MOTIVATION AND ACADEMIC PERFORMANCE 1

CHAPTER II
Methods
Research Design

In order to see the impact of Variable 1 on Variable 2, and identify if there is an

existing relationship between the variables, the researchers used a descriptive-

correlational method.

Having used a descriptive research design for the study, the researchers collected

factual and detailed information about the variables being studied in order to generalize

how the target population perceived the impact of variable 1 on variable 2. Descriptive

methodology allowed the researchers to gain in-depth understanding of the variables. The

study is also correlational in nature because it demands to see the existing relationship

between the variables, if there is any.

Research Locale

The study was conducted in a private institution set in Baliwag, Bulacan. The

researchers chose the Baliuag University as the research locale for the study because of

[insert reason for choosing BU. Also, remember that you may not copy my introductory

sentence].

Participants of the Study

The researchers considered the [blank] to be the respondents for the study. As

denoted by [whomever], the [blank] are the ideal respondents because of the [specific

characteristics that they have.] Hence, the –whomever-you-choose- are chosen as the

research participants.
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Instrument

The researchers utilized/administered a [blank] instrument in order to [state your

general objectives here by transforming your research questions into statement form].

The instrument was [adapted/created/modified] by the researchers in order to

elaborately describe the phenomena being studied.

[(1) If the instrument is adapted, you should tell the readers where you got it from. (2)

If it is modified, this section should tell the readers how you modified your questionnaire,

where you got them from (sources), and you should also tell your readers your reason/s

for modifying it.]

EXAMPLES OF RESEARCH INSTRUMENT SECTION WHEREIN THE

RESEARCHERS ADAPTED AND MODIFIED A QUESTIONNAIRE:

EXAMPLE 1:

The researchers adapted six survey questionnaires to collect the data necessary
for the study. The questionnaire is composed of three sections: demographic profile,
self-rating of social participation of the respondent, and self-rating of school adjustment
of the respondent. 
The demographic profile comprises the respondents’ gender, strand, general
weighted average (GWA), and type of school in the previous Academic Year. The
respondent’s name is also asked in the questionnaire, although it is optional.  
To describe social participation, the Adolescent Version of the Social Skills
Assessment, adopted by the Children Services Council of Broward County (2006) from
studies by McGinnis and Goldstein (1984), was used. The questionnaire introduced
different scenarios which would identify the degree of social participation of student
transferees towards their classmates, peers, teachers, and other members of the school
community. The researchers have modified the choices for the said survey that would
determine the prevalence of the given situation to their real-life experiences. 
On the other hand, the researchers based the remaining survey questionnaires
from the study of Stoklosa (2015), entitled: “College Student Adjustment: Examination
Of Personal And Environmental Characteristics”, to describe school adjustment. The
questionnaires presented several circumstances which may exhibit how student
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transferees adjust to their campus environment, in terms of self-efficacy, sense of

belonging, ability to cope, and belief in academic success.  
The researchers modified the choices for the General Self-Efficacy Scale survey,
Belief in Educational Success Test, Brief COPE survey, and Sense of Belonging survey
for better understanding of the participants. Furthermore, the researchers have rewritten
the questions in the Belief in Educational Success Test in a declarative manner to create
consistency in the statements within the survey questionnaire.  

EXAMPLE 2:

The instruments utilized for this study were adapted and modified by the
researchers in order to describe and measure the variables, and their possible relationship.
The instrument is divided into two parts, the first part is the demographic profile, and the
second part is the survey questionnaire. The demographic profile consisted of age, sex,
and strand of the respondents. The aforementioned details were included as the
researchers seek to describe the characteristics of the respondents. The second part of the
survey question consists of 9 sections, which aims to gather the participants’ attitude
towards online learning, their motivation to study and perceived level of self-discipline.
Furthermore, the survey questionnaire is made up of 87 coding type questions which used
a combination of  4-point Likert Scale and 4-point Semantic Differential Scale. 
The questionnaires for  online learning seek to describe a student's attitude
towards online learning in terms of their interest and perception. The questionnaire was a
combination of two research instruments which were adapted from the research study of
Obaid Ullah (2017) entitled: “Students’ Attitude towards Online Learning at Tertiary
Level” and from the case study written by Abdelrahim M. Zabadi (2016) entitled:
“University Students' Attitudes towards E-Learning: A Case Study in University of
Business & Technology (UBT)-Saudi Arabia-Jeddah” which is an open source article
published on the internet. 
The original questionnaires were modified by the researchers by replacing the
term ”e-learning” with “online learning” to prevent confusion among the respondents. 
 
On the other hand, the questionnaire for motivation describes students’ motivation
to study in terms of their efforts to strive for excellence, their desire to learn, and personal
incentives they gain from studying. The aforementioned questionnaire was adapted from
the dissertation written by Joseph Njeru Njiru (2003) entitled: “Measuring Academic
Motivation to Achieve for High School Students Using a Rasch Measurement Model ”. 
Some items on the original instrument were omitted, for some questions were
repeated and had transcended the parameters of the study. There are questions which
were focused on a student's motivation to achieve; whereas the study being conducted
was solely focused on students’ motivation to study and learn.    
Moreover, the questionnaire for self-discipline describes students’ perceived level
of  self-discipline through the use of focus, planning and organization, and efficiency in
time management as the indicators.  The said instrument was adapted from the research
study of Fatih Sal (2016) entitled: “A New Academic Self-discipline Questionnaire”.  
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The original questionnaire consisted of 50 questions, 20 items were omitted since

they had exceeded the scope of the present study. There were sections on the said
instrument that measures students’ self-discipline in terms of their capability to control
their urge to cheat which was not in the scope of the study. 

Validation of instrument. A number of expert research teachers validated the

questionnaire used on this study (See Appendix A*). Their feedbacks, suggestions and

corrections were used for the reconstruction of the instrument.

Data Analysis and Statistical Treatment

Point Scale Interpretation

4 3.26 – 4 Very Influential

3 2.51 – 3.25 Influential

2 1.76-2.50 Fairly Influential

1 1.0 – 1.75 Not Influential at all