identify the intrinsic and/or extrinsic motivational
factors in relation to the level of academic performance of the students. The researchers selected
respondents through sampling technique method. Descriptive correlational design was used to
obtain necessary information about the randomly-selected respondents
Significance of the study
To the Students
The study will determine the motivational factors among second year nursing students that
influence or affect their academic performance. This study will help the low performing students
improve their academic performance, while high performing students will be encouraged more to
maintain or further improve their academic performance thru developing a favorable behavior
towards the learning process whether they are intrinsically and extrinsically motivated thru
possible recommendations of the researcher.
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To the Parents
This study will determine the motivational factors of their children in order for them to be aware
of the factors influencing them on their academic performance. It will help the parents to guide
and support their children to improve their performance toward their study in relation to their
identified motivational factors.
To the Department-College of Nursing
This study will help the educators by knowing what strategies they will use to motivate the
students to study and to understand the attitudes of the students towards the course. Thus, it
would help maintain quality nursing students. Increased motivation and engagement in learning
have consistently been linked to reduced dropout rates and increased levels of student success.
Development of academic motivation in students is an important goal for educators because of
its inherent importance for future motivation as well as for student's effective school functioning.
Definition of Terms
Motivation is anything that caused the students to behave as they do. It involves having the
desire and willingness to do something. It can be the reason for the action or that which gives
direction to their action. There are two types: intrinsic and extrinsic motivation.
-Intrinsic Motivation is motivation that comes from inside an individual rather than from any
external or outside rewards, such as money or grades. The motivation of the student comes from
the pleasure gets from the task itself or from the sense of satisfaction in completing or even
working on a task.
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-Extrinsic motivation refers to motivation that comes from outside an individual. The
motivating factors are external, or outside, rewards such as money or grades. These rewards
provide satisfaction and pleasure that the task itself may not provide.
Academic Performance is an action, task or operation and progress of students in school
Final Grade refers to the average grade in the first and second semester of the students during
their first year level of school year 2008- 2009 and who are currently enrolled in San Juan de
Dios Educational Foundation Inc., College
High performing students included students with an average grade of 85% and above which
exhibit more positive academic self-perceptions, motivation/self-regulation, goal evaluation,
attitudes toward school, and attitudes toward teachers. They are self-regulated in which they are
cognitively, motivationally, and behaviorally active participants in their own learning.
Low performing students included students with an average grade of 79% and below are lack
of motivation, self-regulation skills, or a combination of the two traits. They are inconsistent in
ability and performance (achievement). Factors commonly associated include low academic self-
concept, low self-efficacy, low self-motivation, low goal-valuation, and negative attitude toward
school and low perceived control.
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Chapter 2
REVIEW OF RELATED LITERATURE
Motivation towards studies is a question of energy, such as process starting, sustaining
and directing students study behavior. On the other hand, motivation in education can have
effects on how the students learn and their behavior towards subject matter. It can direct behavior
toward specific goals, guide to increased effort and energy, increase initiation of, and persevere
in activities, intensify cognitive processing, determine what consequences are to be strengthened,
lead to better performance. (Omrod, 2003)
Motivation determines the presence and vigor of activity. Although motivation provides
energy or power that makes it possible for learning to occur, more is needed for the realization
for learning. Motivation is the heart of learning process. A strong inner urge will mean stronger
efforts. Adequate motivation provides the energy that makes it possible for learning to occur.
More is needed for the realization of learning. Learning efficiency is impaired if there is neither
explicit not self-induced desire to learn. Self-direction is essential to promote a complete
development best when they are sensitive to maturing self-direction in the students. (Gregorio,
2000).
Motives are important aspect of motivation. They release energy and arouse activity. It is
not enough to activate an organism. The energy released is ineffective unless action is directed
toward some object that is capable of satisfying the drive. Improvement in learning will take
place when activities are converged upon well-defined and attainable goals. Learning cannot be
successful without persistent selective and purposeful effort. This principle has far reaching
implication for educational procedures. The needs are adequate motives for doing college or
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university work is clearly as great as the need for adequate motive for doing any other types of
work. (Gregorio, 2000).
Motivation is a driving force that initiates and directs behavior. In other words,
motivation is a kind of internal and external energy which drives a person to do something in
order to achieve something. (ezinearticles.com). It is a question of energy, such as process
starting, sustaining and directing students study behavior. On the other hand, motivation in
education can have influenced on how the students learn and their behavior towards subject
matter (Ormrod, 2003). It can direct behavior toward specific goals, guide to increased effort and
energy, increase initiation of, and persevere in activities, intensify cognitive processing,
determine what consequences are to be strengthened, lead to better performance.
Motivation refers to the dynamics of our behavior, which involves our needs, desires, and
ambitions in life. Achievement motivation is based on reaching success and achieving all of our
aspirations in life. Achievement goals can affect the way a person performs a task and represent
a desire to show competence (Harackiewicz et al.,1997).
Motivation is based on three specific aspects such as the arousal of behavior, the direction of
behavior, and persistence of behavior. Arousal of behavior involves what activates human
behavior and direction of behavior is concerned with what directs behavior towards a specific
goal. Persistence of behavior is concerned with how the behavior is sustained.
According to Ryan and Decis Self-determination theory (SDT) is the theory of human
motivation and is concerned with the choices people make with their own free will and full sense
of choice and external influence and interference. The individuals behavior is self-endorsed and
self-determined. It distinguishes between different types of motivation based on the different
reasons or goals that give rise to an action. Extrinsic motivation involves the need to experience
oneself as capable and competent controlled by the environment or external to the individual and
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being able to reliably predict outcomes. Internal motivation involves to the need to actively
participate in determining own behavior. It includes the need to experience ones actions as
result of self or own choice.
On the other hand, Stephen Moultons Multifactor Motivation Theory (2007) says that
people are motivated to do things because they desire to and not because others think it is a good
thing to do. Motivations results from actions that gratify from inner needs. It is not an indicative
of being motivated if people are strained to do something and doing it. And according to
numerous studies done over the past 50 years, parents (despite of generation or supposed
generation gap) have the greatest influence over their childrens decisions even in todays
society, with the influence of television, peers and internet.
Student motivation naturally has to do with students' desire to participate in the learning
process. But it also concerns the reasons or goals that underlie their involvement or
noninvolvement in academic activities. Although students may be equally motivated to perform
a task, the sources of their motivation may differ.
A student who is intrinsically motivated undertakes an activity "for its own sake, for the
enjoyment it provides, the learning it permits, or the feelings of accomplishment it evokes". An
extrinsically motivated student performs "in order obtain some reward or avoid some punishment
external to the activity itself," such as grades, stickers, or teacher approval (Lepper)
Anyone formally or informally responsible for oversight of others, who are engaged in
work or learning tasks, will be aware that some people are participating more out of interest in
the task than others are. Others gain their satisfaction principally out the way in which their
performance on the task leads to rewards like pay or status or good grades in a course. But
typically there is a mixture of motives for which a range of different incentives is relevant. Most
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people will find at least some satisfaction in simply doing the work. They might say, for
example, that they found it "interesting". For most people there is also some satisfaction in
rewards which are contingent upon performance in the task. The balance of these intrinsic and
extrinsic sources of satisfaction varies from one person to another and between different
situations. Some people indeed are highly motivated by both intrinsic interest and extrinsic
rewards.
They are usually aware to some extent of the ways in which both intrinsic and extrinsic
types of motivation affect academic performance satisfaction, but there are many complexities in
how these different types of motivations and their relevant rewards affect behavior. One of the
most subtle and demanding complexities has been found to occur when extrinsic rewards are
given for performance in a task which would otherwise have been undertaken purely out of
interest. But effects of the interaction are not simple and have been a subject of extensive debate
in recent years. How extrinsic rewards affect intrinsic motivation obviously has many
implications for the management of incentives for work and study where both extrinsic rewards
and intrinsic motivation are very often found together.
Extrinsic rewards have been found to reduce intrinsic motivation, but not in all
circumstances. The majority of published research has dealt with the effect on motivation rather
than performance, but consequent effects can be evident in performance, and there are many
theoretical predictions supported at least in part by empirical findings. When people are
intrinsically motivated they tend be more aware of a wide range of range of phenomena, while
giving careful attention to complexities, inconsistencies, novel events and unexpected
possibilities. They need time and freedom to make choices, to gather and process information,
and have an appreciation of well finished and integrated products, all of which may lead to a
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greater depth of learning and more creative output. Extrinsic rewards tend to focus attention
more narrowly and to shorten time perspectives, satisfaction and long term commitment to a task
may also be affected.
By intrinsic motivation we mean a process of arousal and satisfaction in which the
rewards come from carrying out an activity rather from a result of the activity. We speak of the
rewards being intrinsic to a task rather than the task being a means to an end that is rewarded or
satisfying. By contrast, one might study hard in order to get high grades in which there is a
reward as a consequence of effort to reach a goal where the deficit is reduced.
The term intrinsic sometimes also occurs with a different connotation in reference to
incentives which are consistent with personal qualities, intentions and values. Satisfaction gained
from such incentives may be seen as intrinsic to the person rather than to the task. It can be the
case that behavior such as undertaking a scientific research project can assist in the satisfaction
of personal development goals while it is also intrinsically rewarding in itself. The micro sense
of intrinsic interest in the task is the primary meaning, but satisfaction intrinsic to the person in
the macro sense carries some of the same meaning, especially in regard to the processes of
integration which will be considered further below. However, while the two can work together,
intrinsic motivation in the primary sense is vulnerable to being inhibited by the use of extrinsic
rewards in ways which do not give the secondary type of intrinsic satisfaction but are
experienced as alien to the person. The work of several investigators in recent years points to the
importance of the secondary or macro type of intrinsic satisfaction from extrinsic rewards as the
clue to managing the effects of extrinsic rewards in ways which do not inhibit the operation of
intrinsic motivation for engagement in the task..
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The original report of an experiment which led to many others showing that extrinsic
rewards, like grades and money, when associated with outcomes of interesting tasks tend to
suppress the operation of intrinsic motivation, was published by Deci in 1971 (Deci 1975). He
found that if people will get high grades, they would otherwise have done out of interest they
will be less likely to do it in future without getting a high grade.
There are different reasons why Filipinos would want to go abroad especially those in the
medical field. Some prefer to go abroad because of high salary. Filipinos are motivated to get a
better quality life. It may be difficult for a health professional to but a new house and car, as well
as easily purchase a digital camera, television set, personal computer and the like here in the
Philippines. By working overseas, their dream of owning a car can be fulfilled (Cruz, 2004;
Tapaoan, 2004). Most MD-RNs prefer going to the US to realize the American Dream, just
like most other immigrants. The goal to improve ones life is worth all the effort (Saha, 2004).
Nurses based in cities around the Philippines can earn from P8,500 (US $155) to P16,500
(US $300) per month. While nurses based of rural areas can earn only between P3, 500 (US $64)
and P5, 500 (US $100) monthly. And even in private hospitals around Metro Manila, the
accounts of nurses only earning P2,500 (US $45) to P3,000 ( US $55). The Republic Act 9173
states that P13,00 ( US $245) should be the minimum basic pay of nurses.
On the other hand, if we compare the salary of doctors and the salary of nurses here in the
Philippines, the doctors definitely have a higher salary. But why do more and more people in the
medical profession change career paths and why do some prefer nursing over medicine? When
we consider nursing and the medical professions, there are people who prefer the nurses kind of
work since it is more in tune with the patient in terms of providing care. It follows a more
holistic approach as compared to medicine that is more concerned with the pathophysiology of
disease and its medical management. The needs of the patient are more often neglect by doctors.
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One respondent added, Nursing makes me feel complete in taking care of patients. Another
said that nursing has made him a better doctor.
Many are disgusted with what is happening in the country uncontrolled corruption and
poor peace and order. The country is also in hopeless economic state: the peso falls and the cost
of living continue to go up. Nursing is the road to migration of families abroad, away from the
Philippines, away from the land of lost opportunities (Manalansan and Azurin, 2003)
The Philippines has become the number one provider of nurses in the United States. This is
because nurses from the Philippines have the reputation of being committed to their profession. Filipino
nurses are also compassionate, hardworking and, loyal which are the key attributes health care facilities
are looking for in nurses. And with the ever-decreasing health care professionals in the United States,
there is no reason not to continue getting nurses from overseas nurse recruitment firms in the Philippines.
The United States started adding 20,000 to 65,000 working visas in 2003 available for foreign
professionals per year, including nurses from the Philippines. The visas are distributed among countries
that send nurses to the US.
Overseas nurse recruitment firms in the Philippines are aware of this need. Overseas nurse
recruitment firms in the Philippines can help solve this serious crisis in the healthcare and medical
industry in the United States by providing the country with adept and flexible Filipino nurses who can
offer quality services. Overseas nurse recruitment firms in the Philippines believe that the solution to this
shortage in nurses is the deployment of qualified nurses to fill in the positions. With this, overseas nurse
recruitment firms in the Philippines are able to sustain business and, at the same time, help the thousands
of registered nurses in the Philippines get good jobs abroad.
There is a projection that more nurses are to be required in the United States until the year 2020.
With the highly qualified nurses from the Philippines, the country can still remain to be the number one
supplier of nurses for health care and medical facilities in the United States. Overseas nurse recruitment
firms in the Philippines are reaching out to more registered nurses in the Philippines to meet this
overwhelming and growing demand for nurses and medical professionals. (Abbariao.com)
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In the study made by BioMed Central Nursing Research about Nursing Students
Motivations towards their studies, the motivation among first year nursing students goal and the
future time perspective theories were combined. The result of the study showed that the students
could be motivated by the present studies leading to the future utilities as registered nurses and
that both present and the future might be regulated internally or externally. These dimensions of
a goal have different influence on motivation. Students who are internally regulated were more
task-oriented and attracted in the course and performed well. Students who are externally
regulated used more avoidance ego goals, were less interested and performed worse. Those
students, who also find the courses practical for the future, not only for the training but also they
are motivated and attained better result, than those students who found the courses just relevant
for training (Wilson, 2008).
The principle of motivation states that the learner must be motivated before learning
takes place. This fact suggests the desirability of studying the way in which concepts goals and
needs engendered in the learner. Motivation is basic to learning through a proper motivation.
Motives compel the learner to act or to react. Motivation of learning is more efficient when it is
directed by strong motivational pattern. Continuous motivation is essential in developing
concentration of attention.(Gregorio 2000).
Students motivation naturally has to do with students desire to take part in the learning
process. But it also concerns the reasons or goals that underlie their involvement or non-
involvement in academic activities. Although students may be similarly motivated to perform a
task, the sources of their motivation may differ.
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A student who is intrinsically motivated undertakes an activity for its own sake for the
enjoyment it provides, the learning it permits or the feelings of accomplishment it evokes
(Lepper, 1991)
An extrinsically motivated student performs in order to: attain some reward or avoid
some punishment external to the activity itself. such as grades, stickers or teacher approval.
(Lepper, 1991)
Even if motivation is elevated, this may not be reflected in the performance, perhaps
because of hindrances, such as lack of capability or preparation, inadequate materials,
machinery, aids and tools, an unsuitable strategy for doing the job, a system and organizational
environment which are not helpful to continuous improvement, etc.
INTRINSIC AND EXTRINSIC MOTIVATION
Motivation can be seen as an intrinsic or extrinsic factor. Enjoy learning for its own sake
or positive feedback on learning outcomes are example of intrinsic motivation. Accordingly,
there is a built-in pleasure for the activity itself. Intrinsic motivation is the internal desires to
perform a particular task, people do certain activities because it gives them pleasure, develops a
particular skill while extrinsic motivations are factors external to the individual.
In a study of self- efficacy, intrinsic and extrinsic motivations as predictors for students engage
in academic work.
Intrinsic Motivation
Intrinsic motivation is an internal stimulus to learning. It is based on the motives that
every individual strives to satisfy. Motives are intrinsic, or within the person. They have their
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roots in needs and drives. Motives refer to drives that exercise behaviors. Motives are thoughts,
feelings, or conditions that cause one to act. Motives are highly individualized. They belong to
the students and they have energizing function. The desire for knowledge, the desire to explore
and the desire to construct are the most common forms of intrinsic motivation. Interest of the
learner in a subject matter is an internal desire to do better work. In intrinsic motivation the
students work are not on the focus of external rewards, but for personal satisfaction that comes
with accomplishment. Good motivation aims when the motive for doing the act lies within the
act.
The students who are intrinsically motivated carries out an action for the learning it
permits and engage for the enjoyment in the learning process without considering its
consequence. They take advantage of a given opportunity and show intense effort and
concentration in the implementation of learning process. Also, they reveal positive emotions
such as excitement, enthusiasm, interest, and optimism during learning. (ezinearticles.com)
Students are likely to be intrinsically motivated if they: attribute their educational results to
internal factors that they can control (e.g. the amount of effort they put in), believe they can be
effective agents in reaching desired goals (i.e. the results are not determined by luck), and are
interested in mastering a topic, rather than just rote-learning to achieve good grades. Motivation
is based on three specific aspects such as the arousal of behavior, the direction of behavior, and
persistence of behavior. Arousal of behavior involves what activates human behavior and
direction of behavior is concerned with what directs behavior towards a specific goal. Persistence
of behavior is concerned with how the behavior is sustained.
In fact, several theorists such as Combs (1982) or Purkey & Stanley (1991) maintain that
there is only a single kind of intrinsic motivation. That motivation is one that can be described
as engaging in activities that enhance or maintain a person's self-image or concept of oneself.
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Other theorists such as Malone and Lepper (1991) define self motivation in broader and perhaps
more useful terms. Malone and Lepper believe that motivation is simply what people will do
without external influence. Said another way, self motivation or intrinsically motivating
activities are those in which people will partake in for no reward other than the enjoyment that
these activities bring them.
Extrinsic Motivation
This type of motivation is an external stimulus to learning activity. Praises and rewards
are some of the more common types of extrinsic motivation. Extrinsic motivation is based on
incentives external rewards. The extrinsic motivation, students are encourage to do good college
work by such prizes and privileges.
Extrinsic or external motivation is the term used to describe external factors that
stimulate individual. The concept of externally motivating someone is not at odds with the fact
that motivation comes from within. The point here is that it is possible to provide others with
situations or an external environment that is motivating. The students who are extrinsically
motivated carries out an action in order to obtain rewards or to avoid punishments from external
source. Extrinsic referred to as social motivations include parents influence, peers influence,
and media influence. (Motivation Theory and Leadership 2006 - 2007 Money-Zine.com)
Extrinsic motivators include parental expectations, expectations of other trusted role
models, earning potential of a course of study, and grades (which keep scholarships coming).
(DeLong and Dale Winter,2002)
Students self-efficacy beliefs their confidence in their educational and vocational
prospects shape the occupational options they consider and the way they prepare for careers.
These beliefs and aspirations are often influenced by parents own self-efficacy beliefs and
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aspirations (Bandura et al, 1996). Parents Values regarding academic achievement influence
adolescents values and occupational goals (Sameroff, 2001).Moreover, gender also may have an
influence. A 1192 report by the American Association of University Women (AAUW)
Educational Foundation claimed thet the schools short-change girls by steering them away from
science and math and into gender-typed pursuits. Six years later, a follow up study reported that
girls were taking more science and math than before and doing better in those subjects.
According to the National Center for Education Statistics (1997), male and female high school
seniors are now equally likely to plan careers in math or science (AAUW Educational
Foundation, 1998b; Weinman 1998).
Parents Influence
Over the years, research has moved from examining family demographics and their
relationships to career development to examining the dynamics of family interactions. One
consistent finding in research suggests that adolescents own aspirations are influenced by their
parents aspirations or expectations for them. When adolescents perceive their parents to have
high educational expectations for them, adolescents are likely to have higher aspirations for
themselves. A (1998) Sylvan Learning Center report indicates that parents and childrens views
about career aspirations are more compatible than incompatible. Parents are influential figures
with whom, whether intentionally or unintentionally, children become aware of and get exposed
to occupations or career opportunities and implied expectations (Taylor et al, 2004). Overall,
research supports the influence of parental expectations and aspirations on the career decisions
and aspirations of their children. These expectations lay a foundation for parents behaviors and
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interactions with their children, which then indirectly or directly influence choices they make in
the future (Taylor et al, 2004).
Parents Educational Attainment
The most common place observation in the study of educational stratification and
mobility is that how far an individual goes in school is strongly associated with how far his or
her parents have gone in school. Although the reasons for this association are the subject of a
rich field of investigation and the strength of the association varies across time and place, the
positive correlation of parents and offsprings educational attainments is nearly universal.
Whereas early studies of educational inequality focused on educational attainment as a status,
typically measured by total years of schooling attained, (Duncan 1965; 1967; Blau and Duncan
1967; Hauser and Featherman1976) more studies that are recent have assumed that schooling is a
dynamic process. The process is conceived of and measured as a sequence of school transitions
between levels of schooling, whether measured as years of school completed or enrollment in
major organizational divisions of school systems (e.g., Duncan 1968; Mare 1980, 1981a; Shavit
and Blossfeld 1993; Breen and Jonsson 2000). Typically, mothers and fathers schooling in the
same way as offsprings schooling measure as highest grade of school completed, and estimate
their linear effects on the log odds of school continuation. It is widely recognized that parents
aspirations for their offsprings socioeconomic achievements are heavily conditioned by their
own accomplishments. Parents desire and expect that their children will grow up to achieve at
least as high a standard of living as they themselves enjoy and that educational attainment is the
primary avenue to socioeconomic success. In an era of secularly rising average levels of
educational attainment, one criterion of successful parenthood is for children go at least as far in
school as their parents. Moreover, theorists of educational inequality suggest that parents
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educational attainments set a floor for the attainments of their offspring because individuals face
psychic costs to downward intergenerational mobility (Boudon 1974; Breen and Goldthorpe
2000; Breen and Yaish ).
Peer Influence
Peers have also been shown to have an effect on decision. While the effect of peers on
vocational choice is reliant upon gender and social class, research point out that boys tend to
rank peer influence low when it comes to choice. Also, there is verification that lower class boys
who attend middle class schools tend to have higher aspirations than do lower boys who attend
lower class schools (Adams, 1980)
Media Influence
These results relate to how the media depict nurses and the nursing profession. Thirty-
two (25%) participants stated that the media presented a negative view of nursing. In
comparison, only 6 (4.8%) participants stated that the media projected a positive perspective.
This view shows how media affects students in choosing nursing as a degree of course. Boudon
1974; Breen and Goldthorpe 2000; Breen and Yaish ).
Academic Performance
In educational institutions, success is measured by academic performance, or how well a
student meets standards set out by the institution itself. As career competition grows ever fiercer
in the working world, the importance of students doing well in school has caught the attention of
parents, legislators and government education departments alike. Although education is not the
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only road to success in the working world, much effort is made to identify, evaluate, track and
encourage the progress of students in schools. Parents care about their child's academic
performance because they believe good academic results will provide more career choices and
job security. Schools, though invested in fostering good academic habits for the same reason, are
also often influenced by concerns about the school's reputation which can hinge on the overall
academic performance of the school. State and federal departments of education are charged with
improving schools, and so devise methods of measuring success in order to create plans for
improvement. The tracking of academic performance fulfills a number of purposes. Areas of
achievement and failure in a student's academic career need to be evaluated in order to foster
improvement and make full use of the learning process. Results provide a framework for talking
about how students fare in school, and a constant standard to which all students are held.
Performance results also allow students to be ranked and sorted on a scale that is numerically
obvious, minimizing complaints by holding teachers and schools accountable for the components
of each and every grade. Performance in school is evaluated in a number of ways. For regular
grading, students demonstrate their knowledge by taking written and oral tests, performing
presentations, turning in homework and participating in class activities and discussions. Teachers
evaluate in the form of letter or number grades and side notes, to describe how well a student has
done. At the state level, students are evaluated by their performance on standardized tests based
on a set of achievements students are expected to meet. (ehow.com)
As stated by Eric Clearinghouse on Educational Management, Eugene, Oreg, in 1994 although
students motivational histories go together with them into each new classroom setting, it is
necessary for facilitators to view themselves as active socialization agent capable of
stimulating students motivation to learn (Brophy 1987).
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Different task dimensions can also promote motivation to learn. Ideally, tasks should be
challenging but achievable. Relevance also promote motivation, as does contextualizing
learning, that is, helping the students to distinguish how skills can be applied in the real world
(Lepper). Tasks that consist of a moderate amount of discrepancy or integrity are favorable
because they arouse the students inquisitiveness, an intrinsic motivator (Lepper).
In addition, defining tasks in terms of specific, short term goals can assist students to associate
effort with success (Stipek 2000). The verbal noting of the purposes of the specific tasks when
presenting to the students is also beneficial (Brophy).
While extrinsic rewards, should be used with caution, for they have the potential in decreasing
intrinsic motivation. To encourage motivation to learn, practices should stress learning, task,
mastery and effort (Maehr and Midgley) rather than relative performance and competition.
High and Low Performing Students
Students develop confidence in many ways with their academic performance. Perceptions
of the students about their performance, deals with their studies and copes with different tasks in
school. Valuing learning, and believing in the importance of the task increases their achievement
orientation and motivation.
Application of energy and effort of students toward attaining a goal (diligence) or the
students ability to reach goals (achievement)
would provide a powerful prospective mechanism
to the level of academic performance. It is likely that high performing students are engaged in
learning opportunities and take advantage of the teaching practices for their own learning.
(Konstantoupoulos). Students comprise self-generated thoughts, feelings, and actions which are
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systematically towards the attainment of their goals. They are cognitively, motivationally, and
behaviorally active participants in their own learning (Zimmerman, 1994). Likewise, students
value the goals associated with school which consists of the enjoyment that a task brings. They
tend to develop confidence in many ways, and those who are confident about their skills are
more likely to engage in a variety of learning. The perceptions students have about their skills
influence the types of activities they select, how much they challenge themselves at those
activities, and the persistence they exhibit once they are involved in the learning process
(Schunk,1994). Attitudes toward school consist of the students' self-reported interest in and
positive feelings toward school. Low performing students are inconsistent in ability and
performance (achievement). Factors commonly associated include low academic self-concept,
low self-efficacy, low self-motivation, low goal-valuation, and negative attitude toward school
and low perceived control.They lack of motivation, self-regulation skills, or a combination of the
two traits (Thorpe,1994). Underachievers appear to display negative attitudes toward school
(Diaz, 1998). They often exhibit low self-concept or low self-efficacy (Supplee et al., 1990).
Grading System in San Juan De Dios Educational Foundation
The grades of the students are computed in accordance with the prescribed norms and
standards established by the college. The college adopts the following grading system: 30% for
class standing, 30% for average quizzes or long examinations, and 40 % for major examination
(midterm and final examinations).
Class Standing
The basis of a students grades and credits in any subject is not only based on the results
of his/her examination but also on the totality of his/her efforts. Class Standing includes 10%
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class recitation or participation, 10% of laboratory experiments or special projects such journal
reports, case studies, reaction papers or reports, 5% for conduct and 5% on attendance.
The average grade from the midterm period plus the average grade from the final period
shall determine the final total grade or credit of the student in a particular subject.
For subjects with lecture and laboratory units, the 60%-40% grading scheme shall be
followed. This means that 60% of the students final grade shall be taken from the lecture grade
and 40% of the students final grade shall be taken from the laboratory grade. Sum of these shall
be the students total final grade for the particular subject.
The official passing grade of the college is 75% and above. A student who gets an
average grade of 74% and below as his/her total final grade shall be marked as Failure (F).
Any provisional or temporary grade at the end of the semester or term for any curriculum
subject which is still subject to conversion into another grade such as conditional shall not be
allowed.
Chapter 3
RESEARCH METHODOLOGY
This chapter includes research method, locale of the study, subject of the study, data gathering
procedure, validation of instrument and statistical treatment of the Data.
Research Method
The study used a descriptive correlational design to obtain necessary information about
the study. Information was ollected through structured questionnaires (frequency method)
composed primarily of extrinsic and/or intrinsic factors that determined the motivation of the
respondents.
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Locale of the Study
San Juan de Dios Educational Foundation, Inc can be found at Roxas Boulevard, Pasay
City. Its College of Nursing was established in the year 1913. It is generally acknowledged as
one of the schools that produce competitive nurses and always have high passing rate in the
Nursing Licensure Examinations. As early as second year college, their nursing students were
exposed to the hospital for their training. Its faculty has well-experienced clinical instructors,
who educate the students in lectures and during their duties at the hospital. Despite of having San
Juan de Dios Hospital as their base of hospital, they also affiliate at Philippine Orthopedic
Center, San Lazaro Hospital and National Center for Mental Health, Ospital ng Sampaloc, Jose
Fabella Memorial Hospital and Paraaque Community Hospital.
Subjects of the Study
The respondents were selected from 160 second year nursing students classified as high
and low performing in academic performance were grouped according to motivational factors
during their first year level in San Juan de Dios Educational Foundation Inc., school year 2008-
2009. The students classified as high performing had an average grade of 85% and above, while
low performing students had an average grade of 79% and below. The respondents must be
currently enrolled in the program of Bachelor of Science in Nursing of San Juan de Dios
Educational Foundation Inc., school year 2009-2010, regardless of age and gender in the first
and second semester. The said respondents were selected through sampling technique
Data Gathering Procedure
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The main purpose of the researchers was to determine the intrinsic and/or extrinsic
motivational factors in relation to high and low academic performing students during their first
year level of school year 2008- 2009. The respondents were selected out of 160 students through
stratified sampling technique. Structured questionnaires were used to gather the information
needed with regard to the motivational factors affecting the students. Intrinsically motivated
students have the desire to learn due to their interests, for self-fulfillment, enjoyment and to
achieve a mastery of their subject. Extrinsically- motivated students motives came from external
or outside, rewards such as high salary or opportunity going abroad. Students work on their
learning process even when they have little interest in it because of the anticipated satisfaction
they will get from some reward. The study identified the significant relationship between
motivational factors and the level of academic performance of the students. The permission of
the Nursing Department was sought to allow the researchers to gain access to their final grade in
the first and second semester during the said year.
The researchers wereable to classify if the high and low performing students were intrinsically
and/or extrinsically motivated.
Research Instrument
The researchers used structured questionnaires for the gathering of data to determine the
motivational factors of the selected second year nursing students of SJDEFI. The questionnaire
included 20 different intrinsic and extrinsic motivational factors that were combined randomly.
The tool adapted from previous thesis study entitled: Career motivation and Academic
Performance of First Year Nursing Students of SJDEFI, by BSN 4E group 10 School Year 2008-
2009.
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The questionnaire is composed of 20 different intrinsic and extrinsic motivational factors
that influenced the high and low performing that were combined randomly. It is composed of 10
intrinsic and 10 extrinsic factors that motivated them to take up nursing. All odd numbers are
intrinsic factors and all even numbers are extrinsic factors. The respondents will choose from 1-5
wherein it will indicate the extent to which of the following reasons that influenced them in
taking up nursing course. Wherein 5- to very high extent, 4- to a high extent, 3- to a moderate
extent, 2- to a limited extent, and 1- not at all. The researchers will total up the scores of all odd
and even numbers. If the student got a high score on all odd numbers, the student will be
considered intrinsically motivated. If the students got a high score on all even numbers, then the
students will be considered extrinsically motivated. The results will determine the motivational
factors between high and low performing students.
Statistical treatment of the Data
Grouped frequency distributions, percentage distributions, weighted mean, and Pearson r
are the statistical treatments that were used by the researchers for the interpretation and analysis
of data and testing of hypothesis.
A. Grouped frequency distribution-
A frequency distribution in which frequencies are displayed for ranges of data rather than
for individual values. This is used to display the final grades in the first and second semester of
the second year nursing students of San Juan de Dios Educational Foundation Inc.
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B. Percentage distribution-
This is used to present the percentage of the respondents classified as high and low when
grouped according to intrinsic and extrinsic factors.
P = f x 100% Where: P = percentage
N F = frequency
N = total number or respondents
C. Weighted mean-
This is the most widely used descriptive statistic. It is used to measure central tendency.
The mean is the index of central tendency that is usually referred to as the average. The mean is
computed by adding all together all the scores or values divided to the total number of scores.
This is used to determine whether the high and low performing student was intrinsically and/or
extrinsically motivated.
X= Where: X= Mean
------ N= Total no. of respondents
N = Summation of all variable express as a Greek
capital letters sigma.
D. Pearson r
This is used to present the significant relationship between the motivational factors and
level of academic performance of the respondents.
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Chapter 4
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
This chapter presents, analyzes and interprets the findings based on the specific based on
the specific posed in the previous chapter. This will also answer and respond to the hypothesis
which was posed in the study. The data gathered is presented in tables and has been described in
narrative form. The data gathered from 160 respondents were analyzed using Excelto determine
the descriptive characteristics of the data using the following statistical treatment: weighted
mean, percentage distribution, and Pearson r.
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Problem 1:To what extent do the motivational factors influenced the respondents to
take up nursing?
Table 1
Ranking of the types of Intrinsic Motives as Perceived by the
Second Year Nursing Students
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This table 1 contains list of different intrinsic motives that influenced the student nurses.
It shows that the students were highly inspired to take up nursing because they believe that
Filipino nurses are good in rendering care having a highest mean of 4.43. The lowest motive was
they believe that nursing was their destiny with a mean of 3.07.
Majority of the respondents perceived that Filipino nurses are good in rendering care.
These only show that students take up nursing because they know that Filipino value of caring
and nurturing of others is of primary consideration in taking up nursing as a course. According to
INTRINSIC
MOTIVES
WEIGHTED MEAN RANK INTERPRETATION
1. I see nursing as acaring profession
4.25 2 To a very high extent
3. I perceived nursing as a
challenge.
4.06 4 To a high extent
5. I took up nursing
because I want to render
quality care to those who
are ill
3.79 6 To a high extent
7. I believe that becoming
a nurse is my destiny.
3.07 10 To a moderate extent
9. Becoming a nurse is mydream.
4.15 3 To a high extent
11. I believe that Filipino
nurses are good in
rendering care.
4.43 1 To a very high extent
13. I want to uplift my self
esteem.
3.79 5 To a high extent
15. I want to challenge
myself
3.61 7 To a high extent
17. Nursing fits my
personality.
3.15 9 To a moderate extent
19. I have what it takes to
finish the course.
3.37 8 To a moderate extent
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Ganzon (2006), Filipinos are generally caring in nature that treat patients like their members of
family. They are generally a very caring people. According to Wagner (2008), Filipino nurses
possess a pleasant attitude and demeanor towards work and life in general, good work ethics,
loyal, family-oriented, and grateful for the opportunity. They are known to be conscientious,
highly skilled, and competent and dedicated to their job. They are some of the sweetest persons
on earth. In addition, they are very professional, goal-oriented, compassionate, and hardworking.
(Abbariao.com/overseas-nurse-recruitment-firms-philippines)
The respondents chose nursing as a course because it was their own field of choice and
not because they were destined for it. It was their own choice in order to achieved self fulfillment
and satisfaction, but not because they believed it was a destiny.
People are motivated to do things because they want to and not because someone else
thinks it is good thing to do. These factors inspired them to decide on their own, satisfy their
inner needs and make them feel fulfilled. They know that if they choose nursing, and it is what
they want, they will be interested and would perform better. (Moulton, 2007)
Table 2
Ranking of the types of Extrinsic Motives as Perceived by the Second Year Nursing
Students
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This table 2 contains the list of different extrinsic motives that influenced the student
nurses. The table indicates that plans of working abroad got the highest mean of 4.00. The lowest
motive was students took up nursing because they want to flaunt their white uniform with a mean
of 2.01.
Most of the students thought that it was their stepping stone to achieve a better life and a
better future. Due to the higher demand of nurses abroad, they believed that the opportunity of
having a job is easy. And because of that, owning a house and even valuable things can be
EXTRINSIC
MOTIVES
WEIGHTED MEAN RANK INTERPRETATION
2. My parents influencedme to take up nursing
3.64 3 To a high extent
4. I took up nursing
because my friends do so.
2.16 7 To a limited extent
6. I took up nursing
because of the high salary.
3.59 4 To a high extent
8. I took up nursing
because its in demand in
the Philippines and
abroad.
3.28 6 To a moderate extent
10. I have plans of
working abroad.
4.00 1 To a high extent
12. I took up nursing
because I want to uplift
my status in life.
3.74 2 To a high extent
14. Medical course runs to
my family.
3.00 8 To a moderate extent
16. I took up nursing only
because I want to flaunt
my white uniform.
2.01 10 To a limited extent
18. Nursing is the course
that I will support on.
3.57 5 To a high extent
20. The media shows
nursing as an exciting job.
2.51 9 To a moderate extent
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fulfilled. And also the workload of a nurse working abroad is decreased; therefore, decreased
workload plus easy money could give them and their family a better and fruitful life they dreamt
of.
According to the article from Philippine Journal of Nursing, that demand of nurses
abroad is high, that is why many Filipinos wanted to take up nursing. And also, there were lots of
benefits that they could get if they will strive hard to finish the said course such as: higher salary
abroad- A city bases nurse in the Philippines can earn from P8, 500 (US. $155) to P16, 500 (US
$30 per month, while a rural nurse can earn only between P3, 500 (US $64) and P5, 500 (US.
$100) monthly. And even in Metro Manila private hospitals, the accounts of nurses only earning
P2500 (US $45) to P3, 000 (US $55). The Republic Act 9173 states that the minimum basic pay
of nurses should be P13, 500 (US $245). But in reality, the salary of nurses here in the
Philippines does not meet the said agreement especially in the private hospitals; Higher standard
of living overseas- In the Philippines, it may be difficult for health professionals to buy a new
house and car, as well as easily purchase things such as television set, personal computer, cell
phones, and the like. On the other hand, those workers abroad, their dream of owning a house or
a car can be fulfilled; more employment and career development opportunities, unlike here in the
Philippines. There are better and constant training provided by overseas and better working
condition, unlike in the Philippines. The leading answer for migrating is higher salary. A nurse in
the U.S. can work in two hospitals at the same time in three days at each hospital per week.
These factors can contribute to the reasons why most of the respondents have plan of working
abroad.
Problem 2.What percentage of the respondents is high and low performing when grouped
according to motivational factors?
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Figure 1
Percentage Distribution of Students According to Motivation
21%
6%
73%
intrinsic
extrinsic
both
The figure 1 shows the percentage distribution of extrinsically and/or extrinsically
motivated students. Out of 160 respondents, 73% were intrinsically motivated, 21 % were
extrinsically motivated, and 6% were both intrinsically and extrinsically motivated. The data
gathered revealed that majority of the respondents were intrinsically motivated.
Intrinsically motivated individuals tend to impress people and be competitive to attain success in
the chosen career. As stated by Edward Deci and Richard Ryan in their Self Determination
Theory, the primary factors that inspire motivation and development are autonomy,
competence, feedback, and relatedness. Also, in the theory of needs, intrinsic people want to
have success and need to receive positive feedback often. These factors are more likely to affect
an individual to achieve personal success but are not a basis for determining ones abilities and
capacities to perform the task. Extrinsically motivated individuals performs task because of
rewards or to avoid punishments. Both groups can perform in the same degree but with a
different stimulations and motivations. And both intrinsically and extrinsically motivated
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individuals performs task because they were influenced by inner needs and at the same time with
the influenced of the outside environment.
Figure 2
Percentage Distribution of the respondents are high and low performing
when grouped according to motivational factors
Motivational Factors High academic performance Low academic performance
Intrinsic (37) 23% (11) 7%
Extrinsic (9) 6% (2) 1.25%
The figure 2 shows the percentage distributions of high and low performing students
when grouped according to motivational factors. Out of 160 respondents, 23% of high
performing students and 7% of low performing students were intrinsically motivated. On the
other hand, 6% of high performing students and 1.25 % of low performing students were
extrinsically motivated. The data gathered revealed that majority of high performing and low
performing students were intrinsically motivated.
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Problem 3. Is there a significant relationship between the motivational factors and level of
academic performance of the respondents?
Academic
Perfermance
Motivitional
Factor
Significant
Relationship Interpertation
High Perfoming
Student
Intrinsic -0.123
Negatively no
relationship
Extrinsic -0.228
Negatively no
relationship
Low Perfoming
StudentIntrinsic -0.041
Negatively no
relationship
Extrinsic 0.389 Low Relationship
The table 4 presents the determination of the relationship in the academic performance of
high and low performing students when group according to motivation when group according to
motivation. The relationships in academic performance of high performing students according to
their motivational factors are -0.123 and -228 in intrinsic and extrinsic motive. On the other
hand, low performing students got -0.041 in intrinsic and -0.389 in extrinsic motives. The data
gathered revealed that there was no relationship in the academic performance of high performing
students according to their motivation and low relationship in the academic performance of low
performing students in terms of extrinsic factor.
Extrinsically motivated equally performed well as intrinsically motivated students.
Student motivation naturally has to do with students interest to participate in the learning
process. But it is also concerned with the reasons or goals that underlie their involvement or
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noninvolvement in academic activities. A student who is intrinsically motivated, initiates an
activity for its own good, for the enjoyment it renders, the learning it permits, or the feelings of
accomplishment it cause (Mark Lepper 2000). An extrinsically motivated student performs in
order to obtain some reward or avoid punishment external to the activity itself, such as grades
and/or teacher approval (Lepper). These motivations can affect the performance of the students.
If an individual is highly stimulated, intrinsically and/or extrinsically, this will result into a better
performance. Their level of stimulation from their motivation determines their performance as to
the intrinsically motivated students, it is understood that they perform well because it is a drive
from within or from themselves. Extrinsically motivated individual, they also perform well
because of factors like to avoid punishment from their parents or they are about to get a reward
like working abroad or prestige they will achieve if they got the highest rank in the class.
(Lepper)
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
Findings
Based on the data gathered from the respondents 160 completed the questionnaires- a
response rate of 100% and the major findings of the study are as follows:
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1. Based on the research executed, it revealed that the highest intrinsic motive (4.43) was
they see nursing because they believe that Filipino nurses are good in rendering care and the
lowest intrinsic motive (3.35) was becoming a nurse is their destiny. On the other hand, the
highest extrinsic motive (4.13) was they have plans of working abroad and the lowest extrinsic
motive (1.93) was they took up nursing because their friends do so.
2. Out of 160 respondents, 37% high performing and 7% of low performing students were
intrinsically motivated. On the other hand, 6% of high performing and 1.25 % of low performing
students were extrinsically motivated. It revealed that majority of high performing and low
performing students were intrinsically motivated.
3. The result of the study revealed that there is no relationship in the academic performance
of high performing students in terms of intrinsic motives (-0.123) and
extrinsic motives (-0.227). On the other hand, academic performance of low performing students
has no relationship in terms of intrinsic motives (-0.042), however in terms of their extrinsic
factor revealed that there was a low relationship in the academic performance of low performing
students (0.39). It shows that there was a low relationship in academic performance of low
performing students in terms extrinsic motives. The data gathered were justified using Pearson r.
Conclusion
Statistical evidence accepts that there is no relationship in the academic performance of
high and low performing students when they were grouped according to motivation. Based on
the research conducted, an intrinsic and/or extrinsic motivational factor does not affect the
academic performance of high performing and low performing students. Intrinsically motivated
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individual can perform equally well with an extrinsically motivated individual. A student who is
intrinsically motivated, initiates an activity for its own good, for the enjoyment it renders, the
learning it permits, or the feelings of accomplishment it cause. An extrinsically motivated
student performs in order to obtain some reward or avoid punishment external to the activity
itself, such as grades and/or teacher approval (Mark Lepper, 2000).
Recommendations
Based on the instruments, findings, and conclusions the researchers arrived at this study
and the following recommendations are given:
1. The administration office should strengthen the motivation program among the first year
nursing students in the College of Nursing. The professors and clinical instructors may use other
teaching styles to improve the students academic performance.
2. The parents should continue supporting their children regardless of the effects of
motivation in the academic performance.
3. High and low performing students should stay focused on their studies even though
intrinsic an extrinsic motivation does not have any relationship to their academic performance.
Students should take into consideration other factors that could affect their academic
performances such as lack of resources, lack of ability or training, inappropriate strategies or
teaching styles.
4. The studies/research of the same type as to the relation of motivation to the academic
performance must be conducted.
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BIBLIOGRAPHY
Herman Gregorio, Principles and Methods of Teaching
Garotech Publishing, 2000, pp. 105- 110
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Matt DeLong and Dale Winter, Learning to Teaching and Teaching to Learn Mathematics:
Resources for Professional Development,
Mathematical Association of America, 2002, page 163.
Bonito, S. (2005) Status of Filipino Nurses in Foreign Employment
Philippine Journal of Nursing 75 (2), 2-4
Harackiewicz, J. M. (2001), Achievement goals and optimal motivation: Testing multiple goal
models. Journal of Personality and Social Psychology, 80, 706 72.
Bandura, A. (2001). Social Cognitive Theory: And Angetic. Annual Review of Psychology,
54(1), 1-26.
Taylor et al., (2004), Evaluating a model of parental influence on youth physical activity.
American Journal of Preventive Medicine 2003, 25:277-282
Goldthorpe, J. (2000. ) in On Sociology (Oxford Univ. Press, Oxford), pp. 137-160.
Jonsson (2000), Understanding Educational Inequality. The Swedish Experience', L'Anne
sociologique, Vol. 50, No. 2, pp. 345 - 382.
Sameroff, A. (2001). Psychosocial, motivational, and contextual profiles of youth reporting
different patterns of substance use during adolescence. American Educational Research
Association, Seattle, WA. pp. 38- 45
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http://www.ijbnpa.org/sfx_links.asp?ui=1479-5868-4-3&bibl=B13http://rcgd.isr.umich.edu/garp/articles/eccles01.pdfhttp://rcgd.isr.umich.edu/garp/articles/eccles01.pdfhttp://www.ijbnpa.org/sfx_links.asp?ui=1479-5868-4-3&bibl=B13http://rcgd.isr.umich.edu/garp/articles/eccles01.pdfhttp://rcgd.isr.umich.edu/garp/articles/eccles01.pdf -
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Deci, E., & Ryan, (2002). Handbook of self-determination research. Rochester, NY:University of
Rochester Press combs 1982 and purkey and Stanley 1991
Lepper, M.R. & Hodell, M. (1991). Intrinsic motivation in the classroom. In C. Ames & R.
Ames, Research on Motivation in Education: Goals and Cognitions (Vol 3). New York:
Academic Press.
BSN 4E group 10 (2008) , Career motivation and Academic Performance of First Year
Nursing Students of SJDEFI, School Year 2008- 2009.
http:/www.ehow.com
http:/www.wikipedia.com
http:/www.freelibrary.com
http:/www.msu.edu
http:/www.biomedcentral.com
http:/academic.reed.edu
http:/www.adb.org
http:/www.yahoo.com
http:/www.googles.com
http:/www.askjeeves.com
http:/www.ezinearticles.com
http://education.calumet.purdue.edu
APPENDIX A
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http://www.ehow.com/http://www.wikipedia.com/http://www.freelibrary.com/http://www.msu.edu/http://ezinearticles.com/http://education.calumet.purdue.edu/vockell/EdPsyBook/Edpsy5/Edpsy5_intrinsic.htmhttp://www.ehow.com/http://www.wikipedia.com/http://www.freelibrary.com/http://www.msu.edu/http://ezinearticles.com/http://education.calumet.purdue.edu/vockell/EdPsyBook/Edpsy5/Edpsy5_intrinsic.htm -
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APPENDIX B
San Juan de Dios Educational Foundation, Inc.
2772-2774 Roxas Blvd., Pasay
September 23, 2009
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Sr. Heidi A. Facto, DC.Dean, College of NursingSJDEFI
Dear Sr. Facto:
Greetings!
We, the BSN 4E- Group 4 students will be conducting a study entitled Motivational Factorsof High and Low Performing Students in Relation to Academic Performance.
A partial fulfillment in NPP-105 ( Nursing Research) under the supervision of Mrs. Carolyne L.Hizon. This study aims to determine the motivations of the students affecting their level of academicperformance. The respondents of the study will be the 2nd year nursing students in the first semesterschool year 2009- 2010.
In this connection, may we request your good office to allow the researchers to get the final
grades in all the subjects of the said respondents during the 1st and 2nd semester of school year 2008-2009. Likewise, we shall also be asking consent of the students to get their respective grades. This datawill help us establish factors contributory to their performance during the said school year. Restassured that all the data to be gathered will be treated with confidentiality.
Your approval regarding this request would really be deeply appreciated.
Thank you very much!
Very truly yours,
__________________Ms. Clarissa Sales
Leader
Noted by: Approved by:
__________________ __________________MRS. CAROLYNE L. HIZON SR. HEIDI A. FACTORESEARCH FACULTY/ ADVISER DEAN, COLLEGE OF NURSING
APPENDIX C
San Juan de Dios Educational Foundation, Inc.
2772-2774 Roxas Blvd., Pasay
September 23, 2009
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Mrs. Leonora OgacionRegistrarSJDEFI
Dear Mrs. Ogacion
Greetings!
We, the BSN 4E- Group 4 students will be conducting a study entitled Motivational Factorsof High and Low Performing Students in Relation to Academic Performance.
A partial fulfillment in NPP-105 ( Nursing Research) under the supervision of Mrs. Carolyne L.Hizon. This study aims to determine the motivations of the students affecting their level of academicperformance. The respondents of the study will be the 2nd year nursing students in the first semesterschool year 2009- 2010.
In this connection, may we request your good office to allow the researchers to get the finalgrades in all the subjects of the said respondents during the 1st and 2nd semester of school year 2008-2009. Likewise, we shall also be asking consent of the students to get their respective grades. This datawill help us establish factors contributory to their performance during the said school year. Restassured that all the data to be gathered will be treated with confidentiality.
Your approval regarding this request would really be deeply appreciated.
Thank you very much!
Very truly yours,
__________________Ms. Clarissa Sales
Leader
Noted by: Approved by:
__________________ __________________MRS. CAROLYNE L. HIZON MRS. LEONORA OGACION
RESEARCH FACULTY/ ADVISER REGISTRARQUESTIONNARE
San Juan de Dios Educational Foundation Inc.2772-2774 Roxas Blvd., Pasay City
Student no. ______
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Section: _______
Direction: Indicate the extent to which the following reasons influenced you to take up Nursing.
5 to a very high extent4 to a high extent3 to a moderate extent
2 to al limited extent1 not at all
5 4 3 2 1
1. I see nursing as a caring profession
2. My parents influenced me to take up nursing.
3. I perceived nursing as a challenge.
4. I took up nursing because my friends do so.
5. I took up nursing because I want to render quality careto those who are ill
6. I took up nursing because of the high salary.
7. I believe that becoming a nurse is my destiny.
8. I took up nursing because its in demand in thePhilippines and abroad.
9. Becoming a nurse is my dream.
10. I have plans of working abroad.
11. I believe that Filipino nurses are good in rendering care.
12. I took up nursing because I want to uplift my status inlife.
13. I want to uplift my self esteem.14. Medical course runs to my family.
15. I want to challenge myself.
16. I took up nursing only because I want to flaunt my whiteuniform.
17. Nursing fits my personality.
18. Nursing is the course that I will support on.
19. I have what it takes to finish the course.
20. The media shows nursing as an exciting job.