Relationships between Motivational Factors, Scientific Processing Abilities, and Study

Techniques Among Students in Southern Leyte State University- Hinunangan Campus

A research Proposal

Presented to the faculty of SLSU

Southern Leyte State University Hinunangan Campus

Hinunangan, Southern Leyte

In Partial Fulfillment

Of this Course Requirements for the Degree

Bachelor of Secondary Education

Major in Science

Under the supervision of Mrs. Roxan Pille

Hinunangan, So. Leyte

Beloy, Pinky

Evaldez, Dhanica

Fermace, Zia

Matunog, Laica

Silor, Christine Joy

2024
 CHAPTER 1

INTRODUCTION

In the lively world of educational research, figuring out what helps or

hinders academic success remains an important goal. For students diving into

science education, the journey can be challenging. They must not only grasp

complex scientific concepts but also learn how to effectively share this

knowledge with the next generation of eager learners. .

Motivation acts as a crucial catalyst for learning and perseverance. Learners who are

internally driven by the natural appeal and challenges of scientific exploration often immerse

themselves more thoroughly in the content and demonstrate increased tenacity when

confronted with academic challenges. Ryan & Deci (2000). For students of science, a strong

desire to grasp intricate concepts and tackle challenges can result in improved understanding

and enhanced performance (Glynn & Koballa, 2006).

The skill to effectively interpret scientific information is crucial for achieving success in

the field of science. Skills in scientific processing include critical thinking, problem-solving, data

analysis, and the ability to make logical deductions based on empirical evidence (Zimmerman,

2000).These cognitive abilities are not just inherent but can be cultivated and improved through

specific educational strategies. The way learners interact with and interact in scientific material,

particularly their skills in analyzing, synthesizing, and assessing information, has a direct impact

on their understanding and memory retention.

The way students go about their studying is quite important in helping them connect

their thinking skills with the success they achieve in school. Certain study techniques, like

elaborative rehearsal, self-explanation, spaced practice, and active recall, have shown time and

again to boost both learning and how well we remember things (Dunlosky et al., 2013).As
reviewing notes or highlighting text may provide some, albeit minimal, benefits, they are mostly

regarded as passive methods. In the context of science education, focused study techniques that

align with the nature of scientific inquiry, such as concept mapping or discussing scientific ideas

with colleagues, tend to work exceptionally well. Dunlosky (2013).

OBJECTIVES OF THE STUDY

General Objective:

To determine the interrelationship among academic motivation, science process skills, and

study habits of students.

Specific Objectives:

1. To assess the level of academic motivation among students.

2. To evaluate the science process skills of students.

3. To identify the study habits commonly practiced by students.

Significance of the study

The study focuses on exploring the relationship between Motivational factors , Scientific

processing abilities and study techniques of students who are taking science related subjects in

Southern Leyte state University-Hinunangan Campus. Moreover, the results of the study will be

beneficial to the following:

Respondents: Grasping the relationship between motivation, scientific processing skills, and

study methods can assist students in recognizing their strengths and areas for improvement.
This awareness can enable them to implement more efficient study practices and strategies,

resulting in improved academic results, especially in science-focused subjects.

Teachers: The research can offer important perspectives for educators in developing and

applying teaching methods that address various motivational characteristics and scientific

processing skills.

Future researchers: This study can serve as a foundation for further research into the specific

mechanisms through which these factors interact, potentially leading to more nuanced models

of learning and academic achievement

Definition of terms :

Motivational Factors

These refer to the internal and external forces that initiate, direct, and sustain an

individual's behavior towards achieving a goal, particularly in an academic context. They

encompass a range of psychological constructs that influence a student's desire to learn, persist

in challenging tasks, and exert effort in their studies.

Scientific Processing Abilities

This refers to the cognitive skills and mental operations involved in understanding,

interpreting, evaluating, and applying scientific information and principles. These abilities are

crucial for engaging in scientific inquiry, problem-solving, and critical thinking within scientific

disciplines
Study Technique:

This refers to the specific methods, strategies, and approaches that students employ to

acquire, process, retain, and retrieve academic information and skills. These techniques are

conscious efforts designed to enhance learning efficiency and effectiveness

REVIEW OF RELATED LITERATURE

This study is grounded primarily in Self-Determination Theory (SDT) (Deci & Ryan,

1985; Ryan & Deci, 2017), which explains motivation as a continuum ranging from a motivation,

extrinsic motivation, to intrinsic motivation. SDT posits that motivation is driven by the

fulfillment of three basic psychological needs: competence, autonomy, and relatedness. When

these needs are met, learners demonstrate higher intrinsic motivation, which enhances

engagement and persistence in learning activities, including scientific tasks (LaPaglia, 2020;

Ryan & Deci, 2017).

SDT is particularly relevant for understanding the complexity of motivational factors

influencing science learners’ engagement and cognitive processing abilities. It allows the study

to explore multiple motivational sub-dimensions (a motivation, external, introjected, identified,

intrinsic) and their impact on learning behaviors and study techniques (LaPaglia, 2020).

Complementing SDT, Expectancy-Value Theory (Eccles & Wigfield, 2002) explains

motivation through learners’ beliefs about their success (self-efficacy) and the value they assign

to science tasks. This theory helps elucidate how motivation influences learners’ choices,

persistence, and the adoption of study strategies (Eccles & Wigfield, 2002).

Additionally, Information Processing Theory provides a cognitive framework for

understanding scientific processing abilities—such as observing, hypothesizing, experimenting,

and analyzing—as essential skills that mediate the relationship between motivation and

effective study techniques (Atkinson & Shiffrin, 1968; inferred from cognitive learning theories).
Conceptual Framework

The conceptual framework illustrates the dynamic interplay among motivational

factors, scientific processing abilities, and study techniques, forming a model of how internal

drivers influence students’ learning behavior and academic performance. At the core of the

framework are motivational factors, which include intrinsic motivation (driven by genuine

interest and enjoyment), extrinsic motivation (influenced by rewards or recognition), self-

efficacy (belief in one’s own ability to succeed), and goal orientation (the desire to achieve

learning or performance objectives). These elements are considered foundational because they

shape how students approach learning tasks and determine the level of effort, persistence, and

engagement they demonstrate.

Motivational factors are hypothesized to have a direct impact on students' scientific

processing abilities—a set of higher-order cognitive skills essential for engaging in scientific

inquiry. These abilities include observing phenomena, forming hypotheses, conducting

experiments, analyzing results, and interpreting scientific data. When students are highly

motivated, they are more likely to immerse themselves in scientific thinking and problem-
solving processes, thereby enhancing their cognitive capacity to process scientific information

effectively (LaPaglia, 2020; Ryan & Deci, 2017).

Furthermore, the model posits a link between scientific processing abilities and study

techniques. Students who develop strong cognitive skills in science are more inclined to adopt

effective study strategies that align with analytical and reflective learning. These strategies

include summarizing complex information, creating concept maps to visualize relationships,

engaging in self-testing to reinforce memory, participating in group discussions to deepen

understanding, and managing time efficiently to ensure consistent study habits. The ability to

process scientific information deeply enables students to select and apply the most suitable

techniques to retain and apply knowledge effectively.

In addition, motivational factors are believed to directly influence the use of study

techniques. Highly motivated students are more proactive and deliberate in selecting study

strategies that support their academic goals. For instance, a student with strong goal orientation

and high self-efficacy may consistently use self-testing and concept mapping to monitor

progress and deepen understanding (Eccles & Wigfield, 2002). Motivation, therefore, not only

drives engagement in scientific thinking but also encourages the disciplined and strategic use of

learning methods.

In summary, this conceptual framework suggests that motivation acts as the initial

catalyst that fuels both the development of scientific cognitive abilities and the application of

effective study practices. As students’ scientific processing abilities improve, they are further

empowered to adopt study techniques that enhance learning outcomes. The interconnection of

these constructs provides a comprehensive understanding of how internal motivation can shape

students’ academic behaviors and cognitive growth in science education.

METHODOLOGY

Research Design

This study uses the quantitative research approach. This study will employ descriptive-

correlational design. This non-experimental design aims to describe the Relationships between

Motivational Factors, Scientific Processing Abilities, and Study Techniques Among Students in

Southern Leyte State University- Hinunangan Campus

Research Environment

This study is conducted at Southern Leyte State University-Hinunangan Campus

located at barangay Ambacon, Hinunangan Southern Leyte. Currently, the campus operates as

the College of Agriculture, Food and Environmental Sciences of the University.

Research respondents and sampling procedure

The population of this study are the students enrolled in the academic 2025-2026, with

an estimated population of 100 students. In Identifying the respondents of the study, the

researchers employed stratified sampling. The researchers use stratified sampling to categorize

and subgroup the students by year to allow the researchers quickly obtain a sample population

that best represents in conducting the study. This number of respondents allows the

researchers to gather enough data for this study.

To obtain the data, the research instrument in a form of survey questionnaire is used.

The form consisted of gender, age, year level, program major, and self-rated English proficiency.

The questionnaires in this collection are closed-ended. To obtain a representative sample of this

study, the sample must fill out the required information in the data.

To ensure the data is normally distributed the survey questionnaire is conducted by

random selection. The respondents are given enough time approximately 30 minutes to have a

higher quality thought process and more comprehensive and well-supported answer. The

questionnaire is consisting of 15 questions. The questionnaire used in this study to assess

students' impact of English as a Medium of Instruction (EMI) will be adapted from Al Zumor, A.

Q. (2024), Denman, C. J., & Al-Mahrooqi, R. (2019). Modifications are made to tailor the language

to the agricultural context and Filipino student experience, include locally relevant examples,

and expand the scale from a 4-point to a 5-point Likert format to allow more nuanced

responses. Additional items are also included to specifically assess students' attitudes toward

EMI and their engagement in EMI-based science classes.

Data analysis procedure

The survey questionnaire will yield the data, and will be analyze using the Kirakal walls,

stands for analysis of variance (ANOVA), free and open-source software application made

especially for analyzing data and running statistical tests (JAMOVI). In identifying the

relationship between English language to the development of scientific literacy. Pearson R

product Momentum Correlation is employed.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving

students’ learning with effective learning techniques: Promising directions from

cognitive and educational psychology. Psychological Science in the Public Interest,

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Glynn, S. M., & Koballa, T. R., Jr. (2006). Motivation to learn science. In S. F. Alsop, K. F. C. D. B.

Bencze, & S. F. Pedretti (Eds.), The handbook of research on science education (pp. 957–

999). Lawrence Erlbaum Associates.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new

directions. Contemporary Educational Psychology, 25(1), 54–67.

Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational

Psychology, 25(1), 82–91.

LaPaglia, J. A. (2020). Differentiating Science Motivational Factors of Undergraduate STEM

Students [Doctoral dissertation, University of Idaho].

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of

Psychology, 53, 109-132.

Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in

Motivation, Development, and Wellness. Guilford Press.