THE POSITIVE IMPACTS OF INTRINSIC MOTIVATION TO SENIOR

HIGH SCHOOLSTUDENTS

A Research PaperPresented to

Mr. Francis Niel Salimbagat

Mr. Rodel Tapis

Ms. Hazel T. Ramirez

In Partial Fulfillment of the Requirements in

Practical Research

Work Immersion

Research Project

By

Julius Caesar Ian Agala

Ralf Ryan Aguinid

Jay Ar Cajandab

Joahnna Alcantara

Cecille Alonso

Reah Lie Arapoc

Algemae Caldamo

Sheanne Kisha Marie Namoco

2022
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Dedication
This research paper is wholeheartedly dedicated to our beloved parents who have been

supporting us since day one and is our source of inspiration,they are the source of our strenght

and dedication in pursuin our research,they continue to inspire us and provide us with their

moral,emotional and financial support ,with out them we wouldnt have finish this research

To our fellow batchmates who partake in answering our surveys and those individuals who

helped us in floating our questionnares they are one of the reasons why are research paper was

push through

To our friends and fellow classmates who helped us in any way that they can

To our teachers who always guide us every step of the way and lead us to the right path.

Lastly we dedicate this research to our almighty God, thank you for the guidance,strength and

power of mind, thank you for protecting us and also for giving us a healthy life.

All of these we thank thee.

Julius Caesar Ian

Ralf Ryan
Jay Ar
Joahnna
Cecille
Reah Lie
Algemae
Sheanne

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Acknowledgement

We would like to express our special thanks of gratitude to our teacher Mr. Francis Niel

Salimbagat and Ms. Hazel Tubil Ramirez for always guiding us in making our research paper.

We also give thanks to our principal Mr. Rodel Tapis who gave us the golden opportunity to do

this wonderful project on the topic Positive Impacts of Intrinsic Motivation to Senior High

School Students, which also helped us in knowing that motivation is important to us and also to

our fellow students and we came to know about so many new things.

Second we would also like to thank our parents for providing us the things we needed in

order for us to finish our research paper.

We would also like to thank our fellow batchmates in taking part and answering our

research questionnares.

Lastly we would like to thank our almighty God for giving us strength,knowledge and

perseverance so that we can finish our research paper

We really are thankful to all of them.

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TABLE OF CONTENTS

TITLE PAGE ________________________ i

DEDICATION ________________________ ii

ACKNOWLEDGEMENT ________________________ iii

TABLE OF CONTENTS ________________________ iv-vi

LIST OF TABLES ________________________ vii

LIST OF FIGURES ________________________ viii

ABSTRACT ________________________

CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction ________________________ 1-2

Theoretical Framework ________________________ 3-4

Conceptual Framework ________________________ 5

Schematic Diagram of Conceptual Framework _______________ 6

Statement of the Problem ________________________ 7

Significance of the Study ________________________ 8

CHAPTER II

REVIEWS- RRS AND RRL

Related Literature ________________________ 9-20

Related Studies ________________________ 21-26

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CHAPTER III

RESEARCH METHODOLOGY

Research Design ________________________ 27

Research Respondents ________________________ 27

Research Environment ________________________ 27

Research Instrument ________________________ 27

Research Procedure ________________________ 27-28

Scope and Delimitation _________________________ 28

Definition of Terms _________________________ 29-30

Statistical Treatment _________________________ 31

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Profile of Respondents- Age _____________ 32

Profile of Respondents- Sex _____________ 33

Profile of Respondents- Income _____________ 34

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary ________________________ 39

Findings ________________________ 40
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Conclusions ________________________ 40

Recommendations ________________________ 41

REFERENCES ________________________ 42

APPENDICES

Transmittal Letter

Questionnaire/Survey

CURRICULUM VITAE
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LIST OF TABLES

Table 1.1 Freaquency Distribution of Respondents by Age 32

Table 1.2 Frequency Distribution of Respondents by Sex 33

Table 1.3 Frequency Distribution of Respondents by Income of

Parents (monthly)
34
Table 1.4 Frequency Distribution of Respondents by effects of
encouraging students 35
Table 1.5 Frequency Distribution of Respondents by Problems
and Difficulties Experienced in Academic 36

Table 1.6 Frequency Distribution of Respondents by

Activities to Enhance Their Skills and Abilities 37

Table 1.7 Frequency Distribution of respondents on how these

activities help Students Enhance Their Skills and Abilities 38
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LIST OF FIGURES

Figure 1: Theoretical Framework: Ryan and Deci Self 3-4

Determination Theory, David Clarence

McClelland’s Human motivation

theory, and Johnmarshall Reeve’s A Grand theory

of motivation.

Figure 2: Conceptual Framework: Input, Process, and 5-6

Output

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ABSTRACT

Title of the study : THE POSITIVE IMPACTS OF INTRINSIC MOTIVATION TO

SENIOR HIGH SCHOOL STUDENTS.

Author : Julius Caesar Ian Agala

: Ralf Ryan B. Aguinid

: Joahnna Alcantara

: Cecille Alonso

: Reah Lie Arapoc

: Algemae Caldamo

: Sheanne Kisha Marie Namoco

: Jay-ar Cajandab

Strand : GENERAL ACADEMIC STRAND

School : VILLAFLORES COLLEGE

Year : 2022-2023

The aim of this study is to view how Intrinsic Motivation affect the Senior

High School students in their studies. It also shows how Intrinsic Motivation deals to

cope up with problems of the students academic performances. It also deals what is the

main idea of Intrinsic Motivation why is it needed, for the reasons that Intrinsic Motivation

is important for task persistence, for seeing a project through, and for ensuring exploration

of solutions. progress is being made each time you accomplish something. The love of the task is

an important component of creative work. We have garnered 31 Grade-12 STEM in conducting

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our survey, we used descriptive method in making our research. Our survey is composed of 2

parts first is the profile of our respondents and the second is the questions. This shows different

theories by various kinds of sources we found that is credible. It represents the data we gather on

our surve Intrinsic motivation, centrally involved in spontaneous explroration and curiosity, is a

crucial concept in developmental psychology. It has been argued to be a crucial mechanism for

open-ended cognitive development in humans, and as such has gathered a growing interest form

development roboticists in the recent years. The goal of this paper is threefold. First, it provides a

synthesis of the different approaches of intrinsic motivation in psychology. Second, by

interpreting these approaches in a computational reinforcement learning framework, we argue

that they are not operational and even sometimes invonsistent. Third, we set the group for a

systematic operational study of intrinsic motivation by presenting a formal typology of possible

computational approaches.

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` CHAPTER I

THE PROBLEM AND ITS SCOPE

I. INTRODUCTION

Motivation is one of the driving forces of students in reaching their goals, as it is in

most experimental research findings. Motivation represents something unique about each of

us and allows us to achieve desired results such as better performance, better health, personal

growth, or a sense of purpose. Motivation is a means of altering our thoughts, feelings, and

behaviors. This study can assist students in pursuing their dreams even in difficult

circumstances, as well as solving problems in their own life. As a result, this research has the

potential to alter your current lifestyle or behaviors. Motivation is the desire to act in service

of a goal. It’s the crucial element in setting and attaining our objectives. Motivation is one of

the driving forces behind human behavior. It fuels competition and sparks social connection.

Its absence can lead to mental illnesses such as depression. Motivation encompasses the

desire to continue striving toward meaning, purpose, and a life worth living. People often

have multiple motives for engaging in any one behavior. Motivation has two types the

extrinsic motivation and the intrinsic motivation this research focuses intrinsic motivation.

Intrinsic motivation tends to push people more forcefully, and the accomplishments are more

fulfilling. Intrinsic motivation is defined as the doing of an activity for its inherent

satisfaction rather than for some separable consequence. When intrinsically motivated, a

person is moved to act for the fun or challenge entailed rather than because ofexternal

products, pressures, or [Link] motivation in the study of artificial intelligence and

robotics is a mechanism for enabling artificial agents to exhibit inherently rewarding

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behaviours such as exploration and curiosity, grouped under the same term in the study of

[Link] motivation is important for task persistence, for seeing a project

through, and for ensuring exploration of solutions. Intrinsic motivation is also accompanied

by positive affect. The love of the task is an important component of creative work.
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Theoretical Framework

This study is anchored on two theories namely: Ryan and Deci Self Determination Theory,

David Clarence McClelland’s Human motivation theory, and Johnmarshall Reeve’s A Grand

theory of motivation.

Self-determination theory (SDT; Ryan and Deci, 2000, 2017) has emerged as the principle

framework for the study of intrinsic motivation. Intrinsic motivation is frequently assessed

behaviorally in terms of freely pursued activities, and experientially through self-report

questionnaires that probe the reasons for one’s engagement with activities, as well as specific

affective states such as interest, curiosity and fun. Intrinsic motivation has also been assessed in

the laboratory through the coding of specific exploratory and manipulatory behaviors and facial

displays of interested engagement (Reeve and Nix, 1997). Since the earliest demonstrations of

the undermining effect, many experimental and field studies have found intrinsic motivation to

be associated with enhanced learning, performance, creativity, and affective experience. Further,

a large body of research within SDT has examined the situational factors (e.g., types of rewards,

feedback, communication styles) that undermine or facilitate the expression of intrinsic

motivation (Ryan and Deci, 2017).

McClelland’s Human Motivation Theory states that every person has one of three main

driving motivators: the needs for achievement, affiliation, or power. These motivators are not

inherent; we develop them through our culture and life experiences. Achievers like to solve

problems and achieve goals. We can adopt McClelland’s theory in form of motivating ourselves
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in one particular goal, but in order to achieve our goals we need a power, power gives you

strength to achieve your goals. Here are the three motivating driver:

ACHIEVEMENT- has a strong need to set and accomplish challenging goals, takes calculated

risks to accomplish their goals, likes to receive regular feedback on their progress and

achievements, and often likes to work alone.

AFFILIATION- wants to belong to the groups, wants to be liked, and will often go along with

whatever the rest of the group wants to do, favors collaboration over competition, and doesn’t

like high risk or uncertainty.

POWER- wants to control and influence others, likes to win arguments, enjoys competition and

winning, and enjoys status and recognition ( McClelland, 1961).

A grand theory of motivation might look like, and he identifies the key problems,

challenges, and opportunities that need to be considered in its pursuit. I address four of these

challenges—how to define motivation, whether motivation is a state or a trait, the primacy of

motivation in psychology, and the necessity to not only manage motivational conflict but also to

vitalize motivational assets. I focus primarily, however, on the key obstacle that prevents a grand

theory—our non-shared assumptions about the nature and dynamics of motivation. I suggest we

capitalize on new advances in statistics, methodology, and technology to test what used to be

untestable assumptions about motivation. Shared assumptions are necessary for a coherent

science, and only a coherent science is capable of constructing a general theory (Reeve, 2016).
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Conceptual framework

This study aims to identify the impacts of Intrinsic motivations as to why is it helpful in a

students life.

The input of this study indicates the profile of our respondents in terms of Age, Sex, and

Income of parents. This study also indicates the different impacts of students having Intrinsic

motivation and how it aids them in performing school related task.

In assembling our data, the researchers for mulate the questionnaires through goggle forms the

process includes constructing and adminerstiring of questionnaire, retrieval and collection of

data, presentation and intrepitation of data.

The output in this conceptual framework ensures that the concepts of your study are organized

and presented in a simple and comprehensive manner.

The output includes drawing up conclusion recommendations and formulating a summary as

basis for our Research.

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SCHEMATIC DIAGRAM OF CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

1. The profiles of the students Formulation of questionaire This study enriches and

in terms of: develops the understanding of

1.0. Age Obtaining permission to conduct both senior high school students

1.1. Sex survey and parents to the importance of

1.2. Income of Parents motivation in performing

2. The effects of encouraging Administer and questionaire scholastic activities, This

students must be applied to gain research widens their

their confidence. Retrieval of questionaire knowledge in knowing a

3. Explains the problems Tabulation students need of motivation in

encountered by Senior High studying for them to be able to

School Students in academic Analysis of data perform well in school related

when reaching puberty. activities and also in pursuing

4. Demonstrates the activities Interpretation their respective course

needed to enhance the students

skills and abilities. Conclusion

5. Explains how these activities

help students enhance their Recommendation

skills and abilities

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Statement of the Problem

The main purpose of this research is to identify if intrinsic motivation has positive effects on

students regarding with their studies and help them develop self-confidence by encouraging and

motivating them to take risk and acknowledge their effort.. Specifically, it answers the following

questions:

[Link] are the profile of students in terms of:

1.1. Age

1.2. Sex

1.3. Income of Parents

[Link] are the effects of encouraging students must be applied to gain their confidence?

3. What are the problems and difficulties experienced in academic when reaching puberty

stage?

4. What are the activities to enhance their skills and abilities?

5. How can these activities help them to enhance their skills and abilities?
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Significance of the Study

This study aims to identify the positive impacts of intrinsic motivation to the Grade-12 Senior

High School students of Villaflores College. This research is timely and relevant to our society

as it contributes to the new knowledge of the [Link] research renders the importance of

studying the positive effects of motivation to the following.

To Students. This study will help the senior high school students in learning new knowledge and

in knowing more of what motivates them. This will improve their performances in school and the

study findings will aid them in their career as a student.

To Parents. This research will help parents in knowing what motivates their children and the

importance of having a motivation and how it helps students in their scholastic activities.

To Teachers. This research will help the teachers of Senior High School students in knowing

the motivation of their students so that they know how to motivate their students. This will

provide them with an overview of the importance of motivation in terms of students performing

activities in school.

To Future Researchers. This study will help them widen their knowledge about intrinsic

motivation and may use it as future references when conducting research.

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Chapter ll

Review of Related Literature

In this chapter the writer presents about (1) definition of motivation, sources of

motivation, the role of motivation, theories of motivation and measure of motivation (2)

definition of learning, theories of learning, and types of learning, (3) learning English as foreign

language andmotivation for learning English.

A. MOTIVATION

The word motivation is accepted for most fields in learning that motivation is essential to

success. We need the motivation when we have todo something to succeed or reaching our

ambitions. Without such motivation we will almost certainly fail to make necessary effort. There

are many factors that depend on motivation, such as motivation is very influent in learning

English and other fields of academics. When the learners are not motivated, they will not take

risk in learning English or evenpaying any attention to learn it. As a result, motivation is

considered anessential element along with language capacity in shaping success in learning new

language in classroom setting. To develop understanding of motivation we must know about

what it means of motivation, types, sources, role and theories of motivation.

Definition of motivation

There are various definitions of motivation from many psychologists and researchers.

We have to comprehend about what the motivation is in order to know and understand it. At its

most basic level, “Motivation is some kind of internal drive which pushes someone to do things

in order to achieve something” (Harmer 2007:98). The word motivation is derived from motive

that means to encourage someone to do or to achieve something (Purwanto, 2011:60). While

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Dimyati andMudjiono (1994:75) stated that motivation comes in a mental encouragement that

acts or move and leads human behavior. Brown (2007:170) stated that “Motivation is something

that can, like self-esteem, be global, situational, or task oriented. Motivation is also typically

examined in terms of the intrinsic and extrinsic motivation to the learners”. According to Brown

(2000:72) “Motivation is the extent to which you make choices about (a) goals to pursue and (b)

the effort you will devote to that pursuit”. a) A Behavioristic Definition A behaviorist would

define motivation as “the anticipation of reinforcement”. Here psychologist like Skinner or

Waston would stress the role of rewards (and perhaps punishments) in motivating behavior. In

Skinner’s operant conditioning model, for example, human beings, like other living organisms,

will pursue a goal because they perceive a reward for doing so. This reward serves to reinforce

behavior: to cause it to persist. b) Cognitive Definition A number of cognitive psychological

viewpoints offer quite a different perspective on motivation. While rewards are very much a part

of the whole picture, the difference lies in the sources of motivation and in the power of self-

reward. Based on the explanation above, the researcher can conclude that motivation is the desire

and effort which drive people to do anything act to achieve the goal. Motivation is an essential

factor in learning because it has an influence toward students’ success or failure as language

learners, so the teacher must develop an understanding of the motivation in learning. 1) The Goal

According to Harmer (2007:99): Goal is the one of the strongest outside sources of motivation

which students perceive themselves to be learning for. Frequently this is provided by a

forthcoming exam, and this respect it is no surprise to note that teachers often find their exam

classes more committed than other groups who do not have something definite to work towards.

Here the students want to learn English because any external factors and purposes. The external
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factors drive the students to learn English because the students want to achieve it. For example

some students have any goals when they learn English, such as they want to get big scores during

examination, they want to learn English because they want to find a better job, and they may

want to continue their study overseas. 2) The society we live in “Outside any classroom there are

attitudes to language learning and the English language in particular” Harmer (2007:999). The

students want to learn English because of their society and surroundings. For example they learn

English because they want to get prestige from the society. 3) The people around us in addition

to the culture of the world around them, students’ attitudes to language learning will be greatly

influenced by the people who are close them Harmer (2007:99). Learning English are very

important to communicate with the peoples around the world especially to the foreigners.

Sometimes people want to learn English because they feel confidence if they can mastery the

English language. 4) Curiosity We should not underestimate a student’s natural curiosity. At the

beginning of a term of semester, most students have at least a mild interest in who their new

teacher is and what it will be like to be in his or her lessons. When students start English for the

first time, most are interested (to some extent) to see what is like. This initial motivation is

valuable. Without it, getting a class of the ground and building rapport will be that much more

difficult, Harmer (2007:99). 3. Sources of motivation According to Harmer (2002:51) “The

motivation that brings students to the task of learning English can be affected and influenced by

the attitude of a number of people”. There are some sources that affect the students’ motivation

in learning English: a) The society we life in Outside any classroom there are attitudes to

language learning and the English language in particular. Learning English are important that

considered being in the society. All the views from the society such as learning language for low
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or high status will affect the students’ attitude to the language being studied, and the nature and

strength of this attitude will, in its turn, have a profound effect on the degree of motivation the

student brings to class and whether or not that motivation continues. b) Significant others. The

attitude of the students to language learning will be greatly affected by the influence of people

who are close to them. The attitude of parents and older siblings will be crucial. The attitude of a

students’ peers is also crucial. If they are critical of the subject or activity, the student’s own

motivation may suffer. If they are enthusiastic learners, however, they may take the students

along with them. c) The teacher is a major factor in the continuance of a student’s motivation.

Teacher’s attitude to the language and the task of learning will be vital. An obvious enthusiasm

for English and English learning, in this case, would seem to be prerequisites for a positive

classroom atmosphere. d) The method is vital that both teacher and students have some

confidence in the way teaching and learning. When either loses this confidence, motivation can

be disastrously affected, but when both are comfortable with the method being used, success

much more likely. 4. The Role of Motivation Motivation is crucial in learning other languages.

Pinter (2006:36) stated “When we learn our first language, it is all a natural part of growing up”.

Peoples who learn a new language, their motivation to learn are related to wanting to fit in with

people in their new community. An interesting study in 1999 by Marianne Nikolov, a Hungarian

teacher, trainer, and researcher, shows that children as they get older typically draw on different

sources of motivation to learn English. Some of the children are intrinsically motivated which

means that they want to learn because they enjoy the process of learning English for its own

sake.
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5. Theories of Motivation

a) Brown’s Theory

Brown (2007:170) stated that “Motivation is something that can, like self-esteem, be global,

situational, or task oriented”. Motivation also typically examined in terms of the intrinsic and

extrinsic motives of the learner. Intrinsic motivation, for example occur when the learner learn

for their own self-perceived needs and goals. While, learner who pursue a goal only to receive an

external reward from someone else are extrinsically motivated. There are three different

perspectives emerge based on Brown ( 2007: 168 )

1) From a behavioral perspective, motivation is seen in very matter fact terms. It is quite simply

the anticipation of reward. Driven to acquire positive reinforcement, and driven by previous

experiences of reward for behavior, we act accordingly to achieve further reinforcement.

2) In cognitive terms, motivation places much more emphasis on the individual’s decisions. For

example, Ausbel (1968:368) in Brown (2007:169) identified six needs undergirding the construct

of motivation:

− The need for exploration

− The need for manipulation

− The need for activity, for movement and exercise, both physical and mental.
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− The need for stimulation, the need to be stimulated by the environment, by other people,

or by ideas, thoughts, and feelings.

− The need for knowledge, the need to process and internalize the result of exploration,

manipulation, activity, and stimulation, to resolve contradiction, to quest for solutions to

problems and for self consistent systems or knowledge.

− The need for ego enhancement, for the self to be known and to be accepted and approved

of by others.

3) A constructivist. Each person is motivated differently, and will therefore act on his or her

environment in ways that are unique. But these unique acts are always carried out within a

cultural and social milieu and cannot be completely separated from that context.

The “needs” concept of motivation in some ways belongs to all three schools of though. The

fulfillment of needs is rewarding, requires choices, and in many cases must be interpreted in a

social context. For example, children who are motivated to learn to read because they perceive

the value (reward) of reading, they meet the needs of exploration, stimulation, knowledge,

selfesteem, and autonomy, and they do so in widely varying ways and schedules and in the

context of a society that values literacy. On the other hand, children my unmotivated to learn

because they fail to see the reward, only connect to the learning to superficial needs such as

fulfilling a requirement.

b) Maslow’s Theory

Abraham Maslow (1943), one of the founding father of humanist approaches to

management, wrote an influential paper that out of five fundamental human needs and their
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hierarchical nature. Maslow’s humanistic need theory of motivation suggests that people are

motivated to achieve goals because of the tension created by unfulfilled needs. If people have

psychological, safety, love and esteem needs, if these needs are met, then people become

motivated to satisfy their needs for knowledge, understanding, esthetics and self actualization.

The five needs are:

1.)Psychological needs

It was to do with maintenance of the human body if we are unwell, then little else matters until

we recover.

3.)Safety needs

It was about putting off over heads and keeping us from harm, if we are rich, strong and

powerful or have good friends, we can make ourselves safe.

3.) Belonging needs

Introduce our tribal nature; if we are help fill and kind to others, they will want us as friends.

4) Esteem needs are for a higher position within a group.

5) Self actualization needs

It was become what we are capable of becoming, which would our greatest achievement.

6. Measure of Motivation According to Hanafiah (2010:28) there are some measurements that

can be used to know the motivation that are:

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a) Performance test is the measurement to get information about loyalty,sincerity, targeting,

awareness, duration, and frequency of activist.

b) Questionnaire is to know the persistence and loyalty.

c)Free compose is to understand information about the vision and aspirations

d) Achievement test is to get the information about the achievement of the students’ academic.

e) Scale is to understand information about attitude. In this research the researcher used the one

of the measurement above that is questionnaire. In the questionnaire there are four options that

are strongly agree, agree, disagree and strongly disagree. The answer of

the questionnaire would be change become score by using likert scale.

B. LEARNING

1. Definition of Learning

Brown (2007:7) stated that “learning is acquiring or getting of knowledge of a subject or a skill

by study, experience, or instruction”. Based on Brown (2007:8), there are many concepts of

learning:

a) Learning is acquisition or “getting”.

b) Learning is retention of information or skill.

c) Retention implies storage systems, memory, and cognitive organization.

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d) Learning involves active, conscious focus on and acting upon events outside or inside the

organism.

e) Learning is relatively permanent but subject to forgetting.

f) Learning involves some form of practice, perhaps reinforced practice.

g) Learning is a change behavior.

These concepts above, also give way to a number of subfields within discipline of psychology:

acquisition processes, perception, memory (storage) system, short-and long term memory, recall,

motivation, conscious and subconscious learning styles and strategies, theories of forgetting and

also reinforcement. The role of practice very quickly the concept learning becomes every bit as

complex the concept of language. Prof. Dr. H. Chalijah Hasan defines learning as follows:

Learning is a change which is the result of training and experience. The change caused by

development of maturity cannot be seen as a result of learning.

2. Theories of Learning

Learning is one of the most important activities in which humans engage in their life.

Learning are occur not only in the class but also outside from the class. Shuel (2013) stated that

for thousands of years, philosophers and psychologists have sought to understand the nature of

learning, how it occurs, and how one person can influence the learning of another person through

teaching and similar endeavors. Various theories of learning have been suggested, and these

theories differ for a variety of reasons. A theory, most simply, is a combination of different
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factors or variables woven together in an effort to explain whatever the theory is about. In

general, theories based on scientific evidence are considered more valid than theories based on

opinion or personal experience. In any case, it is wise to be cautious when comparing the

appropriateness of different theories. There is no final answer to question about learning and no

theory can be found to be absolutely superior to all others. Nevertheless, learning theories can

develop by the teacher of their own. Through study of learning theories and their historical

development, teacher should gain insight into the harmonies and conflicts that prevail in present

educational theory. From this insight, teacher should more toward developing adequate theories

of their own. a) Throndike Throndike concluded that learning is a process of forming connection

between stimuli and respond; meanwhile problem solving can be achieved through “trial and

error” Entwistle (1981) in Uno (2006:11). He stated that, changes in behavior can be either

concrete (something that can be observed), or no concrete (not observable). In teaching and

learning process, the progress of the students can be achieved by knowing their attitude. b) J.B

Waston: Conditioning Reflect J.B Waston making Pavlov research as based for to his learning

theory. Waston believes that Learning is a process from conditioning reflects or response passes

through a chance from stimulus to another. Waston makes a same principle to explain human

attitude. There are many attitudes to study in passed classical conditioning. They study have

negative attitudes with foreign language, because there are have association with bad experience,

for instance the teacher ordered to the students to translate in front of class and they have mistake

and then the teacher was angry with them. Generalization afraid of them with another lesson. 3.
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Types of Learning The educational psychologist Robert Gagne (1965) demonstrated the

importance of identifying a number of types of learning that all human beings use. Because

theories of learning of course do not capture the entire possible element of principles of human

learning in general, Brown (2007:99). Types of learning vary according to the context and

subject matter to be learned. Gagne (1965:58) in Brown (2007:100) identified eight types of

learning as follows: a) Signal learning. The individual learns to make a general diffuse response

to a signal. b) Stimulus-response learning. The learner acquires a precise response to a

discriminated stimulus. c) Chaining. What is acquired is a chain of two or more stimulusresponse

connection. d) Verbal association. Verbal association is the learning of chains that are verbal.

Basically, the conditions resemble those for other (motor0 chains. e) Multiple discrimination.

The individual learns to make a number of different identifying responses to many different

stimuli, which may resemble each other in physical appearance to a greater or lesser degree. f)

Concept learning. The learner acquires the ability to make a common response to a class of

stimuli even though the individual members of that class may differ widely from each other. g)

Principle learning. In simples’ term, a principle is a chain of two or more concepts. It functions

to organize behavior and experience. h) Problem solving. Problem solving is a kind of learning

that requires the internal event usually referred to as “thinking”. Previously acquired concepts

and principles are combined in a conscious focus on an unresolved and ambiguous set of events.

C. Learning English as A foreign Language Nowadays, there are about a billion people in the

world learning English as foreign language, Johnson (2001:3). “In many other contexts in the

world, however, when children start learning English, they are not immersed in an English

environment and they are not learning English to make friend or fit into a new school and
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culture”, Pinter (2006:32). The process of learning language has a significant effect on how

young learners are able to acquire the foreign language. The strategy of learning from mother

tongue can be adopted for learning foreign language. Primarily, those who are involved in the

children’s learning process are their parents, and latter their teachers. So the teachers have the

important role in the students’ learning foreign language. D. Motivation for Learning English

Hedge (2003:22) stated that “Adult learners returning to study may regard language learning as a

hobby or cultural pursuit worthy of the educated person, or may have pressing reason for wishing

to communicate with English”. Now, in much state school system, where the pupils’ future use

of English is uncertain, a primary aim is to build communicative potential. Any individual may

be influenced by a variety of motivations which will affect such things as anxiety or attitude, or

willingness to try new learning strategies.

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Review of Related Studies

Intrinsic motivation refers to people’s spontaneous tendencies to be curious and

interested, to seek out challenges and to exercise and develop their skills and knowledge, even in

the absence of operationally separable rewards. Over the past four decades, experimental and

fieldresearch guided by self-determination theory (SDT; Ryan and Deci, 2017) has found

intrinsic motivation to predict enhanced learning, performance, creativity, optimal development

and psychological wellness. Only recently, however, have studies begun to examine the

neurobiological substrates of intrinsic motivation. In the present article, we trace the history of

intrinsic motivation research, compare and contrast intrinsic motivation to closely related topics

(flow, curiosity, trait plasticity), link intrinsic motivation to key findings in the comparative

affective neurosciences, and review burgeoning neuroscience research on intrinsic motivation.

We review converging evidence suggesting that intrinsically motivated exploratory and mastery

behaviors are phylogenetically ancient tendencies that are subserved by dopaminergic systems.

Studies also suggest that intrinsic motivation is associated with patterns of activity across large-

scale neural networks, namely, those that support salience detection, attentional control and self-

referential cognition. We suggest novel research directions and offer recommendations for the

application of neuroscience methods in the study of intrinsic motivation.

Keywords: curiosity, dopamine, flow, intrinsic motivation, PLAY system, salience

network, SEEKING system, self-determination theoryIntrinsic motivation refers to the

spontaneous tendency “to seek out novelty and challenges, to extend and exercise one’s capacity,

to explore, and to learn” (Ryan and Deci, 2000, p.70). When intrinsically motivated, people
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engage in an activity because they find it interesting and inherently satisfying. By contrast, when

extrinsically motivated, people engage in an activity to obtain some instrumentally separable

consequence, such as the attainment of a reward, the avoidance of a punishment, or the

achievement of some valued outcome. Early evidence for the distinction between these types of

motivation came from experimental studies demonstrating that tangible rewards can undermine

intrinsic motivation (Deci, 1971). That is, contrary to the ideas that intrinsic and extrinsic

motivation are additive or synergistically positive (e.g., Atkinson, 1964; Porter and Lawler,

1968), studies show that people experience less interest and exhibit less spontaneous engagement

with activities for which they were initially intrinsically motivated after receiving tangible

rewards for performing the activities (Deci et al., 1999).

These studies have made it clear that although intrinsic motivation is a lifelong

psychological growth function, by no means is its expression automatic; rather, intrinsic

motivation depends on ambient supports for basic psychological needs, especially those for

competence (feeling effective) and autonomy (feeling volitional). Despite being a longstanding

topic within the field of motivation, only recently have researchers begun to use neuroscience

methods to examine intrinsic motivational processes (Ryan and Di Domenico, 2016). The use of

neuroscience methods is an important new frontier for intrinsic motivation research for at least

three interrelated reasons. First, to state the obvious, experience and behavior are mediated by

the brain and a complete account of intrinsic motivation therefore requires an understanding of

the neural systems that support it. Second, neuroscience affords the examination of internal

processes that are not accessible by self-reports of experience or behavioral observations. A

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neuroscience of intrinsic motivation therefore promises new insights that introspective and

behavioral methods alone cannot afford. Finally, neuroscience methods can be used to

investigate motivational processes at a higher level of resolution than experiential and behavioral

methods. Neuroscience methods therefore have the potential to refine conceptual accounts of

intrinsic motivation by articulating the granular processes that comprise it. In a relevant

discussion, Ochsner (2007; p.51) stated that, “The combination of multiple streams of data

allows researchers to converge on theoretical explanations that are robust and flexible and are not

tied to a single specific experimental methodology”. Intrinsic motivation would seem to be an

especially ripe topic for neuroscience precisely because of the large body of empirical data that

has already been garnered at the experiential and behavioral levels of [Link] purpose of

this review article is to survey the progress of neuroscience research on intrinsic motivation.

Because intrinsic motivation is not a uniquely human capacity (Harlow, 1953; Wilson, 2000;

Ryan and Deci, 2017) we review conceptual developments in the comparative affective

neurosciences (Panksepp, 1998; Panksepp and Biven, 2012) that inform the concept of intrinsic

motivation. Such considerations are essential for appreciating intrinsic motivation as a basic

organismic capacity and for helping to clarify its unique components in humans (Ryan and Di

Domenico, 2016). Building upon these insights, we map the phenomenology of intrinsic

motivation unto the neural substrates of motivational processes that are encompassed by intrinsic

motivation. Against the backdrop of these preliminary ideas, we then review recent studies that

have examined the neural correlates of intrinsic motivation. To anticipate our main conclusions,

affective neuroscience suggests that human intrinsic motivation is based in ancient mammalian
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systems that govern exploration and play. Neuroimaging studies, which have up to now focused

on curiosity and mastery tendencies, indicate that intrinsically motivated states are subserved by

neural regions that are central to dopamine systems. These studies also hint at the possible role of

dynamic switching between large-scale brain networks involved in salience detection, attentional

control and self-referential cognition. On the basis of these ideas, we suggest novel research

directions and offer recommendations for the application of neuroscience methods in the study of

intrinsic motivation. A slew of single studies (e.g., Linnenbrink-Garcia et al., 2018; Muenks et

al., 2018) have been published. Steinmayr et al., 2018) as well as a number of meta-analyses

(e.g., Robbins et al., 2004; Möller et al., 2009; Steinmayr et al., 2018). The hypothesis of social

cognitive motivation models is supported by Hulleman et al., 2010; Huang, [Link]

students’ motivational views are strongly linked to their academic success To assess the relative

impact of motivation components for academic success, however, Studies must (1) look into a

variety of motivational constructs in one sample and (2) take into account students cognitive

talents and prior achievement are also important, as the latter is among the best. Single academic

success predictors (e.g., Kuncel et al., 2004; Hailikari et al., 2007). Effectiveness it is critical to

gather rigorous empirical evidence for educational policy and school improvement. We might

exaggerate if we don’t include the later constructs. The significance of motivation for success

providing evidence of pupils’ success beyond their grades, motivation is gradually valid in

forecasting their academic success. The need of building appropriate systems is emphasized by

intellect or prior achievement. Several studies have considered expectancy and value as

strategies for increasing student performance. Motivational factors as indicators of academic

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success in students (grades or test scores) prior achievement was also taken into account (Marsh

et al., 2005; Steinmayr et al., 2005). Spinath et al., 2006; Lotz et al., 2018; Schneider et al., 2018)

or intelligence (Spinath et al., 2006; Lotz et al., 2018; Schneider et al., 2018; Study 2 (Steinmayr

et al., 2018; Weber et al., 2013). However, few research took this into account. Intelligence and

previous achievement, as well as at least two motivational constructspredictors of student

achievement in school (Steinmayr and Spinath, 2009; Kriegbaum et al., 2015).Intrinsically

motivated curiosity, exploration and mastery behaviors, however, pertain to specific types of

novel stimuli, namely, those that present optimal challenges or optimal inconsistencies with

one’s extant knowledge and that accordingly energize tendencies to approach (White, 1959;

Csikszentmihalyi, 1990; Loewenstein, 1994; Ryan and Deci, 2017). Consistent with the work of

Gray and McNaughton (2000) intrinsic motivation researchers have long noted that whereas too

much novelty relative to a person’s skill and knowledge produces anxiety, too little novelty

produces to boredom. During intrinsic motivation, feelings of interest and positive excitement

predominate over both anxiety and boredom. Indeed, such exploratory states entail searching for

novelties and challenges and, moreover, acting on the world to elicit novelties and to discover

new problems (Harlow, 1953; White, 1959; Deci and Ryan, 1985). These observations indicate

that intrinsically motivated exploratory and mastery behaviors are primarily energized by interest

and appetitive mastery tendencies, not anxiety reduction. Recent years have witnessed an

emerging interest in the neurobiological systems that support intrinsic motivational processes.

Although this area of inquiry is young, conceptual and empirical evidence points to the role of

dopaminergic systems in supporting intrinsically motivated behaviors. Across different

mammalian species, there appear to be linkages between dopamine and the positive experiences
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associated with exploration, new learning and interest in one’s environment (Panksepp, 1998;

Panksepp and Biven, 2012). Building on Bromberg-Martin et al.’s (2010) distinction between

dopaminergic value- and salience-coding and on previouswork respectively mapping these

systems onto the phenomenology of competence (Tricomi and DePasque, 2016) and interest

(DeYoung, 2013), we propose that intrinsic motivation entails both types dopaminergic

transmission. Because these dopamine systems entail distinct neural structures, future

neuroimaging studies have a strong conceptual basis for specifying distinct a priori regions of

interest. Beyond that, evidence suggests that intrinsic motivation involves alterations between the

neural networks of salience detection, attentional control, and self-referential cognition (Menon

and Uddin, 2010; Menon, 2015). Better understanding of these large-scale neural dynamics may

provide greater resolution of the processes that support high quality learning and performance.
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Chapter lll

RESEARCH METHODOLOGY

RESEARCH DESIGN

the researcher used the descriptive method in gathering and formulating of data interpretation.

This research approach was made possible through the use of questionnares.

RESEARCH RESPONDENTS

The respondents of this study are the Senior High School students of Grade 12-A SCIENCE

TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) .

RESEARCH ENVIRONMENT

This study was conducted in Villaflores College Tanjay City.

RESEARCH INSTRUMENTS

This study uses the survey questionnaire as the research instruments. The researchers formulate

the questionnare and are then submitted to our subject teacher for final modifications and

corrections. The survey is composed of two parts, first is asking the respondents about their

profile, second part is about the positive impacts of intrinsic motivation encountered by the

senior high school students.

RESEARCH PROCEDURES

Before operating the questionnaire to the senior high school students in STEM strand, the

researchers created a letter of intent addressed to the senior high school principal of Villaflores
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College asking him for his approval for the conduct of the survey. The questionnaire was

distributed online via Google forms.

SCOPE AND DELIMITATION

Scope. this study primarily focuses on the positive impacts of intrinsic motivation to the

GRADE-12 Senior high school students of villaflores college

Delimitation. there are limitations that we considered in conducting the results of this study. this

study limits its coverage on the grade 12 stem students only. the subjects are all grade 12- STEM

students of Villaflores College. The main purpose of this study is to identify the positive effects

of having intrisic motivation as a students motivation. we conduct our survey through google

forms and disseminating it online to our respective respondents via messenger.

Time Frame: This Research was conducted on June 2022

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Definition of Terms

Salience - When we organize our identities in a hierarchy according to their salience

Dopamine - a compound present in the body as a neurotransmitter and a precursor of other

substances including epinephrine.

Ambient - is a restful environment usually including soft lighting or a type of soft music, often

classical, which plays softly in the background.

Autonomy - is the capacity of an agent to act in accordance with objective morality rather than

under the influence of desires.

Robust - is suited to or requiring physical strength or stamina.

Neuroscience - it is any or all of the sciences, such as experimental psychology, which deal with

the structure or function of the nervous system and brain.

Self-referential - it is making reference to itself, its author or creator, or their other work.

Cognitive - it's based on or capable of being reduced to empirical factual knowledge.

Latter - it sisituated or occurring nearer to the end of something than to the beginning.

Neuroimaging- the process of producing images of the structured or activity of the brain or

other part of the nervous system by techniques such as magnetic resonance imaging or

computerized tomography.

Inaccessible - not able to reached or not obtainable.

Immigration - the action of coming to live permanently in a foreign country.

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Worthwhile - worth the time, money, or effort spent; of value or importance.

Distinct - recognizably different in nature from something else or a similar type.

Integrate - combine with another so they become a whole.

Utilizing - to use something in a novel or unintended way or for an improvised purpose rather

than the usually intended way or for the usually intended purpose.
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STATISTICAL TREATMENT

The following statistical tools were used by the researchers in this study. These are percentages

and weighted mean.

The percentage wasted for numerical analysis, especially between a part to the whole.

The formula is [Downie and Heath, 1982, 28-29]

P=Part x 100
Whole

The weighted mean is used to find out the extent of a component. The formula is (Spence, 1968,
43):

WX- ∑ fw

Where

∑= sum

F= frequency

w- weight

WA- weighted mean

N= total number of cases

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CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA.

This chapter deals with the tabulation of data results, interpretation and analysis of statistical data

Accordingly, the presentation of data is arranged to enable to facilitate a smooth flow of

concepts. The textual analysis and interpretation follow each tabulated data presentation.

Table 1.1

Profile of Respondents in sex [n=32]

Sex Frequency Relative frequency Rank

[f] {%}

male 13 38.7% 2
female 19 61.3% 1
total 32 100%

This table shows the sex of the respondents. It is shown in the table that most of the male

GRADE-12 student respondents are female (19=61.3%). Although female students are thought

to be more engaged in this research study, this does not imply that they are more capable than

male students.

Narayanan, Nair, & Iyyappan, 2007 have studied gender differences in terms of motivation

type. Results indicate that women have higher overall motivation rather than distinct forms of

motivation.
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Table 1.2

Profile of Respondents in age [n=32]

Age Frequency Relative frequency Rank

[f] {%}

15-16 0 0
17-18 24 75 1
19-20 8 25 2
21 and above 0 0
total 32 100

This table shows the age of our respondents. It is shown here that most of our respondents are

17-18 (75%) years old as they rank first in our survey, while second in rank is the respondents

aging from 19-20 (25) years old.

This result is consistent with Coleman, et al. (1966) and White's (1982) studies, which showed

that as students become older, the correlation between age and school achievement diminishes.
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Table 1.3

Profile of Respondents icome monthly [n=32]

Income of Frequency Relative frequency Rank

Parents/Guardian [f] {%}

10,000 15 46.9 1
20,000 5 15.6 3
30,000 9 28.1 2
40,000 1 3.1 5
50,000 and 2 6.3 4
above
total 32 100

This table shows the reports of the mothly income of parents/guardians. The highest percentage

report is 10,000 (46.9%)which ranks first in our survey followed by 30,000 (28.1%) as the

second rank and is followed by 20,000 (15.6%) as third in ranking then followed by 50,000

(6.3%) and above as fourth and lastly 40,000 (3.1%) which is fifth in rank.

In one study it was found that as parental financial support for college increases, their student's

GPA decreases (Hamilton, 2013). Students who had their parents paying for their tuition were

more likely to stay in school, but were less likely to perform to their full academic potential.
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Table 1.4

What is the extent of ways in which intrinsic motivation can help in the student’s scholastic
performance?

CHOICES VE(4) E(3) LE(2) NE(1)

f % f % f % f %
It can help students
to attain scholastic
activity in a fun and 8 25 21 65.6 2 6.3 1 3.1
less competitive
manner
It helps students 14 43.7 14 43.7 4 12.5 0 0
value learning
It helps in setting
goals without 11 34.4 16 50 4 12.5 1 3.1
internal and
extrenal factors
It helps develop
creativity while 14 43.7 15 46.9 3 9.4 0 0
learning
Weighted Mean 3.129032258 3.290322581 3.161290323 3.35483871
Total Weighted 3.127
Mean

Table 1.4 shows the ways in which intrinsic motivation helps in the students scholastic

performance, first on the rank is it helps develop creativity while learning with 3.354 weighted

mean, second on the rank is it helps students value learning with 3.129 weighted mean, third is it

helps in setting goals without internal and external factors with 3.161 weighted mean and last on

the rank is it helps students to attain scholastic activity in a fun and less competitive manner.
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Table 1.5

What is the extent of effectiveness in being intrinsically motivated?

CHOICES VE(4) E(3) LE(2) NE(1)

f % f % f % f %
It can help you 13 40.7 16 50 2 6.2 1 3.1
focus on your goal
It can help students 10 31.2 12 37.5 9 28.1 1 3.1
create bond
It can help student’s 8 25 19 59.4 4 12.5 1 3.1
be flexible in
adapting to new
possibilities
It can help student’s 15 46.9 10 31.2 6 18.8 1 3.1
improve their
performance
Weighted Mean 3.290322581 2.935483871 3.064516129 3.193548387
Total Weighted 3.121
Mean

Table 1.5 shows the effectiveness of being intrinsically motivated first on the rank is it helps

students focus on their goal with a 3.290 weighted mean, second on the rank is it helps students

improve their performance with 3.193 weighted mean, third on the rank is it helps students be

flexible in adapting to new possibilities with 3.064 weighted mean and lastly is it help students

create bond garnering 2.935 weighted mean.

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Table 1.6

How does intrinsic motivation aids you in day to day life?

CHOICES VE(4) E(3) LE(2) N E(1)

f % f % f % f %
It fosters strong and 6 18.8 22 68.7 3 9.3 1 3.1
flexible critical
thingking skills
It helps 10 31.2 19 59.3 3 9.3 0 0
students`learn to
value learning for
it’s own merits,
regardless of any
external factors
It gives students 11 34.2 15 46.9 5 15.7 1 3.1
positive emotional
return
It give students 16 50 14 43.8 2 6.2 0 0
personal
satisfaction
Weighted Mean 3.032258065 3.193548387 3.129032258 3.419354839
Total Weighted 3.193
Mean

Table 1.6 shows how intrinsic motivation aids senior high school students in their day to day
life, first in the ranking is it gives students personal satisfaction with 3.419 weighted mean, next
is it helps them learn to value learning for its own merit rather than any external factors with
3.193 weighted mean, third in ranking is it gives students positive emotional return with 3.193
weighted mean and in the last rank is it fosters strong and flexible critical thinking skills with
3.032 weighted mean
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Table 1.7

What are the ways in which a student can boost their motivation?

CHOICES VE(4) E(3) LE(2) NE(1)

f % f % f % f %
By providing a 14 43.8 16 50 1 3.1 1 3.1
friendly
environment
By promoting an
implied 15 46.9 11 34.3 6 18.8 0 0
environment rather
than competition
By engaging in fun 16 50 13 40.7 3 9.3 0 0
activities
By guiding students 20 62.5 9 28.1 3 9.3 0 0
in the right way
Weighted Mean 3.35483871 3.258064516 3.419354839 3.516129032
Total Weighted 3.387
Mean

This table shows the ways in which a student can boost their motivation. First in rank is by
guiding them in the right way with 3.516 weighted mean, second in rank is by engaging in fun
activities with 3.419 weighted mean, third is by providing a friendly environment with by
providing a friendly environment with 3.354 weighted mean and lastly is by promoting an
implied environment rather than competition with the lowest weighted rank with 3.258 weighted
mean.
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CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Restatement of the Problem and the Research Methodology

This chapter consisted of the summary of finding, conclusions, and recommendations. This
study aimed to identify positive effects of intrinsic motivation to senior high school students.

Specifically, it answers the following questions:

[Link] are the profile of students in terms of:

1.1. Age

1.2. Sex

1.3. Income of Parents

[Link] are the effects of encouraging students must be applied to gain their confidence?

3. What are the problems and difficulties experienced in academic when reaching puberty

stage?

4. What are the activities to enhance their skills and abilities?

5. How can these activities help them to enhance their skills and abilities?
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FINDINGS

The major findings of this research are as follows:

1.) Of the 32 respondents 19 of them which is equivalent to 61.3% are female which ranks

in first and ranking second are male respondents with 13 of them which is equivalent to

38.7%

2.) Amongst the 32 students 24 of them which is equivalent to 75% were 17-18 years old and

8 of the respondents which is equivalent 25% are 19-20 years old

3.) Of the 32 students most of them have parents that has an income of 10,000 monthly as

10,000 ranks first and then 30,000 came in second with 9 respondents who answered.

CONCLUSION

These conclusions were drawn base on the survey that we conducted

Among the 32 respondents that we have garnered, most of the grade 12 STEM students

are 17-18 years old as they rank highest in the survey and the lowest range is 19-20 years old

with only 8 students who answered. Amongst the 32 students the females were the ones who

participated the most in our survey. There were 19 females and then there were 13 males, which

clearly shows that the females dominated our survey. In the respondents profile it was clearly

perceptible that most of their parents income are 10,000 which ranks first and having 40,000

ranks as last. Therefore we conclude that motivation affects every individual whether how old

they are,what their gender is and the income of their parents, it is evident that every Students has
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their own source of motivation. Intrinsic Motivation helps a student value learning even more as

it provides self satisfaction and self fulfillment.

Recommendations

The following recommendations are offered based on the work accomplished during this project

and on the conclusions given:

1. Teachers should provide a friendly environment where students don’t need to compete with

each other and instead help each other

2. One should find the creative ways of learning and in how it must be valued

3. We must be intrinsically motivated to pursue our goals and dreams for it is proven to be

effective in the long run such as it gives satisfaction and a sense of fulfillment after it’s

achievement.

4. Teachers and parents of senior high school students must motivate their students to continue

their studies even in the hard times of schooling.

[Link] High School students must be aware of having a great motivation skills to continue their

studies and to motivate one another.

[Link] must surround themselves with positive people who can uplift and encourage them to

always look in the bright side of life.

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REFERENCES

Canice,P (2008), Intrinsic Motivation and Incentives

Carmen Fischer, Charlotte P. Malycha and Ernestine Schafmann (2019), The Influence of

Intrinsic Motivation and Synergistic Extrinsic Motivators on Creativity and Innovation

David McClelland (1961), Human Motivation Theory

Dr. M. Khata Jabor, Dr. Krissana Machtmes, Dr. Kenneth Kungu, Dr. Yahya Buntat, and Dr.

Mhod Safarin Nordin (2011) The Influence of Age and Gender on the Students’ Achievement in

Mathematics

John Marshall, R (1961), A Grand Theory of Motivation

Pierre-Yves Oudeyer and Frederic Kaplan (2009) What is intrinsic motivation? A typology of

computational approaches

Richard [Link] and Edward L. Deci (2017) Self-determination Theory

Richard M. Ryan and Edward L. Deci (2000) Intrinsic and Extrinsic Motivation: Classic

Definition and New Directions

Roger C. Levesque and Edward L. Deci (2010) Intrinsic Motivation

Stefano I. Di Domenico and Richard M. Ryan (2017), The Emerging Neuroscience of Intrinsic

Motivation: A New Frontier in Self-Determination Research

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June 12, 2022

RODEL B. TAPIS
School Principal
Villaflores College
Tanjay City, Negros Oriental

Sir,
We, the Grade-12 GAS researchers, would like to humbly ask for your permission from your
good office to permit us to float our questionnairesto the Grade-12 STEM students of Villaflores
College as our chosen respondents for our research titled “THE POSITIVE IMPACTS OF
INTRINSIC MOTIVATION TO SENIOR HIGH SCHOOL STUDENTS.”

We appreciate your generous response to this educational endeavor.

Thank you and more power.

Respectfully Yours:
AGUINID, RALF RYAN B.
AGALA, JULIUS CAESAR IAN L.
ALCANTARA, JOAHNNA M.
ALONSO, CECILLE
ARAPOC, REAH LIE
CALDAMO, ALGEMAE
NAMOCO, SHEANNE KISHA MARIE
CAJANDAB, JAY-AR

Researchers

Noted:

FRANCIS NIEL SALIMBAGAT, LPT

Research Teacher
 VILLAFLORES COLLEGE
6204 TANJAY CITY
SENIOR HIGH SCHOOL DEPARTMENT

APPENDIX E

Villaflores College
Division of Tanjay City
Negros Oriental

A Questionnaire on

The Positive Impacts Of Intrinsic Motivation To Senior High School Students.

PART I - Data about the Respondent

Direction: Please indicate your response either by putting a check mark (√) on the space

provided for.

Name of Respondent: ________________ (Optional) Sex: __ M __ F

Age: ____ 15-16 _____ 17-18 ____ 19-20 ____ 21 and above

Income Of Parent/Guardian (Monthly):

_____10,000

_____20,000

_____30,000

_____40,000

_____50,000 and above

 VILLAFLORES COLLEGE
6204 TANJAY CITY
SENIOR HIGH SCHOOL DEPARTMENT

PART II –Effects Of Intrinsic Motivation Encountered By Senior High School Students.

Direction: Please check your answer on the column provided for which approximates your
appraisal of the item. The various premises are treated as problems and there are four (4) levels
of answers ranging from “very effective” up to “not effective.” Here they are:

RESPONSES DESCRIPTION SCALE

This means that having intrinsic motivation is very 4

Very Effective (VE) helpful to students when performing school related
activities
This indicates that having intrinsic motivation may be 3
Effective (F) helpfull to students in terms of school activities
This implies that students are having problems with 2
Less Effective(LE) motivation when dealing with school scholastic
activities.
This connotes that the situation of students having 1
Not Effective at All intrinsic motivation as a motivation is not very
(NE) effective at all when performing school related tasks

What is the extent of ways in which intrinsic motivation can help in the student’s
scholastic performance?
 VILLAFLORES COLLEGE
6204 TANJAY CITY
SENIOR HIGH SCHOOL DEPARTMENT

RESPONSES DESCRIPTION SCALE

This means that having intrinsic motivation is very 4

Very Effective (VE) effective as a student in achieving educational
progress.
This indicates that having intrinsic motivation might 3
Effective (F) be effective in achieving educational progress.
This implies that students are having problems if 2
Less Effective(LE) whether intrinsic motivation is effective
This connotes that the situation of students having 1
Not Effective at All intrinsic motivation is not that effective at all.
(NE)

What is the extent of effectiveness in being intrinsically motivated?

 VILLAFLORES COLLEGE
6204 TANJAY CITY
SENIOR HIGH SCHOOL DEPARTMENT

RESPONSES DESCRIPTION SCALE

This means that having intrinsic motivation is very 4

Very Effective (VE) efficient in helping student aid their scholastic
performance.
This indicates that having intrinsic motivation may be 3
Effective (F) useful as an aid in the student’s scholastic
performance.
This implies that students are having problems with 2
Less Effective(LE) motivation when it comes as an aid in the student’s
scholastic performance.
This connotes that the situation of students having 1
Not Effective at All intrinsic motivation is not effective at all in aiding the
(NE) student’s scholastic performance.

How does intrinsic Motivation aids you in day to day life?

 VILLAFLORES COLLEGE
6204 TANJAY CITY
SENIOR HIGH SCHOOL DEPARTMENT

RESPONSES DESCRIPTION SCALE

This means that having intrinsic motivation is very 4

Very Effective (VE) helpful in boosting the students motivation in
achieving academic excellence.
This indicates that having intrinsic motivation might 3
Effective (F) be helpful in boosting the students motivation in
achieving academic excellence.
This implies that students are having problems with 2
Less Effective(LE) boosting their motivation in academic excellence.
This connotes that the situation of students having 1
Not Effective at All intrinsic motivation is not effective at all in boosting
(NE) their academic excellence.

What are the ways in which a student can boost their motivation?
 VILLAFLORES COLLEGE
6204 TANJAY CITY
SENIOR HIGH SCHOOL DEPARTMENT

CURRICULUM VITAE

PERSONAL DATA

Name: Julius Caesar Ian L. Agala

Address: Rizal Street, Poblacion Amlan, Negros Oriental

Date of Birth: July 26, 2003

Place of Birth: Cotobato City

Age: 19

Nationality: Filipino

Gender: Male

Civil Status: Single

SCHOLASTIC RECORD

Junior High School: Villaflores College

2016-2022
with honors

Elementary: Luca Elementary School

2012-2016
Salutatorian
 VILLAFLORES COLLEGE
6204 TANJAY CITY
SENIOR HIGH SCHOOL DEPARTMENT

CURRICULUM VITAE

PERSONAL DATA

Name: RALF RYAN B. AGUINID

Address: Purok 4, Obogon, Tanjay City

Date of Birth: November 29, 2003

Place of Birth: Pamplona City

Age: 18

Nationality: Filipino

Gender: Male

Civil Status: In a relationship

SCHOLASTIC RECORD

High School: Villaflores College

2016-2022

Elementary: Obogon Elementary School

2014-2016
With Honors
 VILLAFLORES COLLEGE
6204 TANJAY CITY
SENIOR HIGH SCHOOL DEPARTMENT

CURRICULUM VITAE

PERSONAL DATA

Name: JAY-AR A. CAJANDAB

Address: Poblacion 8, Lesgaspi st. Tanjay City

Date of Birth: March 27, 2000

Place of Birth: Manila,Taguig City

Age: 22

Nationality: Filipino

Gender: Male

Civil Status: Single

SCHOLASTIC RECORD

High School: Villaflores College

2016-2022

Elementary: Bagong Tanjag Elementary School Annex B

2008-2014
With Honors
 VILLAFLORES COLLEGE
6204 TANJAY CITY
SENIOR HIGH SCHOOL DEPARTMENT

CURRICULUM VITAE

PERSONAL DATA

Name: CECILE M. ALONSO

Address: Tugas,Tanjay City

Date of Birth: September 18,2004

Place of Birth: Tugas,Tanjay City

Age: 17

Nationality: Filipino

Civil Status: Single

SCHOLASTIC RECORD

Junior High School: Immaculate Heart Academy

2016-2020

Elementary: Tanjay City South Central School

2012-2016
With Honors
 VILLAFLORES COLLEGE
6204 TANJAY CITY
SENIOR HIGH SCHOOL DEPARTMENT

CURRICULUM VITAE

PERSONAL DATA

Name: REAH LIE D. ARAPOC

Address: Barangay 9, Legaspi Street

Date of Birth: April 21, 2003

Place of Birth: Mabinay Negros Oriental

Nationality: Filipino

Gender: Female

Civil Status: Single

Age: 19

SCHOLASTIC RECORD

Junior High School: Villaflores College

2016-2022
With Honors

Elementary: Tanjay City South Central School

2012-2016
With Honors
 VILLAFLORES COLLEGE
6204 TANJAY CITY
SENIOR HIGH SCHOOL DEPARTMENT

CURRICULUM VITAE

PERSONAL DATA

Name: SHEANNE KISHA MARIE M. NAMOCO

Address: Polo Cang Amok Tanjay City

Date of Birth: December 15, 2003

Place of Birth: Negros Oriental Provincial Hospital

Age: 18

Nationality: Filipino

Gender: Female

Civil Status: Single

SCHOLASTIC RECORD

Junior High School: Polo High School

2016-2020
with honors

Elementary: Polo Elementary School

2012-2016
With Honors
 VILLAFLORES COLLEGE
6204 TANJAY CITY
SENIOR HIGH SCHOOL DEPARTMENT

CURRICULUM VITAE

PERSONAL DATA

Name: ALGEMAE M. CALDAMO

Address: Polo Uno Ilaya Tanjay City

Date of Birth: May 19, 2003

Place of Birth: Dawis Bayawan City

Age: 19

Nationality: Filipino

Gender: Female

Civil Status: Single

SCHOLASTIC RECORD

Junior High School: Polo High School

2016-2020

Elementary: Amlan Central Elementary School

2012-2016
 VILLAFLORES COLLEGE
6204 TANJAY CITY
SENIOR HIGH SCHOOL DEPARTMENT

CURRICULUM VITAE

PERSONAL DATA

Name: JOAHNNA M. ALCANTARA

Address: Polo Cang Amok Tanjay City

Date of Birth: January 12, 2004

Place of Birth: Negros Oriental Provincial Hospital

Age: 18

Nationality: Filipino

Gender: Female

Civil Status: Single

SCHOLASTIC RECORD

Junior High School: Immaculate Heart Academy

2016-2020

Elementary: Polo Elementary School

2012-2016
With Honors