Correlation of Motivation Levels of Students and their Grades 1

Correlation of Motivation Levels of Students and their Grade

Argus Jan Edric B. Ducay

Carl Jericho P. Garcia

Sophia Leigh L. Nimo

Dennise Rhianne S. Sumibcay

Baguio City National Science High School

Author's Note

Carl Jericho Garcia et.al are students at Baguio City National Science High School.
Correspondence to this paper should be directed to Mr. Garcia at [email protected].

The researchers acknowledge their Math Adviser, Fe Dyan M. Baterina for their guidance and
their families for their undying support in this study
Correlation of Motivation Levels of Students and their Grades 2

Table of Contents

Introduction…………………………….. 3

Background of the Study……………….. 3

Statement of the Problem………………. 4

Hypothesis…………………………..…. 4

Significance of the Study………………. 4

Methodology…………………………….. 6

Research Design………………………… 6

Participants and Setting…………….…… 6

Data Analysis…………………………… 8

Ethical Considerations…………………… 8

LISTS OF TABLES AND FIGURES

CHAPTER

2 METHODOLOGY

Table 1: Table 1: Grade 9 learners of the JHS-SSP of Baguio City National Science High
School for the school year 2023-2024. ………………………………………………………. 5

Table 2: Table 2:
Correlation of Motivation Levels of Students and their Grades 3

INTRODUCTION

Background of the Study

Numerous studies have been conducted to understand the impact of motivation on students'
academic performance and its relation to their grades. Researchers have consistently found that
motivation is a crucial factor in students' success, as it influences their engagement, persistence,
and effort in learning. A well-known study by Pintrich et al. (1993) identified four types of
motivation: intrinsic, extrinsic, identified, and introjected regulation. They concluded that
students with higher levels of identified regulation, which involves recognizing the value of
learning tasks, tend to perform better academically.

Another significant study by Eccles et al. (1993) focused on the relationship between motivation
and grades, particularly in the context of gender differences. They found that motivation varies
across subjects and genders, with girls showing higher motivation in subjects like reading and
boys in subjects like mathematics. This research highlights the importance of considering both
gender and subject-specific factors when examining motivation and its impact on grades.

Furthermore, the relationship between motivation and citations has also been investigated. A
study by Hutchings and Smith (2004) revealed that students with higher motivation levels tend to
engage more in scholarly activities, such as reading and citing sources, which in turn leads to a
higher number of citations in their work. This connection emphasizes the significance of
motivation in fostering not only academic success but also the development of essential research
skills.

The research background on the correlation of motivation levels of students and their grades, as
well as the connection with citations, has consistently shown the vital role motivation plays in
students' academic performance. By understanding this relationship, educators and researchers
can develop strategies to enhance motivation and, consequently, improve students' overall
academic experiences and outcomes.

Statement of the Problem

The objective of this study is to determine the correlation between the motivation levels of the
students and their academic performance.

1. Can external factors, such as extracurricular activities, mentorship or support from teachers
and parents, enhance or waken the correlation between motivation and grades?

2. How does the correlation between student’s motivation levels and their academic grades vary
across different subjects or disciplines?
Correlation of Motivation Levels of Students and their Grades 4

3. Is there a significant relationship between the motivational levels of students and their
academic performance?

Hypothesis

Ha: There is a significant relationship between the motivation levels of students and their grades.

Significance of the Study

Teaching strategies. Knowing the motivational levels and what gives people motivation provides
teachers the opportunity to reform their teaching strategy to better connect and engage with the
interest of the students.

Barriers to learning. Students with low motivation levels likely face barriers in learning, for
example lack of interest, pressure, self-doubt. Understanding the motivation levels of these
students lets the teachers know what these barriers are and how to find solutions for them to
prevent the decline of grades and promote a positive learning environment.

Confidence and resilience. Motivation levels impact students’ confidence and resilience when
facing academic problems. Identifying low motivation allows educators to help build resilience,
set goals, and develop a healthy mindset, which all contributes to better academic results.

Better learning environment. A deep understanding of students' motivational levels fosters a

positive learning environment where students feel valued, supported, and empowered. This can
lead to increased participation, improved focus, and a more collaborative classroom atmosphere,
all of which are conducive to better academic outcomes.
Correlation of Motivation Levels of Students and their Grades 5

Methodology

Research Design

This study will utilize a descriptive Research Design, namely the Cross-Sectional
Research Design, with the student’s motivation levels as the dependent variable. The Cross-
Sectional Research design is where the researchers analyze the variables in their samples of
subjects. The Student’s will be our Subjects and we’ll observe their motivation levels in different
scenarios through our survey questions. Through this, we can fully observe how students are
motivated in different scenarios and could see how we (as the reader) could fully utilize this, and
help our students achieve their academic goal.

Participants and Setting

The target respondents of this study are the 128 learners in Grade 9 of the Junior High
School-Special Science Program at the Baguio City National Science High School for the
academic year 2023-2024. Out of the 128,76 who are female and 52 who are male, These
learners are Science, Technology, Engineering, and Mathematics (STEM) scholars from the City
of Baguio. Table 1 below shows the number of Grade 9 learners at the JHS-SSP of Baguio City
National Science High School for the school year 2023-2024.

Table 1: Grade 9 learners of the JHS-SSP of Baguio City National Science High School for the
school year 2023-2024.

GRADE 9 MALE FEMALE TOTAL

SECTION A 12 21 33

SECTION B 12 18 30
Correlation of Motivation Levels of Students and their Grades 6

SECTION C 14 19 33

SECTION D 14 18 32

TOTAL 52 76 128

Data Collection Methods

In this study, the researcher’s will be utilizing survey questions to find our data. The
researchers made this survey through the usage of several questions from YEDKC’s
Engagement, Motivation, and Beliefs Survey and will be using this to get data and find the
motivation of students in different scenarios. The Survey uses the Lickert scale to measure the
motivation levels and the questions are based on real-life scenarios to check the different
motivation levels in specific scenarios. The researchers are going to send out these survey
questions through questionnaires in papers and give them to Grade 9 Students in Baguio City
Science National High School.

Data Analysis

The study will utilize descriptive and inferential statistical techniques in examining the
relationship between the motivational level and what the motivational levels of students are.
Descriptive statistics will be used in summarizing the demographic information, self indicated
levels of motivation. The measures of central tendency, mean will be used . Inferential statistics
will examine the relationship between the motivational levels and the learners grades.

Pearson's Correlation Coefficient will examine the relationship between the variables. In
addition, ANOVA will be utilized to determine if there are any significant differences in the
motivation levels and grades.
Correlation of Motivation Levels of Students and their Grades 7

Ethical Considerations

This study will be considered as the following individual data, identities, and other things
that may lead to personal identity be deemed confidential and will only be used for the purpose
of our study. The researchers will prioritize protecting the identities of the students and follow
their welfare and rights. The Questionnaires are to be answered with consent and is not and will
never be forced upon the students. This data will only be accessible by the researchers and will
be ensured through a secure storage space. The data will be collected for the study's purpose and
destroyed within 5 years’ time.

Results and Discussion

This study’s results were achieved with data taken from surveys that have been answered
with full consent. Some results were considered void because it didn’t serve as proper raw data
and weren't chosen arbitrarily. After the researchers have passed out 128 surveys to 4 sections in
the 9th Grade (Sections A, B, C, and D), they arranged them by section and filtered out the
improperly filled out surveys as void, they got a total of 111 Surveys answered. These Tables
show the Correlation between the Student’s Motivation Levels of Students to their Grades. Table
2 shows the measures of Central Tendency, missing, Minimum, Maximum, Standard Deviations
and Totals for the Grade 9 Students divided by sections.

Table 2.

Table 2. Descriptive Table

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The mean of each section for every question was labeled according to the Lickert scale.
The most prominent level of motivation was Moderately motivated and while the least prominent
level of motivation was least motivated. It shows that each section is Moderately to Slightly
motivated with each having averages of ninety and above.

Conclusion

In summary, the study reveals a significant correlation between the motivation levels of
students and their academic performance, as indicated by their grades. Higher motivation levels
seem to positively influence students' performance, suggesting that educators and institutions
should focus on fostering motivation in students to enhance their overall academic achievements.
This research emphasizes the importance of creating an environment that encourages and
supports students' motivation, ultimately contributing to their success and well-being.

REFERENCES
Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold Conceptual change: the

role of motivational beliefs and classroom contextual factors in the process of conceptual

change. Review of Educational Research, 63(2), 167–199.

https://doi.org/10.3102/00346543063002167