Types of Motivation and Its Influence to Students’ Academic Performance in Social Studies
Jamaica Mae M. Laliman1, Lucila C. Palacio, MAT2
Laguna State Polytechnic University
San Pablo City Campus, Philippines
The study was conducted to measure the influence of the types of motivation in improving students’ academic performance in Social Studies, such as intrinsic motivation (a) goal setting, (b) feedback, (c) enjoyment, and extrinsic motivation (a) classroom rewards, (b) grades, (c) incentives for grade 11 students. Furthermore, it sought to determine the relationship based on the influence of the types of motivation after the implementation. Using a descriptive correlational research design, thirty-two (32) Grade 11 students from Bukal Integrated National High School during the academic year 2021–2022 were conveniently selected as respondents for the study. Five expert teachers validated the instrument. A research-made questionnaire was utilized to gather the respondent’s perceptions about the types of motivation. The lesson exemplar for the whole grading period was made to reflect the influence of the types of motivation to be employed by the teacher in the facilitation of teaching-learning. The written works and performance tasks were utilized to see the relationship between the types of motivation. After the whole grading period, the data was gathered, tabulated, and analyzed. The Pearson Product–Correlation Coefficient was used to analyze the data. Additionally, descriptive statistics such as mean, standard deviation, and percentage were used and revealed that the overall performance of the respondents, grade 11 students, in terms of written work and performance tasks, is satisfactory. The result of the perceptions of the respondents on types of motivation revealed that students strongly agree that these types of motivation are highly motivating in improving students’ academic performance in Social Studies. Students’ perception shows that feedback is highly motivating as intrinsic motivation. Meanwhile, grades are highly motivating, as perceived by the respondents in terms of extrinsic motivation. The result revealed that most students performed very well in written work and excellently performed in performance tasks. The results of the written works and performance tasks revealed that there was no significant relationship between the students’ perception of types of motivation and academic performance in terms of written works and performance tasks in Social Studies after exposure to intrinsic and extrinsic motivation. This implies that types of motivation may not significantly influential in improving students’ academic performance in Social Studies in a distance learning modality.
Keywords: Intrinsic Motivation, Extrinsic Motivation, Academic Performance