BATITANG NATIONAL HIGH SCHOOL

Batitang, Zaragoza, Nueva Ecija

CHAPTER 1

THE PROBLEM AND ITS SETTING

Background of the study

Students are sent in school to gain new ideas, knowledge and

skills. Throughout centuries students are trained to know how to

communicate well, to follow rules and to excel in academic and

extra-curricular activities. In order to do that they should

complete all the requirements including projects, assignments,

indoor and outdoor tasks, attending classes every day, allot

their time to the given schedules of their subjects, etc.

They tend to motivate their selves to pursue and strive hard

in studying and develop their capacity and willingness in order

to pass, get high grades, recognitions and to fulfill the given

requirements needed in their study. In this point, it will be

imparted in our minds that every single student attends classes

just to complete requirements, to have their grades in report

cards, to graduate and to be accepted by the society. Other than

that, expectations also matter, expectations from peers,

families, relatives and friends. With this, they sacrifice

certain important things to avoid frustrations and

disappointments from other people and from themselves caused by

low grades or failing.

First, learners’ motivation may be affected by their

individual educational experience or behavior in the past which

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could promote or oppress motivation. Both the learners themselves

and their instructors may benefit from an explicit consideration

of recollected educational experience. For example, one’s

adoption of maladaptive performance-avoidance goals could be

traced back to negative achievement-related experiences at school

(Anderman, Austin, & Johnson 2002), which, in turn, may be

reframed by changing attributions (similar as, for example, in

trauma therapy; vander Hart, Steele, Boon, & Brown, 1993).

All in all, because of these factors, students are setting

their goals and objectives. Others become academic achievers,

others excel in sports, but others become depressed and

pressured.

From a motivational perspective, one’s willingness to learn

and subsequent engagement in learning reflects educational task

choice. Empirical research, mostly set in secondary school, shows

that a person’s subjective value of a task predicts task choice

(e.g., Harackiewicz, Durik, Barron, Linnenbrink-Garcia, & Tauer,

2008).

Thus, task value constitutes an important prerequisite for

engagement in (new) learning activities. Its importance should

increase with people’s freedom of choice. That is, task value is

supposed to be especially important for one’s decisions to

participate in (voluntary) education and learning activities

(Knowles, Holton, & Swanson, 2005). Recently, Gorges and Kandler

(2012) showed that adult students use (recollected) school-based

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learning motivation as a basis to assess task value with respect

to a new but similar learning opportunity. Thus, in the same way

as knowledge and skills acquired in school form the basis for

further cognitive development and learning (Credé & Kuncel, 2008;

Helmke & Weinert 1997 ), adult learners’ willingness to learn

appears to be rooted in school-based motivational experiences

recollected in adulthood.

Extending this line of research, we suggest that the quality

of one’s learning motivation at school (i.e., their recollected

motivational orientations) differentially affects the formation

of task value of new learning opportunities for the better or the

worse.

It is at this point that the researchers conduct this study

in order to determine the influences and motivational factors

that affect students’ willingness to study. Also in order to

determine what are their true reasons why students strive hard

for their studies.

Statement of the Problem

This study aims to determine the influences and motivational

factors that affect students’ willingness to study, the

challenges that they encounter and how they cope up, and the

process of learning of the Junior and Senior High School Students

of Batitang National High School.

Specifically, it seeks to answer the following questions:

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1. How do physical, mental, emotional and social

relations/behavior/aspects affect students’ studies?

2. What are the factors that influence and motivate the

students for them to show their interests in studying?

3. How do they handle heavy loads of tasks, activities,

projects, assignments, other requirements and to all the people

involved in their studies?

4. What are the reasons why students become achiever, top

learner or even the reason why they fail?

Conceptual Framework

This study is anchored in the belief that the students’

willingness to study can be defined through their personal view

and perceptions about studying. It also aims to identify the

relation and the effects of the motivational factors in dealing

with their studies. These collected data were analyzed and

processed using descriptive method that used qualitative method

that treated the gathered data from the respondents using

observations and certain written questions.

In addition to that the researchers used some research

questions to interview their respondents regarding the study. The

aim of this interview is to measure the knowledge, perceptions

and the engagement of every respondent about their willingness to

study. As a result, this study determined the motivational

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factors and the true reasons why students of Batitang National

High School are still engaged or not in studying.

RESEARCH PROBLEM PROCESS RESULT

Research Questions

1. How do physical, mental,

emotional and social Effects of
relations/behavior/aspects affect
students’ studies?
motivational
factors to
2. What are the factors that
influence and motivate the students
Questions ·Research students’
for them to show their interests in willingness to
studying?
3. How do they handle heavy loads study
of tasks, activities, projects, DATA GATHERING
assignments, other requirements and
to all the people involved in their
studies?
4 What are the reasons on why
Respondents’
.

students become achiever, top

learner or even the reason why they reasons in
fail?
IMPACT RESPONDENTS'
studying
FACTORS PROFILE ·Observations
·Interviews Recommendations
Physical
Social their own
Mental personal view Lectures:
Emotional about
studying
Motivation
Components:  To inform
Acivation,
Persistence,
Ci  To advice
Intensity  To raise
Grounded Theory
DATA ANALYSIS
awareness
FIGURE 1. Research Paradigm

Scope and Delimitations

This study focused on the motivational factors that

influence students’ willingness to study of the Junior and Senior

High Students in Batitang National High School. This study was

conducted on November 2017 and ends on March 2018. Respondents in

this study are ten Junior and Senior students of Batitang

National High School. The student-respondents will be able to

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answer some interview questions regarding the topic. The

questions will include and focus on the factors motivating them

to study. This research does not intend to invade the privacy of

every respondent to be interviewed. It only includes the

perception of every student about their willingness to study. The

relationship of the profiling of the students was also included

in the study.

This research is delimited only to the students from Grade 7

to Grade 11 who are studying in Batitang National High School.

Significance of the Study

This study will be able to know what particular motivational

factors and reasons affect students’ willingness to study. With

the research results, researchers may formulate recommendations

and culminating activity that is relevant to the research

conducted. By these, it will benefit the following:

Students- They are able to voice out certain problems about

their studies (if they have), can improve their willingness to

learn and identify the factors that motivate them to study.

Parents- They can supervise their children and guide them to

be engaged in studies for their future. Also to know if there are

problems between parent-child relationships that affects one’s

studies.

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Faculty and Staff- They are the one who are authorized to

further the recommendations of the researcher regarding the

results of the research and can also supervise, guide and

motivate them to adapt the better process of learning.

Researchers- it will be beneficial for the researchers

knowing what particular problem should be addressed, be able to

know the motivational factors that affect the students

willingness to study and to conduct a culminating activity

aligned to the research results.

Future Researchers- it will be beneficial for them because

they can use this research study as a guide in conducting future

researches.

Definition of Terms

In order to fully understand the terminologies used in this

research, the researchers defined the following terms

operationally.

1. Activation. Refers to involvement of the decision in

initiating a behavior

2. Intensity. Refers to what is seen in the concentration and

vigor that goes into pursuing a goal

3. Motivational Factors. Refers to the factors that influence and

motivate students’ behaviors towards studying, the process that

initiates, guides, and maintains goal oriented behaviors.

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Batitang, Zaragoza, Nueva Ecija

4. Persistence. Refers to continued effort toward a goal even

though obstacles may exist.

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Batitang, Zaragoza, Nueva Ecija

CHAPTER 2

RESEARCH DESIGN AND METHODOLOGY

This study was conducted to determine the different

motivational factors affecting students’ willingness to study in

Batitang National High School. To be able to gather the necessary

data, the researchers utilized the descriptive method wherein

they chose respondents from Junior and Senior High School in

Batitang National High School. An interview was used for the data

gathering.

The respondents in this study accomplished series of

interviews to determine the motivational factors affecting

students’ willingness to study in Batitang National High School.

The credibility of findings and conclusions extensively

depend on the quality of the research design, data collection,

data management, and data analysis.

Research Method

This study utilized the descriptive method of research. As

widely accepted, the descriptive method of research is a fact-

finding study that involves adequate and accurate interpretation

of findings. Manuel and Medel (1976) as sited in Cortez (2017)

defined descriptive research, which describes “what is”. It

involves the description, recording, analysis, and interpretation

of the present nature, composition or process of phenomena.

Relatively the method used under descriptive research is the

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qualitative method which is commonly used to explore gathered

data according to perceptions, feelings and responds of every

single respondent. The credibility of findings and conclusions

extensively depend on the quality of the research design, data

collection, data management, and data analysis. This chapter will

be dedicated to the description of the methods and procedures

done in order to obtain the data, how they will be analyzed,

interpreted, and how the conclusion will be met. This section is

to justify the means in which the study obtained and helped in

giving its purpose and strength as it will then be truthful and

analytical. All these helped in the processing of the data and

the formulation of conclusions.

The Instrument

The researchers utilized interview to measure the variables.

An interview is a conversation where questions are asked and

answers are given. In common parlance, the word "interview"

refers to a one-on-one conversation with one person acting in the

role of the interviewer and the other in the role of the

interviewee. The interviewer asks questions, the interviewee

responds, with participants taking turns in talking.

The researcher wished to accurately capture the data and as

a result all the answers from the interviews were written. After

the gathering, data were coded and analyzed.

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Construction of the Instrument

The interview questions were formulated based on the

existing perceptions towards students’ willingness to study and

also the factors that motivates them to study. It also aims to

know the true reasons why they are studying.

Validity of the Instrument

To determine the validity, the researchers together with

their adviser have their short forums if the interview questions

are valid for qualitative research and if it’s fit to the study.

Also, a dry-run interview was conducted in five respondents who

are not included in the study. This is to check the content and

clarity of the interview questions. With this, they are confident

to conduct their interview using the validated interview

questions.

Administration of the Instrument

Prior to the administration of the instrument to the

respondents, the researchers ask the permission to the SHS group

head and their principal by giving a request letter. After that,

the researchers also gave a letter to the respondents before

having their interactions with the students of the school. The

researchers explained each questions and directions before the

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student-respondents answer the questions. After the data

gathering, data were analyzed and coded.

Respondents of the Study

The respondents in this research study are students from

Junior and Senior High School of Batitang National High School.

The respondents were given enough time to accomplish the

interviews. After collecting the data, it was coded, analyzed and

recorded.

Sampling Procedure

Stratified-random sampling was used in this study. This is a

process of selecting randomly, samples from different strata of

the population used in the study. It can be either horizontal or

vertical group. Students from Grade 7 to Grade 11 were selected

due to the belief that they have different perceptions about the

things that motivate them to study.

Research Locale

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Figure 2. Location Map

The study was conducted at Batitang National High School,

which falls under the barangay of Batitang, Municipality of

Zaragoza in Nueva Ecija.

Data Gathering Procedure

Interviews were personally conducted by the researchers to

the students in Batitang National High School. The respondents

were interviewed individually. The respondents were given an hour

to answer all the interview questions for them to fully

understand the questions and think critically about their

answers. The researchers took down notes during interviews. It

was very useful to the researchers to take down notes because

they can focus on what was being said by the respondents.

Data Analysis

The grounded theory will be used to analyze the interview

data. The phrase "grounded theory" refers to theory that is

developed inductively from a corpus of data. If done well, this

means that the resulting theory at least fits one dataset

perfectly. This contrasts with theory derived deductively from

grand theory, without the help of data, and which could therefore

turn out to fit no data at all.

The basic idea of the grounded theory approach is to read

(and re-read) a textual database (such as a corpus of field

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notes) and "discover" or label variables (called categories,

concepts and properties) and their interrelationships. The

ability to perceive variables and relationships is termed

"theoretical sensitivity" and is affected by a number of things

including one's reading of the literature and one's use of

techniques designed to enhance sensitivity.

Open Coding

Open coding is the part of the analysis concerned with

identifying, naming, categorizing and describing phenomena found

in the text. Essentially, each line, sentence, paragraph etc. is

read in search of the answer to the repeated question "what is

this about? What is being referenced here?"

These labels refer to things like hospitals, information

gathering, friendship, social loss, etc. They are the nouns and

verbs of a conceptual world. Part of the analytic process is to

identify the more general categories that these things are

instances of, such as institutions, work activities, social

relations, social outcomes, etc.

We also seek out the adjectives and adverbs — the properties

of these categories. For example, about a friendship we might ask

about its duration, and its closeness, and its importance to each

party. Whether these properties or dimensions come from the data

itself, from respondents, or from the mind of the researcher

depends on the goals of the research.

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The process of naming or labeling things, categories, and

properties is known as coding. Coding can be done very formally

and systematically or quite informally. In grounded theory, it is

normally done quite informally.

Axial Coding

Axial coding is the process of relating codes (categories

and properties) to each other, via a combination of inductive and

deductive thinking. To simplify this process, rather than look

for any and all kind of relations, grounded theorists emphasize

causal relationships, and fit things into a basic frame of

generic.

Selective Coding

Selective coding is the process of choosing one category to

be the core category, and relating all other categories to that

category. The essential idea is to develop a single storyline

around which all everything else is draped. There is a belief

that such a core concept always exists.

I believe grounded theory draws from literary analysis, and

one can see it here. The advice for building theory parallels

advice for writing a story. Selective coding is about finding the

driver that impels the story forward.

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CHAPTER 3

PRESENTATION AND DATA ANALYSIS

This chapter presents the analysis of all the data gathered

using the grounded theory: open coding, axial coding, and

selective coding. This chapter also presents the verbal

explanations of the coded data.

1. Why do you study?

Figure 3:

Open Coding

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2.
3. STUDY
FINISH
4.
Axial Coding

FINISHING STUDIES Selective Coding

DREAMS AND FUTURE
FOR THE FUTURE
DESIRE TO HAVE
A BETTER FUTURE
AND ACHIEVE
FAMILY SOMETHING THEY
CAN BE PROUD OF

TO GAIN NEW
KNOWLEDGE
PROUD OF BEING
KNOWLEDGEABLE SEEING
TO HAVE SOMETHING STUDYING AS A
TO BE PROUD OF COMMITMENT
THAT CAGED
THEM

OBLIGATION NO CHOICE BUT TO

STUDY
1. In item number 1 (Figure 3), the respondents were asked why

they are studying and the following responses are: to finish

study, for their dreams and future, for their family, to gain new

knowledge, to have something to be proud of and lastly, considers

it as a mere obligation. With this, the researchers coded that

the main reasons why students study are their desire to have a

better future and achieve something they can be proud of and

seeing studying as a commitment that caged them.

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2. Do you always enjoy studying? Give some reasons or

situations?

Figure 4:

Open Coding

NO – NOT NEEDED Axial Coding

NO – NOT LACK OF
CONTENTED MOTIVATION
Selective Coding
UNMOTIVATED
NO – NO CHOICE
STUDENTS DUE
ENJOYING
TO HINDRANCES
STUDIES
NO – DICTATING STRESSING ONE’S TO ENJOY
HINDRANCES TO 18 OF
COMPLICATED
BECAUSE
NO
TEACHERS SELF IN STUDYING
NO –
NO ––MAINTAINING
- IT’S NOT EAGERNESS
ENJOY TO LIFEBECAUSE
NEW LEARNINGS
YES
NO
NO – PRESSURE
–
GRADES NEW MUCH
TOO
FEAR OF
FINANCIAL MAINTAINING
LEARN
EASY
KNOWLEDGE STUDYING OF STUDYING
WORK
DISSAPOINTMENTS
PROBLEMS ACADEMIC STATUS
 BATITANG NATIONAL HIGH SCHOOL
Batitang, Zaragoza, Nueva Ecija

2. In item number 2 (Figure 4), the respondents were asked if

they always enjoy studying and the following responses are: no

because it is not needed, they are not contented, they have no

choice, teachers are dictating, there’s too much work, it’s not

easy, financial problems, pressure, maintaining of grades, fear

of disappointments and others respond yes because of the

opportunity to gain knowledge. With this, the researchers coded

that students are unmotivated due to hindrances to enjoy studying

and students experience complicated lives because of studying

while some students enjoy studies because of the new learnings

that it offers.

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3. How do you deal with the heavy loads of tasks, projects and

home works? Are you pressured or just taking it up easily?

Figure 5:

Open Coding
PRESSURED
\ – NO Axial Coding Selective Coding
CHOICE
LACK OF CHOICES CONFUSED
AND PRIORITIES MINDS OF
DON’T KNOW WHAT STUDENTS
TO PRIORITIZE

TAKING IT EASILY
BECAUSE OF GROUP
COLLABORATIONS ORIENTED MINDS
OF STUDENTS
BECAUSE THEY
FINISHING IT ON HELPING ONE KNOW WHAT TO
TIME ANOTHER AND DO AND THEY
APPLYING TIME CAN SEEK HELP
MANAGEMENT FROM OTHERS

APPLYING TIME
MANAGEMENT

3. In item number 3 (Figure 5), the respondents were asked how

they had dealt with the heavy loads of tasks, projects and home

works and the following responses are: pressured but doesn’t have

a choice, don’t know what to prioritize, while some answered that

they were taking it easily because of group collaborations,

finishing it on time and applying time management. With this, the

researchers coded that some students have confused minds while

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others have oriented minds because they know what to do and they

can seek help from others.

4. What are the particular things that motivate you to study?

Figure 6:

Open Coding
FAMILY

Axial Coding

FAMILY AND PEER

INFLUENCES
PEOPLE WHO Selective Coding
BELIEVE AND DO
IMPACTS OF
NOT BELIEVE
HUMANS AND
ACADEMIC
DESIRE TO ACHIEVE STATUS TO THE
DREAMS AND FUTURE
SOMETHING EAGERNESS OF
STUDENTS TO
ACHIEVE THEIR
GOALS
POVERTY ECONOMIC PROBLEMS
AFFECTING
STUDENTS’
PROGRESS

4. In item number 4 (Figure 6), the respondents were asked what

particular things motivate them to study and the following

responses are: family, people who believe and do not believe,

dreams and future, and poverty. With this, the researchers coded

that the eagerness of students to achieve their goals were

impacted by people and academic status.

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5. Do school personnel, administrators or even your teachers

motivate you to study well? In what ways?

Figure 7:

Open Coding
GIVING INSPIRING
THOUGHTS

TEACHERS’ Axial Coding

EFFECTIVE WAY OF
TEACHING
EFFECTIVENESS OF
TEACHER
BIG HELP TO Selective Coding
STUDENTS
THE NATURE OF
TEACHERS THAT
MOTIVATE AND
TEACHERS ARE GOOD UNMOTIVATE
EXAMPLE STUDENTS

NOT APPROACHABLE TEACHERS’

AND NOT BEHAVIOR
APPRECIATIVE
CHARACTER OF
TEACHERS

5. In item number 5 (Figure 7), the respondents were asked if

school personnel, administrators or even their teachers motivate

them to study and the following responses are: giving inspiring

thoughts, teacher’s effective way of teaching, big help to

students, teachers are good examples and not approachable and not

appreciative character. With this, the researchers coded that the

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nature of the teachers motivate and demotivate students in

studying.

6. For you, do grades always matter? Have your reason/s.

Figure 8:

Open Coding
YES – PEOPLE ARE Axial Coding
JUDGMENTAL
FEAR OF BEING
JUDGED BECAUSE OF Selective Coding
YES – AFRAID OF LOW GRADES
HAVING LOW GRADES DEFINING AND
TREATING
STUDENTS
THROUGH THEIR
YES – BUT THERE GRADES
ARE UNEQUALITIES
AND BIASES
CONSIDERING ONE’S
PERFORMANCE IN
GAINING GRADES
NO – IT’S THE
RESULT OF
HARDSHIPS

YES – BUT GRADES

CAN’T DEFINE
GRADES ARE
STUDENTS
NOT THE BASIS
OF ONE’S
GRADES ARE NOT
PERFORMANCE
NO – NOT NEEDED
ALWAYS USEFUL IN AND
WHEN WORKING
SOME ASPECTS PERSONALITY

NO – NOT A BIG
DEAL

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6. In item number 6 (Figure 8), the respondents were asked if

grades always matter and the following responses are: yes because

people are judgmental, they are afraid of having low grades,

there are inequalities and biases, but grades can’t define

students while others said no because it’s the result of

hardships, it’s not needed when working, and it’s not a big deal.

With this, the researchers coded that some students define and

treat other students through their grades while others believe

that grades are not the basis of one’s performance and

personality.

7. How do you handle expectations from your parents, relatives

and friends to pass, have high grades or to be one of the top

achievers in your school?

Figure 9:

Open Coding Axial Coding Selective Coding

PRESSURED AND SOCIAL AND
PRESSURED
DEPRESSED BY EMOTIONAL
EXPECTATIONS PROBLEMS CAUSED
DEPRESSED BY EXPECTATIONS

NOT PRESSURED NOT BEING

BY FAMILY AND PRESSURED BY
FRIENDS FAMILY AND STILL GETS
FRIENDS AT ALL MOTIVATED
(BUT STILL GETS THROUGH FAMILY
MOTIVATED) SUPPORT AND
TAKING IT
POSITIVELY POSITIVE
THINKING
TAKING
EXPECTATIONS IN A
PRESSURED BUT POSITIVE WAY
IT’S OKAY 24
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7. In item number 7 (Figure 9), the respondents were asked how

they handle expectations from their parents, relatives and

friends and the following responses are: the feel pressured,

depressed, not pressured by family and friends, taking it

positively, and some feel pressured but it’s okay for them. With

this, the researchers coded that the students still get motivated

through family support and positive thinking.

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8. What are the challenges that you encounter with your studies?

Figure 10:

Open Coding
FORCED TO BE ON TOP
OF THE RANKINGS

EXAMS
Axial Coding

PROJECTS PRESSURES BROUGHT

BY ACADEMICS Selective Coding

PRESSURED BY
ACADEMICS
EXPECTATIONS
AND LACK OF
MORAL
SUPPORT THAT
BLANK GRADES MAY LEAD TO
NEGATIVE
EMOTIONS

FEELING NOT
TRUSTWORTHY
LACK OF GUIDANCE
AND MORAL SUPPORT
PARENTS ARE THAT MAY LEAD TO
ABROAD NEGATIVE EMOTIONS

SOCIAL MEDIA DISTRACTIONS FROM

USING SOCIAL
MEDIA
DISTRACTIONS
GOSSIPS
DISTRACTIONS THAT
MAY AFFECT ONE’S
LIFE
FAKE NEWS

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8. In item number 8 (Figure 10), the respondents were asked what

challenges did they encountered with their studies and the

following responses are: they were forced to be on top, the

exams, projects, expectations, blank grades, feeling not

trustworthy, parents are abroad, social media and fake news .

With this, the researchers coded that students were pressured by

academics, lack of moral support may lead them to negative

emotions, and students encounter so much distractions.

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9. Being honest to yourself, in continuing your studies, what is

your main goal?

Figure 11:

Open Coding

TO FINISH STUDIES

HAVING A BETTER
FUTURE

Axial Coding

SELF TO FINISH STUDIES

AND TO HAVE A
BETTER AND STABLE
FUTURE

EARNING MONEY Selective Coding

FINISHING STUDY
FOR A BETTER
FUTURE
HAVING A STABLE
JOB

FAMILY TO GIVE BACK THE

SACRIFICES OF
FAMILY

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9. In item number 4, (Figure 11) the respondents were asked what

are their goals on pursuing their studies and the following

responses are:to finish studies, to have a better future, for

their own sake, to earn money, to have a stable job. With this,

the researchers coded that the main goal of students is to finish

their studies for the better future.

10. What is your only one inspiration in your studies? How did it

inspire you to continue your studies even you encounter many

challenges?

Figure 12: Open Coding

Axial and Selective Coding

FAMILY FAMILY AND

FRIENDS

FRIENDS

10. In item number 4 (Figure 12), the respondents were asked what

their inspirations in studies are and the following responses

are: family and friends. With this, the researchers coded that

the inspirations of students on their studies are their family

and friends.

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CHAPTER 4

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary or the research work

undertaken, the conclusions drawn and the recommendations made as

an outgrowth of this study. This study is on the perceptions of

students on motivational factors affecting students’ willingness

to study.

Summary of Findings

1. How do physical, mental, emotional and social

relations/behavior/aspects affect students’ studies?

These aspects affect students’ studies in the way they conduct

one’s self, the way they think, the way they react and their

way of dealing with others.

2. What are the factors that influence and motivate the

students for them to show their interests in studying?

The factors that influence students’ willingness to study are

family, teachers, friends, their desire to have a better

future, achieve something they can be proud of and getting

high grades.

3. How do they handle heavy loads of tasks, activities,

projects, assignments, other requirements and to all the

people involved in their studies?

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They became pressured due to heavy loads of activities as well

as it caused them to have their confused minds, however,

others become oriented because it adds their knowledge and

because they can seek help to others.

4. What are the reasons why students become achiever, top

learner or even the reason why they fail?

It is because of their eagerness to learn, hindrances to enjoy

studying, pressure of maintaining grades and lack of

motivation.

Conclusions

Based on the findings of the study, the following

conclusions are drawn:

1. Students are willing to study because of their desire to

have a better future and to have something they can be proud

of, however, others are only doing this because it seems

that it’s only their obligation.

2. Students don’t enjoy their studying because of heavy loads

of activities, expectations from their families, pressure in

maintaining grades, lack of moral support from relatives and

teachers.

3. Students see grades as a factor on how a person defines,

treats or sees them, however, others say that grades wasn’t

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important because it can’t be used when working or finding

jobs.

4. The nature of teachers is one of the factors on how students

get motivated.

5. Expectations from families and friends affect students’

behavior and sometimes cause emotional and social problems.

Recommendations

Based on the findings and conclusions presented, the following

recommendations are selected:

1. Students should be more oriented on the true meaning why

they were sent in school with the help of their families,

peers and teachers.

2. Teachers as well as the module writers and contributors

should minimize the activities and assignments that cause

students to be pressured and depressed. Instead, school

should only base the activities and requirements of students

on the learning competencies given by the Department of

Education.

3. Students should know the consequences and effects of having

low or high grades. Teachers should avoid biases and also be

careful in giving grades to everyone and should base only

the computing of grades to students’ academic and curricular

performances.

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4. Students and teachers should establish good rapport with

each other, with their understanding abilities to the

situations that they are facing.

5. Families, friend and teachers should be satisfied enough to

the capabilities and abilities of every student. They

should not expect too much from them because it may lead to

several problems that students may face or encounter.

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REFERENCES

Becsey, L., Wachsberger, P., Samuels, S., et al (Directors).

(2008).A student memoir. [DVD] Burbank, CA: Distributed by Warner
Home Video.

Ginsberg, J. P., Ayers, E., Burriss, L., & Powell, D. A.

(2008).Persons inner wounds and disorders. Journal of Anxiety
Disorders, 22, 809-823. doi:10.1016/j.janxdis.2007.08.009

Glantz, A. (2009). The war comes home: motivations of life.

Berkeley: University of California Press.

Jakupcak, M., Luterek, J., Hunt, S., Conybeare, D., & McFall, M.
(2008).. Journal of Nervous and Mental Disease, 196, 425-428.

Jensen, G. & Wiest, A. A. (2001).the best time to study. New

York: New York University Press. Retrieved from the NetLibrary
database.

Killgore, W. D. S., Cotting, D. I., Thomas, J. L., Cox, A. L.,

McGurk, D., Vo, A. H., et al. (2008). Post-combat invincibility:
Violent combat experiences are associated with increased risk-
taking propensity following deployment. Journal of Psychiatric
Research, 42(13), 1112-1121. doi:10.1016/j.jpsychires.2008.01.001

Monson, C. M., Fredman, S. J., & Adair, K. C. (2008).cognitive

and modified perception of students: Application to operation
enduring and Iraqi freedom veterans. Journal of Clinical
Psychology, 64, 958-971. doi:10.1002/jclp.20511

Tanielian, T. L., Jaycox, L., & Rand Corporation. (2008).Pron to

expectations and disappointments, vol 2. Santa Monica, CA: Rand.

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APPENDICES

Sample Request Letter to the Principal

January 23, 2018

RACQUEL C. DIAZ

Principal II

Batitang National High School

Dear Mrs. Diaz:

We, the undersigned Grade 12 General Academic Strand learners from

Batitang Senior High School, will be conducting a study entitled

“Motivational Factors Affecting Student’s Willingness to Study”.

This study aims to determine the motivational factors that affect

student’s willingness to study.

In this regard, we are humbly requesting your consent for us to

conduct interviews and observations to the students in our school

for our study. Your utmost consideration and approval is highly

appreciated.

Truly yours,

Students-Researchers

JHUNELLE M. HERRERA JONAS A. LAJOM JANE DOMINIQUE C. DELA CRUZ

MARICAR V. SIMON DENNIS R. GABUTIN MIKE DAVEN S. DELA CRUZ

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Batitang, Zaragoza, Nueva Ecija

Noted by:

KATRINA L. CADAY- Research Teacher

PITCHIE E. CALUBANA- Research Adviser

Recommending Approval: NATIVIDAD B. AGATON- Master Teacher II

Approved by: RACQUEL C. DIAZ- Principal II

Sample Request Letter to the Respondents

Dear Respondents,

We, the Grade 12 General Academic Strand learners from

Batitang Senior High School, are currently conducting a

study entitled “Motivational Factors Affecting Student’s

Willingness to Study in Batitang National High School” as a

requirement for our subject (Inquires Investigation and

Immersion). This study aims to determine the motivational

factors that affect student’s willingness to study.

In relation to this, we are requesting your cooperation and

understanding by truthfully and correctly answering our

questions.

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Batitang, Zaragoza, Nueva Ecija

We assure you that all the data to be gathered and the

results of our study will be used only for our investigation

and for study purposes.

God bless and Thank you very much!

Respectfully yours,

The Researchers

SAMPLE INTERVIEW QUESTIONS

MOTIVATIONAL FACTORS AFFECTING STUDENTS’ WILLINGNESS TO STUDY IN

BATITANG NATIONAL HIGH SCHOOL

Interview Questions:

1. Why do you study?

2. Do you always enjoy studying? Give some reasons or

situations?

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3. How do you deal with the heavy loads of tasks, projects and

home works? Are you pressured or just taking it up easily?

4. What are the particular things that motivate you to study?

5. Do school personnel, administrators or even your teachers

motivate you to study well? In what ways?

6. For you, do grades always matter? Have your reason/s.

7. How do you handle expectations from your parents, relatives

and friends to pass, have high grades or to be one of the

top achievers in your school?

8. What are the challenges that you encounter with your

studies?

9. Being honest to yourself, in continuing your studies, what

is your main goal?

10. What is your only one inspiration in your studies? How

it inspire you to continue your studies even you encounter

many challenges?

Curriculum Vitae

Name: Jhunelle M. Herrera

Address: Batitang, Zaragoza, Nueva Ecija

Status: Single

Gender: Male

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Batitang, Zaragoza, Nueva Ecija

Educational Background

Elementary:

Batitang Elementary School

2006-2012

Junior High School:

Batitang National High School

2012-2016

Senior High School:

Batitang National High School

2016-Present

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Batitang, Zaragoza, Nueva Ecija

Curriculum Vitae

Name: Jane Dominique C. Dela Cruz

Address: Batitang, Zaragoza, Nueva Ecija

Status: Single

Gender: Female

Educational Background

Elementary:

Batitang Elementary School

2006-2012

Junior High School:

Batitang National High School

2012-2016

Senior High School:

Batitang National High School

2016-Present

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Batitang, Zaragoza, Nueva Ecija

Curriculum Vitae

Name: Jonas A. Lajom

Address: Batitang, Zaragoza, Nueva Ecija

Status: Single

Gender: Male

Educational Background

Elementary:

Concepcion East Elementary School

2006-2012

Junior High School:

Batitang National High School

2012-2016

Senior High School:

Batitang National High School

2016-Present

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Batitang, Zaragoza, Nueva Ecija

Curriculum Vitae

Name: Mike Daven S. Dela Cruz

Address: Batitang, Zaragoza, Nueva Ecija

Status: Single

Gender: Male

Educational Background

Elementary:

Batitang Elementary School

2006-2012

Junior High School:

Batitang National High School

2012-2016

Senior High School:

Batitang National High School

2016-Present

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Batitang, Zaragoza, Nueva Ecija

Curriculum Vitae

Name: Dennis R. Gabutin

Address: Batitang, Zaragoza, Nueva Ecija

Status: Single

Gender: Male

Educational Background

Elementary:

Batitang Elementary School

2006-2012

Junior High School:

Batitang National High School

2012-2016

Senior High School:

Batitang National High School

2016-Present

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Batitang, Zaragoza, Nueva Ecija

Curriculum Vitae

Name: Maricar V. Simon

Address: Batitang, Zaragoza, Nueva Ecija

Status: Single

Gender: Female

Educational Background

Elementary:

Bagong Sikat Elementary School

2006-2012

Junior High School:

Batitang National High School

2012-2016

Senior High School:

Batitang National High School

2016-Present

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