Republic of the Philippines

Department of Education

Region X

Division of Bukidnon

District of San Fernando I

Halapitan National High School

Halapitan San Fernando. Bukidnon

“Student’s Motivation in Doing Excellence in their Academic Performance”

In Partial Fulfillment of Practical Research II

Sarmiento, Kobe Bryant B .

Ryan S. Candole
Research Adviser

February 2023
 ACKNOWLEDGEMENT
First and foremost, I the researchers would like to thank Almighty God for providing

light no matter how dark the path they have traveled and will continue to travel. By instilling

information and promoting a healthy mind and body. Strength and patience are required so that

they can appropriately employ their abilities in doing the study to complete this assignment.

I would like to express my heartfelt gratitude to the following individuals who

contributed to the development of this study and enabled everyone to succeed in this work: To

my parents for their unrivaled eternal love and inexhaustible support, whether financial or moral.

In comprehension, exhaustion, and the time given to continue the route they are on in the

future. Being motivated despite things so they don't give up in the battle of life during the

pandemic catastrophe and all the challenges. Sir Ryan S. Candole, the Research Adviser in

Practical Research II, for his time, constructive guidance, and encouragement in making this

article operate properly. By providing students with the opportunity to explore the unknown and

discover new alternatives for college preparation and other endeavors.

I sincerely express my gratitude to the responders who served a purpose in this study; this

study would not have been possible if they had not answered the researchers' inquiries. Thank

you everyone once again.

Researcher
 Abstract

Researcher: Sarmiento, Kobe Bryant B .

Research Adviser: Ryan S. Candole

This study aimed to investigate the student's motivation in achieving excellence in their

academic performance. The objectives of this study were to identify the internal and external

factors that influence student motivation in achieving excellence in their academic performance,

determine the relationship between student motivation and academic performance, and explore

the strategies that teachers, parents, and educational administrators can use to foster student

motivation and excellence in academic performance. The findings of this study suggest that

student motivation to excel academically is influenced by a variety of internal and external

factors, such as the level of difficulty and challenge in their coursework, their desire to please

their parents or guardians, the expectations and standards set by their school and community, and

the opportunities and benefits that come with academic success. Additionally, the study found

that positive reinforcement, encouragement, and the need for approval, recognition, and reward

can all contribute to student motivation.

Chapter 1

Introduction

The purpose of this study is to examine the motivations of college students in achieving

excellence in their academic performance. To this end, a qualitative approach using the Likert

scale was employed.

The Likert scale is a commonly used method of survey research that seeks to measure attitudes

and opinions by having participants rate a set of statements on a scale of one to five. In this

study, participants were asked to rate the relevance of a set of statements related to motivation

and academic excellence on a five-point Likert scale. The statements were composed of five

items, each with its own descriptor of the intensity of the response.

The survey was conducted in the Halapitan National High School. The students were asked to

rate the relevance of the statements in relation to their own academic performance. The

responses were then analyzed by calculating the means and standard deviations for each of the

five items.

The results of the study revealed that the students reported a high level of motivation in their

pursuit of academic excellence. The majority of the students indicated that they felt motivated by

their desire to succeed, their sense of accomplishment, and their ability to manage their time

effectively. Additionally, the majority of the students also reported that they were motivated by

the opportunity to develop new skills and apply them in their studies.

Overall, the results of this study indicated that high school students are highly motivated in their

pursuit of excellence in their academic performance. The findings of this study can be used to
inform educational initiatives that support and promote student motivation and academic

excellence.

Background of the study

Student’s motivation plays an important role in determining their academic performance. While

various factors such as family background, academic challenge, and social pressure can influence

academic performance, motivation is seen as the key factor in achieving excellence. Academic

excellence is not only important for the individual student, but also for the school, community,

and nation as it is linked to the success of a nation’s education and development.

A number of studies have been conducted to analyze the factors that influence student’s

academic performance. Motivation has been seen as an important factor. Various studies have

investigated how motivation affects students’ academic performance, with some focusing on

intrinsic motivation while others have looked at extrinsic motivation. Some studies have looked

at how a student’s ability to stay motivated can help them achieve higher grades and reach their

fullest potential.

This study aims to further explore the link between motivation and a student’s academic

performance. It aims to determine the factors that motivate students to do well in their studies, as

well as to analyze the impact of these factors on their academic performance. The study will also

look at how student’s intrinsic or extrinsic motivation affects their academic performance.

Finally, the study will evaluate the effectiveness of different methods of motivating students, and

suggest strategies for schools and universities to encourage students to strive for excellence.
Statement of the Problem

The purpose of this study is to examine the factors that influence student motivation in achieving

excellence in their academic performance. The problem is to identify the level of motivation

among students and to understand the factors that lead to higher levels of motivation and

academic performance. The research will investigate whether there are differences in student

motivation and academic performance based on individual characteristics such as gender, socio-

economic status, and academic background. It will also explore the impact of external factors

such as parental support, teacher expectations, and classroom environment on student motivation

and academic performance. The research aims to provide insight into the motivations for student

success and the strategies for creating a positive learning environment to foster student

motivation and excellence in academic performance.

1. Student motivation is a key factor in achieving excellence in academic performance?

2. Student motivation is influenced by both internal and external factors, such as

individual characteristics and external support.

3. Positive learning environment with appropriate support and feedback can help foster

student motivation and excellence in academic performance?

Significance Of the Study

The importance of this research lies in its potential to provide insight into the drivers of student

motivation and excellence in academic performance. By uncovering the factors that influence

student motivation, this study will help to inform teachers, parents, and educational

administrators on how to best support students in their academic endeavors. Understanding the

motivations of students and the strategies for creating a positive learning environment is key to
fostering excellence in student academic performance. By conducting this research, we hope to

gain a better understanding of how to foster student motivation and excellence in academic

performance, and how to develop strategies to ensure that all students have the opportunity to

reach their maximum potential.

The objective of the Study

The objective of this study is to investigate the student's motivation in achieving excellence in

their academic performance. Specifically, the objectives of this study are to:

1. Identify the internal and external factors that influence student motivation in achieving

excellence in their academic performance.

2. Determine the relationship between student motivation and academic performance.

3. Explore the strategies that teachers, parents, and educational administrators can use to

foster student motivation and excellence in academic performance.

Scope and Delimitation

This study aims to investigate the motivation of students in achieving excellence in their

academic performance. The primary focus of the study will be on the factors affecting student

motivation, as well as the effect of motivation on academic performance.

Scope This study will cover the following topics:

 The factors that affect student motivation.

 The impact of motivation on academic performance.

  The strategies used to motivate students to achieve excellence in their academic

performance.

Delimitation The following are the delimitations of the study:

 The research will be limited to high school and college-level students.

 The study will focus solely on student motivation and its effect on academic performance.

 The study will not consider other factors that influence academic performance, such as

study habits, personal traits, or family background.

Chapter 2

Theoretical Framework

This chapter elaborates on the theoretical framework. The primary focus of this study is to

investigate the relationship between student motivation and academic performance. To this end,

the study will examine the effects of student motivation on academic performance and the factors

that may contribute to student motivation. Specifically, this study will explore the extent to

which socio-economic status, parental involvement, and teacher support affect student

motivation.

This study will not explore the effects of student motivation on other aspects of academic

performance such as attendance, disciplinary issues, or graduation rates. Nor will it be examining

the effects of student motivation on any other aspects of student life outside of academics.

Finally, this study will not make any conclusions about the efficacy of any particular type of

teaching or learning method.

Review of Related Literature and Studies

Numerous studies have explored the relationship between student motivation and academic

performance. According to Garcia and Pintrich (2003), motivation has a positive impact on

academic performance, as students with higher levels of motivation tend to perform better

academically. The authors also found that student motivation is influenced by several internal

and external factors, including personal beliefs, peer relationships, family environment, and

school climate.
In a study conducted by Sen and Singh (2015), the authors explored the role of parents in

fostering student motivation and academic performance. The authors found that parental

involvement in the academic activities of their children had a positive effect on student

motivation and academic performance. Furthermore, the authors concluded that providing

material resources, supportive relationships, and encouragement can promote student motivation

and help improve academic performance.

Moreover, a study by Ma and Wang (2011) examined the role of the school environment in

fostering student motivation and academic performance. The authors found that a positive school

environment can have a positive influence on student motivation and academic performance by

creating a supportive learning atmosphere. Additionally, Ma and Wang suggested that providing

students with a variety of resources and opportunities for collaboration can help to foster student

motivation and academic performance.

Intrinsic motivation is when students are motivated to achieve success in their academic

performance due to the internal reward they gain from it. This type of motivation often comes

from within and is self-induced. It could be a desire to reach a certain level of success or to gain

recognition from others.

Extrinsic motivation is when students are motivated to achieve success in their academic

performance due to external rewards or punishments. This type of motivation could come from

parents, teachers, or peers. The expectation of rewards or punishments can drive students to

strive for greater academic excellence.

The Achievement Goal Theory proposes that students are motivated to achieve success in their

academic performance due to a set of goals that they have set for themselves. These goals may

be to obtain good grades, maximize their potential, or to gain recognition from others.

The Self-Determination Theory suggests that students are motivated to achieve success in their

academic performance due to their need for autonomy and competence. This theory suggests that

students have an innate desire to be in control of their own lives and to have a sense of mastery

in their studies.

Overall, the literature indicates that student motivation and academic performance are strongly

linked, and that both internal and external factors can influence student motivation. Moreover,

research suggests that providing students with resources, supportive relationships, and a positive

school environment can foster student motivation and excellence in academic performance.

Conceptual Framework

A student's academic performance is heavily dependent on their personal motivations and goals.

The purpose of this conceptual framework is to explore the factors that can encourage students to

strive for excellence in their studies. We will look at the internal and external components of

motivation, and how these interact to shape student behavior.

Internal Motivations

Internal motivations are those that come from within the student themselves. These can include a

desire to excel and prove themselves, curiosity and love of learning, ambition to achieve success

and recognition, and a passion for the subject. Internal motivation can be sparked by a variety of

sources, such as positive reinforcement from parents, teachers, or their peers, or a strong desire

to become more knowledgeable in their field of study.

External Motivations

External motivations are those which come from external sources, such as rewards or incentives,

the need to keep up with peers, and the desire to live up to expectations set by parents or

teachers. Rewards can be tangible, such as trophies and medals, or intangible, such as praise and

recognition. External motivations can also include the need to gain entry into prestigious

universities, or to qualify for scholarships or grants.

Interaction of Internal and External Motivations

The interaction between internal and external motivations can be complex and has significant

implications for student behavior. Internal motivation can be enhanced or hindered by external

sources, while external motivation can be a powerful tool for encouraging a student to excel. It is

important to ensure that the external motivators are not overpowering the internal ones, and that

external sources are providing appropriate rewards for desired outcomes.

Internal External Motivations

Motivations

Interaction of Internal
and External
Motivations
Research Paradigm

Student motivation is essential for a student to achieve excellence in academics. It is the driving

force that leads students to strive for excellence in their academic performance. This research

paradigm examines the different motivational factors that influence students to strive for

excellence in their studies, such as positive reinforcement, encouragement, and the need for

approval, recognition, and reward.

The research will employ qualitative methods, such as in-depth interviews, questionnaires, and

focus groups, to gain insights into the motivations and behaviors of students. The data will be

analyzed and interpreted to identify the different motivational factors that lead to students

achieving excellence in their academic performance.

The research will also investigate how students’ motivation and achievement are affected by

factors such as home environment, school environment, peer pressure, and family expectations.

By studying these factors, the research aims to gain a better understanding of the role of

motivation in student academic performance.

Finally, the research will also examine how different forms of motivation, such as intrinsic and

extrinsic motivation, can help students to reach their academic goals. Through this, the research

will also seek to identify the best approaches for motivating students to excel in their studies.

Independent and Dependent Variables

Independent Variables
 1. Parental Involvement - how much they are involved in their child’s academic

performance.

2. Extracurricular Activities - how much time they allocate to activities outside of school

and what kind of activities they choose.

3. Family Environment - whether their family nurtures a positive or negative atmosphere.

Dependent Variables

1. Student Motivation - how motivated the student is to do their best in school.

2. Academic Performance - how well they perform in school, such as their grades and test

scores.
Chapter 3

Methodology

Research Design

This Chapter concentrates on the discussion of the research methods and procedures adhered

to by the researcher to answer systematically the specific problems posed for investigation

specifically the research method, population and samples, research, instrument, data

gathering procedures, and statistical treatment of the data used to accurate data analysis. To

better understand the causes, effects, and implications of this crisis, it is important to conduct

thorough research using a qualitative Likert sampling method. This research design and

method In this study will be used to collect and analyze data on the Student’s Motivation in

Doing Excellence in their Academic Performance.

The Research Locale

The location of this study is Halapitan San Fernando in Bukidnon. The province of Bukidnon is a

landlocked one, and San Fernando is a municipality there. The municipality covers 6.72% of

Bukidnon's total land area, or 705.06 square kilometers, or 272.23 square miles. San Fernando,

Bukidnon, had a population of 63,045 people as of the 2020 census, which gave the city a

density of 89 individuals per square kilometer or 230 per square mile. With 71 inhabitants per

square kilometer, the municipality had a total population of 50,207 in 2010, up from 40,165 in

2000. This region was first inhabited by Tigwahanons and Matigsalugs, two groups of Bukidnon
people. They established themselves around the productive river valleys of the Tigwa and rivers

slug. These people were by nature nomadic and made their living mostly through hunting and

eating forest goods, but they also kept small plots of corn and root crops in the locations where

they erected their makeshift huts. A political chieftain known as "Datu," who also served as their

military commander and spiritual leader, heads their feudal government. Previously, Maramag

and Malaybalay's municipalities included San Fernando. The Malaybalay barrios along the Tigua

River and the Maramag barrios along the Salug River were divided from their mother towns to

form the Municipality of San Fernando by Executive Order No. 347 of President Carlos P.

Garcia dated July 29, 1959. The administrations of Governor Teodoro Oblad and Cong. Cesar

Fortich proposed that this district become a municipality to the now-defunct Congress. San

Fernando became a municipality on June 18, 1966, as a result of R.A. 4789, and was named in

honor of Catalino Damasco's father, Fernando Damasco, who was a previous governor. At

Barangay Namnam, which is located roughly 48 kilometers from Valencia City, the first set of

government was put in place. The municipal council decided to move the seat of government

from Namnam to Barangay Halapitan on July 27, 1970. Halapitan - Victoriano Bantug, who

served as mayor in the 1970s, once owned an abaca farm that now serves as the town. Mr.

Tamin, a Namnam instructor, would frequently visit Mr. Bantug at his home in the present-day

Halapitan. He stopped by on his route to Malaybalay, hence the word "Habit." Bamboo rafts

were loaded at the loading dock in Talangihon, which is now Comawas, while locals sailed along

the Tigoa River connecting the Pulangui River onto Lumbayao. Mr. Bantug finally distributed

land to newcomers, and "Hapitanan" continued to use the name Halapitan. The province of

Bukidnon's southeast region is where San Fernando is situated. Malaybalay City and

Cabanglasan, Talaingod Municipality, Davao del Norte, Davao City, and North Cotabato
Province, as well as Quezon and Valencia City, form its northern and eastern boundaries,

respectively. The Poblacion of the municipality is located 71 kilometers (44 miles) from

Malaybalay City and 31 kilometers (19 miles) from Valencia City. Eighty percent or so of The

terrain of the municipality includes mountains. In the west, the municipality and the provinces of

Davao are naturally divided by the Pantaron Mountain Range (Central Cordillera of Mindanao),

and Valencia City and Quezon are divided by the Aga Mountains. The Salug River valley is

located in the southern section of the municipality, while the Tigwa River valley takes up the

northern and central portions. Tigwa River and Salug River are the two main river systems in the

municipality. A branch of the Pulangi River, the Tigwa River flows into the Mindanao River

near Cotabato City. The Salug River flows into Davao Gulf in the south and is a tributary of the

Davao River. Corn, rice, and abaca are the top three agricultural products of the municipality,

which is primarily agrarian. The municipality also produces vegetables, root crops, rattan,

bananas, and bamboo. The Municipal Mayor, the Vice Mayor, and the Sangguniang Bayan are in

charge of running the municipality. According to the 1991 Local Government Code of the

Philippines, the mayor is the municipality's local chief executive officer, and the Sangguniang

Bayan (or SB) is its local legislative body. Municipal Planning and Development Office,

Municipal Civil Registrar's Office, Municipal Engineering Office, Municipal Accounting Office,

Municipal Treasurer's Office, Municipal Assessor's Office, Municipal Social Welfare and

Development Office, Municipal Agriculture Office, and Municipal Budget Office are the

departments that fall under the mayor's office. These businesses are required to provide

fundamental social services to the municipality's residents. The Vice Mayor serves as the

Sangguniang Bayan's presiding officer, and there are seven Sangguniang Bayan councilors in

total. They draft municipally pertinent legislation and ordinances. Twenty-four (24) barangays
make up San Fernando, each of which is led by a barangay captain and seven Sangguniang

Pambarangay members. Langasihan is one of 25 barangays. The municipality has a 109.82-

kilometer-long total road network (68.24 mi). You can take a bus, a jeepney, a habal-habal, or a

motorcycle to the municipality. The political map of San Fernando is shown below.

Political map of San Fernando showing its 25 barangays. Source: Philippine Statistics Authority.
Scoring Procedure

The instruction on the survey also ensured that all respondents understood the questions

asked and answered with clarity. Students were asked to rate on a 5-point Likert-type scale (from

5= Strongly Agree to 1= Strongly Disagree)

Scoring Procedure

Scale Scoring Range Qualitative

Description

5 4.99 – 5.00 Strongly Agree

4 4.00 – 4.99 Agree

3 3.50 – 3.99 Nuetral

2 3.00 – 2.99 Disagree

1 1.99 or less Strongly Disagree

Statistical Treatment of Data

Considering that the study takes a qualitative approach.

The statistical approaches listed below were employed to respond to the problem statement

provided in Chapter 1. Descriptive statistics such as frequency, percentage, weighted mean, and

standard deviation were employed to assess students' academic achievement. Descriptive

statistics were also employed to describe the independent variables, specifically, we will be able

to gain a better understanding of the Student’s Motivation In Doing Excellence in their

Academic Performance.

Population and Samples

The population refers to the entire group of people that the researcher is interested in studying.

The sample is the subset of the population that will participate in the study. In this study, the

population is students in Halapitan National High School, and the sample will be a representative

subset of this population. The sample size and selection method will depend on the research

objectives and the available resources. The method used in this study is a random sampling

technique that could be used to ensure that the sample is representative of the population.

To conduct the research, a sample of the population would need to be selected. The random

technique would depend on the research questions and goals and the availability and accessibility

of potential participants. For example, the sample could be selected using a purposive or

snowball sampling method to ensure diverse perspectives and experiences. The sample size

would also need to be figured out based on the research questions and the desired level of

precision.

Research Technique Used

Qualitative research methods involve the collection of data in the form of open-ended responses,

interviews, observations, or documents. Qualitative research techniques can be used to analyze

the data collected, such as content analysis, discourse analysis, or thematic analysis. In this

study, a qualitative research method and technique that could be used is a semi-structured
interview. This involves asking a series of open-ended questions to the participants to collect

detailed information about their study habits and academic performance. The data collected from

the interviews can then be analyzed using a qualitative analysis technique such as the

correlational Likert scale method.

Data-Gathering Procedure

Before gathering the data, the researcher will secure first an authorization letter from the

research teacher that he/she has given us the approval to conduct the survey. Before the

administration of the questionnaire, the signature of the participants indicated voluntary

participation in this study. After this, the researcher will personally distribute and retrieve the

questionnaire from the volunteers and participants of the study.

The questionnaire contains statements seeking information regarding the effect of the

researcher’s variables of the Student’s Motivation in Doing Excellence in their Academic

Performance. The item on the questionnaire was developed based on the objectives of the study.

Secondary data was obtained from books, journals, and the internet. The multiple uses of data

sources will promote the reliability and validity of this study.

Chapter 4

Presentation, Analysis, and Interpretation

This chapter deals with the presentation, analysis, interpretation, and support of the data

gathered in the study. The following table represents the means, frequency, and interpretation of

the data gathered.

Table I. Respondents of the Study

Sex Grade 9 Grade 10 Grade 11 Grade 12 TOTAL

Male 11 10 10 5 36

Female 17 6 6 10 39

Total 28 16 16 15 75

Among the 75 respondents of the study, which is coming from the grade 9, 10, 11, and 12

curriculum, researchers found out that 52% are female students, while 48% are all male students

that was chosen as the respondents of the study.

Table II: (STATEMENT 1: student’s personal goals and aspirations are a strong motivator for

academic excellence).

GRADE SA A DA SD MEAN SD TOTAL

Freq (%) Freq (%) Freq (%) Freq (%) RESPONDENTS

12 1 14 0 0 15
 (6.67%) (93.33%) 3.07 0.26 (100%)

11 2 13 1 0 16
3.06 0.44
(12.05%) (81.25%) (6.25%) (100%)

10 7 7 1 1 16
3.25 0.86
(43.75%) (43.75) (6.25%) (6.25%) (100%)

9 10 17 1 0 28
3.32 0.55
(35.71%) (60.71%) (3.57%) (100%)

GRAND 2O 51 3 1 3.17 0.25 75

TOTAL (26.67%) (68%) (4%) (1.33%) (100%)

TABLE II Based on the data given in Table II, it can be concluded that student's

personal goals and aspirations are a strong motivator for academic excellence, as evidenced by

the majority of respondents (68%) who rated it as A (agree) and the mean score of 3.17.

TABLE III: (STATEMENT 2: students fear of failure is a major factor in their motivation to do

well in school).

GRADE SA A DA SD MEAN SD TOTAL

Freq (%) Freq (%) Freq (%) Freq (%) RESPONDENTS

12 1 14 0 0 15
3.06 0.25
(13.33%) (86.67%) (100%)
 11 4 8 4 0 16
3 0.73
(25%) (50%) (25%) (100%)

10 2 9 5 0 16
2.75 0.77
(12.5%) (56.25%) (31.25%) (100%)

9 3 13 6 6 28
2.35
(10.71%) (46.43%) (21.43%) (21.43%) (100%)
0.98

GRAND 10 44 15 6 2.79 0.30 75

TOTAL (13.33%) (58.67%) (20%) (8%) (100%)

TABLE III Based on the data given in Table III, it can be concluded that students fear of

failure is a major factor in their motivation to do well in school, as evidenced by the majority of

respondents (58.67%) who rated it as A (agree) and the mean score of 2.79.

TABLE IV: (STATEMENT 3: students are more motivated to excel academically when they

have a positive relationship with their teachers).

GRADE SA A D SD MEAN SD TOTAL

Freq (%) Freq (%) Freq (%) Freq (%) RESPONDENTS

12 11 4 15
0 (73.33%) (26.7%) 0 2.73 0.45

(100%)
 11 1 15 16

(6.25%) 0 (93.8%)
2.12 0.5

0 (100%)

10 1 7 5 3 16
2.75 1.06
(31.25%)
(6.25%) (43.75%) (100%)

9 4 7 10 7 28
2.28 1.01

(14.29%) (25%) (35.71%) (25%) (100%)

GRAND 6 25 34 10 2.47 0.32 75

TOTAL
(8%) (33.33%) (45.33%) (13.33%)

TABLE IV Based on the data given in Table IV, it can be concluded that students are

more motivated to excel academically when they have a positive relationship with their teachers,

as evidenced by the majority of respondents (45.33%) who rated it as D (disagree) and the mean

score of 2.47.

TABLE V: (STATEMENT 4: students involved in extracurricular activities can negatively

impact their academic motivation).

GRADE SA A D SD MEAN SD TOTAL

Freq (%) Freq (%) Freq (%) Freq (%) RESPONDENTS

12 12 2 1 15
 (80%) (13.33% 2.73 0.59

) (6.67%) (100%)

11 15 1 16
2.93 0.25
(93.75%) (6.25%)
(100%)

10 3 1 10 2 16
2.43 0.80
(18.75%) (6.25%) (62.5%) (12.5%)
(100%)

9 6 13 9 28
1.89 0.73
(21.43%) (46.43% (32.14%)

) (100%)

GRAND 3 34 26 12 2.49 0.24 75

TOTAL (4%) (45.33%) (34.67% (16%) (100%)

TABLE V The data from Table V suggests that students involved in extracurricular

activities can negatively impact their academic motivation, as evidenced by the majority of

respondents (45.33%) who rated it as A (agree) and the mean score of 2.49.

TABLE VI: (STATEMENT 5: students socioeconomic status has no impact on their motivation

to excel academically).
GRADE SA A D SD MEAN SD TOTAL

Freq (%) Freq (%) Freq (%) Freq RESPONDENTS

(%)

12 4 9 1 1 15

(26.67%) (60%) (6.67%)

2.73 0.45
(6.67%) (100%)

11 3 10 3 0 16

(18.75%) (62.5%) (18.75%)

2.12 0.5
(100%)

10 2 10 3 1 16

2.75 1.06
(12.5%) (62.5%) (18.75%) (6.75%) (100%)

9 4 20 4 1 28

2.28 1.01
(14.29%) (71.43%) (14.29%) (3.57%) (100%)

GRAND 13 49 11 3 2.61 0.32 75

TOTAL (17.33%) (65.33%) (14.675) (4%) (100%)

 TABLE VI Based on the data from Table VI, it can be concluded that students' socioeconomic

status has no impact on their motivation to excel academically, as the majority of respondents (65.33%)

rated it as A (agree) and the mean score of 2.61.

TABLE VII: (STATEMENT 6: students are more motivated to do well in school when they

receive recognition and awards for their efforts).

GRADE SA A D SD MEAN SD TOTAL

Freq (%) Freq (%) Freq (%) Freq RESPONDENTS

(%)

11 4 15
12 0 (73.33%) (26.66%)
2.73 0.45

0
(100%)

15 1 16
11 0 (93.75%) (6.25%) 0 2.93 0.25

(100%)

8 6 2 16
10 0 2.37 0.71

(50%) (37.5%) (12.5%) (100%)

3 16 8 1 28
9 2.75 0.70

(10.71% (51.14%) (28.57%) (3.57%) (100%)

)
 3 50 19 3 2.69 0.22 75
GRAND (100%)
TOTAL (4%) (66.66%) (25.33%) (4%)

TABLE VII Based on the data from Table VII, it can be concluded that students are

more motivated to do well in school when they receive recognition and awards for their efforts,

as the majority of respondents (66.66%) rated it as A (agree) and the mean score of 2.69.

TABLE VIII: (STATEMENT 7: students motivation to excel academically is influenced by

their peers academic achievements).

GRADE SA A D SD MEAN SD TOTAL

LEVELS Freq (%) Freq (%) Freq (%) Freq (%) RESPONDENT

12 1 13 1 3 0.378 15
0 (100%)
(6.67%) (86.67%) (6.67%)

11 1 2 13 2.25 0.577 16
0 (100%)
(6.25%) (12.5%) (81.25%)

10 5 6 4 1 2.94 0.929 16

(100%)
(31.25%) (37.5%) (25%) (6.25%)

9 5 19 4 0 3.04 0.576 28
 (14.28%)

(17.86%) (67.86%) (100%)

GRAND 12 40 22 1 2.81 0.229 75

TOTAL (100%)
(16%) (53.33%) (29.33%) (1.33%)

TABLE VIII Based on the data from Table VIII, it can be concluded that students'

motivation to excel academically is influenced by their peers' academic achievements, as the

majority of respondents (53.33%) rated it as A (agree) and the mean score of 2.81.

TABLE IX: (STATEMENT 8: student’s motivation to excel academically is not influenced by

their belief in their own abilties).

GRADE SA A D SD MEA SD TOTAL

LEVELS Freq (%) Freq (%) Freq (%) Freq (%) N RESPONDENTS

12 2 11 2 0 3 0.535 15

(100%)
(13.33%) (73.33%) (13.33%)

11 2 11 2 1(6.25%) 2.875 0.719 16

(100%)
(12.5%) (68.75%) (12.5%)

10 3 8 3 2 2.75 0.931 16

(100%)
(18.75%) (50%) (18.75%) (12.5%)

9 4 17 3 4 2.75 0.887 28
 (14.29%) (10.71%) (100%)
(60.71%) (14.29%)

GRAND 11 47 10 7 2.84 0.180 75

TOTAL (100%)
(14.67%) (62.67%) (13.33%) (9.33%)

TABLE IX Based on the data from Table IX, it can be concluded that students'

motivation to excel academically is not influenced by their belief in their own abilities, as the

majority of respondents (62.67%) rated it as A (agree) and the mean score of 2.84.

TABLE X: (STATEMENT 9: students motivation to excel academically is not influenced by the

level of support they receive from their families).

GRADE SA A D SD MEAN SD TOTAL

LEVELS Freq Freq (%) Freq (%) Freq (%) RESPONDENTS

(%)

12 1 14 0 0 3 0.37 15

(100%)
(6.67%) (93.33%)

11 2 12 1 1 2.94 0.68 16

(100%)
(12.5%) (75%) (6.25%) (6.25%)

10 2 3 9 2 2.31 2.39 16
 (12.5%) (18.75%) (56.25%) (12.5%) (100%)

9 1 8 14 5 2.18 0.77 28

(10%)
(3.57%) (28.57%) (50%) (17.86%)

GRAND 6 37 24 8 2.60 0.91 75

TOTAL (100%)
(8%) (49.33%) (32%) (10.67%)

TABLE X Based on the data from Table IX, students’ motivation to excel academically

is not influenced by the level of support they receive from their families, as the majority of

respondents (49.33%) rated it as A (agree) and the mean score of 2.60.

TABLE XI: (STATEMENT 10: students motivation to excel academically is influenced by the

level of difficulty and challenge in their coursework).

GRADE SA A D SD MEA SD TOTAL

LEVELS Freq (%) Freq (%) Freq (%) Freq (%) N RESPONDENTS

12 7 8 0 0 2.47 0.51 15

(100%)
(46.67%) (53.33%)

11 2 1 13 0 2.31 0.70 16

(100%)
(12.5%) (6.25%) (81.25%)

10 1 7 8 0 2.56 0.62 16
 (100%)
(6.25%) (43.75%) (50%)

9 1 9 13 5 2.21 0.78 28

(100%)
(3.57%) (32.14%) (46.42%) (17.86%)

GRAND 11 25 34 5 2.39 0.11 75

TOTAL (100%)
(14.67%) (33.33%) (45.33%) (6.67%)

TABLE XI Based on the data from Table XI, it can be concluded that students'

motivation to excel academically is influenced by the level of difficulty and challenge in their

coursework, as the majority of respondents (45.33%) rated it as D (disagree) and the mean score

of 2.39.

TABLE XII: (STATEMENT 11: students are more motivated to excel academically when they

have a clear understanding of the relevance and importance of their coursework).

GRADE SA A D SD MEAN SD TOTAL

LEVELS Freq Freq (%) Freq (%) Freq (%) RESPONDENTS

(%)

12 0 0 14 1 2.06 0.25 15

(100%)
(93.33% (6.67%)

11 1 8 7 0 2.62 0.61 16
 (6.25%) (50%) (43.75% (100%)
)

10 0 8 7 1 2.43 0.62 16

(100%)
(50%) (43.75% (6.25%)

9 1 9 13 5 2.35 0.67 28

(100%)
(3.56%) (32.14%) (46.42% (17.86%)

GRAND 2 25 41 7 2.37 0.19 75

TOTAL (100%)
(2.67%) (33.33%) (54.67% (9.33%)

TABLE XII Based on the data from Table XII, it can be concluded that students are

more motivated to excel academically when they have a clear understanding of the relevance and

importance of their coursework, as the majority of respondents (54.67%) rated it as A (agree)

and the mean score of 2.37.

TABLE XIII: (STATEMENT 12: students motivation to excel academically is influenced by

their desire to please their parents or guardians).

GRADE SA A D SD MEAN SD TOTAL

LEVELS Freq (%) Freq (%) Freq (%) Freq (%) RESPONDENTS

12 0 9 5 1 2.53 0.63 15

(100%)
(32.14%) (33.33%) (6.67%)

11 1 3 10 2 2.18 0.75 16

(100%)
(6.25%) (18.75%) (62.5%) (12.5%)

10 3 4 7 2 2.5 0.96 16

(100%)
(18.75%) (25%) (43.75%) (12.5%)

9 4 12 6 6 2.5 1 28

(100%)
(14.28%) (42.86%) (21.43%) (21.43%)

GRAND 8 28 28 11 2.42 0.17 75

TOTAL (100%)
(10.67%) (37.33%) (37.33%) (14.67%)

TABLE XII Based on the data from Table XIII, it can be concluded that students'

motivation to excel academically is influenced by their desire to please their parents or

guardians, as the majority of respondents (37.33%) rated it as A (agree) and the mean score of

2.42.

TABLE XIV: (STATEMENT 13: students motivation to excel academically is not influenced by

the expectations and standards set by their school and community).

GRADE SA A D SD MEAN SD TOTAL

LEVELS Freq (%) Freq (%) Freq (%) Freq RESPONDENTS

(%)

12 1 14 0 0 3.06 0.25 15

(100%)
(6.67%) (93.33%)

11 0 12 3 1 2.68 0.60 16

(100%)
(75%) (18.75%) (3.13%)

10 3 5 6 2 2.56 0.96 16

(100%)
(18.75%) (31.25%) (37.5%) (12.5%)

9 1 14 11 2 2.5 0.69 28

(100%)
(3.57%) (50%) (39.29%) (7.14%)

GRAND 5 45 20 5 2.70 0.29 75

TOTAL (100%)
(6.67%) (60%) (26.67%) (6.67%)

TABLE XIV Based on the data from Table XIV, it can be concluded that students'

motivation to excel academically is not significantly influenced by the expectations and

standards set by their school and community, as the majority of respondents (60%) rated it as A

(agree) and the mean score of 2.70.

TABLE XV: (STATEMENT 14: students motivation to excel academically is not influenced by

the opportunities and benefits that come with academic success, such as scholarships and job

opportunities).

GRADE SA A D SD MEAN SD TOTAL

LEVELS Freq Freq (%) Freq (%) Freq (%) RESPONDENTS

(%)

12 1 7 7 0 2.6 0.63 15

(100%)
(6.67%) (46.67%) (46.67%

11 1 5 9 1 2.37 0.71 16

(100%)
(6.25%) (31.25%) (56.25% (6.25%)

10 4 6 4 2 2.75 1 16

(100%)
(25%) (37.5%) (25%) (12.5%)

9 1 14 10 3 2.46 0.74 28

(100%)
(3.57%) (50%) (35.71% (10.71%)

GRAND 7 32 30 6 2.55 0.15 75

TOTAL (100%)
(9.33%) (42.67%) (40%) (8%)

TABLE XV Based on the data from Table XV, it can be concluded that students'

motivation to excel academically is not significantly influenced by the opportunities and benefits

that come with academic success, such as scholarships and job opportunities, as the majority of

respondents (42.67%) rated it as A (agree) and the mean score of 2.55.

CHAPTER 5

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

 This chapter presents the summary, conclusion, and recommendations drawn from the

result of the study.

Summary of Findings

The findings of this study suggest that student motivation to excel academically is influenced by

a variety of internal and external factors, such as the level of difficulty and challenge in their

coursework, their desire to please their parents or guardians, the expectations and standards set

by their school and community, and the opportunities and benefits that come with academic

success. Additionally, the study found that positive reinforcement, encouragement, and the need

for approval, recognition, and reward can all contribute to student motivation. This part of the

paper will elaborate if the statement of the problem has been answered.

1. Student motivation is a key factor in achieving excellence in academic performance.

true. Student motivation is a key factor in achieving excellence in academic performance, as

it is the driving force that leads students to strive for excellence in their academic

performance. Motivation can come from a variety of internal and external sources, such as

the level of difficulty and challenge in their coursework, their desire to please their parents or

guardians, the expectations and standards set by their school and community, and the

opportunities and benefits that come with academic success. Additionally, positive

reinforcement, encouragement, and the need for approval, recognition, and reward can all

contribute to student motivation.

2. Student motivation is influenced by both internal and external factors, such as

individual characteristics and external support.

 true. Student motivation is influenced by both internal and external factors, such as

individual characteristics, such as socio-economic status, parental involvement, and teacher

support, as well as external factors, such as the level of difficulty and challenge in their

coursework, their desire to please their parents or guardians, the expectations and standards

set by their school and community, and the opportunities and benefits that come with

academic success. Additionally, positive reinforcement, encouragement, and the need for

approval, recognition, and reward can all contribute to student motivation

3. Positive learning environment with appropriate support and feedback can help foster

student motivation and excellence in academic performance.

true. A positive learning environment with appropriate support and feedback can help foster

student motivation and excellence in academic performance. A positive learning environment

can provide students with the resources and opportunities they need to succeed, as well as

create a supportive atmosphere that encourages students to strive for excellence.

Additionally, providing students with positive reinforcement, encouragement, and the need

for approval, recognition, and reward can all contribute to student motivation.

Conclusion

Based on the data from this study, it can be concluded that student motivation is a key factor in

achieving excellence in academic performance, and is influenced by both internal and external

factors, such as individual characteristics, such as socio-economic status, parental involvement,

and teacher support, as well as external factors, such as the level of difficulty and challenge in

their coursework, their desire to please their parents or guardians, the expectations and standards
set by their school and community, and the opportunities and benefits that come with academic

success. Additionally, a positive learning environment with appropriate support and feedback

can help foster student motivation and excellence in academic performance.

Recommendations

based on the findings of this study, it is recommended that teachers, parents, and educational

administrators should provide students with resources, supportive relationships, and a positive

school environment to foster student motivation and excellence in academic performance.

Additionally, providing students with positive reinforcement, encouragement, and recognition

for their efforts can help to motivate them to strive for greater academic excellence.

References

• Garcia and Pintrich (2003)

• Sen and Singh (2015)

• Bandura (1986)
• Dweck (1986)

• Weiner (1985)

• Achievement Goal Theory

• Self-Determination Theory

• Social Cognitive Theory

• Expectancy-Value Theory

• Attribution Theory

• Philippine Statistics Authority