FACTORS AFFECTING THE MOTIVATION OF THE SENIOR HIGH SCHOOL

STUDENTS (HUMSS) IN LEARNING THE ENGLISH LANGUAGE IN MINDANAO

STATE UNIVERSITY

An Undergraduate Thesis Proposal

Presented To
The Faculty of English Department
College of Social Sciences and Humanities
Mindanao State University
Marawi City

In Partial Fulfilment
of the Requirements for the Degree
Bachelor of Arts in English

by

NOR-AYN M. MAUTEN

June 2019
 TABLE OF CONTENTS

Page

TITLE PAGE i
TABLE OF CONTENTS ii

CHAPTER

I THE PROBLEM AND ITS SCOPE

Introduction
Theoretical Framework of the Study
Conceptual Framework of the Study
Statement of the Study
Scope and limitations of the Study
Significance of the Study
Definition of Terms

II REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Motivation
Self-Determination Theory (SDT)
Cognitive Evaluation Theory (CET)
Organismic Integration Theory (OIT)
Attribution Theory
Gardner’s Socio-Educational Model
Criticism on the Socio-Educational Model
Frederick Herzberg’s Theory of Motivation (Two-Factor Theory)
Innovative Perspective on Motivation
Factors Influencing Motivation
Motivation and Personality Variables
Attitudes and Motivation
Integrative and Instrumental Motivation

Related Studies

Foreign
Local

III RESEARCH METHODOLOGY

Research Design
Locale of the Study
 Respondents of the study
Research Instruments
Data Gathering Procedure
Methods of Data Analysis

IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary
Findings
Conclusions
Recommendations

REFERENCES
APPENDIX
 CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

English is widely used as an international language throughout the world. It is one of the

official languages, in some of the countries in the Third World. It is also used for international

communication. The importance of English language is due to its international use. It is a fact

that the vast majority of knowledge in the world has been written and recorded in this language

(Reddy, 2016).

Because of this, it is essential to have a good level of competence in English. People may

assume that it shares with the other highly developed languages of the world the ability to

express. English makes a significant contribution to sustainable global development. It eases

trade between countries that do not share a common language. It is used as a language of

convenience, facilitating dialogue and building trust where an understanding of diverse positions

is crucial – notably in peacekeeping and conflict resolution, where security forces and other

uniformed services increasingly speak to each other in English (Robson, 2013).

Motivation is a basic and essential part of learning a language. Gardner (1885) believes

that with the intention of being motivated, the learner necessitates, requires, and needs to have

something to anticipate, foresee, expect and long for, a reason, principle, or rationale having to

do with aim or target. Concerning second/foreign language acquisition, this intention would be

learning a foreign language. In fact, there must be something that the learner desires to achieve

or do, being the target language the vehicle to attain it (Gardner, 1885).

Briefly, motivation can be defined as a physical, psychological or social need which

motivates the individual to reach or achieve his goal and fulfill his need and, finally, feel
satisfied owing to achieving his aim. We can come to this idea that the amount, range, and type

of motivation have important and determining role in the learning process. Moreover, the

language teacher has a significant function and role in giving motivation to the learner for

learning language. Generally speaking, two kinds of motivation can be observed among learners;

they are high attitude which has a positive, efficient, and useful effect, and the second one is low

attitude which makes blocks and causes weakness for learning language. As it was mentioned

before, Motivation, indeed, involves two main classifications: Intrinsic motivation and Extrinsic

motivation (Gardner, 1885).

English is used in the Philippines by media and various educated Filipinos. English is

widely used in the education field. It is considered as a major subject and is taught in the

Philippines from grade one to college and is the medium of instructions in many schools. Most

school textbooks for subjects such as Biology, Physics, Mathematics and others are printed in

English and are rarely has Filipino versions. Also, for highly technical subjects such as nursing,

medicine, computing, and calculus, English is the preferred medium for textbooks,

communication, etc. Aside from education, it is also used religious affairs, print and broadcast

media, and business. Movies and TV programs in English are not subtitled and are expected to

be directly understood.

The most significant contribution of the English language to the Philippines though might

be on the socio-economic field. Due to the Filipinos strong command of the English language,

several opportunities opened for their country. These opportunities are mainly: overseas

employment, the outsourcing industry, tourism, and enrollment of international students in the

Philippines.
 Regarding the case of English learners in the provincial areas of the country, specifically

those in Marawi City, it has been an observation made by educators across academic levels that

most students do not perform well in the language, while a handful manage to do very well and

achieve high levels of proficiency. What then could possibly motivate (or demotivate) these

learners in learning English? It is because of this that the researcher conducted this study which

sought to investigate the Mindanao State University Senior High School students ' motivation in

learning English.

Theoretical Framework of the Study

The researcher made use of the Socio-educational Model. This model by Gardner was

used in the study to analyze and identify the factors that affect the motivation among the Senior

High School students in learning the English language in Mindanao State University.

The Socio-educational Model

The most influential model of Language Learning Motivation (LLM) in the early sixties

throughout the eighties of the previous century was the Socio-educational Model that was

developed by Gardner, following studies carried out by him and associates. The model came to

be known as the Socio-educational Model (Gardner, 1985). Gardner defined motivation as a

combination of effort plus desire to achieve the goal of learning the language plus favourable

attitudes towards learning the language. In his model, Gardner talked about two kinds of

motivation, the integrative and the instrumental, with much emphasis on the former. The

integrative motivation refers to learners’ desire to at least communicate or at most integrate (or

even assimilate) with the members of the target language.

Gardner started developing his socio-educational model depicting the attitudes and

motivation in second language learning in the 1960s and has continued revising it. Gardner states
that second language acquisition takes place in many different contexts and the first thing that he

believes that must be considered is the nature of context itself. That indicates that the learner’s

cultural setting has also an influence in acquiring another language and can influence the one’s

motivation in learning it.

Conceptual Framework of the Study

This study centred on the factors that affect the motivation of the Senior High School

students in learning the English language. The independent variables consisting of: respondents’

age, gender, monthly family income, and parents’ educational attainment and the dependent

variables are the selected factors that motivate the respondents in learning English, which are:

attitudes towards learning the language, desire to learn the language, parental encouragement,

and teachers’ style. The researcher sought to find first the profile (age, gender, monthly family

income, and parents’ educational attainment) of her respondents. Using the four factors of

motivation from Gardner, the researcher determined the factors that motivate the students in

learning the language. These factors are: attitudes towards learning the language, desire to learn

the language, parental encouragement, and teacher’s style. The motivations of the students were

identified through these factors. Afterwards, the researcher found out what factors of motivation

most affect the respondents in learning the language. Afterwards, the researcher determined if

there was a significant relationship between the respondents’ profile and the factors of

motivation. Lastly, after the researcher had found out all of the results of the previous queries,

she then sought to show the implications of the study.

The diagram that is shown on the succeeding page shows the conceptual framework of

the study.
Figure 1. Schematic Diagram of the Conceptual Framework of the Study
Statement of the Problem

This study intended to identify the factors affecting the motivations of Senior High School

Students (HUMSS) of Mindanao State University in learning the English language system.

Moreover, this study specifically sought to answer the following questions:

1. What is the profile of the respondents in terms of:

a. Age;

b. Gender;

c. Monthly family income; and

d. Parents’ educational attainment?

2. What are the factors that affect the motivation of the respondents to learn the English?

a. Attitudes towards learning the language;

b. Desire to learn the language;

c. Parental encouragement; and

d. Teacher’s style?

3. Which of the factors most motivate the respondents in learning the English language?

a. Attitude towards leaning the language;

b. Desire to learn the language;

c. Parental encouragement; and

d. Teacher’s style

4. Is there a significant relationship between the respondents’ factors of motivation in

learning the English and their profile in terms of :

a. Age;

b. Gender;
 c. Monthly family income; and

d. Parents’ educational attainment?

5. What implications can be drawn from the results of the study?

Hypotheses

The following hypotheses were tested at 0.05 level of confidence.

Ho1: There is no significant relationship between the respondents’ motivation in learning

the English language and their profile in terms of:

a. Age;

b. Gender;

c. Monthly family income; and

d. Parents’ educational attainment

Ho2: There is no significant relationship between the respondents’ motivation in learning

the English language and their profile in terms of:

a. Age;

b. Gender;

c. Monthly family income; and

d. Parents’ educational attainment

Scope and Limitations of the Study

This study was primarily concerned with the factors that affect the motivation to learn

English among the Senior High School students in the Grade 12 level specifically from the

HUMSS strand. The researcher took the section of Grade 12- HUMSS which was only one (1)
with a total of 32 students. The conduct of the study was done within the campus of the

Mindanao State University where the target respondents of the researcher were situated, at the

Pre-University Center during the Second Semester of the School Year 2018-2019.

The study was centred on the factors affecting the motivation of the Senior High School

students in learning the English language. This study did not cover the other methods in

conducting the study such as class observation, experimentation and the like. Meanwhile, the

study dealt more on the factors of motivation which dealt on Gardner’s model of Socio-

educational which carried the factors of motivations of the students in learning the language.

With this, the researcher did not include some other factors of motivation other than Gardner’s.

Significance of the Study

This study hopes to be a valuable contribution to the number of studies regarding

motivation in language learning. This study aspires to be a contribution to the following people:

The Senior High School Students, especially the HUMSS strand, will stand to benefit

from this study to evaluate themselves as to what factors of motivation are they more inclined to

in learning the English language in school. The Senior High School (SHS) students, will be

future college students of the University, thus a study like this will support their views about

English and the importance of intrinsic and extrinsic motivations in the learning centre.

The English teachers, who have brought up their students in learning the English

language, are supposed to have benefits on this study by guiding their students’ learning

motivations in evaluating towards the English language. The study is supposed to help them

further recognize and identify the factors that affect their students’ learning motivations towards

learning English language.

 The researcher, who will conduct the study, is deemed to have this accurate information

on the different factors that affect the learning motivations of the students. The researcher will

help to provide further insights on the motivation factors to students and to the general public

since everybody is motivated due to varying determinants. If the researcher wants to become an

English educator someday, this study will help her to provide better knowledge on the

motivations to her students because she is responsive.

Future Researchers. Future researchers may be able to use this study as a valuable

reference in conducting studies about motivation in learning English.

Definition of Terms

To have a better understanding of the study, the researcher lists down the words that may

be useful in the further understanding of the study. The words listed below are provided with

their conceptual and operational meanings.

Attitudes. A predisposition or a tendency to respond positively or negatively towards a

certain idea, object, person, or situation (www.businessdictionary.com). In this study, attitude is

a factor that refers to the students’ reaction towards learning the language.

Desire. A strong feeling of wanting to have something or wishing for something to

happen (en.oxforddictionaries.com). Based on this study, this refers to the feeling and sensitivity

of wanting to learn the English language by the students.

English. It is the language of England, the United States, Australia, and New Zealand,

widely used in many varieties throughout the world (en.oxforddictionaries.com). In this study,

this refers to the English as a language and the main topic in connection with the Senior High

School.
 Factors. These are facts or situations that influences a result

(dictionary.cambridge.org/us/ ). As used in this study, this refer to the respondents’ attitudes

towards learning the language, desire to learn the language, parental encouragement in learning

the language, and the teacher’s style in teaching the language.

HUMSS Strand. This refers to those Senior High students who are considering taking up

journalism, communication arts, liberal arts, education, and other social science-related courses

in college (edukasyon.ph). In this study, this is the group of students from Mindanao State

University, Marawi City, who are the target respondents of the researcher.

Motivation. It is defined as the process that initiates, guides, and maintains goal-oriented

behaviours (verywellmind.com). In this study, this refers to the enthusiasm of the Senior High

School students in learning English language in which they will be evaluated and observed.

Senior High School (SHS) Students. The students of two-year upper secondary

education where they will have specialization and may choose from four (4) tracks namely

Academic, Technical-Vocational-Livelihood, Sports, and Arts & Design (officialgazette.gov.ph).

In this study, this refers to the Grade 12 students who are the target respondents the researcher

attempts to effectively conduct the study base on the factors affecting their motivations on

learning the English language.

Style. A particular manner or technique by which something is done, created, or

performed (merriam-webster.com). In this study, it refers to the manner and technique of the

teachers in teaching the language as to how it motivates the students in learning the English

language.
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter of literature review and the related studies attempts to give a background on

the factors affecting the Senior High School Students specifically the HUMSS strand in their

motivations in learning the English language. The following reviews of literatures and studies are

gathered to have further knowledge and information regarding the centre idea of the study. Some

reviews provided are gathered from the different sources of the finished scholarly works of

people from different universities. This chapter will provide a broad understanding and useful

matters to deal with problems that might arise in this study.

Related Literature

Motivation

Motivation refers to forces such as biological, emotional, cognitive, or social that cause

an individual’s behavior innate and carry out activities. In human beings, motivation comprises

both conscious and unconscious drives. Motives are usually classifies into primary motive and

secondary motive. Primary motive includes hunger, thirst, sex, fear, and avoidance of pain,

which are common to both man and animals. Secondary motive, on the other hand, includes

achievement, power, and other motives exclusively for man (Recto, 2005).

Motivation is the process that makes a person choose a particular action over inaction or

some other action. Pintrich and Schunk (1996) found a direct relationship between how

motivated a person is and how much he or she achieves. In education, an individual who is

motivated will try to complete a task and work hard to achieve success. A person who is not

motivated will not try, will not work hard, or bring in some behavior that sabotage the outcome

of the situation (Eggen and Kauchak, 1999).

 According to Brown, “Motivation is probably the most frequently used catch-all term for

explaining the success or failure of virtuality any complex task. It is easy to figure that success in

a task is due to the fact that someone is “motivated”. It is easy in second language learning to

claim that a learner will be successful with the proper motivation.” Crookes and Schmidt (1991)

claims are of course not erroneous, for countless studies and experiments in human learning have

shown that motivation is a key to learning (Brown, 1987.)

Weller (2005) noted that there are existing basic principles of motivation that are

applicable to learning in any situation. First, the environment can be used to focus the student’s

attention on what needs to be learned. Then, incentives motivate learning. It includes privileges

and receiving praise from the instructor. Also, internal motivation, which must be repeatedly

reinforced by praise or concrete reward. Another, learning is more effective when an individual

is ready to learn, that is, when one wants to know something. Sometimes the student’s readiness

to learn comes with time, and the instructor’s role is to encourage its development. Lastly,

motivation is enhance by the way in which the instructional material is organized. In general, the

best organized material makes the information meaningful to the individual.

Students’ motivation depends on a variety of factors, among them is how they perceive

their own achievement; another factor relates to materials and what tasks they do in and out of

the classroom, how autonomous students feel and how important it is to be autonomy, and also

the culture the student bring to the classroom (Masgoret & Gardner, 2003).

Ames (1990) noted that it is important to recognize the motivation occurs within a

context-the-school, the classroom, and the family is necessary a matter of dealing with diversity

among students in the classroom. Teachers need to know ways of dealing with this diversity, and

these methods ought to involve a comprehensive look at the classroom.

 Self-Determination theory (SDT)

Deci (1989) and his associates developed this theory. According to them, self-

determination is to experience a sense of choice in initiating and regulating one’s own actions

which is further referred to as autonomy. The theory distinguishes between two kinds of

motivation: intrinsic and extrinsic.

Intrinsic motivation is the natural inherent drive to seek out challenges and new

possibilities that SDT associated with cognitive and social development. It has been defined as

(a) participation in an activity purely out of curiosity, that is, for a need to know about

something; (b) the desire to engage in an activity purely for the sake of participating in and

completing a task; and (c) the desire to contribute (Dev, 1997).

Intrinsic motivation requires much persistence and effort put forth by an individual

srudent. Students with intrinsic motivation would develop goals such as, the goal to learn and the

goal to achieve. A mastery goal, the dire to gain understanding of a topic, has been found to

correlate with effective learning strategies, positive attitudes toward school, the choice of

difficult tasks as opposed to a simple task, perceived ability, effort, concern of future

consequences, self-regulation, the use of deep cognitive processes, persistence, achievement,

choice and initiative (Archer, 1994; Miller, Greene, Montalvo, Ravindran, & Nichols, 1996;

Garcia & Pintrich, 1996).

Past research on intrinsic and extrinsic motivation groups students into three main

academic dimensions; those who have a (a) mastery or task orientation, (b) ego orientation,

or (c) work avoidant orientation. Mastery or task orientation refers to the student who engage

in an activity simply to gain knowledge, skill, or to contribute to the field of knowledge. This
type of motivation can be seen as a non-need approach to education: the motive behind task

engagement is not to fulfil a person need. However, two prominent motivation researchers,

Edward Deci, and Richard Ryan (1985), found that intrinsic motivation could stem from the

organism’s need to be competence and sel-determining.

Extrinsic motivation comes from external sources. It refers to motives that are putside of

and separate from the behaviors they cause; the motive for the behavior is not inherent in or

essential to the behavior itself (Hoyenga & Hoyenga, 1984). If a student studies to do well on a

test because a good grade will result in a brand new car, then the motive behind is not what it is

intended to do: obtain knowledge. Studying information is a prerequisite to learning; however, it

is often manipulated to lead toward other things such as money, acceptance, or power. Adding an

extrinsic incentive to study or complete a task has also been found to decrease intrinsic

motivation (Hoyenga & Hoyenga, 1984). Such a finding is detrimental to education. It is

important to research extrinsic variables so they will not be reinforced in the classroom. Yo help

students develop academic intrinsic motivation, it is important to define the factors that’s affect

motivation (Dev, 1997).

Research have studied factors such as family expectations, teacher expectations, money,

and peer acceptance (pleasing others). All of these factors involve proving one’s competence to

another. Extrinsic students prove one’s competence while intrinsic students improve their

competence (Schraw, Horn, Thorndike- Christ, & Bruning, 1995). However, these factors do not

explain why certain student persists in a task although they prefer not to. Two extrinsic factors

that need to be further explored are 1) power motivations and 2) fear of failure.

Power motivations are often seen in students, especially in a college setting. A student

who is motivated by power feels the need to control his/her environment. The best way they find
to do this is to spot in students because unlike other extrinsic motivations, they increase

achievement measures (Hoyenga & Hoyenga, 1984). This may be because achievement

decreases helplessness. This motivation can be seen as an individual need that must be met in

order to feel competent as a student. Fortier, Vallerand, and Guay (1995), performed a study that

confirmed perceived academic competence to be directly related to school performance. Power

motivations (when led to successful outcomes) can be easily mistaken for intrinsic motivation.

Both appear the same; however when a block occurs in the process of reaching the goal, the

intrinsic motivator will find a strategy to get around the block; the power motivator may feel

frustrated and helpless (Hoyenga & Hoyenga, 1984). In this case, intrinsic students would

continue to persist in challenging tasks while a student with power motivations would give up in

the face of difficulty. The fact is that the two goals are entirely different, only the means are the

same. Although this variable may be difficult to differentiate from intrinsic motivation, it is

extremely detrimental to allow such a student to experience such intense anxiety when it comes

to classroom work. This type of behavior can lead to an aversive reaction toward education.

Fear of failure is inhibitory no matter which theory or example one uses to explain it. It

brings about avoidant approaches to situations in order to avoid such fear. The motive to avoid

failure is a general disposition to avoid failure or the capacity to react with shame and

embarrassment when the outcome of an achievement task is failure. The only way to avoid

failure is to avoid achievement tasks. One can see that this avoidant behavior lacks intrinsic

motivation. Research shows that fear of failure is noticed most when such students are given

moderately difficult task to achieve (Hoyenga & Hoyenga, 1984). Reasons for this may be that

these students expect to fail at difficult tasks, and often do succeed at relatively simple tasks. If

the task is simple, then the need to avoid failure will motivate the student to find the necessary
means to achieve. However, if the task is moderately difficult, the anxiety that may build up

could cause avoidant reactions to such a task and inhibit the necessary means to achieve.

Both of these factors clearly inhibit the characteristics of intrinsic motivation. Not only do they

inhibit positive behavior, but they may cause students to avoid academics all together.

According to Baker (2004), because intrinsic motivation has been found to contribute

positively to the learning process and the quality of learning, this form of motivation has been

widely studied. However, Baker reported that much less research has been directed to extrinsic

motivation in determining educational outcomes. Baker (2004) also reports, “Extrinsic and

intrinsic motivational processes are not necessarily antagonistic, rather it is the extent to which

behaviors are self-determined”. This was also supported by Reiss (2012) who stated, “ All

human motivation arises from an intrinsic source. Moreover, extrinsic motivation (a means to an

end) arises form the pursuit of the intrinsically valued goal it produces. Therefore, motivation

should not be solely focused on intrinsic vs. extrinsic influences. Instead, both forms of

motivation should focus on fostering internalization.

Cognitive Evaluation Theory (CET)

Cognitive Evaluation theory (CET) is a sub-theory or the first mini-theory of SDT that

specifies factors explaining intrinsic motivation and variability with it and looks at how social

and environmental factors help or hinder intrinsic motivations. CET focuses on the needs of

competence and autonomy. Claiming social context events like feedback on work or rewards

lead to feelings of competence and so enhance intrinsic motivations.

Deci (1985) found positive feedback enhanced intrinsic motivations and negative

feedback diminishes it. Vellarand and Reid (1991) went further and found that these effects were
mediated by perceived control. Autonomy however must accompany competence in order for

people to see their behaviors as self-determined by intrinsic motivation. CET and intrinsic

motivation are also linked to relatedness through the hypothesis that intrinsic motivation will

flourish if linked with a sense of security and relatedness. Grolnick and Ryan (1985) found lower

intrinsic motivation in students who believed their teachers to be uncaring or cold and so not

fulfilling their relatedness needs.

Organismic Integration Theory (OIT)

Deci and Ryan (1985) developed organismic Integration Theory (OIT), the second mini-

theory of SDT, to explain the different ways in which extrinsically motivated behavior is

regulated. OIT details the different forms of extrinsic motivation and the contexts in which they

come about. It is the context of such motivation that concerns the SDT theory as these contexts

affect whether the motivations are internalized and so integrated into the sense of self.

OIT describes four types of extrinsic motivations that often vary in terms of their relative

autonomy:

1. Externally regulated behavior. It is the least autonomous. It is performed because of

external demand or possible reward. Such actions can be seen to have an externally

perceived locus of control.

2. Introjected regulation of behavior. It describes taking in regulations to behavior but not

fully accepting said regulations as your own. Deci and Ryan (1985) claim such behavior

normally represents regulation by introjections. This is the kind of behavior where people

feel motivated to demonstrate ability to maintain self-worth. While this is internally Deci
 and Ryan (1985) say introjected behavior is on an externally perceived locus of control

because they aren’t perceived as part of self.

3. Regulation through identification. It is more autonomy driven form of extrinsic

motivation. It involves consciously valuing a goal or regulation so that said action is

accepted as personally important.

Integrated regulation. It is the most autonomous kind of extrinsic motivation. Occurring when

regulations are fully assimilated with self, so they are included in a person’s self-evaluations and

beliefs on personal needs. Because of this, integrated motivation share qualities with intrinsic

motivation but are still classified as extrinsic because the goals are trying

Attribution Theory

The attribution theory of student motivation was largely influential in the 1980s

(Dornyei, 2003). The uniqueness of the theory stems from its ability to link individuals’

achievements to past experiences through the establishment of causal attributions as the

mediating link (ibid). The theory does not look at the experiences that people undergo but at how

they are perceived by people themselves (Williams & Burden, 1997). In a broad brush, the

theory hypothesises that the reasons to which individuals attribute their past successes or failures

shape to a great extent their motivational disposition (Dornyei, 2001). In a school context,

learners tend to ascribe their failure or success (locus of causality) to a number of reasons: ability

and effort, luck, task difficulty, mood, family background, and help or hindrance from others.

The previous can be placed on a continuum of internal vs. external reasons depending on

whether the individuals see themselves or others as the causes of their actions. Locus of control,

on the other hand, refers to peoples’ perception of how much they are in control of their actions.

In a classroom environment, the importance of the kind of attribution is of special significance.

If, for example, learners attribute their failure to a lack of ability (internal cause over which they

have no control), then their motivation to learning the language is likely to decrease or even

vanish completely. If, on the other hand, they believe that their failure is the result of their

laziness or lack of effort (internal cause over which they have control), then they have good

chances to increase their motivation if they double their efforts.

Research implementing aspects of the attribution theory has been limited despite its

recognized importance, partly as, Dornyei (2003) points out, because it does not easily render

itself to quantitative research. Dornyei (2003) summarises the findings of some qualitative

studies that were conducted by Ushioda (1996, 1998) and by Williams and Burden (1999). The

first found that maintaining a positive self-concept and belief in personal potential in the face of

negative experiences depended on two attributional reasons: success attributed to personal ability

or other internal factors (e.g. enough effort) and failure to temporarily shortcomings that can be

overcome (e.g. lack of effort or time to spend). The latter found differences between ages: 10-12

years old attributed success mainly to listening and concentration, older learners mentioned a

variety of reasons including ability, level of work, circumstances and the influence of others.

Gardner’s Socio-Educational Model

Gardner’s interest in the individual differences variables in second language acquisition

started in 1956. At that time, he was a new graduate student in Psychology and talked to his

thesis advisor, W.E. Lambert, who was doing research on Bilingualism, about possible thesis

topics. After discussed some possibilities, Gardner said that he “didn’t see how someone could

really learn a second language, if they didn’t like the group who spoke the language” and then

Lambert exclaimed that he had found out his thesis. Gardner began to develop his socio-

educational model about the role of attitudes and motivation in second language learning in the
1960s and has revised and updated it until the present days. As a result of many empirical

studies, Gardner’s initial finished model was presented in 1979, revised in 1985 and again in

2001. Before describing the socio-educational model and its revisions, Figure 1 represents what

Gardner considers to be the fundamental model of language learning.

The model proposes that there are two primary individual differences variables in

language learning: ability and motivation. It is proposed that individuals with higher levels of

ability (intelligence and language aptitude) will tend to be more successful at learning the

language than the students who are less “endowed”. Similarly, students with higher levels of

motivation will do better than the students with lower levels, because they will expend more

effort, will be more persistent, will be more attentive, will enjoy the experience more, will be

goal directed, will want more to learn the material. The factors are expected to be relatively

independent because some students high in ability may be high or low in motivation and vice-

versa. In the model, both ability and motivation are related to the formal and informal language

learning contexts. The formal contexts refers to any situation where instruction is realized (the

language classroom), and informal contexts are any other situation where the language can be

used or experienced (i.e. listening to the radio, watching movies, the street, etc). It is assumed

that whereas both ability and motivation would be equally involved in formal contexts,

motivation would be more involved than ability in informal contexts, because motivation

determines if the individual takes part in informal contexts. In the model, both contexts are

shown to lead to both linguistics and non-linguistics outcomes. Finally it is shown that the

educational setting and cultural context influences the motivation, but not the ability.

ardner’s socio educational model (1979) showed four variables, named social milieu,

individual differences, second language acquisition contexts and outcomes. These four variables
are interrelated when acquiring a language. The first variable, social milieu refers to the

individual’s cultural beliefs or environment and it plays a role as influencing both affective and

cognitive individual differences among language learners. The second variable, individual

differences includes four sub-variables (two cognitive and two affective factors) as intelligence

(a determiner of how quick and how well the learner will acquire the language), language

aptitude (verbal and cognitive abilities), motivation (effort, desire and affect – it determines how

active and how hard the learner will work to acquire the second language) and finally, situational

anxiety (it is seen as an inhibiting effect on the learner’s performance in acquiring a second

language). According to Gardner, these four individual differences are the most influential in

acquiring a second language. The third variable, learning acquisition contexts, refers to the

setting where the language is being learned, the combination of formal language training and

informal language experience. The fourth variable, language learning outcomes, includes
18
linguistic knowledge and language skills (vocabulary knowledge, grammar, fluency,

pronunciation, etc) and non-linguistic skills (these are seen as the individual’s attitudes and

values regarding the beliefs or cultural values of the target language community).

Criticism on the Socioeducational Model

The socioeducational model was subjected to serious criticism from a large number of

researchers despite acknowledging the breakthrough that the model made in motivation research

(e.g. Dörnyei, 1990, 1994; Oxford & Shearin, 1994; Oxford, 1996; Belmechri & Hummel, 1998;

and Crookes & Schmidt, 1991). Most criticism was raised against the concept of integrative

motivation and its definition. The notion of integrative motivation has no parallel in mainstream

motivational psychology (Dörnyei 2003a). The term has also been understood in different and

sometimes contradictory ways by different researchers. The integrative motivation has been
defined in a way in which almost every reason one can think of for studying the language of the

target community can fall within its range (Clement & Kruidenier, 1983). It has been noted for

example that the orientation to travel, was considered instrumental by some but interpreted as

integrative by others. In another example, it was noted that reasons such as having friends who

speak English, or knowing more about English art, literature and culture could be classified as

either instrumental or integrative depending on the intention of the respondent and his or her

understanding. The same was the case with reasons like listening to English music (Keblawi,

2006) These approaches to the definition of the integrative motive, in particular, led to difficult

communication and to different and sometimes contradictory research results.

Shaw (1981) claims that, in parts of the world where English is learned as a foreign

language2, the integrative motivation, in the way it is understood by Gardner, plays only a minor

role in the popularity of English and since English is considered by many ‘a bonafide

international or intranational language which is not inseparably connected to any particular

countries’. In many places learners do not have many opportunities to interact with the target

language speakers. Similar arguments have been raised by other scholars (e.g. Krashen, 1981;

McGroarty, 2001, Dornyei, 2001; Warden & Chang, 2005) and reached by studied conducted by

other researchers (e.g. Lamb, 2004; Keblawi, 2006). It can be noted as well that the instrumental

motivation was not assigned a status that is congruent with its weight.

Frederick Herzberg’s theory of Motivation (Two-Factor Theory)

Motivation is the internal, the inner, condition that activates behavior and gives it

direction; it energizes and directs goal-oriented behavior. Motivation activates and stimulates

people’s goal-oriented behavior. This is generally used for humans but theoretically, this could

also describe the causes behind animal behavior as well (Saifullah M., ET. Al., 2010). Frederick
Herzberg termed his theory as two-factor theory, motivation-hygiene theory or intrinsic vs.

extrinsic motivation theory. He categorized human motivation into 2: 1) Motivator factors or

Intrinsic motivators try to increase human motivation by its presence. Examples of these include:

recognition, praise and achievements acknowledged by the superiors, growth potential, as well.

These factors highly motivate humans in the workforce by providing them with satisfaction

through the use of rewards. 2) Hygiene factors or Extrinsic motivators, on the other hand, tend to

reduce motivation when they are absent. These include salary and economic incentives, status,

job security, company policies, relationship with the co-workers in the workplace, career

progression or promotion, and fringe benefits. They are extrinsic in nature because they are

outside forces. They did not appear to increase satisfaction and motivation but their absence can

cause an increase in dissatisfaction.

Innovative Perspectives on Motivation

In an earlier thorough study of middle and high school students' language learning

motivation (Keblawi, 2006), I have discussed some of the new perspectives on motivation that

may pose serious questions to the LLM theories and models reviewed above. However, these

perspectives might simultaneously open new horizons to LLM research in particular and

motivation research in general. With the help of findings from the Keblawi's study and other

studies in the field, I intend to sharpen a number of conclusions that might enhance our

understanding of the concept of motivation and the relationships among its many facets. These

findings are summarized in the following paragraphs sometimes accompanied by examples from

the worlds of language learners.

Factors Influencing Motivation

Motivation and Personality Variables

 In general, many people see an association between personality attributes and the

successful acquisition of a second language. While successful student may display different

types of characteristics (they may be extrovert, self-confident, active, passive, independent as

well as introvert or shy), unsuccessful students are more frequently described as demonstrating a

lack of self-confidence and being shy, afraid to express their opinions and nervous. Whatever

their form of behaviour, students who try to adopt a more flexible attitude towards the learning

of a foreign language seem to have greater chances of success than those whose affective filter is

constantly up. Referring to the problem of motivation, Rivers, W. (1964) has observed that

personal motifs such as fear or anxiety may combine with learned social motifs such as a desire

for status in a group and for social approval, creating a series of reactions that may inhibit or

work towards progress in a foreign language. Up to a point, an anxious learner may try hard to

catch up with the group and acquire proficiency in a language. A friendly/supportive

environment may be decisive in such a situation. But the judgement of classmates can also be

harmful, destroying the self-belief in one’s ability to succeed. Combined with a generalized fear

of negative evaluation, it may inhibit or distract the learner from the task of attending and

remembering new items.

Williams and Burden (1997) also speak of a state called “learned helplessness” referring

to people who feel that they had no control over their actions and see intelligence as something

unchangeable and failure as essentially due to a lack of ability. In conclusion, learners’ inhibition

may be the result of both internal and external factors, and being related to the ability or inability

to find solutions to problems in the past. Another important component influencing motivation to

learn is the individual learners’ feelings of competence and self-efficacy. Displaying no signs of

inhibition, they are usually eager to take risks, are not afraid of making language mistakes and
ready to adopt some of the identity characteristics of another cultural group. Their affective filter

is low and they can grasp much of the comprehensible input they are faced with. Such people

often referred to as “mastery oriented” tend to understand failure in terms of lack of effort and

seek to improve their subsequent performance.

Obviously, there might be other categories of learners between these two extremes such

as those who hide their shyness behind a face of openness and willingness to take risks or people

who avoid situations in which failure would signify low ability, trying to look smarter by all

means. But in those situations we can speak of the appearance of motivation, rather than the

reality of it. Given the diversity of personality types, some researchers have tried to find

connections between them and receptivity to different aspects of language learning. In a book

dedicated to the way in which languages are learned, Lightbown & Spada (1993) do not exclude
28
the possibility of motivation to be more related to particular aspects of language proficiency than

others. They base their suppositions on several studies among which a language proficiency test

in which highly motivated students were found to be more successful in the part of the test which

measured oral communication skills but not more successful than others in the part assessing

grammatical knowledge. Though, motivated student may have a better self-image and more

confidence than non-motivated ones, and such characteristics might make them feel more at ease

when interacting with others, the fact that the two things occurred at the same time do not

necessarily mean that one caused the other. Even if cases when students preferred oral practice to

written assignments or work on grammatical structure do exist, they cannot make us jump at the

conclusion that motivated students will draw a line between different aspects of a language,

accepting some and rejecting others.

Attitudes and Motivation

 In general, most people seem to agree that attitudes and motivation are closely related to

success in language learning. This explains perhaps why some people have a much easier time of

learning languages than others; in the same classroom setting, some students progress rapidly,

while others just struggle along and never achieve command of a second language. Krashen has

drawn attention to the fact that variables in second language acquisition derive both from the

amount of comprehensible input the acquirer receives and understands and from the strength of

the affective filter.

When the only reason for learning a second language is external pressure, internal

motivation may be minimal and attitudes towards learning are likely to be negated. On the other

hand, if students have favourable attitudes towards the foreign language and its speakers,

towards the teacher and the course, they will probably be more attentive in the class, would take

assessments more seriously and, willing to achieve more, would look for situations when they
29
can obtain further practice in the foreign language. Some critics (Gardner, 1985) make a

distinction between different types of attitudes according to factors in the environment or subject

characteristics such as age or sex. Thus we can speak of attitudes revolving around the

educational aspects of second language acquisition (educational attitudes) and of social

attitudes, focusing on cultural implications of second language acquisition. Sex differences are

also thought to influence attitudes and motivation: experience indicates that girls tend to

demonstrate significantly more positive attitudes towards learning languages than boys, a good

example in this respect being the overwhelming majority in the faculties of philology and foreign

languages.

Though many researchers (Spolsky, 1989; Williams and Burden, 1997) do not believe in

an absolute biological basis for learning, there are cases when differences of age may have an
important influence upon the process of foreign language learning. The notion that young

children pick up foreign languages more easily than older learners is clearly challenged by the

evidence of areas in which the latter do better. However, the adults’ emphatic capacity and

openness to get involved in “real communication”, their ego permeability may be lower

especially because of external causes.

Integrative and instrumental motivation

Gardner and Lambert (1972) elaborated a theory that it is necessary to differentiate

between integrative and instrumental motivation as each of them has a different source and

represent different reasons for studying a language. An instrumental motivation comprises from

a complex of factors connected to motivation arising from external goals such as getting a job,

reading a letter from a pen friend, or being promoted. Integrative motivation refers to a certain

wish or desire of a language learner to identify with the culture of speakers of that language.

Students try to acquire the language because they want to able to comprehend and communicate

in the foreign language and thus to attain the ability to interact with people of different

nationalities as well as to gain the knowledge of their culture.

Integrative motivation, described by Dörnyei (2005), is a detailed construct based on an

empirical research that consists of three main constituents, each of which is further divided into

several subcomponents: Integrativeness, which subsumes integrative orientation, interest in

foreign languages, and attitudes toward the L2 community, Attitudes toward the learning

situation, which comprises attitudes toward the language teacher and L2 course, Motivation, that

is, effort, desire, and attitude toward learning.

Williams & Burden (1997) express the opinion that instrumental motivation is one of the

factors that contributes towards integrative motivation. They also suggest that integrative
motivation is related to higher achievement in the language acquisition and thus more important.

Nevertheless, they also admit that: “It may be that while integrative motivation is perhaps more

important in a second language context such as learning French in Canada or English in the

USA, an instrumental orientation may be important in other situations such as learning English

in the Philippines...”.

Obviously, in the Philippines the need to become integrated as another member of the

English speaking community is not as strong as in the French speaking part of Canada where the

English and French speaking communities are closely linked. On the other hand, students in the

Philippines are more likely to learn English for the instrumental reasons as they do not usually

come in personal contact with the English speaking community on regular basis. Thus their need

to speak English arises from rather external objectives such as getting a well-paid job.

As both of the types of motivation are very specific, their promotion can be hardly

applicable by the teacher in a classroom learning situation. Therefore, it is supposed that the

construct of instrumental and integrative motivation stands beyond the control of the classroom

teaching/learning territory. There are only few ways how teacher can promote these two kinds of

motivational factors at school such as supporting positive attitude towards the community

speaking the language, encouraging the students to become aware of the specific customs, habits

and culture background of the foreign country and explaining how important is to know the

language for their future career.

RELATED STUDIES

Foreign

The research entitled “A Survey Study of Motivation in English Language Learning

of First Year Undergraduate Students at Sirindhorn International Institute of Technology

(SIIT), Thammasat University” by Ratanawalee Wimolmas (2012) This study examined the

type and level of English language learning motivation ( instrumental or integrative) of 30 first-

year undergraduate students at an international institute of engineering and technology in

Thailand. A modified motivational survey of 20 items adapted from Gardner’s Attitude/

Motivation Test Battery (AMTB) was conducted. The data were analysed by means of

frequency, percentage, arithmetic mean and standard deviation. The main findings show that the

students are relatively “highly” motivated and found to be slightly more “instrumentally”

motivated to learn English. This reveals that instrumental motivation is a significant factor

among this group of students learning English. Based on this study’s findings, some relevant and

useful motivational learning implications are recommended for enhancement and improvement

of the students’ motivation. Relevant language improvement programs and activities are also

discussed in accordance with the students’ language difficulties as communicated in the open-

ended questions to increase their motivation in English language learning.

Moreover, the research “Motivation And Attitudes Towards Learning English: A

Study Of Petroleum Engineering Undergraduates At Hadhramout University Of Sciences

And Technology” by Atef Al-Tamimi and Munir Shuib (2009) outlines the results of a survey

which was carried out, to identify Petroleum Engineering students’ motivation and attitudes

towards learning the English language. The study investigated students’ motivation in terms of

three motivational constructs: instrumental motivation, integrative motivation and personal

motivation based on Gardner’s (1985) and Cooper and Fishman’s (1977) works. Learners’

attitudes, on the other hand, regarding 1) the use of English in the Yemeni social context, 2) the

use of English in the Yemeni educational context, 3) the English language and 4) the culture of

the English speaking world were identified. The study sample consisted of 81 petroleum
engineering students at Hadhramout University of Sciences and Technology (HUST). A

questionnaire and interviews were used for data collection. For the students’ motivation, the

findings showed the subjects’ greater support of instrumental reasons for learning the English

language including utilitarian and academic reasons. Personal reasons were also regarded as

important motives by the students. However, regarding the integrative reasons, the results

provided evidence that learning English as a part of the culture of its people had the least impact

in students’ English language motivation. On the other hand, data for the students’ attitudes

revealed that most of students had positive attitudes towards the social value and educational

status of English. In addition, the findings showed the students’ positive orientation toward the

English language. Interestingly enough, the results indicated that a high number of the students

showed their interest in the culture of the English speaking world as represented by English-

language films. Finally, some pedagogical implications that would help tap the students’

motivation and attitudes were presented.

On the researcher paper entitled, “Motivation in Second Language Acquisition” by

María Luisa Carrió-Pastor and Eva M. Mestre Mestre (2013), integrative motivation and

instrumental motivation are examined to establish the correlation between the form of motivation

and successful second language acquisition. The analysis studies whether other aspects, such as

the degree in which the specificity of the courses or the introduction of an immersive virtual

world can modify the students’ self-efficacy beliefs. Two groups of students were selected to

carry out a qualitative study on motivation. The activities and results obtained in both groups

were contrasted in order to determine if the two basic types of motivation played a relevant role

in second language acquisition. It can be stated that the results showed that the pre-conceived
beliefs of learners were relevant in certain activities, i.e. collaborative, web based activities; and

in the demand for a definite syllabus of the course.

Another work of motivation is entitled “Motivation and Second Language Acquisition:

A Study on the Relation between Motivation and Oral Proficiency” by Django de Smet

(2016). This states that Motivation has been shown to be an important factor in the process of

second language (L2) acquisition. Previous research has indicated a relation between motivation

and general L2 proficiency. However, less is known about the relation between motivation and

specific aspects of L2 proficiency (e.g. oral proficiency). Furthermore, no previous studies have

investigated motivation in relation to L2 proficiency in the Netherlands. Therefore, this study

tried to fill this gap by administering a motivation questionnaire and an oral proficiency task to

Dutch high school students learning English as a second language in an instructed setting. The

results of this study suggest that a relation exists between motivation and L2 oral proficiency for

Dutch learners of English. In particular, the results showed that participants with a high language

anxiety performed worse on an oral proficiency task than participants with a lower language

anxiety. Furthermore, learners who identify themselves more with the L2 culture performed

better than learners who identify themselves less with the L2 culture. Overall, the results seem to

confirm that motivation plays an important role in the L2 acquisition process.

Local

The undergraduate thesis entitled, “EFFECTIVENESS OF INTRINSIC AND

EXTRINSIC MOTIVATIONS IN LEARNING THE ENGLISH” of Ms. Amanah M.

Camama (2017), the study was conducted to determine the effectiveness of intrinsic and

extrinsic motivations in learning the English language. The result of the study revealed that

majority of the respondents were intrinsic goal oriented with 1. 768 over-all mean, from which,
61.3% failed in their Prelim and Midterm Examinations respectively. In addition, there was no

significant relationship between the intrinsic motivation and the academic performance of the

respondents, r=-0.018, p>0.05 and there was no significant relationship between the extrinsic

motivation and the academic performance of the respondents, r=0.082, p>0.05. Also, the null

hypothesis was accepted because the p-value of intrinsic and extrinsic motivations and the

academic performance of the respondents were greater than 0.05 level of significance.

Another research entitled, “Motivational Orientation in Foreign Language Learning:

The Case of Filipino Foreign Language Learners” by Richard DLC. Gonzales (2010) aims

to determine the extent of which motivation differentiates foreign language (FL) learners. The

secondary purpose of this study is to compare motivation of Filipino FL learners using the

Foreign Language Learning Motivation Questionnaire and to investigate whether age group, sex,

FL being learned and length of studying of FL could influence differentiation in the motivation

of FL learning among Filipino students. Thus, it was hypothesized that the variables included in

this study could differentiate motivation of FL learners. The participants of this study were 150

students who had elected to study foreign languages from three universities in Metro Manila.

Eighty of the participants are females (53.3%), while 70 are males (46.7%). Data were cross-

sectional in nature with 26 learning Chinese (17.3%), 40 learning French (26.7%), 50 learning

Japanese (33.3%) and 34 learning Spanish (22.7%). Results show that younger learners

motivational orientation is towards cultural understanding, cultural integration and self-

satisfaction. Females are more motivationally oriented than males towards communication and

affiliation and self-efficacy. Japanese language learners are more motivationally oriented

towards career and economic enhancement, French language learners towards affiliation with
foreigners, and Spanish language learners towards self-efficacy. The study recommends some

instructional and pedagogical strategies for teaching foreign languages.

On the research paper entitled, “The Motivation For and Attitude Towards Learning

English“ of Rayhanna Conday Ditual (2012), The English Language is neither a national nor

an official language in the Philippines yet it is widely used and taught in the educational system

of this country both as one of the official mediums of instruction and as a subject. It is also an

undeniable fact that the Filipino’s success or opportunity of securing an exemplary career

depends on his/her ability of speaking the language and, of course, on an excellent academic

background. Enthused by different studies and driven by curiosity as to what might shape the

attitude and motivation of the language students of the Mindanao State University, the researcher

intended to discover what may be related to these essential language learning factors. This study

is a combination of qualitative and quantitative analysis and descriptive-correlation design. The

respondents’ socio-economic background and the teaching techniques of the respondents’

teachers are the independent variable and the motivation for and attitude of the respondents in

learning English serve as the dependent variable. The study found that the respondents were

highly motivated and possessed a positive attitude towards learning English. They were both

instrumentally and integratively motivated. They wanted to learn English for career purposes and

to be able to speak with English speaking people. However, the findings reveal that the

respondents were intrinsically motivated and thus, external factors like the independent variables

did not alter nor affect their attitude and motivation.

Another research entitled, “English Language Learning Difficulty of Korean Students

in a Philippine Multidisciplinary University” by Allan B. de Guzman (2006), this qualitative

study analyzed the English language learning difficulties of 13 purposively chosen Korean
students relative to their sociolinguistic competence, motivation in using the English language,

and cultural factors. Interview responses were transcribed, categorized and thematised according

to saliency, meaning and homogeneity. The findings of the study disclosed that, on the whole,

while the subjects never had the opportunity to use the English language in Korea, they use it

almost everywhere in the Philippines. Their difficulties exist both in daily conversation and in

the academic setting. Such difficulties are attributable to both the subjects’ and the Filipinos’

different entry points in the learning and use of English. Despite cultural barriers in

communication, however, the Koreans studying in the Philippines are instrumentally motivated

to learn the English language.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter contains and discusses the over-all methodology on how the study is

conducted as explained by the study’s locale of the study or the setting where the study is to be

conducted. This chapter also covers the respondents or the population of which the study directly

responds to as well as the instruments used in conducting the study. This chapter also embraces

the method of the data gathering on how the study is analysed and the problems are answered.

Research Design

The researcher used descriptive correlation design. By definition, it is a type of research

that involves gathering data to test the hypothesis or answer questions concerning the current

status of the subjects of the study. This describes the relationship between variables. The

independent and dependent variable were measured and reviewed to identify any patterns of

relationship that existed between them and to measure the strength of the relationship. The

researcher used this design to come up with how both variables correlate with one another.

Locale of the study

The study was conducted at Pre-University Centre in Mindanao State University, Marawi

City during the second semester of Academic Year 2018-2019. It is where the target respondents

were located.

Mindanao State University is the only university directly charged by the government to

advance the cause of national unity and actively pursue integration through education. It was

established on September 1, 1961 through RA 1387, as amended, was the brain child of the late

Senator Domocao A. Alonto, as one of the government’s responses to the so-called “Mindanao

Problem”. It is the largest public state university built in Mindanao. It is the only state university
that is comprises of the largest rate of different tribes and races coming from different areas in

the Philippines. And the prominent branch of the university is located in Marawi city.

(http://www.msu.edu.ph/about.ph).

The figure below shows the map of the Mindanao State University in Marawi city.

(https://www.google.com/search?q=map+of+msu+marawi+campus)
 MSU Main Campus

(https://www.google.com/search?q=map+of+msu+marawi+campus)

Figure 2. Map of Mindanao State University-Marawi

Respondents of the Study

The respondents of this study were the Senior High School students (HUMSS) during the

second semester of Academic Year 2018-2019. There was only one (1) section from the Grade

12 HUMSS strand. This section included thirty-two (32) students. The respondents were on their

Grade 12th, incoming college freshmen students of Mindanao State University. This was inwhy

there was a need to look into the motivation that may affect them in learning the English

language.

Research Instruments

The research instruments that the researcher used in gathering the data were in the form

of a survey questionnaire and a set of interview questions. Used in this study was a modified

Attitude/Motivation Test Battery questionnaire which was originally developed by Gardner

(1985) as a means to determine motivation among language learners and has been adapted from

time to time by other researchers. Out of 104 questions covering many constructs, only 20

questions covering four constructs (which serve as factors of motivation in this study) were

included. These are attitudes towards learning the language, desire to learn the language,

parental encouragement, and teacher’s style. The choice of the four was made because of the

perceived time and resource-related constraints and that these were fitting for the target

respondents. The other constructs that were not included in the study are peer influence, societal

influence, culture-specific motivation, group-specific motivation and course-specific motivation.

Questions in the Attitude towards Learning English are Questions 6, 26, 47, 71 and 90 in original

AMTB, while Questions 32, 40, 51, 70 and 101 in the original questionnaire form the questions

for the Desire to Learn English indicator of the modified questionnaire. Parental Encouragement

questions in the modified questionnaire are Questions 23, 25, 44, 48 and 69 in the original
AMTB. For the Teacher’s Style part of the questionnaire, these were Questions 39, 58, 61, 82,

and 95 in the original AMTB.

Part I of the questionnaire covered the profile of the respondents as the sample of the

study. This was limited to the respondents’ age, gender, monthly family income, and parents’

educational attainment. Part II of the questionnaire contained the modified AMTB which elicited

students’ feedback regarding motivational factors for learning the English language. There were

five (5) questions for each of the four factors chosen for the study, which made a total of 20

questions.

The set of interview questions that was used was to obtain additional data that was linked

to the content of the survey questionnaire in order for the researcher to be able to validate the

answers to the survey.

Data Gathering Procedure

In gathering the data effectively, the researcher prepared a letter of permission to

conduct a survey from the Grade 12-HUMSS to have all possible access to the respondents while

gathering the data. The researcher handed a copy of letter of permission to the instructor the

students to make sure she is well-informed of the survey. The researcher made sure that all her

respondents were able to participate in giving response needed for the succession of the study.

After the researcher conducted her data gathering through survey questionnaire, she then

proceeded in interviewing five (5) students from the class after their class.

After the data gathering, the researcher sought help in furthering the reliability of the

study from a statistician. After all further processes, the researcher proceeded to find the answers

to the queries of the study.

Statistical Tools

The primary statistical tool that was used in the study was the Frequency and Percentage

Distribution table. This tool as shown through the use of tables was utilized to show and describe

the distribution of the personal profile of the respondents as well as their responses or answers to

the questions regarding the factors affecting the motivations of the Senior High School Students

(HUMSS) in Mindanao State University. In getting the percentage, the succeeding formula was

used,

𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 (%) = 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑏𝑠𝑒𝑟𝑣𝑎𝑡𝑖𝑜𝑛𝑠 × 100%ercentage (%)=frequency/total

number of observations×100%

Another tool that was used in this study was to get the Chi-Square (X2). This tool was

used to determine the relationships between two variables wherein the correlation technique was

employed. This is in order to determine and analyse the perceptions or answers of the

respondents regarding the factors affecting the motivations of the Senior High School Students

(HUMSS) in learning English language.

2
(𝑂 − 𝐸)2
𝑋 = ∑
𝐸

Where:

X2 – Chi-Square

O – The observed frequency in each category of variable

E – The expected frequency in each category of variable

For one column sample;

 𝑇𝑜𝑡𝑎𝑙 𝑆𝑎𝑚𝑝𝑙𝑒
𝐸= = Total Sample/Number of Groups
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝐺𝑟𝑜𝑢𝑝𝑠

𝑑𝑒𝑔𝑟𝑒𝑒𝑠 𝑜𝑓 𝑓𝑟𝑒𝑒𝑑𝑜𝑚 (𝑑𝑓) = 𝑘 − 1; 𝑤ℎ𝑒𝑟𝑒 𝑘 = 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝐺𝑟𝑜𝑢𝑝𝑠egrees of freedom

df=k-1; where k=Number of Groups

For two or more column sample;

𝐶𝑜𝑙𝑢𝑚𝑛 𝑇𝑜𝑡𝑎𝑙 𝑆𝑎𝑚𝑝𝑙𝑒 𝑥 𝑅𝑜𝑤 𝑇𝑜𝑡𝑎𝑙 𝑆𝑎𝑚𝑝𝑙𝑒

𝐸= = Column Total Sample x Row Total Sample/Total
𝑇𝑜𝑡𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑆𝑎𝑚𝑝𝑙𝑒
Number of Sample
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyses, and interprets the data gathered. The presentation,

analysis, and interpretation of the data are illustrated with tables. The order is of the same order

as the questions posed in the statement of the problem.

Factors affecting the motivation of the student-respondents

The researcher tried to identify the factors that affect the motivation of the respondents.

The researcher used the statistical tool, mean and standard deviation to determine the said factor

of motivation.

On the next page, it shows the ranking distribution of the respondents’ factors of

motivation.
Problem 1. What is the profile of the respondents in terms of: age; gender; monthly family

income; and parents’ educational attainment?

The following tables discuss the respondents’ personal profile such as age, gender,

monthly family income, and parents’

Age
educational attainment.
Frequency Percent
Table1. Respondent’s 16.00 1 3.1 age
17.00 1 3.1
18.00 20 62.5
19.00 10 31.3
Total 32 100.0

Table 1 shows the frequency and percentage distribution of the respondents’ age. As

shown from the table above, they are all in their teenage level which is from 13 to 19 years of

age. At this level, there is a strong possibility for them to practice critical thinking and analysis

which are expected for good performance. This could also mean that the respondents’ response

to the questionnaire is significantly reliable.

Table 2. Frequency and Percentage

Distribution of Respondents’ Gender
 GENDER

Table 2 shows the frequency and percentage distribution of respondents’ gender. As

shown in the table, majority of the respondents were female which is 23 out of 32 respondents or

71.9 percent and then 9 number of students or 28.1 percent were male respondents. This is not

surprising since it is a trend in schools today that there are more female students than males.

This table also implies that the

Monthly Fam ily I ncome
majority numbers of the students in the
Frequency Percent
class are female 10000.00 3 9.4 students. With this,
15000.00 10 31.3
the great number of 20000.00 4 12.5 female students in
25000.00 3 9.4
the class may imply 30000.00 6 18.8 that female students
35000.00 2 6.3
are more interested or 40000.00 3 9.4 motivated to learn
60000.00 1 3.1
the English language. Total 32 100.0

Table 3.Frequency and Percentage Distribution

of Respondents’ Monthly Family Income

Sex

Frequency Percent
Male 9 28.1
Female 23 71.9
Total 32 100.0
 Table 3 shows the frequency and percentage distribution of respondent’s monthly family

income. As presented, the data above shows that 3 out of 32 respondents or 9.4 percent has a

total monthly family income of 10,000.00; 10 out of 32 respondents or 31.3 percent have their

total monthly family income of 15.000.00; 4 out of 32 respondents or 12.4 percent have the total

of 20,000.00 of their monthly family income; 3 out of 32 respondents or 9.4 percent have a total

of 25,000.00 of their monthly

Pa rents Educational Atta inment
family income; 6 out
Frequency Percent
of 32 High School Graduate 5 15.6 respondents or
Undergraduate 3 9.4
18.8 percent have their total
College Graduate 22 68.8
monthly PhD Degree 2 6.3 family income
Total 32 100.0
of 30,000.00; 2

out of 32 respondents or 6.3 percent have the total monthly family income of 35,000.00; 3 out of

32 respondents or 9.4 percent have the total monthly family income of 40,000.00; and 1 from 32

respondents also with a total percentage of 3.1 who has the monthly family income of 60,000.00.

The data on the table implies that most of the respondents’ families have good monthly

income which furthermore could mean that the families have enough resources to secure good

education for their children, and this could affect their motivation to learn English.

Table 4. Frequency and Percentage Distribution of

Respondents’ Parents’ Educational Attainment
 Table 4 shows the frequency and percentage distribution of respondent’s parents’

educational attainment. Findings in the above table show that most of the respondents or 22 out

of 32 respondents have their parents’ educational attainment which is a college graduate with a

percentage of 68.8; 5 out of 32 respondents have their parents’ educational attainment which is

High School Graduate, with an average percentage of 15.6; 3 out of the 32 respondents have

their parents undergraduate as their educational attainment, with an average percentage of 9.4;

and 2 out of the 32 respondents whose parents are PhD Degree Holder, with an average

percentage of 6.3.

Problem 2: What are the factors that affect the motivation of the respondents to learn the
English?
Attitudes towards learning the language; Desire to learn the language; Parental
encouragement; and Teacher’s style
Table 5. Attitudes towards Learning the Language

Indicators Mean Qualitative

Sum Rank
(Attitude Towards Learning The Language) (n=32) description
1
Studying English is important because I will need Strongly
156 4.88 1
it for my future studies. Agree
2
English is important to me because it enables me Strongly
154 4.81 2.5
to join in what is happening in the world. Agree
4
Studying English is important because it enables Strongly
154 4.81 2.5
me to work abroad. Agree
3
Studying English is important because it will be Strongly
149 4.66 4
useful in getting a good and well paid job. Agree
5
English is important because I can learn about the
Strongly
culture and social life of people from the English 146 4.56 5
Agree
speaking countries.
Over-all Mean 4.74 Strongly Agree
Scaling:
4.21-5.00–“Strongly Agree”, 3.41-4.20–“Agree”, 2.61-3.40–“Undecided”
 1.81-2.60–“Disagree”, 1.00-1.80-“Strongly Disagree”

Table 5 shows the factor of motivation, “Attitude towards Learning the Language”. The

statement “Studying English is important because I will need it for my future studies” ranked

first with a sum of 156 and a mean of 4.88. This means that the students feel that studying

English is important to them because they will need it for their future studies. Two among the

statements from the table ranked both second and with a total sum of 154 and a mean of 4.81,

these are: “English is important to me because it enables me to join in what is happening in the

world” and “Studying English is important because it enables me to work abroad”, which mean

that students perceived English as important because it enables them to know what is happening

in the world and that students feel that studying English is important to them because it enables

them to work abroad. The statement, “Studying English is important because it will be useful in

getting a good and well paid job” ranked fourth with a sum of 149 and a mean of 4.66. This

means that students feel that studying English is important because it will be useful in getting a

good and well paid job. And the last statement from this factor that states, “English is important

because I can learn about the culture and social life of people from the English speaking

countries” ranked fifth with a sum of 146 and a mean of 4.56. This means that students feel that

English is important because they can learn about the culture and social life of people from

English speaking countries.

On the Socio-educational model of Gardner, he made mentioned about the two

kinds of motivation: the integrative and the instrumental, with much emphasis on the former, the

integrative motivation refers to learners’ desire to at least communicate or at most integrate (or

even assimilate) with the members of the target language. On the instrumental, he defined this as

the need to the second language acquisition as an instrument to be able find a well-paid job, for

the future purposes, and the like. Therefore, attitude towards learning the language plays a great
factor of motivation to the students in learning the language because it may lead them to a

brighter future.

Table 6. Desire to Learn the Language

Indicators Mean Qualitative

Sum Rank
(Desire To Learn The Language) (n=32) description
2
I would like to speak English well because it will
Strongly
allow me to meet and converse with more and varied 142 4.44 1
Agree
people
3
I would like to read the literature and watch films in
133 4.16 Agree 2
the original language
1
English is important because people will respect me
103 3.22 Undecided 3
more if I have knowledge of it.
4
I consider learning English important because an
educated person is supposed to be able to speak 93 2.91 Undecided 4
English
Over-all Mean 3.68 Agree
Scaling:
4.21-5.00–“Strongly Agree”, 3.41-4.20–“Agree”, 2.61-3.40–“Undecided”
1.81-2.60–“Disagree”, 1.00-1.80-“Strongly Disagree”
Table 6 shows presents and shows the factor of motivation, “Desire to Learn the

Language”. The statement, “I would like to speak English well because it will allow me to meet

and converse with more and varied people” ranked first with a sum of 142 and a mean of 4.44.

This means that the students want learn English because they would like to speak English well

and it will allow them to meet and converse with more and varied people. The statement, “I

would like to read the literature and watch films in the original language”, ranked second with a

sum of 133 and a mean of 4.16. This means that students feel that by learning English, they

would like to read and watch films in their original language. The statement that got the third

rank is the, “English is important because people will respect me more if I have knowledge of it”

having a sum of 103 and a mean of 3.22. This means that students feel that English is important

because people will respect them more if they have knowledge of it. Lastly on this factor, the

statement, “I consider learning English important because an educated person is supposed to be

able to speak English”, ranked fourth with a sum of 93 and a mean of 2.91. This means that the

students consider learning English as important because they feel that an educated person is

supposed to be able to speak English.

The table 6 implies that the students’ desire to learn the language is relatively high. On

this, with Gardner’s discussion about integrative motivation, he mentioned that integrative

motivation refers to learners’ desire to at least communicate or at most integrate (or even

assimilate) with the members of the target language (Gardner, 1985). Therefore, the students’

desire to learn the language does not really affect their motivation to learn the language.

Table 7. Parental Encouragement

Indicators Mean Qualitative

Sum Rank
(Parental encouragement) (n=32) description
1
It is very motivating for me when my parents
119 3.72 Agree 1
encourage me to study English.
5
My motivation increases when my parents show
116 3.63 Agree 2
considerable interest in my English studies.
4
My motivation increases when my parents praise
103 3.22 Undecided 3
me for my achievement in English.
3
I study English to please my parents. 62 1.94 Disagree 4
2
I study English to avoid being punished by my
59 1.84 Disagree 5
parents.
Over-all Mean 2.87 Undecided
Scaling:
4.21-5.00–“Strongly Agree”, 3.41-4.20–“Agree”, 2.61-3.40–“Undecided”
1.81-2.60–“Disagree”, 1.00-1.80-“Strongly Disagree”

Table 7 shows the factor of motivation, “Parental Encouragement”. From this factor, the

statement, “It is very motivating for me when my parents encourage me to study English”,

ranked first among the five statements. It has the sum of 119 and a mean of 3.72. This means that

when their parents encourage them to learn English, they are more motivated to learn it. The

statement that ranked second is, “My motivation increases when my parents show considerable

interest in my English studies” with a sum of 116 and a mean of 3.63. This means that when their
parents show considerable interest in their English studies, their motivation increases. Also, the

third rank statement from the table is, “My motivation increases when my parents praise me for

my achievement in English” with a sum of 103 and a mean of 3.22. This means that the students’

motivation increases when their parents praise them for their achievement in English. The

statement, “I study English to please my parents” ranked fourth with a sum of 62 and a mean of

1.94. This means that the students study English to please their parents. Lastly, the statement, “I

study English to avoid being punished by my parents” ranked fifth with a sum of 59 and a mean

of 1.84. This means that they study English to avoid being punished by their parents.

Table 7 implies that parents’ encouragement to their children lacks of effect to keep their

children motivated to learn the language. Therefore, the parents of the students must have lacked

of giving importance to their learning the English language. Also, the parents must not be giving

their children motivations to learn the language. It can be stated that parents should also be aware

of the significance of motivation in children’s language learning and through some changes they

can help learners increase their motivation.

Table 8. Teacher’s Style

Indicators Mean Qualitative

Sum Rank
(Teacher’s style) (n=32) description
1
I think it is highly motivational when the English
Strongly
teacher promotes a positive attitude towards the 146 4.56 1
Agree
subject.
2
The agreeable personality of an English teacher is Strongly
150 4.69 2
very important for me. Agree
3
If the English teacher has high expectation, it Strongly
134 4.19 3
motivates me to study. Agree
4
If the teacher uses varied teaching materials
Strongly
(pictures, videos, PPTs, clippings, etc.) not only 143 4.47 4
Agree
the student’s book, it motivates me to learn.
5
If the learning method, the learning choose, is Strongly
142 4.44 5
interesting, it motivates me learn. Agree
Over-all Mean 4.47 Strongly Agree
Scaling:
4.21-5.00–“Strongly Agree”, 3.41-4.20–“Agree”, 2.61-3.40–“Undecided”
1.81-2.60–“Disagree”, 1.00-1.80-“Strongly Disagree”

The table 8 shows the factor, “Teacher’s Style”. On this factor, the statement, “I think it

is highly motivational when the English teacher promotes a positive attitude towards the subject”

ranked first with a sum of 146 and a mean of 4.56. This means that students think that it is very

motivating for them when their English teacher promotes a positive attitude towards the subject.

“The agreeable personality of an English teacher is very important for me” ranked second with a

sum of 150 and a mean of 4.69. This also means that the agreeable personality of their English

teacher is very important for them to keep them motivated. “If the English teacher has high

expectation, it motivates me to study” ranked third with a sum of 134 and a mean of 4.19. This

means that if their English teacher has high expectation, it can motivate them to study and learn

the language. “If the teacher uses varied teaching materials (pictures, videos, PPTs, clippings,

etc.) not only the student’s book, it motivates me to learn” ranked fourth with a sum of 143 and a

mean of 4.47. This means that if their teacher uses different teaching materials, it can motivate

them to learn. Lastly, the statement, “If the learning method, the learning choose, is interesting, it

motivates me learn” ranked fifth with a sum of 142 and a mean of 4.44. This also means that the

students are motivated to learn if the lessons are interesting.

The table 8 implies that the teacher’s style is an effective factor of motivation to the

students in learning the language. It also shows that if the teacher promotes a positive attitude

towards the subject, the students are also motivated to learn the language. This is to say that

teachers can play a significant role in motivating learners to learn more in language learning.

Problem 3: Which of the factors most motivate the respondents in learning the English
language?
Attitude towards leaning the language; Desire to learn the language;
Parental encouragement; and Teacher’s style
Table 9. Factors that most motivate the students to learn the language
 Motivation that Most Motivate the Students to Learn the English FACTORS OF
Language MOTIVATION

Student 1

Transcription-“Uhmm.. Kasi na.. sa.. sa ngayon na.. nagyon kasi na most ATTITUDE
of the people na yong nagiging ay of communication nila is english so TOWARDS
kahit mapadpad ka man sa ibang countries, is yong palageng ginagamit is LEARNING THE
englis para makapagcommunicate with other people. So yon yung nagging LANGUAGE
motivation ko. Uhmm.. gusto ko ding matuto sa mga grammar sa English,
their pronounciation… everything.. so para sa future, magagamit ko ito sa
mabating way.”

Translation- “Uhhm.. Because …nowadays.. Because nowadays, most of

the people are using English as their way of communication. So even
though wherever countries you may be destined, the usual way of
communication with other people is English. So that has become my
motivation. I also want to learn the grammar in English, their
pronunciation… everything.. So in the future, I can use it in an effective
way.”

Student 2:

Transcription- “I am most motivated to learn English kasi… balang- ATTITUDE

araw... I want to travel to other English speaking countries. So kung TOWARD TO
mapapalawak ko ang speaking skills and communication skills ko, LEARNING THE
There’s a possibility that madali para saaking ang makakuha ng work LANGUAGE
here sa country natin and sa ibang countries.”

Translation- “I am most motivated to learn English because… someday..

I want to travel to other English speaking countries. If I master my
English speaking skills and communication skills, there’s a possibility
that it would be easy for me to get a job here in our country and in
other countries.”

Student 3: ATTITUDE
TOWARDS THE
LANGUAGE
Transcription- “It’s because matutulongan ako nito in many ways. For
example in my future, during job interview, or kapag gusto kong pumunta
ng ibang bansa. Yun lang.”
Translation- “It’s because it can help in many ways. For example in my
future, during job interview or when I want to go to other countries.
That’s all.”

Student 4:

Transcription- “Ang aking motivation in learning is my brother… Because ATTITUDES

uhmm he is actually a public speaker, he loves to speak a lot in English in TOWARDS
public places. At gusto ko ding maging English teacher.. That’s why I love LEARNING THE
to speak English” LANGUAGE
Translation- “My motivation in learning the English is my brother…
because uhmm he is actually a public speaker; he loves to speak a lot in
English public places. And also, to be an English teacher. That’s why I
love to speak English.”

Student 5:

Transcription- “Ang motivation ko in learning the English... is DESIRE TO LEARN

that...uhmm.. I am not a good public speaker, so I want to learn more THE LANGUAGE
about English to improve my speaking skills in English and to
communicate with other nations. And also to be like those people who
speak English fluently.”

Translation- “My motivation in learning the English… is that, uhmm.. I

am not a good public speaker, so I want to learn more about English to
improve my skills in English speaking and to communicate in other
nations. And also to be like those people who speak English fluently.”

The table 9 confirms the answer of the five students to the researcher’s question, “What

motivates you most in learning the English language?” Among the four selected Gardner’s

AMBT questionnaire (attitude towards learning the language, desire to learn the language,
parental encouragement, and teacher’s style), the students’ attitudes towards learning the

language stands out. The reasons why students are most motivated to learn English are because:

English is a language that most people now are using in communication; for them to make use of

English as a language in an effective way; a possibility that it would be easy for me to get a job

here in our country and in other countries; it can also help them to their future job interviews;

they want to go to other English speaking countries so that they can communicate with those

people; for a job purpose such as being a teacher in the future; and to improve their speaking

skills in English so they can use it in communicating with other nation.

They may have a lot of motivations but those statements are their most motivation in

learning the language. The students’ attitudes towards learning the language greatly affects them

to motivate themselves and learn the language. Along with this is their desire to learn the

language that keeps them exerting effort in learning the language because of some reasons that

other people are fluent in speaking English, so, they make that as their motivation to learn

English because they want to be like them. One of them said also that with the skill of their

family member, they are motivated to learn English and use it for public speaking just like her

brother who is a good public speaker, which, also, this kind of skill needs a good and persistent

good English or communication skills.

Problem 4. Is there a significant relationship between the respondents’ factors of

motivation in learning the English and their profile in terms of?
Age; gender; Monthly family income; and Parents’ educational attainment

Table 10. Relationship between the Respondents’ profile and the Attitude towards
Learning the Language
Correlation
Relationship p-value Remarks
coefficient
Age Attitude 𝜒 2 =0.030 0.863 Not significant
 Gender Towards 𝜒 2 =3.732 0.053 Not significant
Monthly family income Learning 𝜒 2 =3.525 0.060 Not significant
The
Parents’ educational attainment Language 𝜒 2 =0.061 0.805 Not significant

Table 10 shows the result of correlation between respondents’ profile and the factor,

“Attitude towards Learning the Language”. If the p-value is less than 0.05 then there is a

significant relationship between the two variables, otherwise, not significant. The p-value of the

respondents’ age and the Attitude towards Learning the Language is greater than 0.05 which

implies that there is no significant relationship between the two variables. The p-value of the

respondents’ gender and the Attitude towards Learning the Language is 0.053 which is greater

than the estimated p-value for it to have a significant relationship. This shows that the two

variables have no significant relationship. On the respondents’ monthly family income and the

Attitude towards Learning the Language have a p-value of 0.060 and the two variables have no

significant relationship. Lastly, on the respondents’ parents’ educational attainment and the

Attitude towards Learning the Language have a p-value of 0.805 which states that the p-value is

greater than the 0.05 and this states also that there is no significant relationship between the two

variables.

Table 11. Relationship between the Respondents’

Profile and the Desire to Learn the Language

Correlation
Relationship p-value Remarks
coefficient
Age 𝜒 2 =1.015 0.314 Not significant
Gender Desire To 𝜒 2 =1.650 0.199 Not significant
Monthly family income Learn The 𝜒 2 =1.758 0.185 Not significant
Parents’ educational Language
𝜒 2 =4.174 0.041* Significant
attainment
*means significant at 0.05 level of significance
Table 11 shows the result of correlation between the respondents’ profile and the factor,

“Desire to Learn the Language”. As stated from the earlier table that if the p-value is less than
0.05, then there is a significant relationship between the two variables, otherwise, not significant.

On the respondents’ age and Desire to Learn the Language have a p-value of 0.314 which states

that there is no significant relationship between the two variables. Another is the respondents’

gender and the Desire to Learn the Language has a p-value of 0.199 which have states that there

is no significant relationship between the two variables. On the respondents’ monthly family

income and the Desire to Learn to Language have a 0.185 which shows that there is no

significant relationship between the two variables. Lastly are the respondents’ parents’

educational attainment and the Desire to Learn the Language which have a p-value of 0.041 and

these two variables have a significant relationship. This means that if the parents of the child

have attained high education achievement, then the student is motivated to learn the language.

Table 12. Relationship between the Respondents’ Profile and the Parental
Encouragement
Correlation
Relationship p-value Remarks
coefficient
Age 𝜒 2 =0.659 0.719 Not significant
Gender 𝜒 2 =0.484 0.785 Not significant
Parental
Monthly family income
encouragement 𝜒 2 =8.076 0.018* Significant
Parents’ educational
𝜒 2 =0.356 0.837 Not significant
attainment
*means significant at 0.05 level of significance

Table 12 shows the result of the correlation between the respondents’ profile and the

factor, “Parental Encouragement”. On this factor, the respondents’ age and the Parental

Encouragement have a p-value of 0.719. Since there the p-value between the two variables is

greater than the p-value of 0.05, then there is no significant relationship between the two

variables. On the respondents’ gender and the Desire to Learn the Language, the p-value is 0.785

which implies that there is no significant relationship between the two variables. On the

respondents’ monthly family income and the Desire to Learn the Language have a p-value of

0.018 and this implies that there is a significant relationship between the two variables. This
means that the student’s parents have a good monthly family income, therefore, they can sustain

the needs of their child in school such as the books he or she needs. Lastly, on the respondents’

parents’ educational attainment and the Parental Encouragement have a p-value of 0.837 which

has no significant relationship between the two variables.

Table 13. Relationship between the Respondents’ Profile and the Teacher’s Style

Correlation
Relationship p-value Remarks
coefficient
Age 𝜒 2 =0.276 0.599 Not significant
Gender 𝜒 2 =4.802 0.028* Significant
Monthly family income Teacher's style 𝜒 2 =0.005 0.946 Not significant
Parents’ educational
𝜒 2 =0.042 0.838 Not significant
attainment
*means significant at 0.05 level of significance
Table 13 shows the result between the respondents’ profile and the Teacher’s Style. On

this factor, the p-value between the respondents’ age and the Teacher’s style is 0.599. These two

variables have no significant relationship. Next is the respondents’ gender and the Teacher’s

Style, these two variables have a p-value of 0.028, which shows that there is a significant

relationship between the two variables. This means that if the majority of the students are female

in the class, there is a great possibility that they are more motivated to learn the language than

the male students. Another is the respondents’ monthly family income and the teacher’s style;

these two variables have a p-value of 0.946. This implies that there is no significant relationship

between the two variables. Lastly are the respondents’ parents’ educational attainment and the

Teacher’s style which have a p-value of 0.838. And this implies that there is no significant

relationship between the two variables.

Implication of the study

The findings of the study bear the evidence that the factor, “Attitude towards Learning

the Language” and the “Teacher’s Style” are the most effective motivation by the students
towards learning the English Language. Another factor that is also an effective factor of

motivation by the students is the Desire to Learn the Language.

As implied by the study, there is a significant relationship between the students’ parent’s

educational attainment and the factor, “Desire to Learn the Language”. Same thing, this study

implies that there is a significant relationship between the respondents’ monthly family income

and the factor, “Parental Encouragement”. Another implication drawn from this study is that the

respondents’ gender has a significant relationship with the factor, “Teacher’s Style”.

On Gardner’s Socio-educational Model, he stated that second language acquisition takes

place in many different contexts and the first thing that he believes that must be considered is the

nature of context itself. That indicates that the learner’s cultural setting has also an influence in

acquiring another language and can influence the one’s motivation in learning it. Also from

Gardner’s idea of motivation, he defined motivation as a combination of effort plus desire to

achieve the goal of learning the language plus favourable attitudes towards learning the language

(Gardner, 1985).
 CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATION

This chapter presented the summary, conclusions and recommendations of the study

based on the data presented.

Summary

The study attempted to find out the factors affecting the motivation of the Senior High

School students (HUMSS) in Mindanao State University. This study was a correlational-

descriptive research in which the researcher studied the relationship of the dependent and

independent variables and the respondents’ profile (age, gender, monthly family income, and

parents’ educational attainment) as the independent variable and the factors of motivation

(Attitude towards Learning the Language, Desire to Learn the Language, Parental

Encouragement, and Teacher’s Style) as the dependent variables. The researcher investigated

whether the independent and dependent variable were significantly correlated.

 On the data gathering, the main tool used was a questionnaire. In choosing the

respondents, the researcher chose and took all of the number of the Senior High School students

from HUMSS.

Findings

The following were the findings as revealed in the study:

1. The study found out that among the four factors given to test their factor of motivation, it

resulted that the Attitude towards learning the language is constantly high in motivating them to

learn the language.

2. The study found out that the parents’ educational attainment has a significant relationship

to the factor Desire to learn the language.

3. Also, the monthly family income has a significant relationship with the parental

encouragement.

4. Another finding is that the students’ gender has a significant relationship with the factor

Teacher’s style.

Conclusions

As stated on the findings mentioned, the following conclusions were drawn:

As shown from the findings and discussions from the previous chapters, students are

highly motivated in learning the English language through the factor, “attitude towards learning

the language”. On this, students want to learn English because of the future purposes such as for

going or studying abroad, to have a well-paid job, for their study purposes, and the like. English

is considered by the students an important instrument to label themselves to a successful

profession. English also enables them to participate or be knowledgeable to what is happening in

the world. It connects them better and to have more grasp on the outside and inside the country.
 Furthermore, students are also motivated according to their teacher’s style. It shows that

students are more interested in their English subject when their English teacher shows

approachability and shows different style and kind of teaching English. The teacher’s style can

affect the motivations of the students if the teacher promotes a positive attitude towards the

subject and shows an agreeable personality to her students. Learning English can be more

achievable through their desire on it. Also, as shown from the implication of the parental

encouragement, it could mean that the parents must not be giving their children motivations to

learn the language. It can be stated that parents should also be aware of the significance of

motivation in children’s language learning and through some changes they can help learners

increase their motivation.

Recommendations

In light with the drawn conclusions, the following are recommendations:

1. For the future researcher, he/she must get more and different respondents to see more and

to hold a good reliability on the study; to find out more factors that affect the students in learning

the language, he/she should choose more factors of motivation to see a strong bond of connection

between the students and their motivation in learning the language.

2. As it was found out in the findings of the paper, parental encouragement does not certainly

affect motivation the students to learn the language as to how do the other factors do. Since by

general perception, parents’ encouragement is labelled as one of the most boosting and

motivating factors as to why do children are determined to exert more efforts and seek more

success. However, it was found out in the study that parents’ encouragement ranked the least to

the factors that motivate the students in learning the language. With this, parents should

encourage more their children to learn the language since they have the great roles in motivating
them. Parents should know that their role in the part of their children matters when it comes to

language learning. They should support their children morally and by proving their needs in

school. If the students want to explore more in the field of English, they must be intrinsically and

extrinsically driven.

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http://www.msu.edu.ph/about.php

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