MOTIVATION, ACADEMIC PERFORMANCE AND IN-PERSON LEARNING

EXPERIENCES AMONG GRADE 12 STUDENTS IN PRIVATE

AUTONOMOUS UNIVERSITY, QUEZON CITY: INPUTS

FOR COUNSELING INTERVENTION

A Thesis Presented to

the Faculty of the Graduate School

Our Lady of Fatima University

In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Psychology

Vladimir Marc A. Batayan

July, 2024
 APPROVAL SHEET

This is to certify that this Thesis titled, “Motivation, Academic

Performance and In-Person Learning Experiences among Grade 12
Students in Private Autonomous University, Quezon City: Inputs for
Counseling Intervention” prepared and submitted by Mr. Vladimir
Marc A. Batayan in partial fulfillment of the requirements for the
degree of Master of Arts in Psychology Major in Counseling Psychology
is hereby recommended for Oral Examination.

TRISHA JOY GOTINGA, Rpm, RPsy, MA

Adviser

PANEL OF EXAMINERS

Examined and approved by the Panel of Examiners in an Oral

Examination with a Grade of ______ on __July 7, 2024.

Chairperson

Rea V. Ramos, MAED, RGC, PhD

Member Member

Crisanto Daing, Ph.D Prof. Richard Laus, MAED, LPT, Rpm

Accepted as partial fulfillment of the requirements for the degree of

Master of Arts in Psychology Major in Counseling Psychology.

HERACLEO D. LAGRADA, PhD

Dean of the Graduate School
 CERTIFICATE OF ORIGINALITY

I hereby certify that this Thesis is my work and that, to the

best of my knowledge and belief, it contains no material

previously written or published by another person or

organization or any material which has been accepted for the

award of any other degree or diploma from a university or

institution of higher learning, except where due

acknowledgement is made thereof.

Furthermore, I declare that the intellectual content of this

research is the product of my work although I have received

assistance from others on the manner of organization,

presentation, language and style.

VLADIMIR MARC A. BATAYAN G

Researcher R
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Date: July 7, 2024 D
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Attested by: H
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TRISHA JOY GOTINGA, Rpm, RPsy, MA O
Adviser L

Date: July 7, 2024

 ACKNOWLEDGMENTS

The researcher would like to express his sincere gratitude to Dr.

Crisanto Daing for all help during this research, including his excellent

advice, constant encouragement, and constructive criticism. His

knowledge and support have been crucial in forming this research.

The researcher owes a debt of gratitude to Trisha Gotinga, his

devoted adviser, for all of her help, patience, and insightful criticism,

all of which have greatly helped to improve this research.

The researcher also owes a debt of gratitude to Emmanuel

Mabulay, whose proficiency with statistical analysis made sure that

the data interpretation in this study was accurate and rigorous. His

careful methodology and direction were invaluable.

The researcher is very appreciative to his friends for their

support, encouragement, and insights shared to this study. G

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Finally, the researcher would want to express his gratitude to A
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the students who took part in this research. The completion of this A
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research was made possible by their collaboration and contributions. E

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VMAB L
 ABSTRACT

Motivation, Academic Performance and In-Person Learning

Experiences among Grade 12 Students in Private Autonomous

University,

Quezon City: Inputs for Counseling Intervention

by

Vladimir Marc A. Batayan

This study generally examined the academic achievement,

intrinsic and extrinsic motives, and demographic traits of Grade 12

students. Based on the demographic profile, the age group that made

up the majority of the sample (93.2%) was 16–18 years old. The age

group 21 and above (0.5%) had the least proportions. Participants'

gender distribution is 36.5% male and 63.5% female, predominated G

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by the female. Majority of the students were enrolled in the academic A
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programs (73.1%), STEM, GAS (0.7%) the lowest. A
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High levels of intrinsic motivation were seen in many areas of E

learning. Achieving academic success gave the participants personal S

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sense of fulfillment, rated very high. They also strongly believed that O
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they wanted to secure their career and to buy all the things they L

wanted. They rated this extrinsic motivation as very high.

 The analysis of Grade Weighted Average (GWA) scores revealed

that 44.6% of students fell within the 92-94 range, suggesting above

average academic achievement, while the lowest frequency was 18 or

0.8%, rated as average.

The statistical analysis used Spearman's rho to investigate the

link between GWA (supposedly a measure of academic performance)

and internal and extrinsic motivation. The association between GWA

and intrinsic motivation produced a Spearman's rho of 0.292,

indicating a moderate positive correlation, implying that stronger

intrinsic motivation was connected with improved academic

achievement. Based on 2376 data (DF = 2372), this finding is

statistically significant (p-value <.001). Similarly, the association

between GWA and extrinsic motivation had a Spearman's rho of

0.253, showing a moderate positive correlation, but slightly smaller

than the link with intrinsic motivation. These findings are also G
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statistically significant, with a p-value of less than.001 and the same A
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sample size of 2376 (DF = 2372). A
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These findings provided important insights into Grade 12 E

students' motivations and academic outcomes, recommending S

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personalized treatments to improve both intrinsic and extrinsic O
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motivation across varied demographic and academic circumstances. L
Future studies should look into particular interventions to improve

motivational elements and overall student success.

TABLE OF CONTENTS

Page

Title Page …………………………………………………………..

Approval Sheet … i

Certificate of Originality … .. ii

Acknowledgments … …. iii

Abstract . iv

Table of Contents .. vi

List of Tables ………………………………………………..……. ix

List of Appendices ………………………………………………. x

CHAPTER G
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1 The Problem and Its Background A
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Introduction .. 1 A
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Statement of the Problem ……. 4 E

Hypothesis . 5 S
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Significance of the Study … ..… 5 O
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Scope and Limitations of the Study ..… 10 L

Definition of Terms . 11
2 Review of Related Literature

Face-to-Face Learning ……………………………. 16

Teaching Modality …………….…………………… 23

Motivation …………….………………………….. 25

Student Achievement ……………..…………… 34

Academic Performance ………………………… 35

Theoretical Framework .. .. 40

Conceptual Framework .. ………. 42

3 Research Methodology

Research Design … . .. 44

Locale of the Study . . 45

Population of the Study … ……. 46

Research Instrument … . 47 G
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Validity and Reliability of the Instrument… 49 A
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Ethical Considerations ……………….. 51 A
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Data Gathering Procedures .. .. 53 E

Statistical Treatment .. .. 55 S
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4 Analysis and Presentation of Data L

Result from Quantitative Data …………….. 57

 Result from Qualitative Data ………………. 65

Result from Quantitative Data …………….. 86

5 Summary of Findings, Conclusions, and

Recommendations

Summary of Findings …… 97

Conclusions .. 102

Recommendations .. 108

Appendices ……………………………………………………… 113

Bibliography ……. 159

Curriculum Vitae ……………………………………………… 167

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 LIST OF TABLES

Table

PAGE

1 Population Size of Selected Private University . 47

2 Demographic Profile of the Respondents

in Terms of Age …………………………………….. 58

3 Demographic Profile of the Respondents

in Terms of Sex ................................................ 58

4 Demographic Profile of the Respondents

in Terms of Strand……………………………………… 59

5 The Intrinsic Motivation Table Result

of the Grade 12 SHS Students. … .. 61 G
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6 The Extrinsic Motivation Table Result A
of the Grade 12 SHS Students. . 63 D
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7 The Academic Performance (GWA) of the Grade 12 Students T
in Academic Year 2023-2024 First Semester … 64 E

8 Theme Emerged … …….. 86 S

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9 Kruskal-Wallis Interpretation in Type of O
Motivation and According to Age .. 87 O
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10 Kruskal-Wallis Interpretation in Type of
Motivation and According to Sex .. 88
 11 Kruskal-Wallis Interpretation in Type of
Motivation and According to Strand 89

12 The relationship between Motivation and

Academic Performance .. 90

LIST OF APPENDICES

Appendix Page

A Letter to conduct the study .. 113

B Letter of Request to Use the Instrument as

a Guide …………………………………………………. 115

C Informed Consent Form …………… 117

D Informed Parental Consent Form ………… 125

E Sample Survey Questionnaire for Respondent 140

F Validation Letter …………………………… 145 G

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G IERC Certificate . 148 A
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H RDIC Certificate .149 A
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I Result of Reliability Test …..… .. 150 E

J Statistical Analysis .. 152 S

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 CHAPTER 1

The Problem and Its Background

Introduction

The K-12 program was introduced way back in the year 2016.

The K-12 program aimed to provide students with quality education

that gave additional two years of education before proceeding to

college (Quismundo, 2012). However, the traditional in-person

learning had been disrupted by the Covid-19 pandemic that caused

massive destruction to the department of education. This led the

schools to switch from traditional learning to online learning.

The pandemic Covid-19 created a worldwide impact to the

educational quality, especially in the Philippines. The government

created plans to control the spread of the virus. This included the

shifting of online classes or distance learning to face-to-face learning.

The shifting of traditional classes to online classes forced the students

and teachers to adapt in a new type of learning modality (Magsambol,

2021).

A report from the Childhope Philippines (2021), they

investigated the advantage and disadvantages of online learning in

the Philippines. The said private institution agreed that online learning

was the new academic standard but they mentioned that not all

students had an access in this type of modality. The gap that was
existing caused an impact on the quality of education to some

unfortunate students. Moreover, the transition to online learning

created a challenge in maintaining and improving the quality of

students’ learning experiences.

Schools in the Philippines were expected to resume the face-to-

face classes in January, 2022, with protocols that must be observed

(Magsambol, 2022). The educational institution decided to resume the

classes due to the challenge that the students and teachers

encountered from the distance learning, such as the lack of resources,

strong connectivity and no internet connections.

Going back to in-person learning required preventive measures

due to the possibility of spreading the virus. These were the

adjustment of classroom physical environment, health protocols, and

adaptation to classroom structure routine. Moreover, students might

have experienced the learning gaps due to distance learning, like G

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lessons and skills that were necessary for their level. Additionally, the A
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Covid-19 created an impact to the mental health of the students. A
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Some experienced anxiety and stress. Gavilan (2022) stated that E

schools were implementing free counseling and programs to address S

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the said concern. With this, Gavilan (2022) reiterated that education O
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was not only about the learning and education but also encompassed L

the social, emotional and mental well-being of the students.

 Intrinsic motivation refers to the drive to be part of activities for

personal benefits, like the enjoyment from the experiences. On the

other hand, extrinsic motivation is the drive to engage in activities for

rewards and/or to avoid being punished. Research by Ryan and Deci

(2000) stated that intrinsic motivation had a correlation with better

academic performance of the students compared to its counterpart.

With this in mind, the researcher was motivated to investigate

the relationship between the students’ motivation and its correlation

to their academic performance, as well as the in-person learning

experiences of the Grade 12 students. As stated by the DepEd (2022),

the face-to-face classes was manageable, but it was farfetched from

the reality. Therefore, it was important for the researcher to

investigate whether the students were actually learning, or just simply

complying to the activities for the sake of having good grades or to G

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make progress even without actual learning. A
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Furthermore, the researcher aimed to understand the A
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phenomenology of the students inside the classes using qualitative E

approach. Surveys and interview were conducted to selected students S

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to gain insights about the experiences of the students in in-person O
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learning. L
Statement of the Problem

The main objective of this research was to identify the

motivation, academic performance and home study experiences

among Grade 12 students in a private autonomous university.

It aimed to answer the following questions:

1. What is the demographic profile of the Grade 12 students in

terms of:

1.1 Age,

1.2 Sex, and

1.3 Academic Strand?

2. What is the assessment of the Grade 12 students in their

level of motivation in in-person learning in terms of:

2.1 Intrinsic, and

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2.2 Extrinsic Motivation?
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3. What is the academic performance of the students based on U
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their general weighted average for the first semester of T
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school year 2023-2024? S
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4. What are the in-person learning experiences of the Grade 12 H
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students for the first semester of school year 2023-2024? L
 5. Is there a significant difference in the assessment of the

motivation of students when their demographic profile is

considered?

6. Is there a significant relationship between the motivation of

the Grade 12 students and their academic performance?

7. How may the findings of the study be utilized as inputs for a

counseling program?

Hypotheses

There is no significant difference in the assessment of the

motivation of students when their demographic profile is considered?

There is no significant relationship between the motivation of

the Grade 12 students and their academic performance?

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Significance of the Study R
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The presented study indents to understand and to investigate U
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the type of motivation that the students used in distance learning. The T
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output of this research is beneficial to the following: S
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Students. The findings of this study can provide important H
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information to the students on various factors that influenced their O
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academic performance and their motivation in face-to-face learning.

This can assist them in understanding themselves better and cater

them with better learning techniques to improve their academic

performance. Additionally, this study can provide about the

experiences of students in in-person learning and can suggest a better

learning strategies. Overall, this research can serve as a source of

information for students who transitioned from distance learning to

face-to-face classes. It can provide them a better understanding that

potentially enables them to excel academically in new learning

modality.

Guidance Counselors. To the guidance counselors this study

can provide a better understanding about the factors that affect the

academic performance of the students in face-to-face learning. With

this idea, the counselor can improve and get more knowledge about

the experiences of the senior high school students in new learning

modality. The findings of the study can assist and utilize a counseling G
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for students who are struggling with their motivation and affecting A
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their academic performance. Additionally, the information that the A
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researcher received can provide a knowledge for the counselor to E

improve their skills that enable them to address effectively the S

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challenges faced by the students in face-to-face learning. O
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Teachers. To the educators this study can provide insights L

about the experiences of the students in new learning modality. This

knowledge enables the educators to improve their teaching strategy

and interventions to provide the needs of the students. Additionally,

this study can assist the educators to identify the possible issues that

the students may experience during the face-to-face learning. Lastly,

this study can improve the quality of education in the Philippines and

support teachers in delivering meaningful learning experiences for the

students.

School Head. The findings of this study can cater different

information that influence the academic performance, the influence of

motivation, and the face-to-face experiences of the students under in-

person learning. Additionally, this can assist the school heads to

identify and address the challenges faced by the students brought by

transitioning from online classes to in-person learning of the students.

By taking into account the results of this study, school heads can

motivate their faculty to give more understanding and creating an G

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intervention that caters the needs of the students in face to face A
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classes. A
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School Administrators. The findings of this study can give an E

information to the school administrators about the best or more S

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effective learning strategy by giving necessary seminars, webinars, O
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trainings, and orientation for the teachers to improve the students’ L

academic performance and motivation in the in-person learning

modality. The potential programs can address the challenges

encountered by the students in face-to-face setup, and also to provide

techniques for teachers to effectively engage and motivate students

to learning. By addressing the existing issue, the school administrator

can provide a positive and supportive school that potentially improve

the academic performance of the students.

Department of Education. The Department of Education is

responsible for the basic learnings of the students in the Philippines. It

is highly significant for this institution to have a crystal-clear

knowledge of the challenges and possible opportunities that arise

from the shifting of learning modalities from online to in-person

classes after a long period of online learning. This study can examine

the students’ motivation and academic performance. Through this

study, the DepEd can develop policies and programs that are essential

for the success of in-person learning. G

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The Community. The findings of this study are very important A
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to the community. By improving academic performance and A
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encouraging mental health, the program helps to create a more E

educated and healthier population, which lessens the demand on local S

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healthcare facilities. The approach improves family dynamics through O
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parental involvement, promotes social cohesion through peer support, L
and trains future leaders by instilling leadership and civic

responsibility.

Furthermore, the program's good influence on lowering

behavioral difficulties and increasing graduation rates might result in

economic benefits, such as attracting firms and creating job

opportunities. Finally, the findings can be used to shape local

educational policies and stimulate additional study, resulting in

ongoing improvements in community education and well-being.

The Researcher. As an instructor, the researcher believes that

learning the experiences and motivation of students is significant in

facilitating a learning environment that caters growth and

development. Shifting to face-to-face classes had brought a lot of

challenges, concerns and consideration. By doing this study, he hopes

to contribute to the ongoing solutions on how best to motivate the

students as they faced changes brought by the pandemic. G

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Future Researchers. To the future researchers, this study can A
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provide a direction as a reference for future studies. This can A
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potentially provide a deeper understanding of the challenges of the E

students in the transition of learning modalities. The study’s output S

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about the lived experiences of the Grade 12 students can also serve O
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as a valuable source for future researchers. Overall, this study can L
serve as a reference for future studies that aims to investigate the

same variables.

Scope and Limitations of the Study

This study used a researcher-made questionnaire to investigate

the motivation type of the students whether intrinsic or extrinsic.

Intrinsic and extrinsic are the two major types of motivation. Both, are

influential in shaping the personality and the way people express their

own self (Deci & Ryan, 2008). The Self-Determination Theory by

Edward L. Deci and Richard M. Ryan stated that, when the needs for

competence, connection, and autonomy were achieved, they would

become self-determined. G
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The participants for this study were all Grade 12 students A
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covering all academic strands in School Year 2023-2024. The A
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researcher gathered data from of the Grade 12 students currently E

enrolled in a private university. They answered a close-ended survey S

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that identified their demographic profile, academic performance, and O
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motivation type that they experienced in the in-person learning L

modality. Some of the selected participants answered an open-ended

survey that sought to investigate the in-person learning experiences

of selected Grade 12 students.

Furthermore, the survey was only available to Grade 12 senior

high school students enrolled in a private school for the School Year

2023-2024. Respondents coming from public schools were not

included.

The study was limited to the type of motivation, such as intrinsic

and extrinsic motivation, academic performance, and the in-person

learning experiences of the students.

Students coming from the Grade 11 and college students were

not part of the study. The researcher gathered data in one private

university in Quezon City.

The data collection for this study was administered in May 2024.

The survey questionnaires on demographics, academic performance,

and motivation were expected to take about five minutes to complete, G

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while the selected respondents for the interview are expected to take A
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up to 20 minutes. A
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The data were collected, interpreted, and analyzed to give E

illumination in understanding the motivation of the students, their S

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academic performance, and their experiences in distance learning. O
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Definition of Terms
 The following terminologies were defined operationally and

contextually for better understanding of the information contained in

this study.

Academic Performance is the evaluation of students' outputs,

such as exams, quizzes, group activities, assignments, and

participation, commonly practiced by educators or teachers. This

standardized measurement is utilized by educators from various

subject areas (Ballotpedia. (n.d.)).

ASCA is the acronym for American School Counselor Association

(ASCA) that encourages school counselors to assist students in

focusing on academic, career, and social/emotional development so

that they succeed in school and are prepared to live fulfilling lives as

responsible members of society. ASCA offers professional

development, publications and other resources, research, and

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advocacy to school counselors all around the world. R
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Counseling Program is a counseling program that assists U
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people in dealing with emotional, social, vocational, educational, T
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health-related, developmental, and organizational issues. S
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Distance learning is a type of education characterized by the H
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physical separation of teachers and students during instruction, as O
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well as the use of various technologies to enhance student-teacher

and student-student communication (Simonson & Berg, 2024)

Extrinsic Motivation is a motivation that is driven by external

rewards, such as rewards or penalties, money or grades or intangible,

such as praise or fame. It is focused purely on outside rewards.

Five-Point Likert Scale measures the type of motivation

among the senior high school students. This scale allows the Grade 12

to determine whether the motivation comes from intrinsic factors,

such as personal interest or growth, or extrinsic factors, such as

rewards or recognition from external sources. The respondents will

indicate their level of agreement with statements related to their

motivation, using a range of responses from strongly disagree to

strongly agree.

GWA is the acronym for General Weighted Average of the

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Grade 12 students. This was used to measure the relationship of R
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motivation to the academic performance of the students. U
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Hybrid Learning is the combination of synchronous and E

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asynchronous learning. This type of learning modality was adapted for
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the security and safety measures implemented by the government to O
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prevent the transmission of disease (Almario & Austria, 2020). L
 In-Person Learning describes the conventional educational

approach in which students physically attend courses at a specified

school or learning facility and engage in face-to-face interactions with

their teachers and peers. This type of instruction often incorporates a

planned timetable and curriculum that are presented in a physical

classroom setting through lectures, discussions, and various

interactive activities (DepEd, 2022).

Intrinsic Motivation describes the undertaking of an activity

for its inherent satisfaction. Deci and Ryan (1985) defined intrinsic

motivation as the human propensity to engage in activities for their

inherent satisfaction rather than for a distinct outcome or reward. It

can be identified by a sensation of pleasure, interest, or delight that

comes from the activity itself.

Motivation is defined as the energization and direction of

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behavior (Deci & Ryan, 2008, p. 3). According to Deci and Ryan's Self- R
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Determination Theory, individuals are motivated when their basic D
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psychological needs for autonomy, competence, and relatedness are A
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met (Deci & Ryan, 2008).
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Online learning, often known as e-learning, digital learning, or C
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occasionally virtual learning, refers to a wide range of educational O
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activities supported by digital technologies (Raouna, 2024)
 Senior High School (SHS) are the selected respondents of the

researcher. SHS stands for Senior High School, which is the last two

years of the K-12 educational system. It is a requirement for students

to complete SHS before proceeding to higher education, such as

college or university.

Spearmen Rho. The Spearman rank correlation coefficient (rs)

is a nonparametric variant of the Pearson correlation coefficient. The

data must be ordinal, interval, or ratio. Furthermore, Spearman

measures the strength of a monotonic association; therefore, your

data must be monotonically related. Basically, if one variable grows

(or drops), so does the other (Cleff, 2013).

Thematic Analysis is a qualitative research method used to

identify patterns or themes in data collected from focus group

discussions and interviews. For this study, the researchers used

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thematic analysis to identify recurring themes in data related to the R
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in-person learning experiences of senior high school students. The D
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analysis process involved systematic analysis of data, generating A
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initial codes, searching for themes, reviewing and naming the themes,
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and producing a report. C
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 CHAPTER 2

Review of Related Literature

This chapter discusses the review of related literature which

identified and provided some necessary information utilized in the

research.

Moreover, these materials aided the researcher in considering

what variables to be included in the study, the theoretical framework

and research paradigm, which served as the basis of the conduct of G

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this research. A
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Face-to-Face Learning T
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Face-to-face learning refers to traditional in-person education in
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which students attend classes in a classroom with an instructor. This H
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strategy enables for direct engagement between students and O
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teachers, fostering real-time communication, instant feedback, and

hands-on learning experiences.

According to CNN News (2022), the Philippines Department of

Education announced that face-to-face classes would resume for the

upcoming academic year of 2022-2023. This is in response to the

challenges faced during the previous academic year, which relied

heavily on distance learning modalities due to the COVID-19

pandemic. The Department of Education stressed the importance of

providing safe and

effective learning environments for students, while also

acknowledging the need to strictly implement health protocols. The

decision was met with mixed reactions from parents, teachers, and

students alike, highlighting the ongoing concerns regarding the safety

and readiness of schools to accommodate face-to-face classes during

the pandemic. G
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In a Manila Bulletin article published in 2022, it was reported A
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that face-to-face classes resumed for public schools, despite concerns A
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and challenges due to the ongoing COVID-19 pandemic. The article E

highlighted the preparations made by the Department of Education S

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(DepEd), such as the providing hand sanitizers, face masks, and face O
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shields for students and teachers. The article also mentioned that the L
DepEd had conducted inspections to ensure schools were complied

with health protocols.

However, the article noted that some parents and teachers still

had reservations about the safety of face-to-face classes. According to

the article, the resumption of face-to-face classes resulted from of the

DepEd's recognition of the importance of in-person learning for

students' academic and social development. The DepEd Secretary,

Leonor Briones, was quoted in the article as saying that "We know

that the best way of learning is through face-to-face classes because

the learners can interact with their teachers and classmates" (Manila

Bulletin, 2022).

The article highlighted the resumption of face-to-face classes in

public schools amidst the COVID-19 pandemic, and the measures

taken by the Department of Education to ensure compliance with

health protocols. While the article acknowledged the importance of in- G

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person learning for students' academic and social development, it also A
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noted the concerns and reservations of some parents and teachers A
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regarding the safety of face-to-face classes. Despite this, there was a E

lack of literature on the actual impact of resuming face-to-face classes S

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on students' academic performance and motivation, especially among O
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senior high school students. Thus, there was a research gap that L

needed to be addressed to fully understand the effects of face-to-face

learning during the pandemic on students' academic success and

overall well-being.

After over two years of suspension, the Philippine Department of

Education (DepEd) resumed full face-to-face classes for public schools

in March 2022 (Magsambol, 2022). The DepEd emphasized that the

decision was based on careful study, consultation, and assessment of

the current pandemic situation in the country. The reopening of public

schools aimed to address the learning loss experienced by students

due to the pandemic and provided a better learning experience

through in-person interaction between teachers and students. Despite

this development, some parents and teachers remained hesitant

about the resumption of face-to-face classes due to concerns over

health and safety protocols, especially with the emergence of new

variants of COVID-19 (Magsambol, 2022).

As per the literature, the resumption of full face-to-face classes G

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in the Philippines after over two years of suspension had led to some A
D
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parents and teachers expressing concerns about health and safety A
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protocols, particularly with the emergence of new variants of COVID- E

19. However, there is a lack of research on the impact of these S

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concerns on the willingness of students to attend face-to-face classes O
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and their motivation to learn. Therefore, there is a research gap in L

understanding the factors that influenced the motivation and

academic performance of senior high school students in face-to-face

learning environments during the COVID-19 pandemic.

The Department of Education (DepEd) surveyed from October to

December 2021 to investigate the student’s satisfaction with different

modalities. The findings showed that 91% of the students who

participated in in-person learning were satisfied, while 88% were

satisfied with online classes. The DepEd also found that the academic

performance of learners who attended face-to-face classes was better

compared to those who relied on online learning (Cabrera, 2022).

Based on the given information, there seems to be a lack of

studies that provided a comprehensive examination of the factors that

contributed to the high satisfaction rate and academic performance of

students who attended face-to-face classes. While the survey

conducted by the Department of Education (DepEd) provided some

insights, there was a need for a more detailed and systematic G

R
investigation on the effectiveness of the safety protocols A
D
U
implemented, as well as the teaching and learning strategies A
T
employed in in-person learning. E

Furthermore, there was a research gap in comparing the S

C
H
motivation and academic performance of students who attended face- O
O
to-face classes with those who opted for distance learning, which L
could provide valuable information on the strengths and weaknesses

of both modes of learning.

Education institutions intended to resume holding more in-

person classes in 2023, according to an article on LGU vs COVID

(2023). The choice was decided after taking into account the declining

COVID-19 cases and the requirement for greater academic

involvement and student interaction. In order to guarantee the

wellbeing of students, instructors, and staff. The article also said that

schools would continue to enforce stringent health and safety

procedures. It was crucial to keep an eye on how well this new method

of teaching was helping the nation achieve its objectives while

keeping everyone safe as it makde the transition to it.

Thong et al. (2023) found that both students' self-efficacy and

learning mode efficiency had a significant impact on their adjustment G

R
to face-to-face learning after the pandemic. Face-to-face learning A
D
U
increases participation in conversations and activities, whereas online A
T
learning provided greater convenience and flexibility. The study E

looked at how students shifted between various modes, highlighting S

C
H
problems including technological issues and social isolation, as well as O
O
benefits like flexibility, autonomy, and deeper engagement. These L
findings highlighted the importance of adaptable educational

strategies that could adjust to changing pandemic situations.

Many students interviewed revealed significant challenges with

online learning, highlighting its adverse impact on their mental health.

According to several respondents, the inability to interact with peers

was particularly taxing. They emphasized that online classes

restricted learning opportunities typically found in physical

classrooms. Additionally, some students expressed anxiety due to the

lack of structure and support inherent in online education, which

exacerbated feelings of isolation. Similarly, others noted the struggle

to maintain a consistent routine and the allure of procrastination with

recorded classes, leading to heightened feelings of loneliness and

isolation. Looking ahead to the return to in-person learning, students

expressed eagerness to reconnect with friends and engage more

dynamically with professors, underscoring the social and academic G

R
advantages of face-to-face interactions (Shechtman, 2022). A
D
U
Students at LuHi were looking forward to returning to in-person A
T
study and bonding face-to-face with both classmates and teachers. E

They looked forward to the dynamic campus life, which included S

C
H
events, such as football games, Homecoming Week, and community O
O
service activities that helped them create memorable experiences and L

form meaningful friendships. The in-person experience promised to

enhance students' educational journeys while also providing

opportunity to actively participate in clubs, sports, and activities that

promoted personal growth and strengthen their feeling of community

(Buchholz, 2022).

Concerns were raised concerning the limited resumption of face-

to-face lessons, noting government failures to provide sufficient

physical and material educational resources and implement an

effective recovery strategy. The purpose of this study was to explain

the obstacles that students confront in various situations. A random

sample of 255 pupils was drawn from four curricular programs at a

public junior high school in the Philippines. Data were collected using

a verified researcher-created survey questionnaire. According to the

descriptive research design, students generally disagreed with the

difficulty of adhering to new classroom norms, such as wearing masks

and physical distancing, and found their learning experiences in G

R
limited face-to-face classes comparable to modular distance learning A
D
U
(Vasquez & Vasquez, 2023). A
T
E

Teaching Modality S
C
H
A teaching modality is the manner in which education is O
O
delivered. Face-to-face learning occurs when students and teachers L

engage in person in a classroom. Students can use online learning to

access resources and communicate with teachers and classmates

from any location. Blended learning blends in-person and online

instruction.

The Department of Education (DepEd) has urged schools to

employ their preferred method of learning delivery during the

transition phase, according to Merlina Hernando-Malipot's article in

the Manila Bulletin (2022). This means that schools had the discretion

to select the learning mode that best suited the requirements and

conditions of their students. Diosdado San Antonio, the DepEd's

Undersecretary for Curriculum and Instruction, reaffirmed the

organization's commitment to provide all students in the nation a

high-quality education. DepEd was therefore, collaborating closely

with schools to make sure they had the tools and support they needed

to provide quality instruction during the transition.

Banks and Vergez (2022) studied students' preferences for G

R
online versus in-person learning during the COVID-19 epidemic at the A
D
U
City University of New York. Academic institutions were compelled to A
T
quickly convert to online learning modes as a result of the SARS-CoV-2 E

outbreak. The study aimed to determine whether there was a S

C
H
connection between students' opinions of online education and their O
O
academic performance during the pandemic. The authors proposed L

three hypotheses: students would evaluate online learning differently

from in-person learning, STEM courses would be evaluated differently

from non-STEM courses, and there would be a positive link between

grades earned and student evaluations of online learning. The study

found substantial disparities in student accomplishment and

perception depending on the course style, and that students assessed

online courses less favorably than in-person courses. The association

between student achievement and perception of the learning modality

was, nonetheless, found to be weak yet beneficial.

The authors recommended that institutions exploit the

implications of these findings to develop e-learning modules and that

future research should examine the effects of required online learning

on the mastery and accomplishment of learning outcomes.

Face-to-face learning environments could boost motivation and

academic accomplishment due to the organization and accountability

they instilled. Being physically present in class provided students with G

R
a set timetable, clear deadlines, and a commitment to their A
D
U
classmates and teachers. This planned framework helped pupils A
T
maintain concentration, self-discipline, and a desire to succeed E

academically. Furthermore, the supportive atmosphere of in-person S

C
H
classes increased student involvement, resilience in the face of O
O
adversities, and persistence in academic pursuits (Parashar, 2024). L
Motivation

Ryan and Deci's 1985 book, "Intrinsic Motivation and Self-

Determination in Human Behavior," presented Self-Determination

Theory (SDT), which focuses on high-quality motivation in which

individuals are completely engaged and perform at their best. They

found three fundamental psychological demands required for this

motivation: autonomy, competence, and relatedness. SDT

distinguishes between autonomous motivation (driven by own interest

and enjoyment) and controlled motivation (driven by external rewards

such as money or grades), which can weaken intrinsic motivation. SDT

has grown into a "meta-theory" that guides current research (O'Hara,

2017).

Bernardino et al. (2020) aimed to investigate the relationship

between the academic performance of senior high school students

and their level of motivation in the context of in-person learning G

R
experiences. The study employed a mixed-methods research design, A
D
U
using a survey questionnaire and semi-structured interviews to collect A
T
data from 90 Grade 12 students in a private school in the Philippines. E

The researchers used self-determination theory by Deci and Ryan S

C
H
(2000) to define and distinguish intrinsic and extrinsic motivation. The O
O
results revealed a significant positive correlation between intrinsic L

motivation and academic performance, but no significant correlation

was found between extrinsic motivation and academic performance.

The study also highlighted the importance of in-person learning

experiences in enhancing students' motivation and academic

performance. The researchers suggested the need for educators to

foster intrinsic motivation among students and to provide meaningful

and engaging in-person learning experiences.

Based on the study conducted by Bernardino et al. (2020), there

is a gap in literature regarding the correlation between extrinsic

motivation and academic performance among senior high school

students. The study found no significant correlation between these

variables, which differed from some previous studies that reported a

positive correlation. Additionally, while the study emphasized the

importance of in-person learning experiences in enhancing motivation

and academic performance, there was a gap in literature regarding

the specific aspects of in-person learning experiences that contributed G

R
to this enhancement. Therefore, further research was needed to A
D
U
explore these gaps in literature and provided a more comprehensive A
T
understanding of the relationship between motivation, academic E

performance, and in-person learning experiences among senior high S

C
H
school students. O
O
Importante and Fernandez (2003) conducted a study to L

determine the factors that influence the motivation to learn among

Central Philippine University (CPU) High School students in the school

year 1998-1999. The study aimed to identify the different factors

perceived by students that affected their motivation to learn, rate the

extent of motivation provided by various aspects of their education,

and rank the factors from most influential to least, per subject. The

researchers used the descriptive method, particularly the one-shot

survey design, and distributed a researcher-made questionnaire to

272 respondents from a total of 1,373 high school students enrolled at

CPU Development High School.

Results showed that teaching device was ranked first, teacher-

related factors as second, and equipment/textbooks as third in terms

of the extent of motivation to learn that students could derive from

these factors. However, the study revealed that the extent of

motivation of the different factors identified varied according to the

class subject. G
R
The research gap in the study conducted by Importante and A
D
U
Fernandez (2003) was that it only focused on the factors influencing A
T
the motivation to learn among high school students in a particular E

school year and did not consider other factors that could have S
C
H
affected their motivation to learn, such as the teaching style, school O
O
environment, and personal factors. Furthermore, the study did not L

consider the impact of technology on students' motivation to learn. As

technology has become an essential tool in education, there is a need

to investigate how technology affects students' motivation to learn,

particularly in this digital age. Thus, future studies may explore the

relationship between technology and students' motivation to learn in

various educational settings.

In a study of 525 Filipino high school students, Datu (2017)

looked at the connection between psychological well-being (PoM) and

academic motivation as well as how it affected academic

performance. The research discovered a link between PoM and

academic success as well as between autonomous and regulated

motivation.

On the other hand, motivation was adversely correlated with

PoM. The findings also demonstrated that PoM's mediating effects on

autonomous motivation had an indirect impact on academic

attainment. The degree of the influence of low-arousal affective G

R
states, notably PoM, in the academic setting, however, was not well A
D
U
understood. Therefore, more investigation was required to determine A
T
the potential effects of low-arousal affective states, such as PoM, on E

high school students’ academic motivation and success. S

C
H
O
O
A systematic review was carried out by Bayanova et al. (2023) L

to examine the function of motivation in STEM education. The first

research on motivation and STEM were published in 2008, with the

majority of research papers being released in 2021, according to the

study's analysis of 78 publications published in journals listed in the

SCOPUS database. The findings revealed that middle school, high

school, and undergraduate students were the chosen study subjects

and that the majority of studies were carried out in the United States.

The survey also showed that a large proportion of studies looked at

student-level characteristics and that researchers predominantly

utilized the quantitative method to gather data.

The researchers noted the requirement for a thorough

presentation of the major research findings on motivation in STEM

education as a research gap. Future studies, according to their

recommendation, should look at databases like ERIC, ProQuest, and

Web of Science and incorporate the study of other documents such as

book chapters, conference papers, dissertations, and theses. G

R
Foong et al. (2022) assert that motivation was essential to A
D
U
Engineering education. But one factor that was linked to dropouts A
T
among Engineering students was a lack of motivation. Although E

increasing students' motivation was important, its development over S

C
H
time was thoroughly investigated. Therefore, the purpose of this study O
O
was to examine how first-year Chemical Engineering students' L

motivation fluctuated over the course of six months and how

motivation was related to their academic performance. In order to

investigate amotivation, extrinsic motivation, and intrinsic motivation

among forty-six students from a public university in Malaysia, the

researchers applied Self-Determination Theory and made use of the

Academic Motivation Scale.

The findings showed that, aside from the huge rise in extrinsic

motivation-external regulation over the course of six months,

students' motivation remained largely unaltered. The students showed

the least motivation, yet they were most driven to lead fulfilling lives

in the future. While intrinsic motivation to experience stimulation was

significantly correlated with students' second-semester academic

performance, extrinsic motivation was significantly correlated with

students' academic performance during the first semester.

Tokan and Imakulata (2019) state that the aim of their study

was to investigate the effects of intrinsic and extrinsic motivation on G

R
learning behavior as well as the impact of both on the learning A
D
U
achievement of students in the biology education department at FKIP A
T
Undana. To gather information on the three independent variables E

and one dependent variable for this correlation study, questionnaires S

C
H
and document analysis were used. The results showed that intrinsic O
O
motivation had a direct impact on learning behavior and that learning L

behavior and both intrinsic and extrinsic drive together had an impact
on learning attainment. The study focused on students in the biology

education department, presented a research gap, and it was

necessary to determine whether the results applied to other

departments or disciplines of study. Therefore, regardless of the

subject matter, the goal of this study was to ascertain the impact of

motivation and learning behavior on student achievement in a broader

context.

The links between self-regulated learning strategies, learning

motivation, and academic accomplishment in mathematics need to be

looked into (El-Adl and Alkharusi, 2019). Two hundred thirty-eight

Omani ninth graders were included as participants in the descriptive

study design used by the researchers. Academic achievement was

measured by the total score in mathematics, while self-regulated

learning strategies and motivation were assessed using the Motivated

Strategies for Learning Questionnaire. The results showed that self- G

R
regulated learning had favorable associations with intrinsic A
D
U
motivation, extrinsic motivation, task value, control of learning beliefs, A
T
self-efficacy, and academic success. In contrast, the study found a link E

between test anxiety and self-regulated learning. Despite these S

C
H
important findings, it was unclear if they hold true across different O
O
educational levels and topic areas, necessitating additional research L

in this field.
 The use of rewards and punishment, which has an impact on

student psychology and heightens motivation for learning, is what

inspired this study. This study set out to analyze how rewards and

sanctions affected students' intrinsic motivation. The fourth-grade

homeroom teachers and three students at a public elementary school

in Kumantan were the focus of the qualitative descriptive research.

Data were gathered through documentation, interviews, and

observation. Focus group talked among researchers, homeroom

teachers, and students were used to triangulate the results. According

to the study's findings, if rewards and punishments were administered

correctly and appropriately, they could have an effect on students'

growth. When students behave positively, rewards were given to

implant good values, which was accomplished by habit and

appreciation, but when they behaved negatively, the instructor would

administer the proper punishment for them since this punishment was G
R
intended to stop students from repeating inappropriate behaviors. A
D
U
According to the study's findings, if reward and punishment were A
T
administered properly, they could be a useful instructional tool for E

obtaining feedback from students (Kusumawati et al., 2023). S

C
H
Enhancing academic achievement among undergraduate O
O
students depends heavily on motivation. According to Abu Bakar et al. L

(2022), a student's motivation level affected how successful they were

academically. The purpose of the study was to ascertain how

undergraduate academic accomplishment at Malaysia's Sultan Zainal

Abidin University was impacted by student motivation. The survey

questionnaire given to 144 participants' reliability and validity were

established using exploratory factor analysis. However, because there

was no discernible difference in accomplishment motivation between

high achievers and low achievers, the study identified a research gap.

The results also showed that male and female students' aspirations for

success differed significantly. In SPSS version 20, the authors used

correlation analysis and basic linear regression analysis to examine

the data. The results of the study revealed that student motivation

had a beneficial effect on their academic progress and was found to

be a significant predictor of better GPA.

The goal of the study, according to Oclaret (2021), was to

determine the effect of academic intrinsic motivation (AIM) on G

R
students' academic performance, as well as the connection between A
D
U
the subscales of AIM and academic achievement. The AIM survey, A
T
which had six subscales including mastery orientation, need for E

achievement, power motivation, fear of failure, authority expectations, S

C
H
and peer acceptability, was used in the study as part of a descriptive O
O
research methodology. The survey was given to 180 senior high L

school students in Quezon City, and their academic achievement was

assessed using their final grades in accordance with DepEd Order No.

8, s. 2015.

According to the study's findings, mastery orientation and need

for achievement were substantially correlated with good final grades,

and AIM elements had a strong beneficial influence on students'

academic performance. However, there were notable differences

between the AIM scale's intrinsic and extrinsic factors. The study

concluded that by focusing on intrinsic motivation elements, the

findings had implications for improving students' academic

performance.

Student Achievement

Student achievement refers to a student's measurable

performance in various academic subjects. This performance is often

measured via standardized tests, grades, and other evaluations that G

R
examine a student's knowledge, skills, and progress in topics such as A
D
U
arithmetic, science, reading, and writing. High student A
T
accomplishment demonstrates a thorough understanding of the E

content and frequently reflects competent instruction, a helpful S

C
H
learning environment, and the student's own efforts and abilities. O
O
De Cadiz (2023) stated the importance of reliable assessments L

of student achievement as a basis for creating policies the main

purpose is to develop the standard of education. De Cadiz (2023)

emphasized the surveys of learner performance administered by

international agencies, which compared a school’s level of

performance to the norms set by the researcher. Although there was a

low participation rate, the comparison system was hard-working to

determine the flaws of not only the institution under assessment but

also those institutions that were not included in the study. Moreover,

the high-performing schools’ strategies, techniques, and technologies

could be a reference for low-performing schools.

Despite all that, there was an existing gap that was needed to

bridge. The system that was mentioned has needed more

understanding on how it could motivate the students in schools below

standard to grow and excel in their academic performance and to

have a good career in the future. The comparison of the learner’s

achievement on an international level can also motivate the G

R
government to implement necessary policies to enhance the A
D
U
educational system. A
T
E

Academic Performance S
C
H
Academic performance refers to a student's ability to meet O
O
predefined educational criteria and requirements. It is often quantified L

using grades, test results, class engagement, and assignment

fulfillment. Academic performance can also refer to a student's ability

to apply knowledge, analyze critically, and display skills across

multiple topics. High academic success frequently shows a student's

comprehension of the topic, dedication, and capacity to excel in an

educational setting.

Almerino et al. (2020) discussed the adoption of the K–12

educational system in a number of countries in order to meet the

demand for a skilled workforce. On the other hand, concerns

concerning the mismatch between the curricula offered by such

institutions and the demands of businesses had been raised by the

establishment of the K–12 educational system in the Philippines. The

Scholastic Abilities Test for Adults, a nationally standardized

evaluation of academic ability in adults, was utilized by the authors to

evaluate the performance of K–12 students in the Philippines in order

to solve this issue. In order to position the current K–12 educational G

R
system to meet industrial and international expectations, the study A
D
U
intended to shed light on these difficulties and to help the A
T
development of stronger policies. The study's results could assist E

stakeholders in filling in some of the gaps that were currently there. S

C
H
The use of a standard exam that primarily assessed academic O
O
ability in adults to assess K–12 student performance, however, L

represents a possible research gap that could be discovered as a

result of this study. While the Scholastic Abilities Test for Adults

offered insightful information about K–12 students' academic

performance. It might not accurately reflect all of their distinctive

qualities and educational experiences. Therefore, to gain a more

thorough picture of K-12 students' performance, future research could

investigate alternate evaluation methods that take into account the

particular context and demands of K–12 education in the Philippines.

In order to investigate the connection between students'

motivation and academic achievement, Afzal et al. (2010) carried out

a study. The University Student Motivation and Satisfaction

Questionnaire Version 2 (to measure intrinsic and extrinsic motivation)

and academic performance were the three components of a

questionnaire that the researchers gave to 342 university students

from various universities in Pakistan. The findings demonstrated a

positive relationship between extrinsic and intrinsic motivation and G

R
academic performance, with amplifications ranging from 23% to 34%, A
D
U
and the entire model was significant (p0.05). The study discovered A
T
that while career and qualifications, social enjoyment, and social E

pressure were linked to lower academic achievement, self-exploration, S

C
H
altruism, and rejection of alternative options were connected with O
O
greater academic success. The study highlighted the significance of L

students' motivation in their academic success.

 This study's research gap is the absence of precise strategies

that could promote intrinsic motivation in college students. Although

the study found a link between intrinsic drive and academic

achievement, it did not offer instructors any actionable suggestions

for raising students' intrinsic motivation.

In a study published in 2023, Affuso et al. (2023) looked at how

teacher support and parental oversight affected academic

performance over the course of three years, testing the mediating

effects of academic self-efficacy and self-determined motivation, and

determining whether the roles of teachers and parents changed over

time. The researchers gathered information from 419 Grade 9

students using surveys given three times over a three-year period and

teachers' evaluations of students' academic success as shown by

school grades. The results of the study showed that parental oversight

and teacher assistance had a direct and beneficial impact on G

R
motivation and self-efficacy, which in turn had a good impact on A
D
U
academic achievement. A
T
The findings also showed that teacher support and parental E

oversight indirectly impacted academic performance over time S

C
H
through the mediation of motivation and self-efficacy, with teachers O
O
having a stronger influence on self-efficacy than parents having on L

motivation. The study did not, however, look at how other conceivable
elements, such a student's personality, learning preferences, or

socioeconomic position, could affect academic achievement over time.

The need to investigate potential long-term consequences of these

factors on academic achievement was, thus, the study's research

need.

Sivrikaya (2019) looked on the relationship between academic

accomplishment and academic motivation among students majoring

in physical education and sports at Balikesir University. The study

used the Vallerand et al. (1992) Academic Motivation Scale (AMS),

which had four sub-dimensions of four items each for each of the

three internal motivations, three extrinsic motives, and one

amotivational dimension. The Mann Whitney-U and Spearman

Correlation tests, among other non-parametric statistical methods,

were used to examine the data gathered from the 120 participating

students. The findings showed that students' academic motivation G

R
levels were above average and that there were no statistically A
D
U
significant gender differences. However, the study discovered a link A
T
between students' extrinsic motivation scores and academic success. E

While this study shed light on the connection between academic S

C
H
achievement and motivation among students in physical education O
O
and sports, there was a research gap when it came to examining this L
connection across other academic fields or in various learning

environments.

The Theoretical Framework

Deci and Ryan's Self-Determination Theory (SDT), which they

created in 1985 and 2000, is a well-known theoretical framework for

explaining human motivation and how it affects behavior. According to

SDT, people have fundamental psychological demands for autonomy,

competence, and connectedness that are necessary for their well-

being and best functioning. According to Deci and Ryan (2000), these

demands are thought to be fundamental to all human motivation and

to exist in all circumstances and civilizations.

SDT has been used in the field of education to comprehend the G

R
variables that affect students' motivation, academic performance, and A
D
U
learning experiences. Students who feel in control of their learning A
T
and competent are more likely to be intrinsically motivated and E

engaged in it, which leads to greater academic achievement and S

C
H
satisfying learning experiences, according to SDT (Deci & Ryan, 2000). O
O
The need to feel in charge of one's actions and decisions is L

referred to as autonomy. Giving students the chance to choose and

participate in their educational experiences increases their sense of

autonomy, which in turn can boost their intrinsic motivation and

academic performance (Vansteenkiste et al., 2009).

The need to feel capable and effective in one's actions is

referred to as competence. According to Ryan and Deci (2000),

students who feel competent are more likely to be genuinely

motivated and engaged in their learning, improving their academic

achievement and making learning more enjoyable.

A need to be linked to and supported by others is referred to as

relatedness. It has been shown that students do better academically

and have more satisfying learning experiences when they feel like

they belong and are supported in their learning environment (Ryan &

Deci, 2000).

According to SDT, when these fundamental psychological

requirements are met, people are more likely to be intrinsically G

R
motivated, engaged, and persistent in their work, which improves A
D
U
performance and overall well-being. On the other hand, when these A
T
requirements are not addressed, people may exhibit poor E

performance, bad effects, and diminished motivation (Ryan & Deci, S

C
H
2000). O
O
All things considered, SDT offers a useful theoretical framework L

for comprehending the intricate connections between motivation,

academic achievement, and in-person learning experiences. Teachers

and researchers can create more effective techniques and treatments

to support students’ academic performance and well-being by taking

into account the significance of students' fundamental psychological

demands for autonomy, competence, and relatedness.

The Conceptual Framework

This study investigated the relationship between senior high

school (SHS) students' motivation, academic performance, and in-

person learning experiences at a private autonomous university with

an emphasis on offering insights for SHS counseling. Previous studies

had shown that a variety of motivational factors, such as self-efficacy,

goal orientation, and internal and extrinsic drive, could affect

academic achievement. Research also revealed that a student's

motivation and academic performance might be impacted by their G

R
experiences with various learning modalities, such as online class A
D
U
versus in-person learning. A
T
The type of motivation, which assessed by self-report surveys, E

served as the study's independent variable. Academic performance S

C
H
was assessed using the GPA or other academic indicators as the O
O
dependent variable. Additionally, the study used open-ended survey L
questions to gather qualitative information on in-person learning

experiences.

A hybrid method was used to gather both quantitative and

qualitative data in order to meet the study's objectives. Thematic

analysis of qualitative data was used to gain a deeper understanding

of SHS students' in-person learning experiences. The conceptual

framework directed the choice of research approaches and

methodologies for data analysis, including the use of correlation

analysis to examine potential correlations between variables collected

by self-report surveys.

The study's findings added to the body of knowledge on the

connection between SHS students' motivation, academic

achievement, and in-person learning experiences. A Private

Autonomous University's interventions and counseling programs can

be bettered by using the knowledge gleaned from this study. G

R
A
D
U
Demographic Profile of the A
respondents: T
1. Age E
2. Sex
S
3. Academic Strand C
H
O
O
L
1. Motivation
2. Academic Performance
3. In-Person Learning Experiences
 Created inputs for the counseling of the SHS students’ motivation,

academic performance, and in-person learning experiences

Figure 1

Research Paradigm

CHAPTER 3

Research Methodology

This chapter describes the research methods, the locale of the

study, the population of the study, the research instrument, the

ethical considerations, the data gathering procedures, and the

statistics employed in analyzing the data.

G
Research Design R
A
The current study used a hybrid technique, which entailed the D
U
A
integration of both quantitative and qualitative approaches, to provide T
E
a fuller assessment of the research concerns. The quantitative
S
technique was used to assess the type of motivation and academic C
H
O
performance of Grade 12 students through self-report surveys and O
L
academic indicators. The qualitative method was used to look at the
in-person learning experiences of the Grade 12 students, employing

open-ended survey questions.

The researcher was able to comprehend the research question

more thoroughly by employing a mixed strategy because each

method provided unique insights that complemented one another.

This study's research strategy, included both quantitative and

qualitative data collecting and analysis. It is a mixed-method

approach. The study made use of a descriptive-correlational design to

evaluate the connection between Grade 12 students' motivation,

demographic profile, and academic performance. The researcher

made questionnaire was used in the quantitative technique to

evaluate academic performance, demographic data, and motivational

type. The link between these variables was evaluated using a

correlation analysis. In order to explore the in-person learning

experiences of Grade 12 students, the researcher used open-ended G

R
structured interview questions to gather data. The qualitative data A
D
U
was analyzed using thematic analysis. A
T
E

Locale of the Study S

C
H
The study was conducted in a Quezon City-based private higher O
O
education institution (PHEI). The Humanities and Social Sciences L

(HUMSS), General Academic Tract (GAS), Accountancy, Business and

Management (ABM), and Science, Technology, Engineering and

Mathematics (STEM) were the four Senior High School strands offered

by this university. Students who enrolled in the General Academic

strand could choose from a variety of courses that helped them get

ready for various degree programs at colleges. Students who had not

decided on a career route, yet or who wished to leave their choices

open could definitely consider it. This strand offered a good foundation

for

students who intended to follow a variety of academic fields, including

the social sciences, natural sciences, humanities, and business.

Population and Sample of the Study

The researcher decided to conduct a survey to the Grade 12

population of Senior High School students in a private university in G

R
Quezon City. The students were enrolled in Academic Year 2023 – A
D
U
2024. There were 2780 enrolled Grade 12 students. The Accountancy, A
T
Business and Management (ABM), General Academic Tract (GAS), E

Science, Technology, Engineering and Mathematics (STEM), and S

C
H
Humanities and Social Sciences (HUMSS) made up the four strands. O
O
L
 The researcher used convenience sampling during the interview

phase to chose 15 available individuals to ask about their in-person

learning experiences.

Table 1

Population Size of Selected Private University

Strand No. of Participants G

R
Humanities and Social Sciences 327 A
D
U
(HUMSS) A
T
General Academic Tract (GAS) 60 E

Accountancy, Business and 586 S

C
H
Management (ABM) O
O
L
Science, Technology, Engineering 1807

and Mathematics (STEM)

Total 2780 students

Research Instrument

A custom survey questionnaire and structured interview

questions were created by the researcher. The researcher was able to

gauge (1) the intrinsic motivation and (2) the extrinsic motivation of

the Grade 12 students currently enrolled in SY 2023-2024 using a 5-

point Likert Scale.

The initial portion of the tools was developed to gather

information on the participants' demographics and academic standing.

This information gave a thorough picture of the respondents'

characteristics, such as their age, gender, and level of academic G

R
performance. Potential elements that could have an impact on the A
D
U
participants' motivation and learning experiences could be found by A
T
looking at their demographic profile and academic performance data. E

This information was essential for understanding the study's findings S

C
H
and assessing their importance. O
O
Collecting the final grades of Grade 12 students in their first L

semester, first Quarter grade for the academic year 2023-2024 was
the second part of the instrument. The consistency and association

between academic achievement and motivation type were examined

using this data. The study's main goal was to ascertain whether the

students’ motivation level affected their academic achievement in

Grade 12.

A researcher-made questionnaire with open-ended survey

questions served as the study's final component of data collecting.

These inquiries were intended to provide the respondents a more

thorough insight of Senior High School students' experiences in a face-

to-face learning setting. The researcher gathered more specific

information about the opinions and sentiments of the students

regarding their in-person learning experiences by employing open-

ended survey questions. Understanding the elements that affect

students' motivation and academic achievement helped the

G
researcher to design treatments that improved the outcomes. A more R
A
in-depth grasp of the research issue was achieved by using open- D
U
ended survey questions to collect rich and varied data that were A
T
E
evaluated and analyzed.
S
C
Validity and Reliability of the Research Instrument H
O
O
L
 Expert psychology teachers validated the survey questionnaire

that the researcher created to gauge the students' levels of

motivation.

The first validator had years of experience working with a

variety of people, including students and professionals, and was quite

knowledgeable in her subject, particularly industrial psychology. She

was a qualified psychometrician and currently pursuing a Master's

degree in Industrial Psychology. She was incredibly qualified to

validate the information on the motivation type questionnaire given

her qualifications and years of experience.

A colleague who had a Master of Arts in Counseling and is

presently pursuing a PhD in Industrial Psychology also lent support to

the researcher. This person was well-known for getting excellent

reviews from both students and coworkers and was well-known in the

industry. His experience offered insightful advice on how to enhance G

R
the survey questions on home learning experiences and motivation A
D
U
type. A
T
In order to make sure that the survey could accurately measure E

and study the desired variables, the researcher asked the school S
C
H
psychologist to examine and to validate the survey's content. The O
O
psychologist, who was a renowned authority in this area, advised the L
researcher, as well. She is currently the university's Research

Development and Innovation Center (RDIC) coordinator.

The researcher carried out a pilot test to evaluate the internal

consistency of the Likert Scale designed to measure motivation type

after the content validation procedure was finished. A subset of

people who were not involved in the actual data gathering took part in

the pilot testing. The dependability of the participant responses were

evaluated by the researcher using Cronbach's Alpha. The researcher

started gathering the actual data after the desired degree of reliability

was attained.

The survey questionnaire had an overall reliability coefficient of

0.927, as determined by Cronbach's alpha. This high result suggested

that the items in the questionnaire had strong internal consistency,

implying that the items accurately measured the notions of intrinsic

G
and extrinsic motivation among Grade 12 students. High item-rest R
A
correlations for the majority of items indicated that these items D
U
contributed positively to the overall reliability, ensuring that the data A
T
E
collected was predictable and consistent for subsequent analysis. This
S
high internal consistency demonstrated that the survey technique was C
H
O
successful at precisely collecting the students' motivational elements. O
L

Ethical Considerations
 The researcher got the institutional ethics review committee

(IERC) clearance and review from Our Lady of Fatima University - QC

ahead of starting data collecting. The IERC certificate guarantees that

the study is carried out responsibly, ethically, and in accordance with

the required norms and regulations. The data gathering step can start

after acquiring the IERC certificate.

The researcher followed the ethics of confidentiality,

beneficence, and autonomy while collecting data. Participants were

treated with respect and autonomy, giving them the freedom to

decide for themselves and freely express their opinions. To guarantee

that ethical requirements were satisfied, the researcher sought parent

consent papers for subjects who were younger than 18.

All volunteers received the Informed Consent Form (ICF), which

enumerated the advantages and disadvantages of taking part in the

G
study. Participants were aware of their rights and obligations, R
A
D
including the right to prompt assistance if they had any physical, U
A
emotional, mental, or psychiatric problems while the data were being T
E
collected. Additionally, participants had the choice to leave the study S
C
without worrying about penalties or consequences. H
O
O
The respondents may potentially be exposed to Psychological L

risk, where the respondents may experience stress, discomfort and

anxiety during the data gathering process, more especially if the

respondents were asked about sensitive topics. It was also a

possibility that the respondents were concerned about the

confidentiality of the data that they provided. To mitigate the possible

risk, the researcher made sure that the respondents were fully

informed about the risk and benefits of the study. The researcher

maintained the confidentiality of the data, the respondents were

advised to use pseudonyms to keep their identity safe. Lastly, the

researcher disseminated the data responsibly and avoided making

claims that did not support the data.

The study's goal was to pinpoint the motivational factors that

Grade 12 students encountered during in-person instruction.

Teachers, counselors, and instructors might use the findings to

motivate students to participate more actively in class activities.

G
All files and data were password-protected and kept in a safe R
A
D
location to ensure the participants’ privacy and confidentiality. The U
A
information was only used for this study's purposes; it won't be used T
E
for anything else. All sources of literature used in the study also S
C
receive due acknowledgment and citations from the researcher. H
O
O
By sending a letter of request, participants requested access to L

the study's findings and development. The complete document also

went through a similarity test and needed to obtain RDIC's approval

before it could be published.

In general, the researcher was dedicated in carrying out a study

that followed ethical norms and principles and safeguarded the

privacy and anonymity of every participant.

Data Gathering Procedures

The researcher chose to adopt a mixed-mode method, which

included both online and in-person surveys, to ensure a thorough data

collection process. The researcher gave a Google Classroom

orientation for the online survey, outlining the purpose of the study

and responding to any questions that came up. Minor respondents

needed to submit the Parent Consent Form to get parental approval.

Adult responders completed and signed an informed consent form to G

R
confirm that they were aware of the study's objectives. A
D
U
The in-person survey was conducted using the same process, A
T
with the exception that it was done face-to-face. Throughout the data E

S
collection procedures, the researcher continued to answer the
C
H
respondents any questions or concern. Additionally, the researcher O
O
used convenience sampling during the interview phase to choose L

fifteen (15) available individuals to ask about their in-person learning

experiences. The participants gave permission to record the full

interview session before it was conducted online.

The researcher followed all instructions and procedures given,

which were founded on the counsel of their advisor. The researcher

held off on collecting data until the parent consent forms for

participants who were minors were submitted. In addition to following

these standards, the researcher also guaranteed everyone's safety

and wellbeing while collecting data. To be more precise, the

researcher adhered to safety procedures to stop the spread of COVID-

19, such as using a mask, exercising physical distance, and routinely

using hand sanitizer. To stop the spread of virus, the researcher also

gave individuals their own pen and paper. Any form of physical

contact, including handshakes and hugs, was avoided. To guarantee

the safety of all participants, the researcher re-scheduled the data

collection session to a later time if any participant exhibited G

R
symptoms of illness. A
D
U
Both closed-ended and open-ended items were included in the A
T
survey; the former took five to ten minutes to complete, while the E

latter took roughly fifteen to twenty minutes. The researcher sent the S
C
H
data to a statistician for statistical analysis after acquiring all the O
O
essential data. The researcher evaluated and interpreted the data L

once the results were available.

Statistical Treatment

The researcher conducted a descriptive analysis to examine the

demographic profile of the participants.

The researcher used a 5-point Likert scale to investigate the

type of motivation. To determine the level of motivation, the

researcher employed mean, standard deviation, and percentile rank.

The researcher collected the 2nd semester 3rd quarter grades of

the Senior High School Grade 12 students and analyzed them

individually to assess their academic performance.

To determine the relationship between motivation and

demographic profile of the students, the researcher used non-

parametric test Kruskal-Wallis test.

The researcher utilized Spearman-Rho to determine the

correlation between the type of motivation and the academic G

R
performance of the students. A
D
U
The Senior High School students' in-person learning experiences A
T
was analyzed using thematic analysis. E

S
Prior to doing the analysis, the data first underwent the C
H
O
necessary statistical treatments, such as cleaning, coding, and O
L
tabulation. While inferential statistics was used to look into the

correlations between variables. Descriptive statistics was used to

summarize the participant's demographic profile. Graphs, tables, and

other pertinent data visualization tools were used to analyze and to

display the analytic results. In order to provide a thorough knowledge

of the students' experiences, the researcher also classified and

identified themes that appeared from the data acquired.

G
R
A
D
U
CHAPTER 4 A
T
Presentation, Analysis, ang Interpretation of Data E

S
C
This chapter presents the analysis and interpretation of data H
O
taken from Grade 12 senior high school students in a private O
L
university. The data were taken from semester one of school year

2023 – 2024.

Table 1 shows the demographic profile of the Grade 12 SHS

students. It shows the total sample size of the respondents according

to their age, sex, and demographic profile. This provided the

information of the frequency and percentage of participants involved

according to their age group, sex group, and respondents per strand.

The frequency distribution of ages in the sample is shown in the

table. Three age groups comprised the age categories: 16-18, 19-21,

and 22 and above. In the group 16-18, there are 2214 individuals in

this age group this represents the 93.2% of the total sample.

However, the lowest age group 22 and above, got only 12 or 0.5%.

The data indicates that majority of the respondents came from the

age group 16-18 years old.

G
R
A
D
U
A
T
E

S
C
H
Table 2 O
O
Demographic Profile of the Respondents in Terms of Age L
Age Frequency Percentage

16-18 2214 93.2%

19-21 150 6.3%

22 and above 12 0.5%

Total 2376 100%

The gender distribution of the sample population is shown in

Table 3. Out of 2,376 participants, 867 are men, making up 36.5% of

the sample as a whole. On the other hand, 1,509 participants, or

63.5% of the sample, are female. This clearly shows that majority of

the respondents are female.

Table 3

Demographic Profile of the Respondents in Terms of Sex

Sex Frequency Percentage G

R
Male 867 36.5% A
D
U
Female 1509 63.5% A
T
Total 2376 100% E

S
C
H
Table 4 shows the distribution of participants in the sample O
O
L
population across various academic tracks. One thousand seven

hundred thirty-six (1736) out of 2,376 participants were enrolled in

STEM (Science, Technology, Engineering, and Mathematics) programs.

There were 17 participants, or 0.7% of the total, was the GAS (General

Academic Strand) track that got the lowest representation.

Table 4

Demographic Profile of the Respondents in Terms of Strand

Strand Frequency Percentage

STEM 1736 73.1%

ABM 378 15.9%

HUMSS 245 10.3%

GAS 17 0.7

Total 2376 100%

Table 5 shows the assessment of the Grade 12 students in their G

R
A
level of motivation in in-person learning in terms of intrinsic and D
U
extrinsic motivation. A
T
E
Based on a Likert Scale, the average ratings for each question
S
showed that the respondents' intrinsic motivation levels ranged from C
H
very high to high overall. The highest intrinsic motivation was item O
O
L
number 5, Achieving academic success gives me a personal sense of

fulfillment which got 4.27 interpreted as very high. The lowest was
item number 3, my subject that I am currently studying is interesting

to me, which got 3.63 interpreted as high.

According to the study's findings of Oclaret (2021), mastery

orientation and need for achievement were substantially correlated

with good final grades, and Academic Intrinsic Motivation (AIM)

elements had a strong beneficial influence on students' academic

performance.

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A
D
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A
T
E

Table 5 S
C
The Intrinsic Motivation of the Grade 12 SHS Students. H
O
Indicators Intrinsic Interpretation O
Motivation L
1. I love learning new things, even
though they are challenging 4.01 Very High
2. It is quite satisfactory for me when I
can solve problems 4.23 Very High
3. My subject that I am currently
studying is interesting for me 3.63 High
4. I enjoy discovering new knowledge
and concepts 4.12 Very High
5. Achieving academic success gives
me a personal sense of fulfillment 4.27 Very High
6. I am motivated to learn for the sheer joy of
it 4.00 High
7. I am driven to understand and
comprehend the subject matter 3.73 High
8. I find satisfaction in the process of
learning, regardless of outcome 3.85 High
9. I am naturally curious about the
world and seek to learn more 4.04 Very High
10. I am excited to learn new things
and to expand my knowledge 4.20 Very High
11. I like to be challenge when
learning 3.77 High
12. I am eager to discovering new
things, to share it to others 3.93 High
13. I feel a sense of pride when I
succeed overcoming difficult task 3.98 High
14. I am driven to learn because it
provides me with a sense of purpose
and direction in life. 4.04 Very High
15. Exploring new concepts and ideas
inspires me to challenge myself and
G
strive for personal growth 4.14 Very High
R
Overall 3.99 High A
D
U
Table 6 shows the respondents' extrinsic motivation results, A
T
E
interpreted based on their average scores. The highest score is 4.53,
S
indicating that students are most driven by the idea of securing a job C
H
O
and being able to buy whatever they desire. The lowest score of 3.30 O
L
indicates that students are least driven by a desire to please their
teacher. The average extrinsic motivation score of 4.00 suggests that

the individuals had a high level of extrinsic motivation. These findings

support the study of Bernardino et. al, (2020), that extrinsic

motivation had a positive correlation but lower to intrinsic motivation.

G
R
A
D
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A
T
E

S
C
H
O
O
Table 6 L
The extrinsic motivation of the Grade 12 SHS students.
Questions Extrinsic Interpretation
Motivation
1. I am motivated to receive
good grades 4.32 Very High
2. I am motivated to please
my teachers 3.30 High
3. I am motivated to avoid
being punished from receiving
low grades 3.59 High
4. I am motivated in receiving
rewards 4.13 Very High
5. I find very satisfactory when
I receive approval from others 3.98 High
6. It is pleasing for me when I
meet the expectation of
others 3.82 High
7. I am motivated to please
my parents 3.78 High
8. I want to improve for my
successful future 4.50 Very High
9. I am motivated in having a
high salary one day 4.46 Very High
10. I find it pleasing when I
met the standard of the school 3.91 High
11. I have this desire for
recognition or fame 3.54 High
12. I am motivated to get a
high GWA 4.25 Very High
13. I am motivated to be G
better than the others 3.49 High R
14. I am motivated in A
achieving my goals 4.43 Very High D
U
15. I am motivated to secure A
my career and buy all the T
things that I want. 4.53 Very High E
Overall 4.00 High
S
C
H
O
O
Table 7 shows academic performance of Grade 12 Students. The L

table highlighted the distribution of Grade Weighted Average (GWA)

scores across different ranges, emphasizing the frequency and

percentage of scores in each category. The most dominant scores

ranged from 92 to 94, accounting for 1,060 cases or 44.6% of the

overall data set interpreted as very good. The lowest scores ranged

from 80-82, with a frequency of 18, interpreted as average. This

shows that present educational practices are mainly effective, but

should be regularly examined and updated to ensure that they also

serve the needs of struggling students, with the ultimate goal of

closing the performance gap and promoting overall academic

achievement.

Table 7

The academic performance (GWA) of the Grade 12 students in

academic year 2023-2024 first semester

GWA Interpretation Frequency Percentage

98-100 Excellent 60 2.5 % G
95-97 Superior 522 22.0 % R
92-94 Very Good 1060 44.6 % A
89-91 Good 432 18.2 % D
U
Very A
86-88 Satisfactory 189 8.0 % T
83-85 High Average 57 2.4 % E
80-82 Average 18 0.8 %
75-79 Below Average 38 1.6 % S
C
Total 2376 100% H
O
O
L
 Table 8 shows the in-person learning experiences of the Grade

12 students for the first semester of school year 2023-2024. The

analysis of the data that the researcher gathered from the

respondents generated six categories. These are Transition,

Engagement, Adjustment, Passion, Dynamic Learning, and

Understanding Safety Guidelines. Under each category are the

experiences of Grade 12 SHS students during the transition period

from online to in-person learning

The first category discusses the transitioning experiences of the

students. They were full of excitement and anticipation. This also

included competitiveness in actual learning. Students were looking

forward to returning to in-person classes, where they might reconnect

with old friends and make new ones. Many emphasized the joy of

catching up with friends face-to-face after classes, emphasizing how it

improved the academic experience (Shechtman, 2022). G

R
The students were excited about interacting directly with A
D
U
classmates and teachers, participating in practical learning exercises, A
T
and being in a livelier classroom setting. They eagerly anticipated E

renewing personal relationships, taking advantage of fresh S

C
H
educational possibilities, and creating enduring memories during their O
O
final year of high school. All things considered, this time frame L

represented a mixture of enthusiasm for the opportunities and

expectation ahead for the rewarding experiences that awaited them in

in-person instruction. Here is what a Respondent no. 1 said:

If you're going to ask me, I proudly say that I'm

really happy to the transitions of online learning to
face to face learning, I really enjoyed to study face
to face rather than online class because onsite
learning teach me more knowledge than the online
set up of learning.

Compared to online learning environments, in-person instruction

offers a more comprehensive educational experience and a deeper

level of information acquisition. This statement highlighted their

conviction regarding the efficacy of in-person instruction, which they

viewed as more beneficial to their intellectual development and

comprehension. Here is what a Respondent no. 2 said:

G
R
A
I feel joyous to study in a face to face set up as this D
U
provides me more information and the school A
T
setting really improves the studying experience for E
the students since it improves the performance of S
C
the professors on making the lesson easier to H
understand for the students. O
O
L
 They liked the supportive environment that schools create,

which they feel improved their entire educational experience.

Additionally, they recognized the importance of professors in

enhancing the way lessons are delivered, pointing out that in-person

interactions help teachers convey ideas more effectively, eventually

improving student comprehension. This viewpoint highlights the

beneficial effects of receiving teaching in person on students'

academic journeys.

As Grade 12 students went to in-person instruction, competition

among them resurfaced. Students interacted more personally with

their peers in face-to-face classes, which inspired them to do well

academically. They were more likely to participate actively in class

and to demonstrate their knowledge and abilities when they were

physically present. All things considered, the switch to in-person

instruction rekindled students' motivation to achieve and to do well in G

R
the classroom. Here is what the Respondent no. 7 said: A
D
U
A
T
Ayun naninibago nga po sa set-up noon kasi during E
online classes po, yung iba po yung way ng S
C
pagtuturo mas maluwag po tapos noong magbalik H
po yung face to face classes, bumalik yung pagiging O
O
competitive ng mga students so mas naghigpit po. L

I’m not used with this kind of set-up, way back

 during online classes, teachers had different
teaching strategy, the teaching were easy. When
face-to-face classes returned, students became
more competitive that results into more rigorous
teaching strategy.

Since the teaching style was more informal in online sessions,

they were getting used to the new format. However, things became

more difficult when in-person classes started again and student

competition reappeared. Here is what the Respondent no. 11 said:

Transitioning from online classes to in-person ones

is exciting and challenging for me. Although I like
the part where we are going to learn much more
and experience much more in the in person

Transitioning from online classes to in-person ones proved to be

G
R
both exhilarating and demanding for the individual. While they
A
D
expressed enthusiasm for the prospect of enhanced learning and U
A
richer experiences in face-to-face settings, they also acknowledged T
E
the challenges associated with this transition. S
C
H
The second category is the discussion of the engagement of the O
O
L
students during face-to-face classes. Since face-to-face learning

provided the opportunity to learn inside the classroom together with

students in the same category, they were able to reconnect and to

socialize with their environment. They also experienced educators

with a hands-on teaching strategy, which motivated them to be more

engaged in studying. Many students faced challenges, such as a lack

of engagement with classmates and the belief that physical

classrooms provided more effective learning experiences. They also

raised concerns about the unstructured nature of online classrooms,

which could lead to anxiety and isolation, especially without the

support system that was available in face-to-face situations.

Furthermore, students cited the temptation to delay with recorded

lessons, which may contribute to feelings of isolation and trouble

keeping a consistent study schedule (Shechtman, 2022).

This is the time for students to reconnect and to socialize with

new friends and get back in touch with teachers after remote learning.
G
Finally having face-to-face interactions, they developed a strong sense R
A
of belonging and community in the classroom. Through these D
U
A
contacts, they could forge closer friendships, collaborate on projects, T
E
and join clubs and activities, all of which enhanced and enriched
S
C
learning. Here is what Respondent no. 10: H
O
O
L
 During the pre-pandemic, many individuals found
themselves physically and mentally isolated from
their personal lives, which led to a reduction in their
interactions. People cannot execute their social and
daily engagements on-site. But as the pandemic
gradually lessened its cases, people reconnected
with their social circles in person as there's an
easing of restrictions.

Before the epidemic, living far from friends and family

frequently meant feeling physically apart. Limitations on in-person

activities led to a decline in social interactions. Fortunately, once the

pandemic subsided and limitations were loosened, people seized the

chance to make in-person connections with their social networks. They

were able to mend relationships and get back to their regular social

schedules as a result of the return to normalcy, which rekindled their

sense of connection and belonging. Here is what Respondent no. 15 G

R
said: A
D
U
A
T
Interactions with my classmates and teachers it E
Improved a lot, because during pandemic era I S
C
didn’t have that much friends I only have one friend H
from my old school then after shifting to face to face O
O
classes I had more friends and I’ve been socializing L
 a lot with my teachers also, and it improve my
confidence.

Moving from online to in-person classes has been an important

turning point for this student. Because of their limited social

connections throughout the pandemic, they only had one

acquaintance from their former school. In-person instruction has now

made it possible to engage with teachers and expand one's social

network, which has helped to develop one's confidence and personal

development. As a result of the pandemic, Grade 12 students

embraced a world of experiential learning or hands-om teaching. From

online learning to actively participating in hands-on activities in the

classroom, this could be quite a change from distant learning. Utilizing

interactive techniques, such as group projects and experiments,

teachers were letting their imagination play free and establish an

enjoyable and captivating learning environment. This changed G

R
A
enabled students to have deeper understanding of ideas and enjoy D
U
learning. Here is what the Respondent no. 4 said: A
T
E

Siguro po yung mga enthusiasm ng nga teachers S

C
ngayon kasi compare po sa online class parang na f- H
O
feel ko po kasi na parang tinatamad yung nga O
L
teachers non kasi hindi po nila alam kung nakikinig
ba talaga yung students and all or natutulog po
 sakanila, so ngayon po kasi parang nakikita nila
yung mga students nila so parang mas nagiging
hands on na sila sa pagtuturo. I think some teachers
were a little lax in the past when it came to online
classes because they didn't know if students were
actually paying attention or if they were asleep. This
may be why teachers these days seem so
enthusiastic. However, now that they can see their
students, they appear to be instructing more
actively.

When compared to online classes, some teachers may have

appeared less interested, maybe because they were unable to

determine whether or not their students were actually paying

attention. In the light of this, it may be clear that teachers now are

more enthusiastic than they were in the past. However, now that they

can see their students face-to-face, they seem to be more engaged in

G
the classroom. R
A
The third category is adjustment. Since students were used to D
U
A
distance learning, they faced many adjustments. It was challenging T
E
for them to adapt to their new environment, including meeting new
S
C
people, such as classmates and teachers. Additionally, traveling to H
O
school was another factor. Students were expected to wake up early O
L
for commuting to arrive at school on time. The study of Thong et al.
(2023) emphasized that students' self-efficacy and learning mode

efficiency had a major impact on their adjustment to face-to-face

learning after the pandemic.

The face-to-face return test for Grade 12 students assesses

resilience and flexibility, two critical abilities. As they recovered from

the adjustment to online learning, resilience took hold. They had to

acclimate to a new educational setting, alter expectations, and relearn

how to navigate social relationships. Adaptability was equally crucial

when managing schedule modifications, classroom dynamics, and new

teaching philosophies. Here is what Respondent no. 1 said:

The new challenge in in person learning is the self-

confidence, you need self-confidence to face all your
classmates and teachers in every day of class, every
recitation, and every groupings inside your
classroom. G
R
A
D
U
Students required a sense of self-assurance to interact A
T
confidently with their peers and instructors daily, whether it be during E

class sessions, recitations, or group activities within the classroom. S

C
H
This challenge underscored the importance of self-confidence as a O
O
fundamental aspect of navigating social and academic interactions in L
face-to-face learning environments. Here is what Respondent no. 15

said:

For me I find out that I’ve been more conscious this

new face to face era because I find out that my
classmates are more competitive and so kailangan
ko po makipag sabayan sakanila for me to be able
to get my standard grades or high grades. For me,
I've realized that I've become more aware in this
new face-to-face era because I've noticed that my
classmates are more competitive. So, I have to stay
keeping up with others if I want to achieve my goals
or high grades.

Upon transitioning to in-person instruction, they observed an

increased consciousness of the rivalry among their peers. This insight

forced them to adjust and work hard to stay up with their classmates

to keep their intended grades. Since lessons were now held in person,
G
R
it had become more important than ever to stay up with the growing
A
D
level of competition among students and to inspire them to work even U
A
harder to meet their academic objectives. T
E
Returning to an actual classroom can be difficult for students S
C
who don't live close by or have convenient transportation. Commuting H
O
O
and time management were crucial in traveling, extracurricular L

activities, and academic work. Here is what Respondent no. 5 said:

 Yung challenges po sakin is mga ano magcommute
po papasok ng school since kagaya po ng sinabi ko
need gumising ng umaga para makarating on time
sa school unlike sa online open lang ung laptop and
pasok na sa meeting na provided ng prof. One of my
obstacles is getting to school since, as I mentioned, I
have to get up early to be there on time, which is
different from online classes where I simply open my
laptop and attend the meeting that the professor
has set up.

One of their challenges is going to school because, as they said,

they had to get up early in order to reach there on time. This is in

contrast to online classes where students could just open their laptops

and show up to the lecturer's scheduled meeting. Here is what

respondent no. 11 said:

G
R
A
The challenges that I was able to encounter was the D
U
adjusting to the fixed schedule and commuting since A
T
it was hectic for me most of the time. While in the E
opportunities was being able to have a more S
C
engaging discussions, hands-on learning H
experiences, and forming deeper connections with O
O
classmates and professors. L
 To commute, which was frequently stressful, and getting used to

the set schedule were among the difficulties they faced. Conversely,

they discovered chances for more stimulating conversations, practical

learning, and developing stronger relationships with teachers and

fellow students.

The fourth category is passion. Both students and teachers were

adjusting to face-to-face learning. Students were excited to meet new

friends and experience learning inside the classroom, and teachers

were

motivated to teach inside the classroom. One of the biggest issues

that educators encountered was not being able to monitor each

student's assignment progress. Monitoring student progress becomes

challenging when working remotely because it was impossible to

watch them in person. Face-to-face learning environment could boost

motivation and academic accomplishment due to the organization and G

R
accountability they instill. Being physically present in class provided A
D
U
students with a set timetable, clear deadlines, and a commitment to A
T
their classmates and teachers. This planned framework helped E

students maintain concentration, self-discipline, and a desire to S

C
H
succeed academically (Parashar, 2024). O
O
Academic dishonesty, including plagiarism and cheating, were L

less likely in this environment since students were more closely

observed by classmates and teachers. There was more accountability

when teachers and peers were there in person, which created a

climate in which students were inspired to maintain academic

standards and take ownership of their work. Here is what Respondent

no. 3 said:

Yun po yung sa face to face nga Po yung mga

quizzes and mga activity face to face na Hindi ko na
sya pwedeng dugain unlike sa online class. That
relates to the in-person environment where tests
and assignments were given, and unlike online
classrooms, I can no longer cheat.

Unlike online classes, the claim was that in-person classes

prevented cheating on exams and assignments. This indicated that

their approach to education had to shift significantly. It means that, in

G
contrast to previous teaching practice, the students must be sincere R
A
and hard working. This demonstrated that they must now take their D
U
A
academics more seriously and do their work with integrity. Here is T
E
what respondent no. 7 said:
S
C
H
O
So nagbalik nga po yung face to face classes O
L
meaning nagbalik yung face to face quizzes,
activities, and exams meaning wala ng google sir
 wala ng tulong so yung nagbalik po yung eagerness
po na mag-aral talaga and magstrive hard para
makuha po yung grades na mag-aano sa akin. As a
result, with the reintroduction of in-person
instruction, to do quizzes, assignments, and
examinations returned. Since there would be no
more Google and assistance, I am once again eager
to study thoroughly and work hard to get decent
scores.
Face-to-face activities, tests, and quizzes had also resumed as

in-person classes have returned. This implied that using Google or

seeking outside assistance was no longer an option. Consequently,

there was once again a true desire to study and work hard to get good

scores.

Returning to traditional classroom settings made professors

enthusiastic to engage more closely with students and to modify their

pedagogical approaches. Teachers' revitalized excitement promoted

G
R
student motivation, the classroom environment, and academic
A
D
success. Face-to-face instruction enabled teachers to be more U
A
interactive and dynamic, which improved instruction's efficacy and T
E
student engagement. Here is what Respondent no. 4 said: S
C
H
O
O
Siguro po yung mga enthusiasm ng nga teachers L
ngayon kasi compare po sa online class parang na f-
feel ko po kasi na parang tinatamad yung nga
 teachers non kasi hindi po nila alam kung nakikinig
ba talaga yung students and all or natutulog po
sakanila, so ngayon po kasi parang nakikita nila
yung mga students nila so parang mas nagiging
hands on na sila sa pagtuturo. Perhaps the
excitement of the teachers now is greater in
comparison to online classes. In the past, it felt like
the instructors were less inspired because they
couldn't determine if the students were paying
attention or just sleeping. But now, they can see
their students, so they are more direct in their
teaching.

The students observed that, in comparison to online learning,

teachers were now far more excited in in-person classes. Teachers

appeared less motivated in online classes because they were unable

to monitor whether or not students were paying attention. Teachers

were now able to see their students face-to-face in in-person classes,

G
R
which increased their level of engagement and hands-on learning.
A
D
Students' overall learning experience was improved by the teachers' U
A
enhanced passion. T
E
Enhancing the educational experience is mostly dependent on S
C
the passion of teachers in Grade 12 in-person instruction, H
O
O
collaborative learning, and increased academic engagement. When L

learning moves from an online environment to one that is in-person,

teachers' excitement had improved significantly because they could

better assess students' understanding and engagement because of

their direct relationship with them. Teachers became more proactive

and hands-on in their teaching methods when they see students in the

room. The in-person experience for students not only promised to

enrich their educational journey but also gave opportunity to

participate actively in clubs, sports, and activities that built personal

growth and strengthened their feeling of community (Buchholz, 2022).

In face-to-face instruction, the theme of collaborative learning

for Grade 12 students highlighted the value of students cooperating to

improve their educational experience. Students could participate in

group discussions, projects, and other activities that fostered

cooperation and communication skills in a traditional classroom

context. Through this face-to-face engagement, they may exchange

ideas, provide and receive quick feedback, and use peer learning to G
R
gain a deeper comprehension of the material. Here is what A
D
U
respondent no. 5 said in his statement no. 5 and 13 said: A
T
E

Positive po yung naging effect sakin kasi if nasa S

C
bahay ako naka-lugmot lang, madami akong H
O
natutunan sa lesson mas sumisipag akong magaral O
L
kasi hands-on yung mga professor tapos natututo
din akong kung paano makitungo sa tao na pwede
 ko dalhin sa paglaki and also sa mga life lesson in lfe
na maitama ang mga mali ko na akala ko na tama
lang na ganon. Since I would be sitting around if I
were at home, the result has been great for me.
Because the teachers are involved in the classes, I
have gained a lot of knowledge from them and have
started studying more diligently. Along with learning
social skills that I can use as I become older, I've
also picked up valuable life lessons that will help me
fix faults I formerly believed to be forgiven.

The positive factors that contributed to this

experience of mine included proper communication
and the supportive environment created by both
teachers and students to prolong a great activity
with everyone's cooperation.

The student benefited greatly from the shift to in-person

instruction. Before, while they were at home, they would often just sit
G
R
about doing nothing. However, students had learned a great deal and
A
D
had become more focused on their studies. Thanks to the practical U
A
instruction of engaged teachers. The learner had also acquired critical T
E
life lessons and social skills that helped them make amendments for S
C
prior mistakes they previously thought were acceptable. Effective H
O
O
communication and a supportive environment created by both L
teachers and students ensured cooperative and productive activities,

which helped to encourage these beneficial outcomes.

For students in Grade 12, academic engagement was a critical

component of in-person instruction since it demonstrated their

eagerness to learn and sense of ownership over their education.

Students gained from direct contacts with teachers and peers in a

typical classroom setting, which improved their academic

achievement,

comprehension and memorization of the subject matter. Students

were more likely to participate in conversations, to ask questions, and

to work in groups when teachers were physically present in the

classroom. This created a livelier and more engaging learning

environment. This is what Respondent no. 4, 8, and 9 said:

Siguro po saakin positive siya, kasi nga nakikita ko G

R
po na hands on yung mga teachers ko, so parang A
D
U
mas nagpupursigi po ako na gumawa ng mga A
T
bagay-bagay and mas matuto po sa mga lessons. E

Maybe for me, it's positive because I see that my S

C
H
teachers are hands-on, so I feel more motivated to O
O
do things and learn more from the lessons. L
 Positive po sya para sa akin ngayon kasi mas naging

motivated ako mag-aral, napansin ko rin na mas

sumipag po ako ngayong face to face since wala na

ngang masyadong distractions. It's positive for me

now because I've become more motivated to study.

I also noticed that I've become more diligent with

face-to-face classes since there are fewer

distractions.

Ngayon pong face to face mas naging motivated po

ako mag aral kesa po sa online class kasi

nakakatamad pong pumasok. With face-to-face

classes now, I’ve become more motivated to study

compared to online classes because attending

online was discouraging. G

R
A
D
U
They credited this to their teachers' interactive teaching style, A
T
which motivated them to participate more fully in the lessons. They E

also emphasized how less distractions there were in person than in S

C
H
virtual sessions, which promoted concentration and productivity. In O
O
general, they believed that in-person instruction was more beneficial L

to their development, both personally and academically.

 Perception of safety measures refers to how people viewed the

usefulness and significance of these safety measures in preventing

the spread of illnesses and guaranteeing the well-being of everyone in

the educational setting, Adaptation to safety protocols deals with how

students and educators adapt to and implement various safety

protocols, such as wearing masks, practicing social distancing, and

maintaining proper hygiene, to ensure a safe learning environment.

Getting used to safety regulations means knowing what to do to

keep oneself safe at school. It entailed mask wear, maintaining a safe

distance, and frequent hand washing. To safeguard themselves and

others against COVID-19, students must modify their routines to

comply with these regulations. It was critical to comprehend the

reasons behind these regulations and to collaborate with classmates

and the school to uphold them. This maintains everyone's health and

facilitates face-to-face instruction. According to the descriptive G

R
research design, students generally disagreed with the difficulty of A
D
U
adhering to new classroom norms, such as wearing masks and A
T
physical distancing, and found their learning experiences in limited E

face-to-face classes comparable to modular distance learning S

C
H
(Vasquez & Vasquez, 2023). This is what Respondents no. 6, 11, and 3 O
O
said: L
 Definitely, there have been huge adjustments which
have been very challenging, but overtime, I have
been able to adapt by being mindful of personal
space, by being extra hygienic, and by being less
lenient with personal interactions. This may have
been challenging in the beginning but I have
adjusted gradually.

Yes, I had to adjust to wearing face mask all the

time and having a certain measurement on how far
you'll be to people around you. I adapt by doing it
over and over again which leads to me getting used
to it.

Yes, adjusting to new safety measures in school

post-pandemic involved several adaptations. Such
things as wearing masks, maintaining social
distance, and doing temperature checks became
part of my daily routine. At first, it was challenging
to remember and follow all the protocols, but with G
R
time and consistent practice, these measures A
D
became second nature. U
A
T
E
At first, people found the process of making these adjustments
S
C
rather difficult. They were, however, able to adjust over time by H
O
improving their cleanliness, being more considerate of other people, O
L
and being more watchful of their personal space. Even though these
adjustments were initially difficult, they had gradually become used to

the new safety procedures, which were now a part of their everyday

routine. These procedures included continuously wearing face masks,

keeping a safe distance, and following to temperature checks.

Table 8

Theme Emerged G
R
A
Theme Sub-Theme D
U
Transition  Excitement and Anticipation A
 Return of Competitiveness T
Engagement  Reconnecting and E
Socialization
 Hands-on Teaching S
C
Adjustment  Resilience and Adaptability H
 Commuting and Time O
Management O
Passion  Increased Academic L
Integrity
 Enthusiasm of Educators
Dynamic Learning  Collaborative Learning
 Improve Academic
Engagement
Understanding Safety Guidelines  Adaptation to Safety
Protocols

Table 9 shows the significant difference in the assessment of the

motivation of students when their demographic profile is considered?

The Kruskal-Wallis test results showed a significant difference in

intrinsic motivation across age groups (χ² = 7.75, df = 2, p = 0.021)

and extrinsic motivation (χ² = 44.69, df = 2, p <.001). Given these p-

values, the null hypothesis (Ho1) is rejected for both intrinsic and

extrinsic motivation, implying that age had a significant impact on

both types of motivation in the participants.

These results highlight how crucial it is to take demographic

factors into account when figuring out how to better understand and
G
motivate students in learning environments. Student engagement and R
A
overall academic achievement can be effectively supported by D
U
A
developing motivational tactics that are tailored to the unique needs T
E
and preferences of various age groups, genders, and academic tracks.
S
C
To improve educational outcomes for a variety of student populations H
O
and maximize motivational variables, more research might explore O
L
these links in greater detail.
 Table 9

Kruskal-Wallis Interpretation in Type of Motivation and according to

Age

DV DF Interpretatio Decisio
χ² p
n n

Age Intrinsic There is a

Motivation 7.75 2 0.021 Significant Reject
Difference Ho1
There is a
44.6 < .00
EXTRINSIC 2 Significant Reject
9 1
MOTIVATION Difference Ho1

Significant variations in both intrinsic and extrinsic motivations

were shown by the findings of the Kruskal-Wallis test for gender

differences in motivation. The results showed statistically significant

gender differences, with a χ² value of 28.9 for intrinsic motivation and

43.7 for extrinsic motivation, both with p-values less than 0.001. This G
R
results the null hypothesis to be rejected. Hence, shows gender had a A
D
U
major impact on students' intrinsic and extrinsic motivation. Thus, the A
T
research verified that there were differences in the degrees of E

motivation between male and female students in these two domains. S

C
H
O
O
Table 10 L
 Kruskal-Wallis Interpretation in Type of Motivation and according to
Sex

DV DF Interpretatio Decisio
χ² p
n n

Sex Intrinsic There is a

< .00
Motivation 28.9 1 Significant Reject
1
Difference Ho1
There is a
< .00
EXTRINSIC 43.7 1 Significant Reject
1
MOTIVATION Difference Ho1

Table 11 shows the significant variations in both intrinsic and

extrinsic motivations as shown by the findings of the Kruskal-Wallis

test for motivation differences across several research strands. The χ²

values for extrinsic and intrinsic motivation, respectively, are 12.9 and

12.6 and had a p-value of 0.002. Depending on the research strand,

these findings showed statistically significant differences. As a result,

the null hypothesis was rejected, demonstrating that students with G

R
differing levels of intrinsic and extrinsic motivation were found in A
D
U
various academic programs (Importante and Fernandez, 2003). A
T
E

Table 11 S
C
H
O
Kruskal-Wallis Interpretation in Type of Motivation and according to O
Strand L
 DV DF Interpreta Decisio
χ² p
tion n
Strand Intrinsic There is a
Motivation 12.6 2 0.002 Significant Reject
Difference Ho1
EXTRINSIC There is a
MOTIVATIO 12.9 2 0.002 Significant Reject
N Difference Ho1

Table 12 shows the significant relationship between the motivation of

the Grade 12 students and their academic performance

The statistical analysis used Spearman's rho to examine the link

between GWA (supposedly a measure of academic success) and both

intrinsic and extrinsic motives. The association between GWA and

intrinsic motivation was moderately positive, with a Spearman's rho of

0.292. This shows that stronger intrinsic drive correlated with

improved academic success. Based on a sample size of 2374 (DF =

2372), the result was highly statistically significant (p-value <.001).

Similarly, the association between GWA and extrinsic motivation G

R
yielded a Spearman's rho of 0.253, showing a moderate positive link, A
D
U
but slightly smaller than the correlation with intrinsic motivation. A
T
These findings are also statistically significant, with a p-value less E

than .001 and the same sample size (DF = 2372). S

C
H
Intrinsic motivation, which is driven by personal interest and O
O
enjoyment, tends to have a greater impact on academic performance, L

implying that encouraging this type of motivation could be an

important strategy for educators. Creating engaging learning

environments, assigning meaningful assignments, and promoting

student autonomy may improve intrinsic motivation and, academic

performance. While extrinsic motivation, which is motivated by

external rewards, has a favorable impact on performance, it may be

less effective in sustaining long-term success.

Table 12

The Relationship between Motivation and Academic Performance

Estima Interpreta Decisi

Predictor te DF N p tion on

INTRINSIC There is a
MOTIVATIO significant Reject
N 0.292 2372 2374 < .001 relationship Ho2
EXTRINSIC There is a
MOTIVATIO significant Reject
N 0.253 2372 2374 < .001 relationship Ho2

The findings can be efficiently used in the creation of a G

R
counseling program that increases students' intrinsic and extrinsic A
D
U
motivation. Counselors can design individualized techniques that A
T
address the requirements of each student, taking age and gender E

differences into account, by acknowledging the substantial influence S

C
H
of these motivating factors on academic success. O
O
Through the establishment of reward systems to recognize L

academic accomplishments and the use of interest-based activities

and personal goal-setting, the program may concentrate on

developing internal drives for learning. Counselors can also help

students adjust to the demands of the classroom and to social

interactions in traditional classroom settings by offering sessions on

time management, study techniques, and stress reduction. Frequent

evaluations and comments will make it easier to track development

and guarantee that the program is successful in raising students'

levels of academic engagement and general wellbeing.

Based on the findings, motivational interviewing strategies

relevant to extrinsic and intrinsic motivators could be one counseling

solution. Counselors could meet with students one-on-one to discuss

their values, hobbies, and personal objectives in relation to their

academic success. Counselors can assist children in identifying

internal sources of motivation, such as their goals, passions, and

abilities, by asking open-ended questions and using active listening. G

R
Additionally, to strengthen students' sense of personal agency and A
D
U
commitment to academic success, counselors and students should A
T
work together to develop SMART (Specific, Measurable, Achievable, E

Relevant, Time-bound) goals. S

C
H
For students whose motivation may be influenced more by O
O
external factors, such as grades or social recognition, counselors can L

introduce strategies to effectively manage external rewards and

pressures. This may involve developing resilience to setbacks, setting

realistic expectations, and encouraging students to find intrinsic

meaning in their academic pursuits beyond external validation.

Additionally, seminars or workshops in groups could be planned

to create a peer-supportive atmosphere where students can talk about

their struggles and methods for staying motivated. Through the

incorporation of these interventions into an all-encompassing

counseling program, counselors can enable students to develop

enduring motivation and proficiently accomplish their academic

objectives.

ASCA MODEL OF COUNSELING INTERVENTION FOR SHS

Foundation

Mission Statement: To help Grade 12 students make the transition

from online to in-person learning by improving their motivation, G

R
academic performance, and general well-being through a A
D
U
comprehensive school counseling program. A
T
Beliefs and Philosophy: E

 With appropriate help, all students can achieve academic and S

C
H
personal success. O
O
 Motivation, both intrinsic and extrinsic, is crucial for student L

engagement and accomplishment.

  Smooth transitions are essential for preserving academic

achievement and emotional well-being.

Management

Program Goals:

 Boost students' internal and extrinsic motivation.

 Ensure a smooth transition from online to in-person learning.

 Improve student academic performance and coping strategies.

Data-Informed Decision Making:

 Conduct pre- and post-program surveys to assess student

motivation and stress levels.

 Assess academic performance using grades and teacher

feedback.

Delivery

Direct Student Services G

R
School Counseling Core Curriculum: A
D
U
1. Motivation Workshops: A
T
 Goal Setting and Achievement (Months 1-3): Sessions on E

creating SMART objectives and tracking progress. S

C
H
 Understanding Motivation (Months 4-6): Activities to identify O
O
personal motivators and use them for academic success. L

2. Transition Support:
  Adjusting to In-Person Learning (Months 1-2): Practical tips

and strategies for adapting to the physical classroom

environment.

 Time Management and Organization (Months 3-4):

Workshops on effective study habits, time management, and

organizational skills.

3. Social/Emotional Learning (SEL):

 Stress Management (Months 5-6): Techniques for coping with

stress and anxiety related to the transition.

 Peer Relationships (Months 7-8): Building strong, supportive

peer networks through group activities and discussions.

Individual Student Planning:

 Academic Advising: Regular one-on-one meetings to discuss

academic goals, progress, and any challenges.

 Personalized Action Plans: Developing individual plans to G

R
address specific needs and goals related to motivation and A
D
U
transition. A
T
Responsive Services: E

 Individual Counseling: Providing support for students S

C
H
experiencing significant challenges with the transition or O
O
motivation. L
  Group Counseling: Facilitated groups focusing on common

issues such as adjusting to in-person learning or managing

stress.

Indirect Student Services

Collaboration and Consultation:

 Teachers: Collaborate with teachers to identify students

needing additional support and to develop classroom strategies

that enhance motivation and engagement.

 Parents: Workshops and resources to help parents support

their children’s transition and motivation.

 Community Resources: Partner with community organizations

to provide additional support services, such as tutoring or

mental health resources.

Accountability

Results Reports: G
R
 Process Data: Number of students participating in workshops A
D
U
and counseling sessions. A
T
 Perception Data: Pre- and post-surveys measuring changes in E

motivation levels and adjustment to in-person learning. S

C
H
O
O
 Outcome Data: Analysis of academic performance indicators L

(e.g., grades, attendance).

Program Evaluation:

 Regular review and assessment of the program’s effectiveness

based on collected data.

 Adjustments and improvements to the program based on

feedback from students, teachers, and parents.

Annual Review:

 Conduct an annual review to assess the overall impact of the

program and to set new goals for the following year.

G
R
A
D
U
A
T
E

S
C
H
O
O
CHAPTER 5 L

Summary of the Findings, Conclusions, and Recommendations

 This chapter presents the summary of findings from the

gathered and analyzed data, the conclusions drawn from the findings

and recommendation offered by the researcher in the light of the

findings and conclusion.

Summary of Findings

Several important insights were revealed by looking at the

participants' demographic profiles. The greatest number of

participants in the study (93.2%) are in the 16–18 age range,

suggesting that adolescents make up the majority of the sample. This

demographic's tendency to lean younger indicates that the target

audience was either still in high school or was just starting college.

Gender-wise, there was a small disparity between the proportion of

females (63.5%) and males (36.5%), which could affect study results

or how participants reacted to interventions. G

R
A further review of the distribution by academic strand revealed A
D
U
that students majoring in STEM (science, technology, engineering, and A
T
mathematics) made up the largest group (73.1%), followed by E

students majoring in accounting, business, and management (ABM) S

C
H
(15.9%), students majoring in humanities and social sciences (10.3%), O
O
and students majoring in general academic strand (GAS) (0.7%) got L

the lowest frequency.

 The findings of this study showed that students' high degrees of

interest in learning new things, satisfaction in solving difficulties, and

fulfillment from academic accomplishment were indicative of a

genuine internal drive. These features highlighted a robust intrinsic

drive based on personal development, curiosity, and the quest for

information.

On the other hand, extrinsic factors that impacted students'

academic engagement, included the need for high grades, teacher

approbation, and potential job success.

The data displayed an uneven distribution, with 44.6% of the

sample's students falling into the 92–94 GWA range, interpreted as

very good. However, out of 2,376 students, 18 or 0.8% got a GWA of

80-82, interpreted as average.

With regard to the in-person learning experience of the Grade

12 students, excitement and anticipation, showed the students' G

R
positive attitudes and readiness to return to in-person classes A
D
U
following extended periods of online study, which characterized the A
T
transition theme. Alongside this expectation was the return of E

competitiveness, as students took on new challenges in the classroom S

C
H
to pursue success. O
O
Engagement drew attention to the reconnecting and L

socialization efforts made by students, highlighting the value of

forming relationships with peers and teachers in a traditional

classroom setting. The use of hands-on teaching highlighted the trend

toward more interactive and experiential teaching strategies by

teachers, which improved student comprehension and engagement.

Students' resilience and adaptability in adjusting to new

situations, such traveling to school and efficiently managing their

time, were the main goals of adjustment. The regulated atmosphere

of in-person instruction and the decreased incentive for academic

dishonesty had led to an increase in academic integrity among

students, which was clearly a result of passion. Furthermore, the

teachers' enthusiasm highlighted their proactive involvement in

inspiring students and creating a positive learning environment.

By encouraging student collaboration and group problem-

solving, dynamic learning emphasized the advantages of collaborative

learning strategies. With students actively participating in their G

R
education, this dynamic approach helped to improve academic A
D
U
engagement and produced better academic results. A
T
Understanding safety guidelines highlighted how students E

adapted to safety protocols and demonstrated their adherence to the S

C
H
O
O
L
health and safety precautions that schools had put in place to reduce

the hazards connected with the pandemic.

Ultimately, these themes and sub-themes shed light on areas

that required ongoing assistance and improvement in teaching

methods offering insightful information about the complex

experiences of students resulting the switch to in-person instruction.

The results of the Kruskal-Wallis tests showed that all

demographic variables had significant findings.

First, there were statistically significant variations in age

between Extrinsic Motivation (χ² = 44.69, p < 0.001) and Intrinsic

Motivation (χ² = 7.75, p = 0.021). This showed that different age

groups had distinct perceptions of and reactions to different

motivational factors, with older students exhibiting a higher link with

extrinsic motivation, in particular.

Second, there were notable variations in both intrinsic (χ² = G

R
28.9, p < 0.001) and extrinsic (χ² = 43.7, p < 0.001) motivation A
D
U
according to gender. These findings suggested that motivational A
T
orientations were influenced by gender, with female students E

expressing higher levels of motivation in both areas than their male S

C
H
counterparts. O
O
Thirdly, significant differences were found for both intrinsic L

motivation (χ² = 12.6, p = 0.002) and extrinsic motivation (χ² = 12.9,

p = 0.002) in the study of academic strands (STEM, ABM, HUMSS, and

GAS). This implied that students following different academic paths

might have varied perspectives on motivation, which might be

impacted by the subjects they studied and the potential job paths

connected to each track.

The statistical study showed that both intrinsic and extrinsic

incentives were positively connected with academic performance

(measured by GWA), with intrinsic motivation having a greater

correlation (Spearman's rho of 0.292) than extrinsic motivation

(Spearman's rho of 0.253). The extremely significant p-values (less

than.001) for both correlations demonstrated the stability of these

results.

The construction of a complete counseling program targeted at

improving students' intrinsic and extrinsic motivation was greatly

influenced by the study's findings. G

R
Counselors can create customized plans that cater to the unique A
D
U
needs of every student, regardless of age or gender, by A
T
acknowledging the crucial role that motivating variables play in E

academic performance. By incorporating interest-based activities, S

C
H
defining personal goals, and implementing incentive systems that O
O
acknowledge academic accomplishments, the program can L

concentrate on encouraging internal impulses for learning.

 This method can support the development of students' intrinsic

motivation. Additionally, by offering workshops on time management,

productive study methods, and stress-reduction techniques,

counselors can help students adjust to the demands of the classroom

and social interactions within traditional learning contexts.

Using motivational interviewing strategies that address both

inside and extrinsic motivators could be one useful solution. In one-on-

one meetings, counselors can discuss kids' values, interests, and

individual academic success goals. Counselors can assist children in

identifying internal sources of motivation, such as their goals,

passions, and abilities, by asking open-ended questions and using

active listening. Furthermore, counselors can strengthen students'

feeling of personal agency and dedication to their academic

achievement by working with them to develop SMART (Specific,

Measurable, Achievable, Relevant, Time-bound) goals. G

R
A
D
U
Conclusion A
T
The demographic profile of the study offers crucial information E

for analyzing the results and customizing suggestions. Aged 16 to 18, S

C
H
the majority of participants (93.2%) are teenagers. This age group O
O
emphasizes how critical it is to handle their unique academic and L

motivational difficulties. The gender distribution indicates that there

are more women (63.5%) than men (36.5%), which could have an

impact on what was found of studies and the efficacy of treatments.

The distribution of participants by academic strand indicates a

notable emphasis on STEM areas, with 73.1% of them majoring in

science, technology, engineering, or mathematics, and 0.7% in the

general academic strand (GAS). The study's findings might be

impacted by this focus on STEM, especially in terms of academic

success or motivation in these fields.

Understanding these demographics is crucial for accurately

interpreting the study and creating relevant, effective strategies to

enhance academic motivation and performance for different student

groups.

Students are strongly driven by both extrinsic and intrinsic

causes, according to the research. Students possess a strong internal

drive, which is demonstrated by their desire to learn new things, their G

R
delight in overcoming challenges, and their contentment from A
D
U
achieving academic success. This suggests a strong drive centered on A
T
self-improvement, inquisitiveness, and the quest for knowledge. E

Students' aspirations for good grades, instructor acceptance, S

C
H
and future professional achievement are extrinsically influencing O
O
factors. This points to a dual motivational model in which intrinsic L

motivations are complemented by external rewards and recognition.

The study showed that a combination of internal and external stimuli

shapes students' academic aspirations, resulting in a well-rounded

motivational profile.

Teachers can use these findings to create learning settings that

support motivation from both internal and external sources. Teachers

can improve motivation, engagement, and academic achievement by

assisting students in developing personally and acknowledging their

accomplishments.

The data revealed a wide range in the academic achievement of

the students, with 44.6% of them lying between 94 and 91 GWA,

which indicated a sizable percentage of above-average performance.

However, there were students who got GWA of 95-97 and 98-100. This

is just a small fraction from a total of 2,376. In contrast, a smaller

proportion of students appears to be suffering intellectually, since only

1.6% of students have a GWA of 75 or lower. G

R
This distribution highlighted how diverse the academic A
D
U
environment is, with students representing a broad spectrum of ability A
T
levels. The significance of customized educational interventions to E

benefit all students—from high performers to those in need of extra S

C
H
help—is highlighted by these findings. O
O
The themes highlighted the difficulties and frustrations that L

students had while returning to traditional classroom settings

following prolonged durations of online learning. The return of

competitiveness demonstrated their determination to take on new

challenges in the classroom, while excitement and anticipation

demonstrated their preparedness and positive attitudes. In addition to

stressing the value of reestablishing and mingling with peers and

teachers, engagement places a strong emphasis on experiential

learning strategies that improve understanding and engagement.

The goals of adjustment are students' time management,

resiliency, and flexibility, as well as their capacity to commute.

Improved academic integrity is a reflection of students' dedication to

truthful work, which is shaped by the regimented classroom setting.

Instructor zeal is essential for motivating students and fostering a

good environment.

Through group problem-solving, dynamic learning highlighted

the advantages of collaborative solutions and improved academic G

R
engagement and outcomes. Comprehending safety requirements A
D
U
indicated that students were following health precautions, which A
T
guaranteed a secure learning environment. E

These revelations underscored the necessity of continuous S

C
H
assistance and enhancements in educational methods to cater to O
O
students' varied backgrounds and obstacles when adjusting to face-to- L

face training.
 The results of the Kruskal-Wallis tests highlighted notable

differences in motivating variables among important demographic

variables. Both intrinsic (χ² = 7.75, p = 0.021) and extrinsic (χ² =

44.69, p < 0.001) incentives showed statistically significant changes

with age, suggesting that older students have greater connections

with extrinsic motivations than their younger counterparts. The

influence of gender is noteworthy as well; females exhibit greater

amounts of extrinsic (χ² = 43.7, p < 0.001) and intrinsic (χ² = 28.9, p

< 0.001) incentives than males. Additionally, the analysis of academic

strands (STEM, ABM, HUMSS, and GAS) indicated significant

differences in extrinsic (χ² = 12.9, p = 0.002) and intrinsic (χ² = 12.6,

p = 0.002) motivations, indicating that students' chosen fields of

study and career prospects had an impact on their motivational

orientations.

These results highlighted how crucial it is to adjust motivational G

R
techniques to fit students' various demands according to their age, A
D
U
gender, and academic interests. Educators and counselors can create A
T
more successful interventions targeted at improving student E

engagement and academic success by having a better understanding S

C
H
of these demographic effects. Educational institutions can optimize O
O
learning results and student well-being by fostering environments that L
support the distinct motivations of their student populations by

identifying and utilizing these motivational variances.

According to the statistical research, there were substantial

relationships between GWA (a measure of academic accomplishment)

and both inner and extrinsic motives. The associations were extremely

statistically significant (p <.001), demonstrating that both types of

motivation contributed to academic accomplishment. Intrinsic

motivation, which is motivated by personal interest and enjoyment of

learning, had a somewhat stronger relationship with GWA than

extrinsic motivation, which is influenced by external rewards. These

data show that increasing students' intrinsic motivation could lead to

better academic outcomes. Balancing intrinsic and extrinsic

motivators in instructional practices can improve student success by

encouraging sustained engagement and achievement.

The results highlight the significance of customizing G

R
interventions to accommodate the varied requirements of students in A
D
U
various age and gender groups, recognizing the noteworthy influence A
T
of motivating elements on scholastic achievement. The program can E

effectively encourage internal motivations for learning by S

C
H
incorporating activities that correspond with students' interests, O
O
establishing personalized goals, and putting in place reward systems L

that acknowledge academic achievements. Workshops on time

management, productive study methods, and stress-reduction tactics

can also help students adjust to the rigors of the classroom and the

social interactions that occur in traditional learning environments.

Through the use of these tactics within a comprehensive

counseling framework, counselors and educators can enable students

to develop long-lasting motivation, which will improve their academic

performance, as well as their general well-being.

Recommendations

The recommendations below are intended to assist various

stakeholders, such as students, guidance counselors, teachers, school

principals, administrators, the Department of Education, the

community, researchers, and future researchers, in developing

strategies and interventions that support and enhance both types of

G
motivation in educational settings. R
A
Students are urged to develop both intrinsic and extrinsic D
U
motivation for their studies, since both forms were found to be A
T
E
associated with increased academic success. They should look for
S
personal purpose and fulfillment in their academic work, while C
H
O
simultaneously acknowledging the value of external rewards, like O
L
good grades and recognition. Engaging in activities that are relevant
to their interests, as well as creating personal and academic goals,

can assist to boost internal and external motivation.

Guidance counselors should create comprehensive programs

and interventions that emphasize the value of both intrinsic and

extrinsic motivation. They should collaborate closely with students to

find their hobbies and passions and assist them connect them with

their academic objectives. Workshops and materials on self-

motivation, goal planning, and resilience can help students take

control of their educational paths. Counselors should also help

students comprehend the benefits of external rewards and how to

balance them with intrinsic drives.

Teachers should use instructional practices that promote

intrinsic and extrinsic motivation. This includes creating student-

centered learning experiences, combining project-based learning, and

giving students options in assignments so they can study areas that G

R
interest them. Teachers can boost students' internal motivation while A
D
U
simultaneously acknowledging the value of external incentives like A
T
grades and recognition by building a classroom atmosphere that E

promotes autonomy, competence, and relatedness. S

C
H
School heads should provide professional development O
O
opportunities for instructors that focus on motivational tactics and L

successful teaching approaches. They should create a school culture

that prioritizes both intrinsic and extrinsic motivators, recognizing and

rewarding instructors who successfully engage and motivate students.

Furthermore, school administrators should ensure that school

rules and procedures are consistent with the goal of increasing both

intrinsic and extrinsic motivation in students.

They should distribute resources and create regulations that

encourage a balanced approach to motivation. This includes

establishing a supportive learning environment that meets the

different motivational requirements of pupils. Administrators should

think about investing in programs, technologies, and extracurricular

activities that increase student engagement and motivation, ensuring

that all students have access to excellent educational opportunities.

Policies should encourage the integration of intrinsic and extrinsic

incentive tactics into the educational curriculum.

The Department of Education should incorporate research on G

R
the relevance of motivation into curriculum design and policymaking. A
D
U
They should create and support educational programs that foster both A
T
intrinsic and extrinsic motivation in students, ensuring that curriculum E

are entertaining, relevant, and linked to students' lives and future S

C
H
goals. Policies should help schools use motivating tactics successfully O
O
and consistently, balancing internal satisfaction with external rewards. L
 It is proposed that the community support educational efforts

that cultivate a love of learning and create conditions that encourage

students to pursue their academic goals through intrinsic and extrinsic

motivation. Community organizations, parents, and local companies

should work with schools to provide opportunity for students to pursue

their interests, participate in meaningful initiatives, and apply their

knowledge in real-world settings. External incentives for community

activity, such as recognition and support, can also inspire students.

The researcher should look further into the precise components

that contribute to intrinsic and extrinsic motivation, as well as their

direct impact on academic achievement, in order to gain a better

understanding of how to improve them. Future research should

examine longitudinal ways to tracking changes in motivation and

academic success over time, which will provide a more in-depth

understanding of the processes at play. G

R
Future academics should continue to investigate the link A
D
U
between various types of motivation and academic success. They A
T
should investigate additional variables and situations to expand on E

their existing findings, such as the influence of cultural, social, and S

C
H
economic aspects in molding students' motivation. Expanding O
O
research to cover varied people and educational settings would assist L
develop a more comprehensive knowledge of motivational influences

on education and tailored interventions to improve student results.

G
R
A
D
U
A
T
E

S
C
H
O
O
L
 APPENDIX A

Letter to Conduct Study

____________________________

____________________________

____________________________

____________________________

Dear ________:

Greetings!

I am currently working on my Master’s research entitled,

“Motivation, Academic Performance and In-Person Learning

experiences among Grade 12 students in Private Autonomous

University, Quezon City: Inputs for Counseling Intervention”, in partial

fulfillment of the requirements of the degree of Master of Arts in G

R
Psychology major in Counseling Psychology at Our Lady of Fatima A
D
U
University. A
T
I would like to request permission that my instrument – a E

questionnaire, be administered to Grade 12 students who are enrolled S

C
H
in your university. Rest assured that whatever data derived from this O
O
survey will be treated with so much privacy and confidentiality. L

Thank you very much for your favorable response on my request.

Very truly yours,

VLADIMIR MARC A. BATAYAN

Researcher

Noted by:

TRISHA MAE GONTINGA, Rpm, Rpsy, MA.

Thesis Adviser

Approved by:

HERACLEO D. LAGRADA,PhD
VPAA
Dean of the Graduate School

G
R
A
D
U
A
T
E

S
C
H
O
O
L
 APPENDIX B

Letter of Request to Use the Instrument as a Guide

__________________________________

__________________________________

__________________________________

__________________________________

Dear ____________________________:

I am currently working on my Master’s research entitled, “Motivation,

Academic Performance and In-Person Learning experiences among

Grade 12 students in Private Autonomous University, Quezon City: G

R
Inputs for Counseling Intervention”, in partial fulfillment of the A
D
U
requirements of the degree of Master of Arts in Psychology major in A
T
Counseling Psychology at Our Lady of Fatima University. E

I would like to request permission to use the instrument as my S

C
H
basis in drafting the questionnaire to be accomplished by my O
O
prospective respondents. L
 May this request gain favorable response from you. Your

cooperation and invaluable support will surely contribute a lot to the

success of this endeavor.

Very truly yours,

VLADIMIR MARC A. BATAYAN

Researcher

Noted by:

TRISHA JOY GOTINGA, Rpm, Rpsy, MA.

Thesis Adviser

Approved by:

HERACLEO D. LAGRADA,PhD
VPAA
Dean of the Graduate School G
R
A
D
U
A
T
E

S
C
H
O
O
L
 APPENDIX C

Informed Consent Form

This Informed Consent Form is for Grade 12 SHS students

enrolled in online class modality in a Private Higher Education

Institution in Quezon City, who I am inviting to participate in a

research, entitled “Motivation, Academic Performance and In-Person

Learning experiences among Grade 12 students in Private

Autonomous University, Quezon City: Inputs for Counseling

Intervention”.

Name of Principal Investigator: Vladimir Marc A. Batayan

Name of Organization: Our Lady of Fatima University Graduate School

– Quezon City G
R
A
D
U
This informed Consent Form has two parts: A
T
Information Sheet (to share information about the research with you) E

Certificate of Consent (for signatures if you agree to take part) S

C
H
You will be given a copy of the full Informed Consent Form O
O
PART I: Information Sheet L

Introduction
 I am Vladimir Marc A. Batayan, working for my research as a

requirement for Graduate Studies. I am doing a research which

includes “Motivation, Academic Performance and In-Person Learning

experiences among Grade 12 students in Private Autonomous

University, Quezon City: Inputs for Counseling Grade 12 Students”. I

am going to give you information and ask permission of you to be part

of this research.

You can read all the instructions and approach me for further

questions. I will personally lend my time for questions.

Purpose of the Research

This study attempts to evaluate the most common type of

student motivation in face-to-face learning and its relationship to

academic performance. In order to understand more about

respondents' individual experiences with in-person learning, the G

R
researcher will also interview chosen respondents. A
D
U
A
T
Type of Research Instrument E

The researcher created a questionnaire with 30 closed-ended S

C
H
survey questions to gauge the participant's motivation and 3 open- O
O
ended interview questions to gather information on their in-person L

learning experiences.
Participant Selection

This study is about the motivation, academic performance and

in-person learning experiences of grade 12 SHS students in Private

Autonomous University. You are selected because you are currently a

grade 12 and enrolled in A.Y 2023 – 2024 at a selected private

institution in Quezon City. The present study will survey all of the

Grade 12 in the selected private school and interview some of the 15

selected students. Grade 12 in this academic year have experienced

the online learning, hybrid learning, and in-person learning, the

researcher expected that you will be able to provide the necessary

information for this study.

Voluntary Participation

You will be given the chance to provide your permission before

taking the survey. It is entirely up to you whether or not you accept G

R
the invitation to take part in the study. No monetary payment or A
D
U
reimbursement will be made to participants or the researcher in order A
T
to preserve their integrity. You will simply need to provide the E

researcher your consent to participate in the study. S

C
H
Procedures, Protocol and Description of the Process O
O
The researcher will start gathering data after getting approval L

from the SHS administrator. There will be no provision for capturing

audio or video for the closed-ended survey questions. For online data

collection, the researcher will only provide participants a Google link

in light of the pandemic situation at hand. In addition, the researcher

will get the consent of the fifteen (15) participants who will take part

in an open-ended interview before recording any audio and providing

a Google Classroom link for the online interview. The purpose of the

interview is to shed light about the experiences of Senior High School

in in-person learning. The interview session will be one on one in

google classroom. The question of interview is all about your

experiences transitioning from online classes to in-person learning.

Firstly, you will be asked about your thoughts and feelings about the

new modality. Second, the researcher is also concern about the

difference in interaction with the classmates and teachers in face-to-

face modality, shedding light on the possible challenges and

opportunities that you might encountered. Third, you will be G

R
encouraged to specify what are the impactful experiences whether A
D
U
negative or positive. Finally, the researcher will asked about your A
T
adjustment to adhere to the school new safety protocols. E

Duration S
C
H
The collection of data will take place May 2024. The survey may O
O
take about 5-10 minutes and the interview will take roughly 15-20 L
minutes. The researcher will compile all the data and analyze it once

the data collection has been completed.

Risk

Your participation in this study may possibly expose you to

certain risk, such as, psychological stress or discomfort when exposed

to sensitive questions and concerns about the confidentiality of your

provided responses. To mitigate the risk indicated, the researcher will

make sure that the data you’ve given will be protected and secured in

data storage and will take measures of your confidentiality by using

pseudonyms. The researcher is trained to avoid bias and will conduct

the survey and interview ethically and will disseminate the data

responsibly.

Benefits

You will get the chance to discover more about your motivation

style by participating in this study, which can enhance your G

R
performance, learning efficiency, and overall learning experience. A
D
U
Additionally, you can express your own ideas about the difficulties you A
T
have with in-person education from a variety of angles. Students can E

learn more about what motivates them to achieve through this study. S
C
H
Although there are no immediate advantages or rewards for taking O
O
part, the study's findings may help in the creation of efficient L

instructional methods.
Confidentiality

To prevent the respondents' data from being compromised, all

information and data that they supply will be kept private. The

researcher will safeguard the participants' welfare and will never

reveal the information that will be collected to the public in a way that

the participant's identity will be revealed.

The researcher will mail invitations to participate in this study to

individuals in the first round of data collection. All of the participants

who volunteered to participate will be informed about the study's

confidentiality and how the researcher will uphold it. The respondents

will never be required to reveal their personal information, such as

names, dates of birth, and addresses. After the data collection, no one

other than the researcher will ever have access to the information the

respondent gave. All of the information submitted by the respondents

will be deleted once the paper is finished. G

R
Alternative to Participation A
D
U
There is no other option but taking part in this study. The invitees A
T
will never be forced to participate if they don't want to, and they are E

always free to decline. The researcher shall respect the decision of the S
C
H
respondent to cease answering the survey question if the participants O
O
opted to end the study midway through data collection. L

Sharing of the Result

 Anyone who would like to study the results of the study can access

them. Before the study is published, the participant's private

information will be removed out of respect for their privacy. You can

write an email to the researcher asking for a copy of the results, and

the researcher will send you a soft copy of this study.

Right to Refuse or Withdraw

If you wish not to take part of this research, it is alright. You may

also stop your participation in the research at any time that you like

to.

Who to Contact

If you have any questions, you can contact the researcher anytime

and rest assured you will be entertained:

Vladimir Marc A. Batayan Cellphone Number: 09283961627

OLFU IERC- [Link]

G
R
PART II: Certificate of Consent A
D
U
I have read the foregoing information, or it has been read to me by A
T
the researcher. I have had the opportunity to ask questions about it E

and what I have asked has been answered to my satisfaction. I S

C
H
consent voluntarily to participate as a participant in this research O
O
study. L
 Printed Name of Participant: _____________________________

Signature of Participant: _____________________________

Date: ______________

dd/mm/yyyy

Statement by the researcher/person taking consent

I have accurately read out the information sheet to the potential

participant, and to the best of my ability I made sure that the

participant understands the procedures.

I confirm that the participant was given an opportunity to ask

questions about the study, and all the questions asked by the

participant have been answered correctly and to the best of my

ability.

I confirm that the individual has not been coerced into giving

consent, and the consent has been given freely and voluntarily. G
R
A
D
U
A copy of this ICF has been provided to the participant. A
T
Print Name of researcher/person taking the consent E

_________________ S
C
H
Signature of researcher/person taking the consent O
O
_________________ L

Date: ______________
 dd/mm/yyyy

APPENDIX D

Informed Parental Consent Form

(Pahintulot ng mga Magulang na Makibahagi ang Kanilang Anak sa

Pananaliksik)

This is the Informed Consent Form for the parents of the Grade

12 Students participating in the research entitled, “Motivation,

Academic Performance and In-Person Learning experiences among

Grade 12 students in Private Autonomous University, Quezon City:

Inputs for Counseling Intervention”.

(Ang pahintulot na ito ay para sa mga magulang ng mga mag-

aaral na Grade 12 kung saan inaanyayahang lumahok sa isang

G
pananaliksik ukol sa “Motivation, Academic Performance and In- R
A
Person Learning experiences among Grade 12 students in Private D
U
A
Autonomous University, Quezon City: Inputs for Counseling T
E
Intervention”.)
S
C
H
O
Name of Principal Investigator: Vladimir Marc A. Batayan O
L
(Pangalan ng Mananaliksik)
Name of Organization: Our Lady of Fatima University

(Pangalan ng organisasyon)

Name of Sponsor: N/A

Name of Project: Graduate School Thesis

(Pangalan ng Proyekto)

PART I: Information Sheet

Introduction
I am Vladimir Marc Batayan, working for my research as a
requirement for Graduate Studies. I am doing a research which
includes “Motivation, Academic Performance and In-Person Learning
experiences among Grade 12 students in Private Autonomous
University, Quezon City: Inputs for Counseling Grade 12 Students”. I
am going to give you information and ask permission of you that your
child be part of this research. G
R
You can read all the instructions and communicate with me for A
D
further questions. I will personally lend my time for questions. U
A
(Ako si Vladimir Marc Batayan, na kasalukuyang nagsasagawa T
E
ng pananaliksik na kinakailangan para sa aking pag-aaral. Ang
S
pananaliksik na ito ay tungkol sa “Motivation, Academic Performance C
H
O
and In-Person Learning experiences among Grade 12 students in O
L
Private Autonomous University, Quezon City: Inputs to Counseling
Grade 12 Students”. Ang impormasyon ukol sa aking pananaliksik ay

ipinaaalam ko sa inyo upang humingi ng pahintulot na makabilang

ang inyong mga anak sa pananaliksik na ito.)

(Basahin po ninyo ang lahat na patnubay. Kung mayroon kayong

mga katanungan ay ipaalam sa akin upang ikaw ay magbigyan ng

kasagutan)

Purpose of the Research

This study aims to assess the prevalent type of motivation used

by students in in-person learning and its correlation with their

academic performance. Furthermore, the researcher will conduct

interviews with selected respondents to gather their personal

experiences with in-person learning.

(Ang pag-aaral na ito ay naglalayong suriin ang umiiral na uri

G
ng motibasyon na ginagamit ng mga mag-aaral sa in-person na pag- R
A
D
aaral at ang kaugnayan nito sa kanilang pagganap sa akademiko. U
A
Bukod pa rito, maglalagay din ng mga interbyu ang mananaliksik sa T
E
mga piniling respondente upang makakuha ng kanilang personal na
S
C
karanasan sa in-person na pag-aaral.). H
O
O
L
Type of Research Instrument
 The tool to be utilized in this research will be a self-made
questionnaire. The closed-ended questionnaire will comprise of 30
items that can determine the type of motivation utilized by the
students. Meanwhile, the open-ended questionnaire will consist of 3
structured interview questions that will enable the investigation of the
experiences of the students in in-person learning.
(Ang magiging instrumento sa pag-aaral na ito ay mga sariling
ginawang kwestyonaryo. Ang mga tanong sa close-ended survey ay
mayroong 30 na katanungan na makakatukoy ng uri ng motibasyon
na ginagamit ng mga mag-aaral. Samantala, ang mga tanong sa
open-ended survey ay mayroong 3 na tanong na may kaugnayan sa
mga karanasan ng mga mag-aaral sa in-person learning).

Participant Selection
This study is about the motivation, academic performance and

in-person learning experiences of grade 12 SHS students in Private

Autonomous University. Your child was selected because they are

currently a grade 12 and enrolled in A.Y 2023 – 2024 at a selected

G
private institution in Quezon City. The present study will survey all of R
A
the Grade 12 in the selected private school and interview some of the D
U
A
15 selected students. Grade 12 in this academic year have T
E
experienced the online learning, hybrid learning, and in-person
S
C
learning, the researcher expected that they will be able to provide the H
O
necessary information for this study. O
L
 (Ang pag-aaral na ito ay patungkol sa motibasyon, akademikong

pagganap at mga karanasan sap ag-aaral sa luob ng paaralan ng mga

senior high school sa pribadong unibersidad. Ang iyong anak ay napili

sapagkat siya ay nasa 12 baitang at kasalukuyang naka enrol sa

akademikong taon 2023 – 2024 sa napiling pribadong paaralan sa

Lungsod Quezon. Ang kasalukuyang pag-aaral ay kukuha ng datos sa

lahat ng nasa 12 baitang sa napiling paaralan at mag iinterbyu ng 15

napiling estudyante. Ang mga estudyante sa 12 baitang sa taong ito

ng akademikong taon ay nakaranas ng online na pag-aaral, hybrid na

pag-aaral at in-person na pag-aaral, kung kaya’t ang mananaliksik ay

umaasa na ang iyong anak ay makapagbibigay ng kinakailangang

impormasyon para sa pag-aaral na ito.)

Voluntary Participation
The researcher will seek your child's consent before they can G
R
A
participate in the survey. Your child has the right to decline the D
U
invitation, and the researcher will not offer any form of compensation A
T
E
or reimbursement to ensure the credibility of the study and its
S
participants. Therefore, the researcher will only proceed with the C
H
survey after obtaining your child's approval. O
O
L
(Ang iyong anak ay hihingan ng pahintulot upang sagutin ang

mga tanong sa surbey. Sila ay may karapatan na tumanggi sa

nasabing alok. Walang anumang halaga ng pera ang kasama at ang

anumang uri ng pagpapakompensya at reimbursement ay mahigpit na

ipinagbabawal upang mapanatili ang kredibilidad ng mananaliksik at

ng mga kalahok. Hihingi lamang ng pahintulot ng mananaliksik sa

iyong anak upang makalahok).

Procedures, Protocol and Description of the Process

Once permission is granted by the SHS administrator, the

researcher will commence with the data collection process. Video or

audio recording will not be permitted during the close-ended survey.

In light of the pandemic, the researcher will only provide a Google link

to participants for the survey. However, for the 15 selected

participants who will undergo an open-ended interview, the researcher

will seek their permission to record the audio. For online interviews,

the researcher will provide a Google Classroom link.

G
The purpose of the interview is to shed light about the experiences R
A
of Senior High School in in-person learning. The interview session will D
U
A
be one on one in google classroom. The question of interview is all T
E
about the experiences of your child transitioning from online classes
S
C
to in-person learning. Firstly, your child will be asked about their H
O
thoughts and feelings about the new modality. Second, the researcher O
L
is also concern about the difference in interaction of your child with
the classmates and teachers in face-to-face modality, shedding light

on the possible challenges and opportunities that your child might

encountered. Third, your child will be encouraged to specify what are

the impactful experiences whether negative or positive. Finally, the

researcher will be asked about your child’s adjustment to adhere to

the school new safety protocols.)

(Kapag natanggap na ang pahintulot mula sa tagapamahala ng

SHS, magsisimula ang pagkolekta ng datos ng mananaliksik. Hindi

kasama sa mga close-ended survey ang pagre-record ng video o

audio sa panahon ng pagkolekta ng datos. Dahil sa pandemya,

magpapadala lamang ng Google link ang mananaliksik sa mga

kalahok. Para sa labinlimang (15) napiling kalahok na susuungin sa

open-ended na panayam, hihingiin ng mananaliksik ang kanilang

pahintulot para sa audio recording. Ipapadala

G
R
ng mananaliksik ang link para sa online na panayam sa Google A
D
U
Classroom). A
T
(Ang layunin ng interbyu ay upang mailahad ang karanasan ng E

mga Seinor High School sa in-person learning. Ang sesyon ng interbyu S

C
H
ay iisa-isang sesyon sa google classroom. Ang mga katanungan sa O
O
interbyu ay tungkol sa mga karanasan ng inyong anak sa paglipat sa L

online classes patungo sa in-person learning. Una, ang inyong anak ay

tatanunging tungkol sa kanyang mga naiisip at nararamdaman sa

makabagong pamamaraan. Pangalawa, ang mananaliksik ay

interesado sa pagkakaiba ng interaksyon ng inyong anak sa mga

kapwa mag-aaral at guro sa makabagong pamamaraan, at matutunan

ang mga possibleng pagsubok at oportunidad na naranasan ng inyong

anak. Panghuli, ang mananaliksik ay magtatanong patungkol sa pag-

aadjust ng iyong anak sa mga bagong safety protocols na paaralan.)

Duration
The collection of data will take place in May 2024. The survey

may take about 5-10 minutes and the interview will take roughly 15-

20 minutes. The researcher will compile all the data and analyze it

once the data collection has been completed.

(Ang pangangalap ng datos ay magaganap ng Mayo 2024. Ang

sarbey ay maaaring abutin ng 5-10 minuto at ang interbyu ay

maaaring mag-tagal ng 15-20 minuto. Pagkatapos makuha ang mga

G
R
datos, ang mananaliksik ay kukulektahin lahat ng datos at pag-
A
D
aaralan). U
A
T
E
Risk
S
The participation of your child in this study may possibly expose to C
H
certain risk, such as, psychological stress or discomfort when exposed O
O
L
to sensitive questions and concerns about the confidentiality of their

provided responses. To mitigate the risk indicated, the researcher will

make sure that the data they’ve given will be protected and secured

in data storage and will take measures of their confidentiality by using

pseudonyms. The researcher is trained to avoid bias and will conduct

the survey and interview ethically and will disseminate the data

responsibly.

(Ang partisipasyon ng iyong anak sa pag-aaral na ito ay posibleng

magbigay ng ilang panganib, gaya ng, psychological stress at

discomfort kapag sila ay nailantad sa mga sensitibong katanungan at

at alalahanin sa kumpidensyalidad ng kanilang binigay na kasagutan.

Para maibsan ang posibling mga panganib, and mananaliksik ay

sisiguraduhing na and impormasyon na kanilang ibinigay ay po-

protektahan at maiingatang I secure sa data storage at gagamit ng

pseudonym para mapanatili ang kumpidensyalidad. Ang mananaliksik

ay may pagsasanay upang maiwasan ang pagiging bias at isasagawa

ang pagsisiyasat at interbyu sa isang etikal na paraan, at G

R
maglalathala ng datos nang responsible.) A
D
U
A
Benefits T
E
The advantages that your child will gain include understanding
S
C
their own motivation type. Knowing their motivation type can H
O
significantly assist them in becoming more persistent, achieving O
L
better outcomes, learning more quickly, and developing a more
enjoyable learning routine. Additionally, your child will have the

opportunity to express their personal thoughts regarding their

challenges in in-person learning from various perspectives. This will

allow your child to acquire knowledge about the driving forces behind

their success.

(Ang benepisyo na matatamo ng inyong anak ay ang

pagkakaroon ng kaalaman sa kanilang uri ng motibasyon. Ang pag-
aaral ng kanilang uri ng motibasyon ay makakatulong upang sila ay
maging mas matiyaga, magkaroon ng mas magandang resulta, mas
mabilis na matuto at magkaroon ng masaya at maginhawang
karanasan sa pag-aaral. Bukod dito, magkakaroon din ang inyong
anak ng pagkakataon na ibahagi ang kanilang mga personal na
karanasan sa pakikipag-aral sa loob ng paaralan mula sa iba't ibang
perspektibo. Sa ganitong paraan, magkakaroon ang inyong anak ng
kaalaman tungkol sa mga bagay na nagtutulak sa kanila upang
magtagumpay).

Confidentiality G
R
All data and information that the respondents will provide will be
A
D
kept confidential to protects the respondent’s data from being U
A
exposed. The data that will be gathered will never be disclosed to the T
E
public in the manner that the participant’s identity will be disclosed S
C
and the researcher will protect the participants well-being. H
O
O
(Lahat ng datos at impormasyon na ibibgay ng mga respondent ay L

mananatiling nakatago at kumpidensyal upang maprotektahan ang

datos mula sa respondente. Ang datos na nakuha ay kailanman hindi

ilalabas sa publiko sa paraang ang impormasyon ng mga kalahok ay

lalabas at ang mananaliksik ay pangangalagaan ang kagalingan ng

mga kalahok).

In the first part of the data gathering, the researcher will send an

invitation to the grade 12 students to be part of this study. All of the

participants that agreed to participate will be oriented about the paper

confidentiality. The researcher will assure and observe the

confidentiality of this study. The personal information of the

respondents such as names, birthdate, and address will be optional

and will never be forced to provide. After the data gathering, all of the

information that the respondent provided will never be accessed to

anyone but only to the researcher himself. After the finalization of the

study, all data that the respondents provided will be erased.

(Sa unang parte ng pagkuha ng datos, ang mananaliksik ay G

R
magpapadala ng imbitasyon sa mga mag-aaral na nasa Grade 12 A
D
U
upang maging parte ng pag-aaral. Lahat ng kalahok na pumayag na A
T
sumali ay sasailalim sa oryentasyon tungkol sa pagpapanatili ng E

kompidensyal ng impormasyon. Ang mananaliksik ay titiyakin at S

C
H
babantayan ang pagiging kumpidensyal ng pag-aaral. Ang personal na O
O
impormasyon ng mga respondente gaya ng pangalan, araw ng L

kapanganakan at tirahan ay opsyonal at kahit kalian hindi pipiliting

ibigay. Pagkatapos ng pagkuha ng datos, lahat ng impormasyon na

nanggaling sa mga respondente ay hindi magagamit ng sinuman

maliban sa mananaliksik lamang. Pagkatapos tapusin ng pag-aaral,

lahat ng datos na binigay ng mga respondente ay buburahin).

Alternative to Participation
There will be no alternative in participating in this study. If the

participants didn’t want to participate, they will never be forced and

can reject the invitation. If the participants decided to discontinue the

study while in the middle of the data gathering, the researcher will

respect the decision of the respondent to stop answering the survey

question.

(Dito ay walang alternatibo paglahok sa nasabing pag-aaral.

Kung ang kalahok ay hindi gusting lumahok, hindi sila pipilitin at

maaring tanggihan ang alok. Kung ang kalahok ay nadisisyong itigil G

R
ang nasabing pag-aaral habang nasa gitna ng pagkuha ng datos, ang A
D
U
mananaliksik ay rerespituhin ang desisyon ng respondente na itigil A
T
ang pagsagot sa survey question). E

S
C
Reimbursement/Compensation H
O
There will be no compensation or incentives that the O
L
respondents will get after answering the proficiency examination.
 (Walang kabayaran o insentibo na makukuha ng mga
respondente matapos sagutin ang pagsusuri sa husay.)

Sharing Result
The result of the study can be available to anyone who would be

interested to study. The personal information of the participants will

be deleted before the publication of the paper as a respect for

confidentiality. If your child would like to ask a copy of the thesis, they

can send an email to the researcher and the researcher will provide

soft copy if this study.

(Ang resulta nitong pag-aaral ay magiging bukas para sa lahat ng

interesado sa nasabing pag-aaral. Ang mga personal ng impormasyon

ng mga kalahok ay tatanggalin bago ang publikasyon ng pag-aaral

bilang paggalang sa pagiging kompidensyal. Kung ang iyong anak ay

ninais humingi ng kopya ng tesis, maari silang mag email sa

mananaliksik at ang mananaliksik ay ibibigay ang soft copy ng tesis). G

R
A
D
U
A
Right to Refuse or Withdraw T
E
If you wish not to take part of this research, it is alright. You may
S
also stop your participation in the research at any time that you like C
H
to. O
O
L
 (Kung nais mong hindi makilahok sa pananaliksik na ito, ayos
lang. Maaari mo ring ihinto ang iyong pakikilahok sa pagsasaliksik sa
anumang oras na gusto mo.)

Who to Contact
If you have any questions, you can contact the researcher
anytime and rest assured you will be entertained:
(Kung mayroon kang anumang mga katanungan, maaari kang
makipag-ugnay sa mananaliksik anumang oras at siguradong ikaw ay
kanyang sasagutin:)

Vladimir Marc Batayan

Cellphone Number: 09283961627
Gmail add: vabatayan@[Link]
OLFU IERC- [Link]

PART II: Certificate of Consent

I have read the foregoing information sent by the researcher G
R
online. I have had the opportunity to ask questions about it and what I A
D
have asked has been answered to my satisfaction. I consent U
A
voluntarily that my child may participate as a respondent in this T
E
research study.
(Nabasa ko na ang naunang impormasyon na ipinadala ng S
C
mananaliksik online. Nagkaroon ako ng pagkakataong magtanong H
O
tungkol dito at ang hiniling ko ay sinagot sa kasiyahan ko. Kusa akong O
L
pumayag na ang aking anak ay maaaring lumahok bilang isang
respodent sa pag-aaral na ito sa pananaliksik.)
Printed Name of Parent/Guardian: _____________________________
(Pangalan ng Magulang/Guardian)
Signature of Parent/Guardian: _____________________________
(Lagda ng Magulang/Guardian)
Date: ______________
dd/mm/yyyy

Statement by the researcher/person taking consent

I have accurately read out the information sheet to the potential
participant, and to the best of my ability I made sure that the
participant understands the procedures.
(Nabasa kong mabuti ang sheet ng impormasyon sa potensyal
na kalahok, at sa abot ng aking makakaya tinitiyak kong naiintindihan
ng kalahok ang mga pamamaraan.)
I confirm that the participant was given an opportunity to ask
questions about the study, and all the questions asked by the
participant have been answered correctly and to the best of my
ability.
(Kinukumpirma ko na ang kalahok ay binigyan ng pagkakataon G
R
na magtanong tungkol sa pag-aaral, at lahat ng mga katanungan na A
D
tinanong ng kalahok ay nasagot nang tama at sa abot ng aking U
A
makakaya.) T
E
I confirm that the individual has not been coerced into giving
consent, and the consent has been given freely and voluntarily. S
C
(Kinukumpirma ko na ang indibidwal ay hindi pinilit na magbigay H
O
ng pahintulot, at ang pahintulot ay malayang ibinigay at kusang loob.) O
L

A copy of this ICF has been provided to the participant.

Print Name of researcher/person taking the consent (I-print ang
Pangalan ng mananaliksik / taong kumukuha ng pahintulot)
_________________
Signature of researcher/person taking the consent (Lagda ng
mananaliksik / taong kumukuha ng pahintulot) _________________
Date: ______________
dd/mm/yyyy

G
APPENDIX E R
A
Sample Survey Questionnaire for SHS-Respondents D
U
A
T
Name (Optional): _______________________ Date: E

S
_______________ C
H
O
O
Part 1: Demographic Profile L
 The following questionnaire aims to gather information on the

demographic profile of the participants in this study. The information

collected will be used for research purposes only and will be kept

confidential. Your participation in this survey is voluntary, and you

have the right to refuse to answer any questions. Please answer all

questions truthfully and to the best of your knowledge. The

questionnaire should take approximately 5 to 10 minutes to complete.

Thank you for taking the time to participate in this study. Your

contribution is greatly appreciated.

1. What is your age?

a. 16-18
b. 19-21
c. 21 and above
2. How do you perceive your identity in terms of gender?
a. Male
b. Female G
R
3. What is your strand?
A
D
a. ABM U
b. STEM A
c. GAS T
E
d. HUMSS
4. What is your General Weighted Average (GWA) for the first quarter? S
a. 100-98 C
b. 97-95 H
c. 94-91 O
O
d. 90-88 L
e. 87-85
f. 84-82
g. 81-79
 h. 78-76
i. 75 and below

Part 2: 5-Points Likert Scale for Motivation

Introduction: This questionnaire is designed to assess students'

intrinsic and extrinsic motivation for academic success, in reference to

Deci and Ryan (1985). The questionnaires have 30 items, 15 of which

are for extrinsic motivation and 15 of which are for intrinsic

motivation.

Instruction: Please indicate your level of agreement by selecting a

number on the 5-point Likert scale provided below, where 1 = strongly

disagree, 2 = disagree, 3 = neutral, 4 = agree, and 5 = strongly

agree.
G
R
Questions Strongl Disagre Neutr Agree Strongl A
y e al y D
Disagre Agree U
e A
Intrinsic Motivation T
E
Questionnaires
1. I love learning new S
things, even though they C
are challenging H
O
2. It is quite satisfactory
O
for me when I can solve L
problems
3. My subject that I
currently studying is
interesting for me
4. I enjoy discovering new
knowledge and concepts
5. Achieving academic
success gives me a
personal sense of
fulfillment
6. I am motivated to learn
for the sheer joy of it
7. I am driven to
understand and
comprehend the subject
matter
8. I find satisfaction in the
process of learning,
regardless of outcome
9. I am naturally curious
about the world and seek
to learn more
10. I am excited to learn
new things and to expand
my knowledge
11. I like to be challenge
when learning
12. I am eager to
discovering new things, to
share it to others
13. I feel a sense of pride
when I succeed G
overcoming difficult task R
A
14. I am driven to learn D
because it provides me U
with a sense of purpose A
and direction in life. T
E
15. Exploring new
concepts and ideas S
inspires me to challenge C
myself and strive for H
personal growth O
O
L

Questions Strongl Disagre Neutr Agree Strongl

y e al y
 Disagre Agree
e
Extrinsic Motivation
Questionnaires
1. I am motivated to
receive good grades
2. I am motivated to
please my teachers
3. I am motivated to avoid
being punished from
receiving low grades
4. I am motivated in
receiving rewards
5. I find very satisfactory
when I receive approval
from others
6. It is pleasing for me
when I meet the
expectation of others
7. I am motivated to
please my parents
8. I want to improve for
my successful future
9. I am motivated in
having a high salary one
day
10. I find it pleasing when
I met the standard of the
school G
R
11. I have this desire for
A
recognition or fame D
12. I am motivated to get U
a high GWA A
13. I am motivated to be T
E
better than the others
14. I am motivated in S
achieving my goals C
15. I am motivated to H
secure my career and buy O
O
all the things that I want. L
Part 3: In-Person Learning Experiences

1. Can you share your feelings and thoughts about transitioning from
online class to in-person classes?
2. In what ways have your interactions with classmates and teachers
in the in-person setting post-pandemic been different from pre-
pandemic interactions?
3. What new challenges or / opportunities have emerged?
4. Could you tell me about a specific experience you had in an in-
person learning setting after the pandemic that left a lasting
impression on you?
5. What were the factors that contributed to this experience being
either positive or negative?
6. Did you have to adjust to any new safety measures in school after
the pandemic? If yes, how did you adapt?

General comments about the researcher made instrument

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
G
R
A
APPENDIX F D
U
Validation Letter A
T
E

S
C
October 15, 2023 H
O
O
CERTIFICATION L
 This is to certify that Mr. Vladimir Marc A. Batayan who is

working on the research paper entitled “MOTIVATION, ACADEMIC

PERFORMANCE AND IN-PERSON LEARNING EXPERIENCES AMONG

GRADE 12 STUDENTS IN PRIVATE AUTONOMOUS UNIVERSITY,

QUEZON CITY: INPUTS FOR COUNSELING INTERVENTION”, has

undergone content validation and passed according to the standards

set by the graduate school of the Our Lady of Fatima University.

Joyce C. Lardizabal-Padilla, MS, MAED, LPT,RPsy_

Content Validator

G
R
A
D
Validation Letter U
A
T
E

S
October 15, 2023 C
H
O
CERTIFICATION O
L
 This is to certify that Mr. Vladimir Marc A. Batayan who is

working on the research paper entitled “MOTIVATION, ACADEMIC

PERFORMANCE AND IN-PERSON LEARNING EXPERIENCES AMONG

GRADE 12 STUDENTS IN PRIVATE AUTONOMOUS UNIVERSITY,

QUEZON CITY: INPUTS FOR COUNSELING INTERVENTION”, has

undergone content validation and passed according to the standards

set by the graduate school of the Our Lady of Fatima University.

Trisha Gotinga, Rpm, Rpsy, MA

Content Validator

G
R
A
D
U
A
APPENDIX F T
E
Validation Letter
S
C
H
O
October 15, 2023 O
L

CERTIFICATION
 This is to certify that Mr. Vladimir Marc A. Batayan who is

working on the research paper entitled “MOTIVATION, ACADEMIC

PERFORMANCE AND IN-PERSON LEARNING EXPERIENCES AMONG

GRADE 12 STUDENTS IN PRIVATE AUTONOMOUS UNIVERSITY,

QUEZON CITY: INPUTS FOR COUNSELING INTERVENTION”, has

undergone content validation and passed according to the standards

set by the graduate school of the Our Lady of Fatima University.

Emmanuel Paciano Mabulay

Content Validator

G
R
A
D
U
APPENDIX G A
IERC CERTIFICATE T
E

S
C
H
O
O
L
 G
R
A
D
U
A
T
E

S
C
H
O
O
L

APPENDIX H
 RDIC CERTIFICATE

G
R
A
D
U
A
T
E

S
C
H
O
O
APPENIDX I L

Result of Reliability Test

Item Reliability Statistics
If item
dropped
Item-rest
Cronbach
Mean SD correlatio
's α
n

What is your General Weighted Average

3.63 1.963 0.2281 0.927
(GWA) for the SY 23-24, first quarter?
I love learning new things, even though
1.97 0.695 0.5100 0.916
they are challenging
It is quite satisfactory for me when I can
1.69 0.693 0.6411 0.915
solve problems
My subject that I currently studying is
2.03 0.822 0.5399 0.915
interesting for me
I enjoy discovering new knowledge and
1.78 0.751 0.5233 0.916
concepts
Achieving academic success gives me a
1.72 0.924 0.4955 0.916
personal sense of fulfill
I am motivated to learn for the sheer joy
2.38 1.008 0.5149 0.915
of it
I am driven to understand and
2.16 0.808 0.5259 0.916
comprehend the subject matter
I find satisfaction in the process of
2.22 1.070 0.0924 0.922
learning, regardless of outcome
I am naturally curious about the world
1.66 0.653 0.3033 0.918
and seek to learn more
I am excited to learn new things and to
1.69 0.738 0.3357 0.918
expand my knowledge
I like to be challenge when learning 2.25 1.191 0.5534 0.915
I am eager to discovering new things, to
2.00 0.842 0.5072 0.916
share it to others G
I feel a sense of pride when I succeed R
2.03 1.150 0.4656 0.916
overcoming difficult task A
I am driven to learn because it provides D
1.97 0.861 0.7350 0.913 U
me with a sense of pur
Exploring new concepts and ideas A
2.00 0.762 0.5114 0.916 T
inspires me to challenge mysel
I am motivated to receive good grades 1.56 0.801 0.6652 0.914 E
I am motivated to please my teachers 2.28 0.958 0.5769 0.915
S
I am motivated to avoid being punished C
2.28 1.276 0.5111 0.916
from receiving low grades
H
I am motivated in receiving rewards 1.91 0.963 0.6715 0.913 O
I find very satisfactory when I receive O
1.91 0.777 0.5909 0.915
approval from others L
It is pleasing for me when I meet the
2.22 1.211 0.5668 0.915
expectation of others
I am motivated to please my parents 1.97 1.062 0.5740 0.915
Item Reliability Statistics
If item
dropped
Item-rest
Cronbach
Mean SD correlatio
's α
n
I want to improve for my successful
1.31 0.471 0.4564 0.917
future
I am motivated in having a high salary
1.38 0.554 0.3237 0.918
one day
I find it pleasing when I met the
1.91 0.995 0.6300 0.914
standard of the school
I have this desire for recognition or fame 2.72 1.276 0.6012 0.914
I am motivated to get a high GWA 1.88 1.100 0.7365 0.912
I am motivated to be better than the
2.59 1.316 0.6140 0.914
others
I am motivated in achieving my goals 1.50 0.568 0.7187 0.915
I am motivated to secure my career and
1.44 0.619 0.6197 0.915
buy all the things that

Emmanuel Paciano Mabulay, MA

Test Analyst

G
R
A
D
U
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E

APPENDIX J S
C
Statistical Analysis H
O
O
L
Results
Descriptives
Descriptives
N Missing Mean Median SD Minimum Maximum
AGE 2376 0 1.07 1.00 0.279 1 3
GENDE
2376 0 1.64 2.00 0.482 1 2
R
STRAN
2376 0 1.38 1.00 0.675 1 3
D
GWA 2376 0 3.27 3.00 1.284 1 9

Frequencies
Frequencies of AGE
% of
AGE Counts Cumulative %
Total
16-18 2214 93.2 % 93.2 %
19-21 150 6.3 % 99.5 %
21 AND
12 0.5 % 100.0 %
ABOVE

Frequencies of GENDER
GENDE % of
Counts Cumulative %
R Total G
R
MALE 867 36.5 % 36.5 % A
FEMAL D
1509 63.5 % 100.0 % U
E A
T
E

S
Frequencies of STRAND C
% of H
STRAND Counts Cumulative % O
Total
O
L
STEM 1736 73.1 % 73.1 %
ABM 378 15.9 % 89.0 %
Frequencies of STRAND
% of
STRAND Counts Cumulative %
Total
GAS 262 11.0 % 100.0 %

Frequencies of GWA
% of
GWA Counts Cumulative %
Total
100-98 60 2.5 % 2.5 %
97-95 522 22.0 % 24.5 %
94-91 1060 44.6 % 69.1 %
90-88 432 18.2 % 87.3 %
87-85 189 8.0 % 95.2 %
84-82 57 2.4 % 97.6 %
81-79 18 0.8 % 98.4 %
78-76 3 0.1 % 98.5 %
75 AND
35 1.5 % 100.0 %
BELOW

Descriptives
Descriptives G
R
Shapiro-Wilk
A
Mean Median Mode W p D
U
INTRINSIC A
4.00 4.07 4.00 0.922 < .001 T
MOTIVATION
E
EXTRINSIC
4.00 4.13 4.40 0.920 < .001
MOTIVATION S
C
H
O
O
One-Way ANOVA L
One-Way ANOVA (Welch's)
F df1 df2 p
INTRINSIC
2.87 2 27.7 0.074
MOTIVATION
EXTRINSIC
16.23 2 27.8 < .001
MOTIVATION

Assumption Checks
Normality Test (Shapiro-Wilk)
W p
INTRINSIC
0.925 < .001
MOTIVATION
EXTRINSIC
0.921 < .001
MOTIVATION

Note. A low p-value suggests a violation of the assumption of normality

Homogeneity of Variances Test (Levene's)

F df1 df2 p
INTRINSIC
3.74 2 2373 0.024
MOTIVATION
G
EXTRINSIC
2.35 2 2373 0.095 R
MOTIVATION A
D
U
A
Univariate Tests
T
Dependent Sum of Mean E
df F p
Variable Squares Square
S
INTRINSIC C
AGE 2.942 2 1.4711 3.505 0.030
H
MOTIVATION O
EXTRINSIC O
13.051 2 6.5256 15.048 < .001
L
MOTIVATION
INTRINSIC
GENDER 10.136 1 10.1357 24.152 < .001
MOTIVATION
Homogeneity of Variances Test (Levene's)
F df1 df2 p
EXTRINSIC
14.671 1 14.6709 33.831 < .001
MOTIVATION
INTRINSIC
STRAND 5.350 2 2.6748 6.374 0.002
MOTIVATION
EXTRINSIC
3.644 2 1.8219 4.201 0.015
MOTIVATION
INTRINSIC
GWA 97.630 8 12.2038 29.080 < .001
MOTIVATION
EXTRINSIC
61.549 8 7.6936 17.741 < .001
MOTIVATION
AGE ✻ INTRINSIC
2.996 2 1.4982 3.570 0.028
GENDER MOTIVATION
EXTRINSIC
0.576 2 0.2880 0.664 0.515
MOTIVATION
AGE ✻ INTRINSIC
1.150 4 0.2876 0.685 0.602
STRAND MOTIVATION
EXTRINSIC
3.617 4 0.9044 2.085 0.080
MOTIVATION
GENDER ✻ INTRINSIC
0.793 2 0.3965 0.945 0.389
STRAND MOTIVATION
EXTRINSIC
1.652 2 0.8259 1.904 0.149
MOTIVATION
G
INTRINSIC R
AGE ✻ GWA 9.022 9 1.0024 2.389 0.011
MOTIVATION A
D
EXTRINSIC
8.772 9 0.9746 2.247 0.017
U
MOTIVATION A
T
GENDER ✻ INTRINSIC E
4.230 7 0.6043 1.440 0.185
GWA MOTIVATION
EXTRINSIC S
8.395 7 1.1992 2.765 0.007
C
MOTIVATION
H
STRAND ✻ INTRINSIC O
13.723 14 0.9802 2.336 0.003
O
GWA MOTIVATION
L
EXTRINSIC
4.788 14 0.3420 0.789 0.683
MOTIVATION
Homogeneity of Variances Test (Levene's)
F df1 df2 p
AGE ✻
INTRINSIC
GENDER ✻ 1.615 2 0.8077 1.925 0.146
MOTIVATION
STRAND
EXTRINSIC
1.952 2 0.9759 2.251 0.106
MOTIVATION
AGE ✻
INTRINSIC
GENDER ✻ 8.592 4 2.1480 5.118 < .001
MOTIVATION
GWA
EXTRINSIC
2.062 4 0.5156 1.189 0.314
MOTIVATION
AGE ✻
INTRINSIC
STRAND ✻ 1.821 8 0.2277 0.543 0.825
MOTIVATION
GWA
EXTRINSIC
1.822 8 0.2277 0.525 0.838
MOTIVATION
GENDER ✻
INTRINSIC
STRAND ✻ 6.692 10 0.6692 1.595 0.102
MOTIVATION
GWA
EXTRINSIC
6.482 10 0.6482 1.495 0.135
MOTIVATION
AGE ✻
GENDER ✻ INTRINSIC
0.246 3 0.0820 0.195 0.900
STRAND ✻ MOTIVATION G
GWA R
A
EXTRINSIC D
0.258 3 0.0860 0.198 0.898
MOTIVATION U
A
INTRINSIC T
Residuals 963.971 2297 0.4197
MOTIVATION E
EXTRINSIC
996.101 2297 0.4337 S
MOTIVATION
C
H
O
O
Assumption Checks L
Box's Homogeneity of Covariance Matrices Test
χ² df p
NaN ᵃ 234 NaN ᵃ

ᵃ Too few observations to calculate statistic. Each (sub)group must have at least as
many observations as there are dependent variables.

Shapiro-Wilk Multivariate Normality Test

W p
0.985 < .001

Linear Regression
Model Fit Measures
Model R R²
1 0.269 0.0721

Model Coefficients - GWA

Predictor Spearman Rho DF N p
INTRINSIC G
0.292 < .001
MOTIVATION 2372 2374 R
EXTRINSIC A
0.253 < .001 D
MOTIVATION 2372 2374 U
A
T
E
Age One-Way ANOVA (Non-parametric)
S
Kruskal-Wallis C
H
χ² df p ε² O
O
INTRINSIC
7.75 2 0.021 0.00326 L
MOTIVATION
Kruskal-Wallis
χ² df p ε²
EXTRINSIC
44.69 2 < .001 0.01882
MOTIVATION

Gender One-Way ANOVA (Non-parametric)

Kruskal-Wallis
χ² df p
INTRINSIC
28.9 1 < .001
MOTIVATION
EXTRINSIC
43.7 1 < .001
MOTIVATION

Strand One-Way ANOVA (Non-parametric)

Kruskal-Wallis
χ² df p
INTRINSIC
12.6 2 0.002
MOTIVATION
EXTRINSIC
12.9 2 0.002
MOTIVATION
G
R
A
GWA One-Way ANOVA (Non-parametric) D
U
Kruskal-Wallis
A
χ² df p T
E
INTRINSIC
236 8 < .001 S
MOTIVATION
C
EXTRINSIC H
163 8 < .001
MOTIVATION O
O
L

References
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Mean interpretation
1.00 - 1.75: Very Low
1.76 - 2.50: Low
2.51 - 3.25: Moderate
3.26 - 4.00: High
4.01 - 5.00: Very High

Emmanuel Paciano Mabulay, MA

Test Analyst

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CURRICULUM VITAE H
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Vladimir Marc A. Batayan L

Residence: Blk 1 Lot1c Venus ST.

Sunnyside Subd. Batasan Hills
Quezon City.
Email Address: vabatayan@[Link]
Mobile Number: 09763720307

Education
M.A. in Psychology Major in Counseling Psychology
Our Lady of Fatima University – QC
On-going

BS Psychology
Our Lady of Fatima University – QC
2014 - 2018

Teaching Experience
Instructor
Our Lady of Fatima University – QC
2018 - Present

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