final thesis - dec 2 09!
TRANSCRIPT
Motivational Factors in Relation to High and Low Academic performance of the Nursing
Students of San Juan de Dios Educational Foundation Inc., College
A Thesis
Presented to the
San Juan de Dios Educational Foundation Inc.
2772 2774, Roxas Blvd, Pasay City,Philippines
In Partial Fulfillment
of the Requirements for the Degree of
Bachelor of Science in Nursing
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Students develop confidence in many ways with their academic performance. The
perceptions of the students on their performance deal with their studies and accomplish task
which increases their achievement orientation and motivation.
Adequate motivation of the students provides energy that makes it possible for their
learning to occur 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. Low academic performing students characterized with low motivation, while high
performing student are those with high motivation. Students 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 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.
Motivation is one of the principal factors influencing the high and low academic
performing students or the outcome on the education. 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 student’s
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motives to deal with their studies and how they cope with or accomplish different tasks given to
them. 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.
Achievement values include whether the student likes a task, the importance the
individual attaches to a task and the potential usefulness of the task. Attitudes toward school may
consist of high and low academic performing students characterized by positive feelings and/or
negative feelings toward their studies. High achieving students exhibit more positive academic
self-perceptions, motivation, goal evaluation, attitudes toward school, and attitudes toward
teachers. Students are self-regulated in which they are cognitively, motivationally, and
behaviorally active participants in their own learning. Student’s self-generated thoughts, feelings,
and actions which they are systematically oriented toward the attainment of goals. They use
internalized self-regulatory strategies helps them to achieve and engage in learning opportunities
and take advantage of the teaching practices that take place or that they create opportunities for
their own learning. However, low performing students may lack of motivation, self-regulation
skills, or a combination of the two traits. They are inconsistent in ability and performance
(achievement). Factors commonly associated include low academic self-concept, low self-
efficacy, low self-motivation, low goal-valuation, and negative attitude toward school and low
perceived control.
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Background of the Study
The study was chosen by the researchers upon encountering the problems of nursing
students in terms of their academic performance in San Juan de Dios Educational Foundation
Inc., College. The study would like to identify the reasons affecting the student’s school
performance.
The researchers would like to determine how second year nursing students perform
according to their motivations and how it will affect their academic performance. The study will
determine the motivations that drive a high performing student and motivations of a low
performing student. Thus, through identifying the motives would be a help to their school
progress and be able to continue their improvement and work out on their weaknesses. In
addition, researchers would like to perceive and develop how school can produces quality, well
screened students.
Being part of the SJDEFI community, the researchers would like to impart and contribute
to the schools effective functioning. The study aims to enhance and improve the academic
performance of high and low performing students in relation to their motivational factors.
Theoretical Framework
According to Deci and Ryan(2002), 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 individual’s behavior is self-endorsed and self-determined. It distinguishes between different
types of motivation based on the different reasons or goals that give rise to an action. The most
central distinction is between intrinsic motivation and extrinsic motivation. 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.
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Theory differentiated between intrinsic and extrinsic motivation played in an individual’s
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 own
behavior. It includes the need to experience one’s actions as result of self or own choice.
Hence, in the relation to the present study, the SDT or theory of human motivation will
be used in the study of motivational factors of high and low performing nursing students in
relation to their academic performance, whether they are influence by intrinsic and/ or extrinsic
factors. Motivational factors may or may not influence their academic performance. The study
would help the high performing students to maintain or enhance their academic performance,
while low performing will help them to improve their performance, in relation to their
motivational factors.
Conceptual Framework
Figure 1. Diagram of Research Paradigm
The motivational factor of the students arouses and sustains their action toward a desired
goal, classified as intrinsic or extrinsic. Intrinsic motivational factors are factors came from
within. These were composed of desire to learn due to their interests, for self-fulfillment,
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Motivational Factors
Intrinsic
Extrinsic
Academic Performance
High
LOw
enjoyment and to achieve a mastery of the subjects. 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
one’s self esteem. On the other hand, extrinsic motivational factors came from external or
outside. These were composed of parental, peers, media influence and rewards such as high
salary or opportunity going abroad.
The motivational factors which can be intrinsically and/or extrinsically motivated help
the students on their level of academic performance to concentrate which can be resulted to as
high and low performance. High achieving students exhibits self-generated thoughts, feelings,
and actions which they are systematically oriented and motivated towards the attainment of
goals. However, low performing students may lack of motivation. They are inconsistent in ability
and performance (achievement). Factors commonly associated include low academic self-
concept, low self-efficacy, low self-motivation, low goal-valuation, and negative attitude toward
school and low perceived control.
Thus, students can be classified as high and low on their level of academic performance
through the influenced of their motivational factors, whether they are intrinsically and/or
extrinsically motivated.
Statement of the Problem
This study will determine the intrinsic and/or extrinsic motivational factors of the first
year nursing students of San Juan de Dios Educational Foundation Inc., school year 2008- 2009
in relation to their level of academic performance. This study aims to answer the following
questions:
1. What percentage of the respondents are high and low performing when grouped
according to motivational factors?
2. To what extent do the motivational factors influence the respondents to take up
nursing?
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3. Is there a significant relationship between the motivational factors and level of
academic performance of the respondents?
Hypothesis
HO: There is no significant relationship between motivational factors of high and low
performance of the second year nursing students?
Ha: There is a significant relationship between motivational factors of high and low academic
performance of the second year nursing students.
Scope and Delimitation
The respondents will be selected from 160 second year nursing students school year
2009- 2010 classified as high and low performing students during their first year level in San
Juan de Dios Educational Foundation Inc., school year 2008- 2009. The students are officially
enrolled in the program of Bachelor of Science in Nursing regardless of age and gender in the
first semester. The students classified as high performing with an average grade of 85% and
above while low performing students with an average grade of 75 to 79%. The permission of the
Nursing Department and the second year nursing students will be gathered to allow the
researchers to gain access to their final grades in the first and second semester during the said
year. The study aims to identify the intrinsic and/or extrinsic motivational factors in relation to
the level of academic performance of the students. The researchers will select respondents
through sampling technique method. Descriptive correlational design will be used to obtain
necessary information about the respondents. The said respondents will be randomly chosen.
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Significance of the study
To the Students
The study will determine the motivational factors among second year nursing students
that influence or affect their academic performance. This study would help the low performing
students to improve their academic performance, while high performing students will encourage
more in to maintain and further improve their academic performance, thru developing a
favorable behavior towards the learning process 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 children in order for them to be
aware of the factors influencing them on their academic performance. It will help the parents to
guide and support their children to improve their performance toward their study in relation to
their identified motivational factors.
To the Department-College of Nursing
This study would help the educators 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.
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Definition of Terms
Motivation is 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 their action. There are two types: intrinsic and extrinsic motivation.
-Intrinsic Motivation is motivation that comes from inside an individual rather than
from any external or outside rewards, such as money or grades. The motivation of the student
comes from the pleasure gets from the task itself or from the sense of satisfaction in completing
or even working on a task.
-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 is an action, task or operation and progress of students in school
Final Grade refers to the average grade in the first and second semester of the students during
their first year level of school year 2008- 2009 and who are currently enrolled in San Juan de
Dios Educational Foundation Inc., College
High performing students included students with an average grade of 85% and above which
exhibit more positive academic self-perceptions, motivation/self-regulation, goal evaluation,
attitudes toward school, and attitudes toward teachers. They are self-regulated in which they are
cognitively, motivationally, and behaviorally active participants in their own learning.
Low performing students included students with an average grade of 79% and below are lack
of motivation, self-regulation skills, or a combination of the two traits. They are inconsistent in
ability and performance (achievement). Factors commonly associated include low academic self-
concept, low self-efficacy, low self-motivation, low goal-valuation, and negative attitude toward
school and low perceived control.
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Chapter 2
REVIEW OF RELATED LITERATURE
Motivation towards studies is a question of energy, such as process starting, sustaining
and directing student’s 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
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 student’s study behavior. On the other hand, motivation in
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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 et al.,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.
According to Ryan and Deci’s 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. The individual’s behavior is self-endorsed and
self-determined. It distinguishes between different types of motivation based on the different
reasons or goals that give rise to an action. 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 own behavior. It includes the need to experience one’s actions as
result of self or own choice.
On the other hand, Stephen Moulton’s Multifactor Motivation Theory (2007) says that
people are motivated to do things because they desire to and not because others think it 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 children’s decisions even in today’s
society, with the influence of television, peers and internet.
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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-RN’s 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).
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 nurse’s 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.
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)
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
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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).
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.
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).
Student’s motivation naturally has to do with student’s 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, 1991)
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, 1991)
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.
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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,
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
student’s 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)
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
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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.
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.
Other theorists such as Malone and Lepper (1991) 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 parent’s influence, peer’s 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).
(DeLong and Dale Winter,2002)
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Student’s 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 parent’s own self-efficacy beliefs and
aspirations (Bandura et al, 1996). Parent’s Values regarding academic achievement influence
adolescent’s values and occupational goals (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
seniors are now equally likely to plan careers in math or science (AAUW Educational
Foundation, 1998b; Weinman 1998).
Parent’s 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 children’s’ 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).
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Parent’s 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
rich field of investigation and the strength of the association varies across time and place, the
positive correlation of parents’ and offspring’s 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, mother’s and father’s schooling in the
same way as offspring’s 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 offspring’s 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
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
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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 ).
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
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
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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 student’s 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 … student’s motivation to learn” (Brophy 1987).
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 student’s 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.
High and Low Performing Students
Students develop confidence in many ways with their academic performance. Perceptions
of the students about their performance, deals with their studies and copes with different tasks in
school. Valuing learning, and believing in the importance of the task increases their achievement
orientation and motivation.
Application of energy and effort of students toward attaining a goal (diligence) or the
student’s ability to reach goals (achievement) would provide a powerful prospective mechanism
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to the level of academic performance. It is likely that high performing students are engaged in
learning opportunities and take advantage of the teaching practices for their own learning.
(Konstantoupoulos). Students comprise self-generated thoughts, feelings, and actions which are
systematically towards the attainment of their goals. They are cognitively, motivationally, and
behaviorally active participants in their own learning (Zimmerman, 1994). Likewise, students
value the goals associated with school which consists of the enjoyment that a task brings. They
tend to develop confidence in many ways, and those who are confident about their skills are
more likely to engage in a variety of learning. The perceptions students have about their skills
influence the types of activities they select, how much they challenge themselves at those
activities, and the persistence they exhibit once they are involved in the learning process
(Schunk,1994). Attitudes toward school consist of the students' self-reported interest in and
positive feelings toward school. Low performing students are inconsistent in ability and
performance (achievement). Factors commonly associated include low academic self-concept,
low self-efficacy, low self-motivation, low goal-valuation, and negative attitude toward school
and low perceived control.They lack of motivation, self-regulation skills, or a combination of the
two traits (Thorpe,1994). Underachievers appear to display negative attitudes toward school
(Diaz, 1998). They often exhibit low self-concept or low self-efficacy (Supplee et al., 1990).
Grading System in San Juan De Dios Educational Foundation
The grades of the students are computed in accordance with the prescribed norms and
standards established by the college. The college adopts the following grading system: 30% for
class standing, 30% for average quizzes or long examinations, and 40 % for major examination
(midterm and final examinations).
Class Standing
The e basis of a student’s grades and credits in any subject is not only based on the results
of his/her examination but also on the totality of his/her efforts. Class Standing includes 10%
class recitation or participation, 10% of laboratory experiments or special projects such journal
reports, case studies, reaction papers or reports, 5% for conduct and 5% on attendance.
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The average grade from the midterm period plus the average grade from the final period
shall determine the final total grade or credit of the student in a particular subject.
For subjects with lecture and laboratory units, the 60%-40% grading scheme shall be
followed. This means that 60% of the student’s final grade shall be taken from the lecture grade
and 40% of the students’ final grade shall be taken from the laboratory grade. Sum of these shall
be the students’ total final grade for the particular subject.
The official passing grade of the college is 75% and above. A student who gets an
average grade of 74% and below as his/her total final grade shall be marked as Failurre (F).
Any provisional or temporary grade at the end of the semesteror term for sny curriculum
subject which is still subject to conversion into another grade such as “conditional” shall not be
allowed.
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Chapter 3
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 involves a descriptive correlational design to obtain necessary information
about the study. Information will be collected through structured questionnaires (frequency
method) composed primarily of extrinsic and/or intrinsic factors that determined the motivation
of the respondents.
Locale of the Study
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 year college, their nursing students were
exposed to the hospital for their training. Their faculty has well experienced Clinical instructors,
who educate the students in lectures and during their duties at the 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, Ospital ng Sampaloc, Jose
Fabella Memorial Hospital and Parañaque Community Hospital.
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Subjects of the Study
The respondents will be selected from 160 second year nursing students classified as high
and low performing in academic performance were grouped according to motivational factors
during their first year level in San Juan de Dios Educational Foundation Inc., school year 2008-
2009. The students classified as high performing with an average grade of 85% and above, while
low performing students with an average grade of 79% and below. 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
and second semester. The said respondents will be selected through sampling tecnique
Data Gathering Procedure
The main purpose of the researchers is to determine the intrinsic and/or extrinsic
motivational factors in relation to high and low academic performing students during their first
year level of school year 2008- 2009. The respondents will be selected out of 160 students
through stratified sampling technique. Structured questionnaires will be used to gather the
information needed as regards to the motivational factors affecting the students. Intrinsically
motivated students have desire to learn due to their interests, for self-fulfillment, enjoyment and
to achieve a 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 final grade in the first and second semester during the said year.
The researchers will able to classify if the high and low performing students whether
intrinsically and/or extrinsically motivated.
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Research Instrument
The researchers will use structured questionnaires for the gathering of data to determine
the motivational factors of the selected second year nursing students of SJDEFI. The
questionnaire included 20 different intrinsic and extrinsic motivational factors that were
combined randomly. The tool adapted from previous thesis study entitled: “Career motivation
and Academic Performance of First Year Nursing Students of SJDEFI, by BSN 4E group 10
School Year 2008- 2009.”
The questionnaire is compose of 20 different intrinsic and extrinsic motivational factors
that influenced the high and low performing that were combined randomly. It is composed of 10
intrinsic and 10 extrinsic factors that motivated them to take up nursing. All 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 students.
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Statistical treatment of the Data
Grouped frequency distributions, percentage distributions, weighted mean, and Pearson r
are the statistical treatments that will be used by the researchers for the interpretation and
analysis of data and testing of hypothesis.
Grouped frequency distribution use to display the final grades in the first and second
semester of the second year nursing students of San Juan de Dios Educational Foundation Inc.
Percentage distribution will be used to present the percentage of the respondents
classified as high and low when grouped according to intrinsic and extrinsic factors.
Weighted mean will be used to determine whether the high and low performing student is
intrinsically and/or extrinsically motivated.
.
Chi chart is use to present the significant relationship between the motivational factors
and level of academic performance of the respondents.
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BIBLIOGRAPHY
Herman Gregorio, Principles and Methods of TeachingGarotech Publishing, 2000, pp. 105- 110
Matt DeLong and Dale Winter, Learning to Teaching and Teaching to Learn Mathematics: Resources for Professional Development, Mathematical Association of America, 2002, page 163.
Bonito, S. (2005) Status of Filipino Nurses in Foreign EmploymentPhilippine Journal of Nursing 75 (2), 2-4
Harackiewicz, J. M. (2001), Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706 72.
Bandura, A. (2001). Social Cognitive Theory: And Angetic. Annual Review of Psychology, 54(1), 1-26. Taylor et al., (2004), Evaluating a model of parental influence on youth physical activity. American Journal of Preventive Medicine 2003, 25:277-282
Goldthorpe, J. (2000. ) in On Sociology (Oxford Univ. Press, Oxford), pp. 137-160.Stephen Moulton, Multi Factor Motivation Theory, 2007
Jonsson (2000), Understanding Educational Inequality. The Swedish Experience', L'Année sociologique, Vol. 50, No. 2, pp. 345 - 382.
Sameroff, A. (2001). Psychosocial, motivational, and contextual profiles of youth reporting different patterns of substance use during adolescence. American Educational Research Association, Seattle, WA. pp. 38- 45
Deci, E., & Ryan, (2002). Handbook of self-determination research. Rochester, NY:University of Rochester Press combs 1982 and purkey and Stanley 1991
Lepper, M.R. & Hodell, M. (1991). Intrinsic motivation in the classroom. In C. Ames & R. Ames, Research on Motivation in Education: Goals and Cognitions (Vol 3). New York: Academic Press.
BSN 4E group 10 (2008) , “Career motivation and Academic Performance of First Year Nursing
Students of SJDEFI, School Year 2008- 2009.”
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http:/www.googles.com
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http:/www.ezinearticles.com
http://education.calumet.purdue.edu
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QUESTIONNARE
San Juan de Dios Educational Foundation Inc.2772-2774 Roxas Blvd., Pasay City
Student no. ______Section: _______
Direction: Indicate the extent to which the following reasons influenced you to take up Nursing.
5 – to a very high extent4 – to a high extent3 – to a moderate extent2 – to al limited extent1 – not at all
5 4 3 2 11. I see nursing as a caring profession2. My parents influenced me to take up nursing. 3. I perceived nursing as a challenge.4. I took up nursing because my friends do so.5. I took up nursing because I want to render quality care
to those who are ill6. I took up nursing because of the high salary.7. I believe that becoming a nurse is my destiny.8. I took up nursing because it’s in demand in the
Philippines and abroad.9. Becoming a nurse is my dream.10. I have plans of working abroad.11. I believe that Filipino nurses are good in rendering care.12. I took up nursing because I want to uplift my status in
life.13. I want to uplift my self esteem.14. Medical course runs to my family.15. I want to challenge myself.16. I took up nursing only because I want to flaunt my white
uniform.17. Nursing fits my personality.18. Nursing is the course that I will support on.19. I have what it takes to finish the course.
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20. The media shows nursing as an exciting job.
Motivational Factors Rank Weighted Mean Interpretation
1. I see nursing as a caring profession
2 4.25 To a very high extent
2. My parents influenced me to take up nursing.
9 3.64 To a high extent
3. I perceived nursing as a challenge.
5 4.06 To a high extent
4. I took up nursing because my friends do so.
19 2.16 To a limited extent
5. I took up nursing because I want to render quality care to those who are ill
3 4.18 To a high extent
6. I took up nursing because of the high salary.
11 3.59 To a high extent
7. I believe that becoming a nurse is my destiny.
17 3.08 To a moderate extent
8. I took up nursing because it’s in demand in the Philippines and abroad.
14 3.28 To a moderate extent
9. Becoming a nurse is my dream. 4 4.15 To a high extent
10. I have plans of working abroad.
6 4 To a high extent
11. I believe that Filipino nurses are good in rendering care.
1 4.43 To a very high extent
12. I took up nursing because I want to uplift my status in life.
8 3.74 To a high extent
13. I want to uplift my self esteem. 7 3.79 To a high extent
14. Medical course runs to my family.
18 3 To a moderate extent
15. I want to challenge myself. 10 3.61 To a high extent
16. I took up nursing only because I want to flaunt my white uniform.
20 2.01 To a limited extent
17. Nursing fits my personality. 15 3.15 To a moderate extent
18. Nursing is the course that I will support on.
12 3.57 To a high extent
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19. I have what it takes to finish the course.
13 3.37 To a moderate extent
20. The media shows nursing as an exciting job.
16 3.14 To a moderate extent
1. To what extent do the motivational factors influenced the respondents to take up nursing?
4.3-5 To a very high extent Intrinsic- 117 students3.5-4.2 To a high extent Extrinsic- 39 students2.7-3.4 To a moderate extent1.9-2.6 To a limited extent1.0-1.8 Not at all
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