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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

All human behavior arises in response to some forms of internal or external stimulation.

These behaviors are purposeful or goal directed as result of the arousal of certain motives. Thus

motivation can be defined as the process of activating, maintaining and directing behavior

toward a particular goal.

Motivation is the strength of the drive toward an action which refers to the forces that

prompt a person to act in a certain way or to develop a tendency for specific behavior. Arousal

of behavior involves whatever brings an organism to action. It may result from stimuli inside or

outside the body. Direction of behavior determined by several influences includes an organisms

habits, skills, and basic capacities. Adequate motivation provides energy that makes it possible

for learning to occur. It is the control factor in every learning process that prompts action toward

a certain direction or goal. Learning is an active process that needs to be motivated and guided

by the motives or incentives in order for the learner to persist in learning process; therefore,

learning efficiency is impaired if there is neither explicit not self- induced desire to learn. There

are two types of motivation: intrinsic and extrinsic motivation. Intrinsic motivation is an internal

stimulus to learning arises from a desire to learn a topic due to its inherent interests, for self-

fulfillment, enjoyment and to achieve a mastery of the subject. Extrinsic motivation is an

external stimulus to learning based on incentives or external rewards causes people to behave

for reasons external to their self.

Student influenced by both internal and external factors that can start, sustain, intensify,

or discourage behavior. Intrinsically motivated students are bound to do much better in

classroom activities, because they are willing and eager to learn new material. Their learning

experience is more meaningful, and they go deeper into the subject to fully understand

it. Internal factors include the individual characteristics or dispositions that students bring to their

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learning, such as their interests, responsibility for learning, effort, values and perceived ability.

Thus, Intrinsic motivators also include fascination with the subject, a sense of its relevance to life

and the world, a sense of accomplishment in mastering it, and a sense of calling to it. Extrinsic

motivators of the students include parental expectations, expectations of other trusted role

models, earning potential of a course of study, and grades. In addition, extrinsic motivation is

motivation to perform and succeed for the sake of accomplishing a specific result or outcome.

The students may have to be bribed to perform based from the external rewards, whereas

students who seem to truly embrace their work and take a genuine interest in it are intrinsically

motivated.

Motivations are one of the principal factors influencing the outcome on the education or

academic performance of the students. Student's motivation for learning is generally regarded as

one of the most critical determinants, if not the premier determinant, of the success and quality of

any learning outcome. Academic performance involves the students motives to deal with their

studies and how they cope with or accomplish different tasks given to them. Intelligence is not

the only determinant of academic achievement. The increased on motivation and engagement in

learning have consistently been linked to increased levels of student success. Development of

academic motivation in students is an important goal for educators because of its inherent

importance for future motivation as well as for student's effective school functioning.

This study wants to determine the intrinsic and/or extrinsic motivational factors and its

effect or influenced to the level of academic performance of the first year nursing students of San

Juan de Dios Educational foundation Inc., School year 2009- 2010.

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Background of the Study

This study was conducted at selected nursing students of San Juan de Dios Educational

Foundation Inc. at Pasay City, which has a noble vision/mission and a dynamic environment. Its

facilities and other physical features have been aligned with CHED's (Commission on Higher

Education) policies and requirements.

The faculty members teach their fields of specialization. It is an educational institution

which offers different courses such as Bachelor of Science in HRS, Bachelor in Medical

Laboratory Science, Bachelor of Science in Physical Therapy and Bachelor of Science in

Nursing.

The selected college is a dynamic and pro-active learning organization that produces

quality and globally competitive students and graduates; upholding the highest standard of

excellence in the fields of education, research, and other developmental pursuits towards

contributing to the over-all attainment of a better quality of life for the Filipinos.

The study focuses on the Motivation and Academic Performance of the First Year

Nursing Students of San Juan de Dios Educational Foundation Inc., College School Year 2009-

2010 researches wants to study the motivational factors of the first year nursing students which

influenced the level of their academic performance.

The goal of this study is to determine if there is a significant relationship in the

motivational factors (Intrinsic or Extrinsic factors) and academic performance of the first year

nursing students. To identify how the first year nursing students of San Juan de Dios Educational

Foundation Inc., were able to perform on their studies whether they are intrinsically or

extrinsically motivated in attaining their goal to become a professional nurse.

Theoretical Framework

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Self-determination theory (SDT) is the theory of human motivation and is concerned

with the choices people make with their own free will and full sense of choice and external

influence and interference. SDT focuses on the degree to which an individuals behavior is self-

endorsed and self-determined. Intrinsic motivation refers to initiating an activity for its own sake

because it is interesting and satisfying in itself, as opposed to doing an activity to obtain an

external goal (extrinsic motivation). Based on the degree of control exerted by external factors,

levels of extrinsic motivation can be aligned along a continuum.

Theory differentiated between intrinsic and extrinsic motivation played in an individuals

behavior. Extrinsic motivation involves the need to experience oneself as capable and competent

controlled by the environment or external to the individual and being able to reliably predict

outcomes. Internal motivation involves to the need to actively participate in determining ownbehavior. It includes the need to experience ones actions as result of self or own choice. (Deci &

Ryan, 2002).

Conceptual framework

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Figure 1. Diagram of Research Paradigm

The Figure 1 shows that the first year nursing students were influenced by different

motivational factors in relation to their learning process. Motivational factors of the student

which arouses and sustains their action toward a desired goal. It gives them purpose and

direction to behavior. Thus, students can be intrinsically or extrinsically motivated. Intrinsicmotivations are those motives came from within. They have desire or interest to explore on the

learning process for their self satisfaction. They desire to learn due to their interests, for self-

fulfillment, enjoyment and to achieve a mastery of their subject. An intrinsic motivated student

does not mean that they dont seek rewards but rather external rewards are not enough to keep

them motivated. Examples of intrinsic motivations: seeing nursing as a caring profession,

perceiving nursing as a challenge, taking up nursing to be able to render care to those who are ill,

belief that Filipinos are good nurses, and the desire to uplift ones self esteem.

Extrinsically motivated students are those motives came from external or outside,

rewards such as high salary or opportunity going abroad. Students work on their learning process

even when they have little interest in it because of the anticipated satisfaction they will get from

some reward. The rewards can be something as minor as a high grade or to something major like

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First Year Nursing

Students

Extrinsic

Motivation

Intrinsic

Motivation

Academic

Performance


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fame or fortune. For example, an extrinsically motivated student who dislikes math may work

hard on a math equation because wants the reward for completing it. In the case of a student, the

reward would be a good grade on an assignment or in the class. The motivational factors which

can be intrinsically and/or extrinsically motivated help the students to concentrate on the learning

process. Thus, continuous motivation influenced the students on their level of academic

performances (learning process). These will determine the level of academic performance of the

students whether they are intrinsically and/or extrinsically motivated.

Statement of the Problem

This study will determine the intrinsic and/or extrinsic motivational factors and its effect or

influenced on the level of academic performance of the first year nursing students of San Juan de

Dios Educational Foundation Inc., School year 2009- 2010. This study aims to answer the

following questions:

1. What are the final grades of the first year nursing students?

2. What is the intrinsic and/or extrinsic motivational factor of the respondents in taking

up nursing course?

3. Is there a significant relationship on the motivational factors and academic

performance of the first year nursing students?

Hypothesis

HO: There are no significant relationship between motivational factors and academic

performance of the first year nursing students.

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Ha: There are significant relationship between motivational factors and academic performance of

the first year nursing students.

Scope and Delimitation

The respondents of the study includes all the first year nursing students of San Juan de

Dios Educational Foundation Incorporated, College during school year 2009-2010, with a total

population of 75 students. The students should be officially enrolled in the program of Bachelor

of Science in Nursing regardless of age and gender in the first semester. The study will

determine the motivational factors of the first year nursing students. Intrinsically motivated

students have desire to learn due to their interests, for self-fulfillment, enjoyment and to achievea mastery of their subject. Extrinsically motivated students motives came from external or

outside, rewards such as high salary or opportunity going abroad. Students work on their learning

process even when they have little interest in it because of the anticipated satisfaction they will

get from some reward. The study will identify the significant relationship between motivational

factors and the level of academic performance of the students. The permission of the Nursing

Department will be elicited allowing the researchers to gain access to their midterm grade and

final grade from all the subjects that includes: English, Filipino, Chemistry, College Algebra,

Psychology, Philosophy of Man, Rizal, Physical Education, Religious Education, Vincentian

Heritage, and Theoretical Foundation of Nursing. Descriptive Correlation Design will use to

obtain the necessary information about the respondents. There are two sections with a total

population of 75 first year nursing students to answer the survey questionnaire (tool).

Significance of the Study

To the Students

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The study will determine the intrinsic and/or extrinsic motivational factors among first year

nursing students that influenced or affect their academic performance. This study would help the low

performing students to improve their academic performance thru developing a favorable behavior towards

the learning process, while high performing students will encourage more in to maintain and further

improve their academic performance, whether they are intrinsically and extrinsically motivated thru

possible recommendations of the researcher.

To the Parents

This study will determine the motivational factors of their child in order for them to be aware of

the factors influencing them on their academic performance. It will help parents to encourage their child

to focus on their continued improvement and to find out how they feel and what is motivating them to

achieve a good nursing career.

To the Department-College of Nursing

This study would help the facilitators to what strategies they will use to motivate the students to

study and to understand the attitudes of the students towards the course. Thus, it would help to maintain

quality nursing students. Increased motivation and engagement in learning have consistently been

linked to reduced dropout rates and increased levels of student success. Development of

academic motivation in students is an important goal for educators because of its inherent

importance for future motivation as well as for student's effective school functioning.

Definition of Terms

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Motivation anything that caused the students to behave as they do. It involves having the desire and

willingness to do something. It can be the reason for the action or that which gives direction to an action.

There are two types: intrinsic and extrinsic motivation.

Intrinsic Motivation - refers to motivation that comes from inside an individual rather than from any

external or outside rewards, such as money or grades. The motivation comes from the pleasure one gets

from the task itself or from the sense of satisfaction in completing or even working on a task. An

intrinsically motivated person will work on a math equation, for example, because it is enjoyable.

Extrinsic motivation - refers to motivation that comes from outside an individual. The motivating factors

are external, or outside, rewards such as money or grades. These rewards provide satisfaction and

pleasure that the task itself may not provide.

Academic Performance performance, action, task or operation and progress of students in

school

Final Grade average grade of midterm and final term in the first semester of the first year nursing

students of San Juan de Dios Educational Foundation Inc., currently enrolled in school year 2009- 2010.

Low performing students are nonetheless struggling or lack of self motivation is often referred to as

an underachiever.

High performing students are self- generated thoughts, feelings, and actions which are systematically

towards the attainment of goals.

CHAPTER II

REVIEW OF RELATED LITERATURE9


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Foreign Literature

MOTIVATION

Motivation towards studies is a question of energy, such as process starting, sustaining

and directing students study behavior. On the other hand, motivation in education can have

effects on how the students learn and their behavior towards subject matter. It can direct behavior

toward specific goals, guide to increased effort and energy, increase initiation of, and persevere

in activities, intensify cognitive processing, determine what consequences are to be strengthened,

lead to better performance. (Omrod, 2003)

Motivation determines the presence and vigor of activity. Although motivation provides

energy or power that makes it possible for learning to occur, more is needed for the realization

for learning. Motivation is the heart of learning process. A strong inner urge will mean stronger

efforts. Adequate motivation provides the energy that makes it possible for learning to occur.

More is needed for the realization of learning. Learning efficiency is impaired if there is neither

explicit not self-induced desire to learn. Self-direction is essential to promote a complete

development best when they are sensitive to maturing self-direction in the students. (Gregorio,

2000).

Motives are important aspect of motivation. They release energy and arouse activity. It is

not enough to activate an organism. The energy released is ineffective unless action is directed

toward some object that is capable of satisfying the drive. Improvement in learning will take

place when activities are converged upon well-defined and attainable goals. Learning cannot be

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successful without persistent selective, and purposeful effort. This principle has far reaching

implication for educational procedures. The needs are adequate motives for doing college or

university work is clearly as great as the need for adequate motive for doing any other types of

work. (Gregorio, 2000).

Motivation is a driving force that initiates and directs behavior. In other words,

motivation is a kind of internal and external energy which drives a person to do something in

order to achieve something. (ezinearticles.com). It is a question of energy, such as process

starting, sustaining and directing students study behavior. On the other hand, motivation in

education can have influenced on how the students learn and their behavior towards subject

matter (Ormrod, 2003). It can direct behavior toward specific goals, guide to increased effort and

energy, increase initiation of, and persevere in activities, intensify cognitive processing,

determine what consequences are to be strengthened, lead to better performance. Motivation

refers to the dynamics of our behavior, which involves our needs, desires, and ambitions in life.

Achievement motivation is based on reaching success and achieving all of our aspirations in life.

Achievement goals can affect the way a person performs a task and represent a desire to show

competence (Harackiewicz, Barron, Carter, Lehto, & Elliot, 1997).

Motivation is based on three specific aspects such as the arousal of behavior, the

direction of behavior, and persistence of behavior. Arousal of behavior involves what activates

human behavior and direction of behavior is concerned with what directs behavior towards a

specific goal. Persistence of behavior is concerned with how the behavior is sustained.

Theory about motivation is Stephen Moultons Multifactor Motivation Theory (2007). It

says that people are motivated to do things because they desire to and not because others think it

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is a good thing to do. Motivations results from actions that gratify from inner needs. It is not an

indicative of being motivated if people are strained to do something and doing it. And according

to numerous studies done over the past 50 years, parents (despite of generation or supposed

generation gap) have the greatest influence over their childrens decisions even in todays

society, with the influence of television, peers and internet.

On the study made by BioMed Central Nursing Research about Nursing Students

Motivations towards their studies, the motivation among first year nursing students goal and the

future time perspective theories were combined. The result of the study showed that the students

could be motivated by the present studies leading to the future utilities as registered nurses and

that both present and the future might be regulated internally or externally. These dimensions of

a goal have different influence on motivation. Students who are internally regulated were more

task-oriented and attracted in the course and performed well. Students who are externally

regulated used more avoidance ego goals, were less interested and performed worse. Those

students, who also find the courses practical for the future, not only for the training but also they

are motivated and attained better result, than those students who found the courses just relevant

for training (Wilson, 2008).

Important Points Concerning Motivation

The principle of motivation states that the learner must be motivated before learning

takes place. This fact suggests the desirability of studying the way in which concepts goals and

needs engendered in the learner. Motivation is basic to learning through a proper motivation.

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Motives compel the learner to act or to react. Motivation of learning is more efficient when it is

directed by strong motivational pattern. Continuous motivation is essential in developing

concentration of attention.(Gregorio 2000).

Students motivation naturally has to do with students desire to take part in the learning

process. But it also concerns the reasons or goals that underlie their involvement or non-

involvement in academic activities. Although students may be similarly motivated to perform a

task, the sources of their motivation may differ.

A student who is intrinsically motivated undertakes an activity for its own sake for the

enjoyment it provides, the learning it permits or the feelings of accomplishment it evokes

(Lepper, 1988)

An extrinsically motivated student performs in order to: attain some reward or avoid

some punishment external to the activity itself. such as grades, stickers or teacher approval.

(Lepper, 1988)

Even if motivation is elevated, this may not be reflected in the performance, perhaps

because of hindrances, such as lack of capability or preparation, inadequate materials,

machinery, aids and tools, an unsuitable strategy for doing the job, a system and organizational

environment which are not helpful to continuous improvement, etc.

INTRINSIC AND EXTRINSIC MOTIVATION

Motivation can be seen as an intrinsic or extrinsic factor. Enjoy learning for its own sake

or positive feedback on learning outcomes are example of intrinsic motivation. Accordingly,

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there is a built-in pleasure for the activity itself. Intrinsic motivation is the internal desires to

perform a particular task, people do certain activities because it gives them pleasure, develops a

particular skill while extrinsic motivations are factors external to the individual.

In a study of self- efficacy, intrinsic and extrinsic motivations as predictors for students

engage in academic work.

Intrinsic Motivation

Intrinsic motivation is an internal stimulus to learning. It is based on the motives that

every individual strives to satisfy. Motives are intrinsic, or within the person. They have their

roots in needs and drives. Motives refer to drives that exercise behaviors. Motives are thoughts,

feelings, or conditions that cause one to act. Motives are highly individualized. They belong to

the students and they have energizing function. The desire for knowledge, the desire to explore

and the desire to construct are the most common forms of intrinsic motivation. Interest of the

learner in a subject matter is an internal desire to do better work. In intrinsic motivation the

students work are not on the focus of external rewards, but for personal satisfaction that comes

with accomplishment. Good motivation aims when the motive for doing the act lies within the

act.

The students who are intrinsically motivated carries out an action for the learning it

permits and engage for the enjoyment in the learning process without considering its

consequence. They take advantage of a given opportunity and show intense effort and

concentration in the implementation of learning process. Also, they reveal positive emotions

such as excitement, enthusiasm, interest, and optimism during learning. (ezinearticles.com)

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Students are likely to be intrinsically motivated if they: attribute their educational results

to internal factors that they can control (e.g. the amount of effort they put in), believe they can be

effective agents in reaching desired goals (i.e. the results are not determined by luck), and are

interested in mastering a topic, rather than just rote-learning to achieve good grades. Motivation

is based on three specific aspects such as the arousal of behavior, the direction of behavior, and

persistence of behavior. Arousal of behavior involves what activates human behavior and

direction of behavior is concerned with what directs behavior towards a specific goal. Persistence

of behavior is concerned with how the behavior is sustained.

Advantages: Intrinsic motivation can be long-lasting and self-sustaining. Efforts to build

this kind of motivation are also typically efforts at promoting student learning. Such efforts

often focus on the subject rather than rewards or punishments.

Disadvantages: On the other hand, efforts at fostering intrinsic motivation can be slow to

affect behavior and can require special and lengthy preparation. Students are individuals, so a

variety of approaches may be needed to motivate different students. It is often helpful to know

what interests one's students in order to connect these interests with the subject matter. This

requires getting to know one's students. Also, it helps if the instructor is interested in the subject

to begin with. (Matt DeLong and Dale Winter, Learning to Teaching and Teaching to Learn

Mathematics: Resources for Professional Development, Mathematical Association of America,

2002, page 163.)

In fact, several theorists such as Combs (1982) or Purkey & Stanley (1991) maintain that

there is only a single kind of intrinsic motivation. That motivation is one that can be described

as engaging in activities that enhance or maintain a person's self-image or concept of oneself.

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Other theorists such as Malone and Lepper (1987) define self motivation in broader and perhaps

more useful terms. Malone and Lepper believe that motivation is simply what people will do

without external influence. Said another way, self motivation or intrinsically motivating

activities are those in which people will partake in for no reward other than the enjoyment that

these activities bring them.

Extrinsic Motivation

This type of motivation is an external stimulus to learning activity. Praises and rewards

are some of the more common types of extrinsic motivation. Extrinsic motivation is based on

incentives external rewards. The extrinsic motivation, students are encourage to do good college

work by such prizes and privileges.

Extrinsic or external motivation is the term used to describe external factors that

stimulate individual. The concept of externally motivating someone is not at odds with the fact

that motivation comes from within. The point here is that it is possible to provide others with

situations or an external environment that is motivating. The students who are extrinsically

motivated carries out an action in order to obtain rewards or to avoid punishments from external

source. Extrinsic referred to as social motivations include parents influence, peers influence,

and media influence. (Motivation Theory and Leadership 2006 - 2007 Money-Zine.com)

Extrinsic motivators include parental expectations, expectations of other trusted role

models, earning potential of a course of study, and grades (which keep scholarships coming).

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Advantages: Extrinsic motivators more readily produce behavior changes and typically

involve relatively little effort or preparation. Also, efforts at applying extrinsic motivators often

do not require extensive knowledge of individual students.

Disadvantages: On the other hand, extrinsic motivators can often distract students from

learning the subject at hand. It can be challenging to devise appropriate rewards and punishments

for student behaviors. Often, one needs to escalate the rewards and punishments over time to

maintain a certain effect level. Also, extrinsic motivators typically do not work over the long

term. Once the rewards or punishments are removed, students lose their motivation. Matt

DeLong and Dale Winter, Learning to Teaching and Teaching to Learn Mathematics: Resources

for Professional Development, Mathematical Association of America, 2002, page 163.

Students self-efficacy beliefs their confidence in their educational and vocational

prospects shape the occupational options they consider and the way they prepare for careers.

These beliefs and aspirations are often influenced by parents own self-efficacy beliefs and

aspirations (Bandura, Barbaranelli, Caprara, & Pastorelli, 2001; Bandura et al, 1996). Parents

Values regarding academic achievement influence adolescents values and occupational goals

(Jodl, Michael, Malanchuk, Eccles, & Sameroff, 2001).Moreover, gender also may have an

influence. A 1192 report by the American Association of University Women (AAUW)

Educational Foundation claimed thet the schools short-change girls by steering them away from

science and math and into gender-typed pursuits. Six years later, a follow up study reported that

girls were taking more science and math than before and doing better in those subjects.

According to the National Center for Education Statistics (1997), male and female high school

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seniors are now equally likely to plan careers in math or science (AAUW Educational

Foundation, 1998b; Weinman 1998).

Parents Influence

Over the years, research has moved from examining family demographics and their

relationships to career development to examining the dynamics of family interactions. One

consistent finding in research suggests that adolescents own aspirations are influenced by their

parents aspirations or expectations for them. When adolescents perceive their parents to have

high educational expectations for them, adolescents are likely to have higher aspirations for

themselves. A (1998) Sylvan Learning Center report indicates that parents and childrens views

about career aspirations are more compatible than incompatible. Parents are influential figures

with whom, whether intentionally or unintentionally, children become aware of and get exposed

to occupations or career opportunities and implied expectations (Taylor et al, 2004). Overall,

research supports the influence of parental expectations and aspirations on the career decisions

and aspirations of their children. These expectations lay a foundation for parents behaviors and

interactions with their children, which then indirectly or directly influence choices they make in

the future (Taylor et al, 2004).

Parents Educational Attainment

The most common place observation in the study of educational stratification and

mobility is that how far an individual goes in school is strongly associated with how far his or

her parents have gone in school. Although the reasons for this association are the subject of a

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rich field of investigation and the strength of the association varies across time and place, the

positive correlation of parents and offsprings educational attainments is nearly universal.

Whereas early studies of educational inequality focused on educational attainment as a status,

typically measured by total years of schooling attained, (Duncan 1965; 1967; Blau and Duncan

1967; Hauser and Featherman1976) more studies that are recent have assumed that schooling is a

dynamic process. The process is conceived of and measured as a sequence of school transitions

between levels of schooling, whether measured as years of school completed or enrollment in

major organizational divisions of school systems (e.g., Duncan 1968; Mare 1980, 1981a; Shavit

and Blossfeld 1993; Breen and Jonsson 2000). Typically, mothers and fathers schooling in the

same way as offsprings schooling measure as highest grade of school completed, and estimate

their linear effects on the log odds of school continuation. It is widely recognized that parents

aspirations for their offsprings socioeconomic achievements are heavily conditioned by their

own accomplishments. Parents desire and expect that their children will grow up to achieve at

least as high a standard of living as they themselves enjoy and that educational attainment is the

primary avenue to socioeconomic success. In an era of secularly rising average levels of

educational attainment, one criterion of successful parenthood is for children go at least as far in

school as their parents. Moreover, theorists of educational inequality suggest that parents

educational attainments set a floor for the attainments of their offspring because individuals face

psychic costs to downward intergenerational mobility (Boudon 1974; Breen and Goldthorpe

2000; Breen and Yaish ).

Peer Influence

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Peers have also been shown to have an effect on decision. While the effect of peers on

vocational choice is reliant upon gender and social class, research point out that boys tend to

rank peer influence low when it comes to choice. Also, there is verification that lower class boys

who attend middle class schools tend to have higher aspirations than do lower boys who attend

lower class schools (Adams, 1980)

Media Influence

These results relate to how the media depict nurses and the nursing profession. Thirty-

two (25%) participants stated that the media presented a negative view of nursing. In

comparison, only 6 (4.8%) participants stated that the media projected a positive perspective.

This view shows how media affects students in choosing nursing as a degree of course. Boudon

1974; Breen and Goldthorpe 2000; Breen and Yaish ).

Local Literature

Motivation

There are different reasons why Filipinos would want to go abroad especially those in the

medical field. Some prefer to go abroad because of high salary. Filipinos are motivated to get a

better quality life. It may be difficult for a health professional to but a new house and car, as well

as easily purchase a digital camera, television set, personal computer and the like here in the

Philippines. By working overseas, their dream of owning a car can be fulfilled (Cruz, 2004;

Tapaoan, 2004). Most MD-RNs prefer going to the US to realize the American Dream, just

like most other immigrants. The goal to improve ones life is worth all the effort (Saha, 2004).20


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Nurses based in cities around the Philippines can earn from P8,500 (US $155) to P16,500

(US $300) per month. While nurses based of rural areas can earn only between P3, 500 (US $64)

and P5, 500 (US $100) monthly. And even in private hospitals around Metro Manila, the

accounts of nurses only earning P2,500 (US $45) to P3,000 ( US $55). The Republic Act 9173

states that P13,00 ( US $245) should be the minimum basic pay of nurses.

On the other hand, if we compare the salary of doctors and the salary of nurses here in the

Philippines, the doctors definitely have a higher salary. But why do more and more people in the

medical profession change career paths and why do some prefer nursing over medicine? When

we consider nursing and the medical professions, there are people who prefer the nurses kind of

work since it is more in tune with the patient in terms of providing care. It follows a more

holistic approach as compared to medicine that is more concerned with the pathophysiology of

disease and its medical management. The needs of the patient are more often neglect by doctors.

One respondent added, Nursing makes me feel complete in taking care of patients. Another

said that nursing has made him a better doctor.

Another factor is the lack of faith in the Philippines. Many are disgusted with what is

happening in the country uncontrolled corruption and poor peace and order. The country is also

in hopeless economic state: the peso falls and the cost of living continue to go up. Nursing is the

road to migration of families abroad, away from the Philippines, away from the land of lost

opportunities (Manalansan and Azurin, 2003)

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There are two categories of Filipino nurses overseas based on their status in their host

country. First, immigrant nurses who live overseas as permanent residents who may even

become citizen of their host countries, depending on existing citizenship laws, and the other

category being temporary migrant or OFW nurses whose stay in their host countries are entirely

dependent on their employment contracts.

Filipino emigrant nurses may be classified as economic migrants, career migrants, or

migrant family member; Economic migrant go overseas because they are drawn to a better

standard of living, while career migrants are attracted by enhanced professional opportunities.

Migrant family members going overseas brought about by migration of a family member, spouse

or partner. In this case, the nursing qualification usually facilitates their overseas immigration.

(Manalansan and Azurin, 2003)

Foreign Literature

Academic Performance

In educational institutions, success is measured by academic performance, or how well a

student meets standards set out by the institution itself. As career competition grows ever fiercer

in the working world, the importance of students doing well in school has caught the attention of

parents, legislators and government education departments alike. Although education is not the

only road to success in the working world, much effort is made to identify, evaluate, track and

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encourage the progress of students in schools. Parents care about their child's academic

performance because they believe good academic results will provide more career choices and

job security. Schools, though invested in fostering good academic habits for the same reason, are

also often influenced by concerns about the school's reputation which can hinge on the overall

academic performance of the school. State and federal departments of education are charged with

improving schools, and so devise methods of measuring success in order to create plans for

improvement. The tracking of academic performance fulfills a number of purposes. Areas of

achievement and failure in a student's academic career need to be evaluated in order to foster

improvement and make full use of the learning process. Results provide a framework for talking

about how students fare in school, and a constant standard to which all students are held.

Performance results also allow students to be ranked and sorted on a scale that is numerically

obvious, minimizing complaints by holding teachers and schools accountable for the components

of each and every grade. Performance in school is evaluated in a number of ways. For regular

grading, students demonstrate their knowledge by taking written and oral tests, performing

presentations, turning in homework and participating in class activities and discussions. Teachers

evaluate in the form of letter or number grades and side notes, to describe how well a student has

done. At the state level, students are evaluated by their performance on standardized tests based

on a set of achievements students are expected to meet. (ehow.com)

As stated by Eric Clearinghouse on Educational Management, Eugene, Oreg, in 1994

although students motivational histories go together with them into each new classroom setting,

it is necessary for facilitators to view themselves as active socialization agent capable of

stimulating students motivation to learn (Brophy 1987).

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Different task dimensions can also promote motivation to learn. Ideally, tasks should be

challenging but achievable. Relevance also promote motivation, as does contextualizing

learning, that is, helping the students to distinguish how skills can be applied in the real world

(Lepper). Tasks that consist of a moderate amount of discrepancy or integrity are favorable

because they arouse the students inquisitiveness, an intrinsic motivator (Lepper).

In addition, defining tasks in terms of specific, short term goals can assist students to

associate effort with success (Stipek 2000). The verbal noting of the purposes of the specific

tasks when presenting to the students is also beneficial (Brophy).

While extrinsic rewards, should be used with caution, for they have the potential in

decreasing intrinsic motivation. To encourage motivation to learn, practices should stress

learning, task, mastery and effort (Maehr and Midgley) rather than relative performance and

competition.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter includes research method, locale of the study, subject of the study, data

gathering procedure, validation of instrument and statistical treatment of the Data.

Research Method

The study involved a descriptive correlational design to obtain necessary information

about the study. Information was collected through structured questionnaires (frequency method)

composed primarily of extrinsic and intrinsic factors that determined the career motivation of the

respondents. The respondents of the study includes all the first year nursing students of San Juan

de Dios Educational Foundation Incorporated, College during school year 2009-2010, with a

total population of 75 students.

Locale of the Study

The San Juan de Dios Educational Foundation, Inc can be found at Roxas Boulevard,

Pasay City. Its College of Nursing was established in the year 1913. They are generally

acknowledged as one of the schools who produce competitive nurses and always have high

passing rate in the Nursing Licensure Examinations. As early as second college, their nursing

students were exposed to the hospital for their training. Their faculty has well experienced

Clinical instructors, which educates the students in lectures and during their duties at the

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hospital. Despite of having San Juan de Dios Hospital as their base of hospital, they also affiliate

at Philippine Orthopedic Center, San Lazaro Hospital and National Center for Mental Health.

Subjects of the Study

This study is focused to all first year nursing students of San Juan de Dios Educational

Foundation Inc., with a total population of 75 students. The respondents must be currently

enrolled in the program of Bachelor of Science in Nursing of San Juan de Dios Educational

Foundation Inc., school year 2009-2010, regardless of age and gender, in the first semester.

Data Gathering Procedure

The main purpose of the researchers is to determine the motivational factors of the first

year nursing students and its effects on their level of academic performance during midterm and

final term of the first semester. The researchers used questionnaires to gather the information

needed.

The respondents include all the first year nursing students of San Juan de Dios

Educational Foundation Inc. with a total population 75 students during school year 2009-2010.

The permission of the Nursing Department and the first year nursing students will be elicited

allowing the researchers to gain access to their midterm grade and final grades in the first

semester.

The researchers will get approval from the Dean of College of Nursing. After the

approval of the dean, the researchers will disseminate the tool to the selected first year nursing

students. The researchers will also get the approval from the Chair of Social Sciences, Language

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and Literature, Religious Education, College of Nursing, and Mathematics and Natural Science

to obtain the midterm grade and final grades of the students.

The research tools will be collected and reviewed to be interpreted. The researchers will

able to classify the respondents if the students were intrinsically and/or extrinsically motivated.

Validation of the Instrument

The researchers will use structured questionnaires for the gathering of data to determine

the motivational factors of the first year nursing students of SJDEFI. The questionnaire included

20 different intrinsic and extrinsic motivational factors that were combined randomly. Questions

adapted from previous thesis study.

The questionnaire composed 20 different intrinsic and extrinsic motivational factors that

influenced the high and low performing that were combined randomly. Questions were obtained

from different books, articles and web sites on the internet.

The questionnaire is composed of 10 intrinsic and 10 extrinsic factors that motivated

them to take up nursing. All the odd numbers are intrinsic factors and all even numbers are

extrinsic factors. The respondents will choose from 1-5 wherein it will indicate the extent to

which of the following reasons that influenced them in taking up nursing course. Wherein 5- to

very high extent, 4- to a high extent, 3- to a moderate extent, 2- to a limited extent, and 1- not at

all. The researchers will total up the scores of all odd and even numbers. If the student got a high

score on all odd numbers, the student will be considered intrinsically motivated. If the students

got a high score on all even numbers, then the students will be considered extrinsically

motivated. The results will determine the motivational factors between high and low performing

first year nursing students.

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The research tool will be tested at San Juan de Dios Educational Foundation Inc wherein

11 fourth year nursing students will gather data using the sample questionnaires to test the

appropriateness of the toll for the study.

Statistical treatment of the Data

Ungrouped frequency distributions, percentage distributions, weighted mean, and One-

Way Analysis of Variance (ANOVA) are the statistical treatments that will be use by the

researchers for the interpretation and analysis of data and testing of hypothesis.

Ungrouped frequency distribution use to display the midterm and final grades of the first

year nursing students of San Juan de Dios Educational Foundation Incorporated during their first

semester of school year 2009- 2010.

Percentage distribution use to utilize to present the percentage of students who were

intrinsically and extrinsically motivated.

Weighted mean is use to determine whether the student is intrinsically or extrinsically

motivated in taking up nursing by their scores in the questionnaires.

One- Way ANOVA is use to present the significant differences on the motivational

factors base (intrinsic and extrinsic factors) on the academic performance of high and low

performing first year nursing students .

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final final thesis2

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