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,Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Students develop confidence in many ways with their academic performance. Theperceptions of the students on their performance deal with their studies and accomplish task
which increases 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 not self- induced
desire to learn. Low academic performing students characterized with low motivation, while high
performing student are those with high motivation. Students 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 include the individual characteristics or
dispositions that students bring to their learning, such as their interests, responsibility for
learning, effort, values and perceived ability. Thus, Intrinsic motivators also 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. Extrinsic motivators of the students include parental
expectations, expectations of other trusted role models, earning potential of a course of study,
and grades. In addition, extrinsic motivation is motivation to perform and succeed for the sake of
accomplishing a specific result or outcome. The students may 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 the education. Student's motivation for learning 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
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motives to deal with their studies and how they cope with or accomplish different tasks given to
them. The increased on motivation and engagement in learning have 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
for student's effective school functioning.
Achievement values include whether the student likes a task, the importance the
individual attaches to a task and the potential usefulness of the task. Attitudes toward school may
consist of high and low academic performing students 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. Students are self-regulated in which they are cognitively, motivationally, and
behaviorally active participants in their own learning. Students self-generated thoughts, feelings,
and actions which they are systematically oriented toward the attainment of goals. They use
internalized self-regulatory strategies helps them to achieve and engage in learning opportunities
and take advantage of the teaching practices that take place or that they create opportunities for
their own learning. However, low performing students may 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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Background of the Study
The study was chose by the researchers upon encountering the arising problems of the
decreasing number of nursing students in San Juan de Dios Educational Foundation Inc. The
students school performances are being affected by their motivations. There are students who
studying hard and increasing their effort by spending a lot of time doing school works. They
exhibit more positive academic self perceptions, motivation/self regulation, goal evaluation,
attitudes toward school, and attitudes toward teachers than students who dont perform well.
Low performing students may lack of motivation, self-regulation skills, or a combination of the
two traits. They are inconsistent in ability and performance (achievement).
The researchers would like to determine how second year nursing students perform
according to their motivations and how it will affect their academic performance. Thus, study
will determine the motivations that drive a high performing student and motivations of a low
performing student. Identify the motives in relation to their school progress and be able to
continue their improvement and work out on their weaknesses. Through the identified factors
affecting the student on their academic performance, the study would be a help to reduce the
number of dropouts and be of assistance in maintaining high quality students. Thus, researchers
want to perceive and develop how school can produces quality, 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.
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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 differenttypes 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.
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 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.
Hence, in the relation to the present study, the SDT or theory of human motivation will
be used in the study of motivational factors of high and low performing nursing students in
relation to their academic performance, whether they are influence 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 will help them to improve their performance, in relation to their
motivational factors.
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Conceptual Framework
Figure 1. Diagram of Research Paradigm
A motivational factor of the students arouses and sustains their action toward a desired
goal, classified as intrinsically or extrinsically motivated. Intrinsic motivational factors are
factors came from within. These were 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 resulted to as
high and low performance. High achieving students exhibits self-generated thoughts, feelings,
and actions which they are systematically oriented and motivated towards the attainment of
goals. However, low performing students may lack of motivation. 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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Motivational Factors
Intrinsic
Extrinsic
Academic
Performance
High
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Thus, students can be classified as high and low on their level of academic performance
through the influenced 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. What are the final grades of the second year nursing students in the first and second
semester during their first year level, school year 2008 - 2009?
2. What are the motivational factors of high and low performing students?
3. Is there a significant relationship between the motivational factors and level of
academic performance of the respondents?
Hypothesis
HO: There is no significant relationship between motivational factors and the academic
performance of the second year nursing students.
Ha: There is a significant relationship between motivational factors and the academic
performance of the second year nursing students.
Scope and Delimitation
The respondents will be selected upon 165 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 researchers will select respondents through stratified sampling technique. The
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students classified as high performing with an average grade of 2.25- 1.00 (85- 100%), while low
performing students with an average grade of 3.00- 2.5 (75- 82%). The permission of the
Nursing Department and the second year nursing students will be elicited allowing the
researchers to gain access to their final grades in the first and second semester during the said
year. The study aims to identify the intrinsic and/or extrinsic motivational factors in relation to
the level of academic performance of the students. Descriptive correlational design will be used
to obtain necessary information about the respondents. The said respondents will be randomly
chosen.
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 would help the low performing
students to improve their academic performance, while high performing students will encourage
more in to maintain and 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.
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
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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 would help the educators to 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 to 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
High performing students students with an average grade of 2.25- 1.00 (85- 100%) 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 students with an average grade of3.00- 2.5 (75- 82%), 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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Motivation 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 - 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 fromthe pleasure gets from the task itself or from the sense of satisfaction in completing or even
working on a task.
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 performance, action, task or operation and progress of students in
school
Final Grade 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.,.
Chapter 2
REVIEW OF RELATED LITERATURE
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 dental a powerful prospective
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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 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).
Academic grading in the Philippines
The Philippines has varied university grading systems. Most universities, particularlypublic institutions, follow the grade point system scale of 5.00 - 1.00, in which 1.00 is the highestgrade and 5.00 is the lowest possible grade.
Most common grading system of other colleges and universities:
Grade Point Equivalence Equivalence Description
1.00 96% - 100% Excellent
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1.25 94% - 95% Superior
1.50 91% - 93% Very Good
1.75 89% - 90% Good
2.00 86% - 88% Very Satisfactory
2.25 83% - 85% High Average
2.50 80% - 82% Average
2.75 77% - 79% Fair
3.00 75% - 76% Pass
4.00 70% - 74% Conditional (Midterm Only)
70% and below Failing Final Grade
5A - Failure Due To Absences
5W - Withdrawal
INC - Incomplete
DRP - Dropped
Categories: Academic grading by country |Education in the Philippines(Wikipedia.com)
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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
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.
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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, thedirection 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
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.
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
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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.
One respondent added, Nursing makes me feel complete in taking care of patients. Another
said that nursing has made him a better doctor.
Another factor is the lack of faith in the Philippines. 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)
There are two categories of Filipino nurses overseas based on their status in their host
country. First, immigrant nurses who live overseas as permanent residents who may even
become citizen of their host countries, depending on existing citizenship laws, and the other
category being temporary migrant or OFW nurses whose stay in their host countries are entirely
dependent on their employment contracts.
Filipino emigrant nurses may be classified as economic migrants, career migrants, or
migrant family member; Economic migrant go overseas because they are drawn to a better
standard of living, while career migrants are attracted by enhanced professional opportunities.
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Migrant family members going overseas brought about by migration of a family member, spouse
or partner. In this case, the nursing qualification usually facilitates their overseas immigration.
(Manalansan and Azurin, 2003)
On the study made by BioMed Central Nursing Research about Nursing Students
Motivations towards their studies, the motivation among first year nursing students goal and thefuture 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.
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)
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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
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.
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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.
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 rewardsare 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.
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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
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
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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
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
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school as their parents. Moreover, theorists of educational inequality suggest that parents
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
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
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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).
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.
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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 involves a descriptive correlational design to obtain necessary information
about the study. Information will be collected through structured questionnaires (frequency
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method) composed primarily of extrinsic and/or intrinsic factors that determined the motivation
of the respondents. The respondents will be selected upon 165 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.
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. They are generally acknowledged
as one of the schools who 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. Their 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 will be selected upon 165 second year nursing students school 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 classified as high performing with an
average grade of2.25- 1.00 (85- 100%) ,while low performing students with an average grade of
3.00- 2.5 (75- 82%). 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 semester.
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Data Gathering Procedure
The main purpose of the researchers is 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 will be selected out of 165 students
through stratified sampling technique. Structured questionnaires will be used to gather the
information needed as regards to the motivational factors affecting the students. Intrinsically
motivated students have 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 will identify the significant relationship
between motivational factors and the level of academic performance of the students. The
permission of the Nursing Department will be elicited allowing the researchers to gain access to
their final grade in the first and second semester during the said year.
The researchers will able to classify if the high and low performing students whether
intrinsically and/or extrinsically motivated.
Instrumentation of Data
The researchers will be 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 composed 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 the 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 will be used by the researchers for the interpretation and
analysis of data and testing of hypothesis.
Grouped frequency distribution use 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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Percentage distribution will be used to present the percentage of students who were
intrinsically and extrinsically motivated.
Weighted mean will be used to determine whether the high and low performing student is
intrinsically and/or extrinsically motivated.
.
Pearson r is use to present the significant relationship between the motivational factors
and level of academic performance of the respondents.
BIBLIOGRAPHY
Herman Gregorio, Principles and Methods of TeachingGarotech Publishing, 2000, pp. 105- 110
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 EmploymentPhilippine Journal of Nursing 75 (2), 2-4
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Harackiewicz, J. M. (2001), Achievement goals and optimal motivation: Testing multiple goalmodels. 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'Annesociologique, Vol. 50, No. 2, pp. 345 - 382.
Sameroff, A. (2001).Psychosocial, motivational, and contextual profiles of youth reportingdifferent patterns of substance use during adolescence.American Educational ResearchAssociation, Seattle, WA. pp. 38- 45
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
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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://rcgd.isr.umich.edu/garp/articles/eccles01.pdfhttp://www.ehow.com/http://www.wikipedia.com/http://www.freelibrary.com/http://www.msu.edu/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.ehow.com/http://www.wikipedia.com/http://www.freelibrary.com/http://www.msu.edu/ -
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http:/www.googles.com
http:/www.askjeeves.com
http:/www.ezinearticles.com
http://education.calumet.purdue.edu
QUESTIONNARE
San Juan de Dios Educational Foundation Inc.2772-2774 Roxas Blvd., Pasay City
Student no. ______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 extent
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3 to a moderate extent2 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 the Philippines
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 in life.
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.