2.

REVIEW OF RELATED LITERATURE

2.1 Self-Efficacy Self-efficacy in education refers to a learner's willingness to try, persevere, and succeed
at a task. If they fail, there are two probable reasons: they may lack the necessary skills to succeed, or
they may have the necessary skills but lack the sense of efficacy to put them to use. These self-
perceptions of their abilities influence how people think, act, and feel (Cherry, 2018). Cussó-Calabuig,
Farran, and Bosch-Capblanch (2018) reaffirm the importance of self-efficacy in predicting student online
learning outcomes, stating that self-efficacy in ICT has a significant impact on one's academic results in
the online environment. Moreover, the level of self-efficacy among students appears to be highly
affected by the approaching paradigm shift. Many students are still at a loss when they shift to full-time
online schooling as a preventative strategy against the coronavirus pandemic (Key, 2020). However,
individuals with low overall self-efficacy had more difficulties completing tasks than those with higher
documented levels. People with low self-efficacy were more likely to compare themselves negatively to
others, limiting their ability to improve their self-efficacy levels (Hsu & Wilde, 2020) In contrast to Estira
(2020), students are highly motivated to learn online, but they cannot use online tools and self-efficacy
in online communication. Thus, students still lack the necessary skills to use technology tools or software
for instructional objectives despite their familiarity with social networking sites. Thus, Batt and
Bahadur (2020) aim to determine the relationship between students' self-efficacy and achievement
motivation among college students. There is a relation between "self-efficacy and self-esteem and
motivation," and there is a weak relation between "self-esteem and achievement motivation" among
college students. On the other hand, there is a connection between "self-efficacy and self-motivation
and achievement motivation." Still, if self-esteem and self-efficacy are included in a student's
motivation, there's also a possibility that they will carry out successfully. According to Del Villar and
Napawit (2018), students nowadays are affected by Globalization, and the changes occur in many
aspects of learning that affect self-efficacy and motivation. Students were found academic performance
has influenced their self-efficacy and motivation.

2.2 Academic Motivation Blaskova, Lepczyk, Hrinikova, and Blasko (2019) define sustainable
academic motivation as the motivating relationship of primary ideas, workability, and primary
attributes of academic motivation. Additionally, generating a good relationship and higher financial
assessment was the most helpful motivation measure. Sustainable motivation is defined from five
perspectives: (a) as the most prominent part of conscious behavior; (b) as the beginning tip of behavior;
(c) as the pedal of behavior and growth; (d) as the action; and (e) as the resulting amount of all
motivational actions at any higher levels of educational institutions. Thus, Munroe (2021) explained that
online education was the most effective alternative to give continuous work and development even at
home during a pandemic. Motivation is the most fundamental thing to a successful student learning for
their new kind of educational experience. Furthermore, measurements for motivation are divided into
three parts; participation, attendance, and academic performance. One of the essential and effective
learning strategies and student's academics is their self-efficacy and motivation. The result of this study
showed that there is a positive and significant correlation between educational self-efficacy and
academic motivation. Furthermore, with modern and distance learning, having adequate time
management and enhancing motivation can lead to students' academic achievement (Maraghi,
Hosseini & Tabatabaei, 2018). While there is a positive correlation between the variables of family
support, adversity, intelligence, and self-efficacy on the students' learning motivation during the COVID-
19 pandemic, if an individual has it all, this might elevate their motivation (Handayani & Usman, 2021).
According to Ballane (2019), self-confidence has been one of the most essential variables in improving
academic performance, particularly among students going through changes. Furthermore, it has been
discovered that pupils with higher levels of self-confidence are more open to difficulties and have a
better willingness to learn. Thus, Bryant (2017) emphasized the factors affecting the self-efficacy and
academic motivation of students. She concluded that perceived self-efficacy is based on the source
development in every student's life, primarily the total mastery of sources of experiences they had
accomplished. Furthermore, she also concluded that academic motivation is always based on personal
academic self-efficacy concerning persuasion, physiological, affection, capability, and experience.

2.3 Self-Efficacy and Academic Motivation Motivation, well-being, and personal achievement are all
based on self-efficacy. Self-efficacy influences motivation, with pupils with high self-efficacy persisting
longer than those with low self-efficacy (Digal & Walag, 2019). Moreover, students' success is mainly
determined by their past knowledge, instructor and teaching quality, access to opportunities,
socioeconomic status, and effort. The Intrinsic Motivation of pupils causes and contributes to their
learning habits. However, throughout the summer, winter, and spring breaks, children do not retain the
same studying habits during the school year. In addition, students' learning and sleeping habits are
disrupted during the holidays since school hours and homework are not adhered to regularly.
Specifically, students' learning patterns are partially disrupted by their use of social media and other
forms of entertainment at home (Tran, Hoang, Nguyen, Ta, Pham, Le, & Dinh, 2020). According to
Campos and Madrigal (2020), students in Antique who have parents working abroad are commonly
productive in school and motivated in their academics. Moreover, it is good that self-determination and
self-efficacy are suitable measures to succeed in their academics. Nevertheless, other factors like awards,
support from people, motivation for finishing the task can build up the extrinsic behavior to obtain their
aim. Furthermore, both instructor's and parent's roles significantly boost the development and
increase students' potential to get good changes. Del Villar and Napawit's (2018) study of self-efficacy
and motivation has a high correlation's academic performance. This is because their performances are
the outcome of what they can finish. Besides, the student's motivation to increase their cognitive
processes manages to achieve their goal in school. Furthermore, students' motivation pushes them to
act and exert an effort to elevate their eagerness to do academic tasks. In this study, Eladi and Musawi
(2020) will observe student's attitudes using e-book and their relationshipof self-efficacy and academic
motivation. It showed a significant positive correlation between the student's self-efficacy and their
learning motivation. An E-book is very helpful when it comes to educational strategies. Students will find
it more exciting and enjoyable, and they can use it anytime and anywhere. According to Shin (2018), on
student's motivation and self-efficacy. The result of this study motivation & self-efficacy becomes more
significant, the fact that 79 students grouped into 13 teams to partake and aim their goal. In this case,
each team has an assigned project. Any of the students have a participation to do the task given to them
to work and reach their goal as a team; the specific plan is to show how students will bond together in
making a video production to observe how well they work as a team. Therefore, the effect of project-
based learning on students' motivation and self-efficacy significantly impacts their accomplishment.
After that, based on the student's responses on the survey, it shows that project-based learning
positively affects students' motivation and self-efficacy even in different aspects." Further, Rafiola,
Radjah, and Ramli (2020) have found out the effect of learning motivation, self-efficacy, and blended
learning on student achievement in the industrial revolution. Self-efficacy does not affect, and
Blended learning has a positive effect on students' learning achievement. When these three are
combined, "Learning motivation, self-efficacy, and blended learning, the result of this there is a
significant effect in Public High School students in Padang. In other words, using technology and face-to-
face, blended learning strategies have a more impact on education to make a better condition for both
students and workplaces. The importance for these students is to have the knowledge to carry out their
learning process on what they understand in actuality and turn out to be more motivated." Mathematics
can also be applied in sciences; it shows that math can be part of our daily lives every day on how we
think, analyze and solve a problem; we can apply it in many different ways when there is a situation that
we need to use our logical thinking skills on problem-solving. Mathematics is everywhere; it's beneficial
for us to find out all the problems because there's always a solution. The goal of this study is to observe
if self-efficacy and motivation have an impact on students' performance. This study's result is that
learning mathematics is based on student's attitudes, self-efficacy, and motivation. Therefore, there is a
possibility and can be used to monitor how motivated they are when it comes to this subject to enhance
their skills and expand their logical thinking and face all the problems easily (Paguican & Torreon, 2020).
One of the essential things in academics is a skillful achievement when writing English, especially those
in a university. In this study, two main factors can enhance their writing performance: "self-
efficacy and motivation. Students' writing performances are based on basic writing, paragraph writing,
and essay writing. Therefore, the researcher found a significant correlation between students' self-
efficacy, belief, and students' writing performances while attending writing courses at the State
University. The fact that self-efficacy and beliefs motivation in learning is essential to all students (Sahril
2018). This is one method to have effective learning that will help the student's in their self-efficacy
and motivation. Self-efficacy has a significant effect on motivation that can lead to academic fulfillment.
This study concludes that a significant percentage of students can get a high standard on self-efficacy and
their academic motivation. The relation between education self-efficacy and academic motivation is
positive and significant, and it could promote education self-efficacy in medical students. The relation
in academic motivation and self-efficacy subscales was significant too. In other words, with the use of
modern and distance learning that have effective time management and enhance their motivation, can
give way to the students' academic achievement (Maraghi 2018).

3. METHODOLOGY

3.1 Research Design In this study, the researchers used descriptive correlational research design,
precisely a quantitative research method, to collect and analyze numerical data. It can be utilized to find
patterns and averages, make predictions, causal test relationships, and generalize results to broader
populations. Researchers mainly use the quantitative method to identify the variables used in research
work and aid with the data collection. (Bhandari,2020).

3.2 Study Participants The respondents were the Grade 11 and 12 senior high school students from
public schools in the Philippines of the school year 2020-2021. The sampling technique that the
researchers utilized for the study was the convenience sampling method with 258 participants.

3.3 Study Instruments This study utilized the General Self -fficacy and Academic Motivation Scale to
measure the respondent's self-efficacy and motivation. The General Self-Efficacy scale by Schwarzer
and Jerusalem is a 10-item psychometric scale designed to assess optimistic self-beliefs to cope with
various challenging demands in life. A higher score shows good self-efficacy with internal reliability of
Cronbach's Alpha .80 (Garza & Bain, 2014). Moreover, the Academic Motivation Scale measures intrinsic
and extrinsic motivation. This consists of 28 questions concerning both intrinsic and extrinsic motivation
with an internal consistency of Cronbach's Alpha .797 (Asghar et al., 2019)

3.4 Procedures To acquire the necessary data of the study in determining the influence of self-efficacy
and academic motivation of the participants, the researcher gathered information through an online
survey utilizing Google form with the participant's consent. The survey was composed of thirty-eight (38)
questions that may last for twenty (20) minutes. Following the initial stages, participants were
encouraged to raise any clarification, concerns, and unclear questions due to the technical difficulties.

3.5 Ethical Considerations The research professor assisted the current study for the data gathering
process and data-gathering instruments. To ensure that the approval is secured, ethical standards will
be strictly observed. Thus, the identified and qualified participants based on the criteria laid out were
requested to give explicit consent through informed consent. Further, confidentiality was discussed; the
participants were assured that all data gathered in the development of the study would only be used for
academic and research purposes. Thus, the survey guide's language used was appropriate to the literacy
of the participants.

4. RESULTS AND DISCUSSION

This part presents the finding according to the study's research questions. First, to compare the mean
and determine the significance of two variables, the Pearson correlation coefficient was computed using
IBM SPSS 26.

4.1 Respondents' Self-Efficacy As manifested in Table 1, it showed that respondents obtaining the total
mean score ranging from 3.23 to 3.52 applied to a high level of students' self-efficacy with the
result of 3.35 total mean and high verbal interpretation. Still, students' profile in self-efficacy was
interpreted as very high because they can still handle this unexpected situation in this new normal
education.

CONCLUSIONS:

Due to COVID 19, people around the world have been affected by the pandemic. Most of us spend our
time in technology, most especially students who study through online learning. Primarily, online
learning caused students to achieve a higher level of education and achievements hardly. In addition,
some of them are not satisfied with their academic performances and academic scores due to the
different situations One of the reasons they are possibly struggling of - lack of motivation to exert any
effort in each activity, time management, inability to prepare homework and activities on time due to
the COVID-19 pandemic. Nonetheless, the self-efficacy results are very high, which concludes that Senior
High Students remained in high and wanted to accomplish their school tasks and other activities. Thus,
the academic motivation level shows that the mean score of the respondent's intrinsic and extrinsic
motivation was high. Also, there is a significant relationship between self-efficacy and academic
motivation, indicating that the null hypothesis is rejected. Therefore, the researchers recommend that
schools should continue creating engaging virtual programs and activities that will enable students to
improve their self-efficacy and motivation relating to their school performances. Additionally, teacher's
should continually develop their skills and enthusiasm towards teaching to improve in student's tasks,
self-efficacy, motivation, and school's achievements amidst this new adaptation of the E-learning
environment

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