POSITIVE STUDENT-TEACHER INTERACTION AND MOTIVATION OF

ELEMENTARY STUDENTS

JERRICO R. TENEBRO

THESIS SUBMITTED TO THE FACULTY OF INSTITUTE OF

TEACHER EDUCATION, DAVAO DEL SUR STATE COLLEGE,
MATTI, DIGOS CITY, IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR
THE DEGREE
OF

BACHELOR OF ELEMENTARY EDUCATION

OCTOBER 2023
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Positive student-teacher interaction has a significant impact on student learning.

This involves interaction between teacher and student in order to create trust and respect

between them with the purpose of encouraging the students. This interaction is important

in the classroom setting since it improves students' learning, which boosts motivation and

leads to students becoming more productive. As such, learners' motivation is dependent

on the interaction they have received, and teachers are responsible for that. Good teachers

have high expectations for their students and recognize the necessity of involving them,

recognizing that if they are not active with pupils, it may have an impact on student

motivation.

Classroom in China in terms of student motivation further suggests that teachers

should take part in the reproduction of inequality at school (Chiang & Liu, 2019).

Considering that student motivations are directly related to educational achievement.

Thus, their findings point to student-teacher interactions in the classroom as a hidden

mechanism of class-based advantage that is not fully explored. Because they believed

that the students family background is enough to attain student motivation. Due to that,

some students actively participate in class while others are unable to, which demotivates

them. Evidently, in the study of Eschenmann (2014), students’ background is not enough

for students to attain motivation and that if teachers take the time to construct
interactions, they can motivate their students to learn. Teachers have to certify that they

are meeting student needs, in both educationally and emotionally.

Moreover, positive interaction is an important aspect to maintain students’ interest

and curiosity. Teachers’ priority is to make students become more motivated and

involved, and thus educationally successful. When the students observed a sense of

control and security in the learning environment, they are more involved because they

look to the learning with eagerness and strength which leads students become energetic

participants in their own learning (Maulana et al., 2017).

In the Philippines, Dela Cruz et al., (2022) noted that there are numerous students

who could experience unmotivated because mostly the acquired behavior of faculty

teachers is improper in terms of creating a positive environment, putting efforts into

learning and retention and also motivating students. In order to increase students'

motivation, their findings suggested that teachers should expose more students to

classroom interactions that are lively, engaging, and rich in content. They should also be

available to mentor students whenever they consult with them or ask for help with their

studies. Really, many studies have stressed instructor interaction with students as a

noticeable factor to begin significant base and inspiration for the teaching and learning

process and inspire students ‘motivation to take an active part in the learning

environment to show instructor helpful and constructing a positive classroom

environment to support student learning (Haron & Said, 2014).

In the local setting, Division of Davao del Norte, specifically at Zone two, New

Corella District in Tagum City, students are exposed to various social supports. However,

based on their anecdotal records, students with little social support have low skills for
learning and development in their age group (Gomez & Karen,2022). In other words, the

importance of instructional assistance for a student's learning and development is crucial

as a starting point for establishing academic activities that promote both relationships and

overall development. It is believed that belief in social support has aided in fulfilling

emotional or instrumental needs, including motivation to adopt healthily and reduce risky

behaviors; feelings of being understood; assessment of potentially stressful events as less

threatening; enhanced sense of control or mastery; increased self-esteem; use of active

coping strategies (Southwick et al., 2016). Given this, teachers must consider a number of

factors to ensure student motivation, especially while dealing with or communicating

with children. They must also motivate, monitor, and supervise students to exert a certain

level of effort in order to improve student academic achievement. Instead of focusing on

the quantity of interaction, we focus on the quality of positive interaction movement

toward educational improvement. It is critical that learners have the tools they need to be

successful, which include motivation and interaction with teachers.

Hence, the above-mentioned dilemma can be seen and observed and usually

happen inside the classroom. Because of the existing condition, the researcher is

motivated to have a deeper understanding regarding how positive student-teacher

interaction is essential for students’ motivation. Therefore, teachers must have this kind

of interaction where it also encourages positive cultures that can motivate learner to use

their energies and desires to achieve goals. Additionally, the researcher maintains that the

results of the earlier study are ambiguous, and he wanted to do additional research to

determine how effective pleasant student-teacher interactions are at motivating students.

The immediate conduct of this study will help to expand the awareness of school, even of
teachers in the growth of constructive student interaction. It will also contribute to the

development of professional learning opportunities for teachers as well as for students to

learn and participate in positive interaction effectively.

Objectives of the Study

This study aims to determine the impact of positive student-teacher interactions

on students ‘motivation among Elementary Students. Specifically, the objectives of the

study include:

1. To ascertain the level of positive student-teacher interaction in terms of:

1.1 Cognitive Engagement;

1.2 Problem Solving and Critical Thinking;

1.3 Affective Engagement in the Content;

1.4 Instructional Monitoring; and

1.5 Teacher-Student Relationships.

2. Determine the level of student motivation in terms of:

2.1 Intrinsic Goal Orientation;

2.2 Extrinsic Goal Orientation;

2.3 Task Value;

2.4 Control of Learning Beliefs; and

2.5 Self-efficacy for Learning and Performance.

3. Determine the significant relationship between Positive Student-Teacher

Interaction and Student Motivation of Elementary Students

 Significance of the Study

This study was pursued to ascertain the level of positive student-teacher

interaction to student motivation of Elementary Students. Thus, the result could provide

valuable insights and information that will contribute to a more dynamic teaching and

learning process. More specifically, the study will benefit the following:

Department of Education (DepEd) officials. The result of the study would

benefit to this government agency, to ensure that potent policies and or recommendations

will lead them to set interaction strategies among teachers to consider student motivation.

Teachers. Through this study, it will help them to achieve a positive classroom

interaction when it comes to student motivation. Thus, it would also guide them to offer

some strategies to improve the interaction inside the classroom.

Parents. Parents can effectively benefit by this study since they are the mentors

of their children at home. Also, they would become well-informed of their child’s

situation in regards to their motivation. Through this study, parents can gain sufficient

information that they can apply for their child to become motivated.

Students. The result of this study could provide insights on what is the impact of

positive student-teacher interaction to make them effectively motivated in order for them

to assess themselves if they are in the situation.

Future Researchers. This study will serve to them as literature and to initiate

more ideas regarding the problem.

 Scope and Limitations of the Study

The main focus of this study is to determine the relationship between the positive

student-teacher interaction and student motivation of elementary students. The study will

be delimited to selected Grade IV, V and Grade VI students of Primary School in

Magsaysay Davao Del Sur District I, namely; Dalumay Elementary School. The study

will be conducted in the school year 2023-2024.

Definition of Terms

This will help readers to have a better understanding. The following terminologies

are functionally defined as follows:

Motivation. The force that creates the energy for a goal holds that energy or

desire throughout the task and channels a particular behavior towards that goal (Wiseman

& Hunt, 2013).

Positive Interactions. These interactions include teachers who think about their

practice and search for ways to improve it.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with the literature and studies derived from books, journals and

other reliable sources which under the process of thorough and in-depth search of the

researcher. The exertion of these shall give a more accurate meaning and information

about the topic being investigated in this paper discussing the level of positive student-

teacher interaction and student motivation. This will also present the synthesis,

conceptual framework and hypotheses of the study.

Positive Student-Teacher Interaction

Positive Interaction between teachers and students influences students’ motivation

significantly (Zhang, 2019). This interaction not only allows students to fully participate

and take the opportunities but also boost their willingness to learn and to exert more. In

addition to this, the main variable of students learning is not the student, but the teacher

(Whitetaker, 2014). A crucial component of the educational process is the effective

teacher-student relationship (Pennings et al., 2018). According to Van Tieghem et al.,

(2020), this type of interaction involves meeting the requirements of each individual,

doing so in a controlled atmosphere, and encouraging student engagement. The

interaction between teachers and students has been shown to actively encourage student

participation (del Arco et al., 2021; Pöysä et al., 2019), increase students' learning

motivation (Li & Yang, 2021), foster a sense of accomplishment and self-efficacy (Zhan
et al., 2021), improve student leadership (Li & Yang, 2021), and contribute to effective

teaching in classrooms (Weizheng, 2019).

High levels of teacher-student engagement foster effective student motivation,

according to Howe et al. (2019), but low or passive interaction can result in students

feeling unsatisfied (LoCasale-Crouch et al., 2018). Therefore, it needs to ensure to

concentrate on the importance of making a positive relationship to the learners.

Enhancing teacher-student connections also creates a basis for trust, empathy,

connectedness, equity, and better results and motivation for children. These relationships

not only serve as a means of communication for students and a source of insightful

knowledge for instructors, but they also serve as a model for how nearby schools might

carry on this crucial and transforming activity (Ashley Haustein, 2020).

Additionally, students are more likely to learn when they perceive their teacher to

be caring and valuable (Christi Bergin, 2022). She continued by saying that when a

teacher likes and cares about a student, they are more likely to be motivated to learn and

engaged in class. Therefore, showing respect for and helping students in the classroom

results in higher motivation and engagement. Children are more likely to be self-

motivated and want to succeed if they perceive their teachers to be caring and supportive

of them.

Cognitive Engagement
 The term "cognitive engagement" in the context of the NEE system refers to

students' active mental involvement in learning tasks such meaningful processing,

strategy utilization, concentration, and metacognition (Fredricks et al., 2004; Wang &

Degol, 2014; Wang et al., 2014). Teachers can engage students intellectually in the

subject matter by using strategies like advanced organizers, K-W-L charts, share-outs,

and shoulder-partners to connect instruction and activities with students' lives. With the

help of real-world examples, a tough question, and eliciting feedback from all students,

teachers can show relevance and engage students in meaningful learning.

Problem Solving and Critical Thinking

In the NEE system, problem solving and critical thinking refer to the ability to

deftly apply, examine, summarize, and assess data in order to draw a conclusion or solve

an issue (McCormick et al., 2015). Therefore, current educational reform places a strong

emphasis on developing students' critical thinking and inventive problem-solving abilities

for the workplace of the twenty-first century (Jenkins, 2013).

Students’ motivation is influenced by various factors. One factor influencing

learners’ motivation is critical thinking skills. If students have good critical thinking

skills, then students have good learning outcomes (Utami et al., 2019). Critical thinking

skills are considered as an important skill in education because it has a crucial role in a

successful life in today’s evolving world (Finn, 2015). In accordance with Cunningham

and Sood (2018), the problem-solving approach is a crucial tool for learning transfer and

can be used to acquire new knowledge. Additionally, the problem-solving approach is

said to be effective for the enhancement of thinking ability as well as the development of
practical skills and experiential learning (Ergül and Kargin, 2014). A further benefit of

the problem-solving approach is that it empowers students to take ownership of their

education by forcing them to comprehend and organize the material (Pohan et al., 2020).

According to Ali (2019), when a challenge arises, a student must draw from his or her

knowledge and employ their skills in order to "break the deadlock." As a result, the

student will maximize their potential while also sharing and exchanging with others.

Affective Engagement in The Content

When teachers provided larger amounts of emotional support at the start of the

school year, adolescents reported higher levels of behavioral engagement and mastery

motivation, according to Ruzek and colleagues (2016), they also noticed comparable

patterns with pupils. Therefore, the field can be more systematic in applying them by

using observation to define the types of supportive behaviors teachers provide to children

that boost their development. According to the NEE system, teachers who employ

motivational techniques that affectively engage students in the lesson plan and cause

them to feel good about themselves are said to be engaging their students in the topic in a

positive way.

Teachers employ these techniques to make lessons more pleasurable, entertaining, and

engaging for students because it is well recognized that interactions with teachers during

school have a significant impact on students in general (Archambault et al. 2017).

Additionally, Osika et al., (2022) noted that positive emotions and the learning

states they promote reciprocally influence the learner’s motivation. In a learning

environment, student threats might be in the form of failure, being unprepared or feeling

disconnected from the teacher. Thus, teacher must build interpersonal relationship with

students such as discovering, appreciating and caring in order to combat the negative

emotional states of students. Discovering students’ uniqueness involves paying attention

to and analyzing psychological characteristics such as self-concept, beliefs, affect,

motivation, and agency (Williams et al., 2015). Caring teachers recognize and appreciate

students’ personal strengths and weaknesses and “use their professional and moral

judgment in responding” appropriately (Noddings, 2012). Where possible, caring

teachers give students choices and autonomy regarding learning contents and procedures,

putting students in “positions of genuine responsibility” (Mercer and Dörnyei, 2020).

Instructional Monitoring

Instructional monitoring in the NEE system refers to the teacher conducting

formative assessments of the entire class or particular learners and implementing

remedial strategies as necessary. Quick checks for understanding are carried out as the

lesson continues to be taught in this specific type of formative assessment (Ozan et al.,

2018). The purpose is to use this information to support instruction by informing real-

time improvements to teaching and learning activities. Teachers can employ a variety of

techniques, such as asking students to solve problems on a blackboard or responding to

spot quizzes with techniques like the fist-to-five, thumbs-up, or clickers (Chien et al.,

2016). In accordance with Zhang and Hyland (2018), instructional monitoring is linked to

learner motivation, engagement, and achievement.

Teacher-Student Relationships
 Positive relationships between teachers and students have been shown to boost

student motivation, as well as teacher motivation, effort, engagement, happiness, and

confidence (van der Lans et al., 2020). This may lead to a larger utilization of complex,

high-impact teaching strategies. Developing a stronger relationship with your students

may involve getting to know them better, giving them choices, and motivating them to

study more effectively every day. By doing this, teachers are being courteous, respecting

the uniqueness of each student, and showing respect for them. Positive interactions with

your students not only increase their success in the classroom but also create a welcoming

and secure environment for all students (Coristine et al., 2022).

Furthermore, relationship is the ideal tie that enables instructor and student to

cooperate effectively, according to Kathy Paterson (2015). Early in the school year, the

powerful teacher creates this contact and strives to maintain it. When strong relationships

are built, students are more motivated to perform well because they enjoy their

interactions with teachers and their classmates. It is the responsibility of the educator to

motivate students and to help them develop positive attitudes toward knowledge. By

using a variety of strategies, teachers can achieve the goal of inspiring their students

(Noels et al., 2016)

Another key element in enhancing students' educational outcomes in the learning

environment is lecturers' willingness to interact with and build relationships with them.

Evidently, children who have close, supportive ties with their teachers perform better

academically than those who have relationships with their professors that are more

problematic (Rimm-Kaufman, 2015). When students are given the chance to share their
knowledge in welcoming environments, they may become much more motivated and

positive about their assignments, as well as acting much more cooperatively in groups

(UNESCO, 2015).

Motivation

Motivation is one of the key components of a high-quality education. To keep

their students inspired, teachers should foster a positive learning environment. Motivation

is essential for students to grasp, but teachers must also provide engaging activities that

draw them in. Motivating students is essential because without it, teachers would have

nowhere to start. Therefore, by carefully choosing activities that offer a variety of

motivating, entertaining, and educational opportunities, parents may encourage children

to benefit from them.

Children and young people who are motivated in the classroom are better able to

concentrate on a main objective or result. By doing this, they become unaffected by

potential distractions and are able to focus for extended stretches of time. Students that

are motivated exhibit behaviors that are goal-oriented. They demonstrate initiative,

resiliency, control their curiosity, care about their work, and appreciate it. They have the

tools necessary to plan their own educational pathway (Hawthorne Hannah 2021).

Intrinsic Goal Orientation

Intrinsic motivation refers to undertaking an activity by the inherent satisfaction

from doing so, which does not require any external reinforcement, and results in a
multidimensional construct in which three types are distinguished: intrinsic motivation to

stimulating experiences, when a subject engages in an activity for enjoyment or

experiences stimulating and positive feelings from performing it; intrinsic motivation to

knowledge, related with the desire to learn new concepts; intrinsic motivation to

achievement, characterized by the desire to fulfill or attain objectives (Salavera et al.,

2019).

Curiosity is frequently linked to intrinsic motivation since it leads to satisfaction

from learning. In the study of Iain Lancaster (2020) Intrinsic motivators have a

profoundly greater effect on engagement, it’s through intrinsic interests that people

achieve great things. The ideal class would have every student engaged in productive,

stimulating, and interesting work 100% of the time. Of course, that’s purely an ideal, but

ideals can act as guides. Teachers are the one who guide students learning into something

deeper and this could be a passion for the subject, curiosity, love of challenges, and more

(Victor Silva, 2022). In addition, the pursuit of intrinsic goals has a positive effect on

well-being because they satisfy the basic psychological needs for students’ autonomy,

competence, and relatedness. They are conducive to mental health as they promote

people’s natural growth tendencies and personal development (Pamela Li, 2023).

Extrinsic Goal Orientation

Extrinsic goals are results that satisfy external reasons and they usually depend on

the contingent external approval and rewards from others. However, these extrinsic

aspirations are not the actual goals as they do not provide satisfaction on their own. The

personal satisfaction comes from external factors such as the presumed admiration of
others or the perceived power and self-worth derived from attaining them (Pamela Li,

2023).

Another study from Elizabeth Mulvahilj (2018) when children rely too much on

external motivation, they learn to compare themselves to others and may give too much

weight to other people’s opinions because they choose behaviors not because they enjoy

them or find them satisfying, but in order to get something in return or avoid an adverse

outcome. However, according to (Hawthorne Hannah 2021) It is possible to boost

intrinsic motivation through extrinsic means. This may be particularly effective for

students with particular needs, or disaffected learners, whose background, relationships,

or previous experience of education has resulted in a lack of faith in the system. She also

added that. Children's eagerness to learn can be increased by external motivation, and it is

not detrimental to pupils' intrinsic motivation.

Control of Learning Beliefs and Task Value

The concept of task value indicates that the construct was developed to reflect a

person's incentive for participating in a certain task. Despite the emphasis on specific

tasks and circumstances, the majority of studies that use the concept of task value instead

measure the values assigned to general domains or academic subjects rather than those

assigned to individual activities. (e.g., Perez et al., 2014; Dietrich et al., 2015; Viljaranta

et al., 2017). In relation to the learning beliefs of the students, the situated expectancy-

value theory, which Eccles and Wigfield (2020) recently renamed, emphasizes the

significance of contextual, situation-specific dynamics in ability beliefs and values. Some

research has also looked at how ability beliefs and values change (Dietrich et al., 2017,
2019; Parrisius et al., 2020; Tanaka & Murayama, 2014). Highlighting the situated, task-

specific nature of ability beliefs and task-values is important, because different academic

tasks, such as homework assignments and quizzes, within a course may have differing

ability beliefs and value.

The intrinsic worth of a task and the feelings of delight and curiosity, as well as

emotional costs and negative emotions, are examples of task value components that are

correlated with emotions. A negative aspect of task values, such as predicted regret, may

be seen as an emotional cost as well (Perez et al., 2014). Since emotions and goal-

pursuing effort are anticipated to rise with the subjective importance (i.e., task value) of a

task, the subjective value of a task may likewise influence the intensity of anticipatory

emotions and effort. The motivation to select a particular goal and to put forth effort in

the goal pursuit can also be significantly influenced by task values and anticipated

emotions (Dietrich et al., 2017).

Self-efficacy for Learning and Performance

The ability to learn and do well on one's own is a crucial component of student

motivation. Self-efficacy is the conviction that one can carry out an activity or

accomplish a goal. It includes a person's self-assurance in their ability to manage their

conduct, have an impact on their surroundings, and maintain motivation in the course of

achieving their goal (Kendra Cherry, 2023).

In addition, Husain and Schmidt's (2014) study found a connection between self-

efficacy and academic motivation among elementary pupils. One study (Akram &

Ghazanfar, 2014) found a large and substantial positive connection between self-efficacy
and the desire to learn. According to results of another study, students who have higher

levels of self-efficacy finish their tasks more successfully and perform better

academically. Overall, the studies highlight the importance of self-efficacy for learning

and performance in order to have the learning motivation. Teachers can assess students’

ability by showing positive interaction and therefore it affects student motivation to work

harder in order to achieve particular goal.

Conceptual Framework

This section showcases the relationship between variables namely; Positive

Student-Teacher Interaction and Student Motivation. The Independent Variable is

Positive Student-Teacher Interaction with the following indicators: Cognitive

Engagement, Problem-Solving and Critical Thinking, Affective Engagement in the

Content, Instructional Monitoring and Teacher-Student Relationship. The Dependent

Variable on the other hand is the Student Motivation with the following indicators:

Intrinsic Goal Orientation, Extrinsic Goal Orientation, Task Value, Control of Learning

Beliefs and Self-efficacy for Learning and Performance.

Independent Variable Dependent Variable

Positive Student-Teacher Student Motivation

Interaction

 Intrinsic Goal
 Cognitive
Orientation
Engagement
 Extrinsic Goal
 Problem-Solving
Orientation
and Critical
 Task Value
Thinking
 Control of Learning
 Affective
Beliefs
Engagement in the
 Self-efficacy for
Content
Learning and
 Instructional
Performance
Monitoring
 Teacher-Student
Relationship
 Figure 1. Conceptual Framework showing the relationship between
independent variable and dependent variable of the study.

Theoretical Framework

This study is viewed an anchored on the assumption that the quality of teacher-

student relationships plays a central role in promoting motivation and increasing learning

goes back to theories from interpersonal psychology, which views a person’s behavior in

the context of transactional causality and reciprocal effects (Strack and Horowitz, 2012;

Lanfranchi, 2018). As a part of the interpersonal psychology domain, two of the most

widely used theoretical approaches to explain the importance of high-quality teacher-

student relationships are the attachment theory and the self-determination theory.

The attachment theory evolves from research on mother-child relationships

(Ainsworth et al., 2015). The application of this concept to the school setting thus

explains the impact of high-quality relationships on students’ learning motivation and

achievement by the fact that positive, emotionally binding teacher-student relationships

provide students with the confidence they need to develop a healthy academic curiosity

and engagement with learning tasks (Carmona-Halty et al., 2019). Through the quality of

their relationship, teachers provide their students with important psychological resources

like hope, resilience, competence, and optimism (Harwardt-Heinecke and Ahnert, 2013).
 The self-determination theory (Deci and Ryan, 1993) explains how fulfilling three

fundamental psychological needs—the need for attachment, the need for competence, and

the need for autonomy—can lead to positive school adaption or motivation to learn.

Students' achievement and learning motivation will increase, which is linked to the

learning progress, if a teacher meets these three basic needs by demonstrating

commitment (for example, through caring behavior or genuine interest), by ensuring clear

structures, and by strengthening the autonomy of students (Roorda et al., 2011).

According to this understanding, the satisfaction of the aforementioned three fundamental

requirements, which support one another and provide optimal, healthy development,

serves as a measure of the quality of teacher-student relationships (Bakadorova and

Raufelder, 2018).

As a result, positive student-teacher interaction is necessary for student

motivation because in the study of Bevilacqua et al. (2019) showed that beyond pure

synchrony (as joint attention and direct interaction in a learning task), the quality of the

relationship between teacher and students, in other words their closeness to each other, is

the strongest predictor for performance and learning success.

Hypothesis

The hypothesis of the study will be tested at 0.05 level of significance:

H01: There is no significant relationship between positive student-teacher

interaction and student motivation of elementary students.

 CHAPTER III

METHODOLOGY

In this chapter, the methods of this study will be discussed including research

design, research locale, sampling design and its technique, respondents of the study,

instruments used, data gathering procedure, ethical consideration and data analysis.

Research Locale

This study will be conducted at Dalumay Elementary School located at

Magsaysay Davao Del Sur, Philippines. The researcher will figure out the impact of

positive student-teacher interaction to student motivation among elementary students in

the said school. Below is the map showing the exact location of the school in Magsaysay,

Davao Del Sur.

 Figure 2. Map of the Philippines showing Magsaysay, Davao Del Sur

Research Design

This Study will employ a quantitative research design specifically descriptive

cross- sectional correlation study will be conducted to explore the relation between

positive student-teacher- interaction and students ‘motivation. According Zukarnain

&Josh (2015) correlation analysis seeks to determine whether there is or not a

relationship between variables, describing the strength of relationships and the

relationships between variables. The data will be collected based on the questionnaire

distributed to the respondents and served as a primary instrument. The questionnaire was

designed in order to accumulate enough information pertaining to the objectives of the

study.

Sampling Design and Technique

 This study will use the simple random sampling. In this method, every student in

the population has an equal chance of being selected, which means that all of the Grade

IV, V and Grade VI of Dalumay Elementary School will be considered respondents of

the study. This method examines every member of population to collect the data intended

to meet the objectives of the study where all students are evaluated.

Thus, the study will be able to obtain an in-depth understanding of the entire

population by employing the method. The total population combining all the Grade

Levels of Dalumay Elementary School will represent the desirable amount of sample

size.

Respondents of the Study

The respondents of this study will be Grade IV, V and VI students of Dalumay

Elementary School in the S.Y. 2023-2024. The target population for the study will be 100

in total, from Grade IV up to Grade VI. Further, the ease of survey questionnaire

distribution and the number of respondents will make the objectives one of the most

important aspects in conducting quantitative research. The researcher will ensure to

follow the proper procedure in gathering the data in order to figure out how positive

student-teacher interaction improve student motivation.

Research Instrument
 This study will modify two adapted questionnaires. The questionnaire will include

questions in vernacular language that will be translated so that the interviewee fully

understands the questions. The first instrument is taken by the study of Xintong Li et al.,

(2022) entitled Teacher-Student Relationships or TSRs with 22 items. TSRs is divided

into (5) factors. (1) Cognitive Engagement, (2) Problem-Solving and Critical Thinking,

(3) Affective Engagement in the Content, (4) Instructional Monitoring and (5) Teacher-

Student Relationship. For the Dependent Variable, the questionnaire was also adapted

from the study of McKeachie et al., (1986) and suddenly reviewed by Artino (2005)

entitled Motivated Strategies for Learning Questionnaire with 26 items and it has 5

factors including (1) Intrinsic Goal Orientation, (2) Extrinsic Goal Orientation, (3) Task

Value, (4) Control of Learning Beliefs and (5) Self-efficacy for Learning and

Performance. The researcher will apply the 4 Likert Scale to measure the level of positive

student-teacher interaction to student motivation. Both questionnaires will employ the

Likert Scale of 4

rating: 1 = Strongly Agree, 2 = Agree, 3 = Disagree and 4 = Strongly Disagree.

Below is the descriptive interpretation of scores using the range of means.

Table 1. Scale for determining the Level of Positive Student-Teacher Interaction

among Elementary Students

Parameter Descriptive Description

Limits Equivalent

3.25 – 4.00 Very High This means that the students learn
 very well if the teacher will
utilize
positive interaction

2.50 – 3.24 Often This means that the students learn

well, if the teacher will utilize
positive interaction

1.75 – 2.49 Low This means that the students learn

less if the teacher will not utilize
positive interaction

1.00 – 1.74 Very Low This means that the students learn
poorly if the teacher will not
utilize positive interaction

Table 2. Scale for determining the Students Motivation among Elementary

Students

Parameter Descriptive Description

Limits Equivalent

3.25 – 4.00 Very High This means that the students are
highly motivated in the
classroom and determined to
their goals

2.50 – 3.24 Often This means that the students are

 rarely motivated in the
classroom and attentive in
achieving their goals

1.75 – 2.49 Low This means that the students are

inattentive in participating in
the classroom

1.00 – 1.74 Very Low This means that the students

are
not determined, inattentive and
lack of participation inside the
classroom

Data Gathering Procedure

In conducting this study, there are different ways of collecting the data. The

following procedures will be observed:

Letter of Permission. This study will rely on the letter on recommendation from

the research adviser in order to request permission from the school administrators of the

chosen school to conduct the study.

Ethical Protocols. The approved consent is attached together with the modified

and translated questionnaires was sent to the school principal.

Conduct of Data Gathering. The researcher will personally administer the

survey questionnaires to have the approval upon conducting the study.

Analysis and Interpretation of Data. The researcher ensures the respondents

confidentiality and observation of the privacy data agreement. The data gathered from the

questionnaire will be encoded and tabulated under statistical analysis.

 Statistical Tools

To analyze, the gathered data is tally, and recorded for statistical treatment for

preceding analysis and interpretation. The following tools are used:

Mean. This is use to determine the level of positive student-teacher interaction

and to measure student motivation in regards to questionnaire given to the respondents.

Standard Deviation. This is used to measure how dispersed the data is in relation

to the mean.

Pearson-r. This statistical tool is used to determine if there is a significant

relationship between positive student-teacher interaction and student motivation.

Ethical Consideration

This section of the research study includes voluntary participation, privacy or

confidentiality, informed consent process, plagiarism and fabrication, and permission

from organization.

Voluntary Participation

The researcher ensures that the participants in the study do not feel forced

and that their participation in the research is voluntary. Additionally, there are no

penalties for refusal and all respondents have the option to stop.

Privacy or Confidentiality

The researcher will keep primary school pupils' personal information

private and confidential. This will aid in protecting the respondents against potential
consequences like shame and discomfort. A participant in the study has a right to privacy

when taking part in research, according to this idea in research ethics.

Informed Consent Process

The researcher ensures that the respondents have given their consent to

participate in the study. The objective of the informed consent procedure is to give the

respondents enough information so they may decide for themselves whether or not to

participate and what risks and advantages there could possibly be.

Plagiarism and Fabrication

The researcher in this work took precautions to prevent plagiarism by

citing all of the sources and references used. To prevent plagiarism, all of the data and

literature are paraphrased. The researcher also makes sure that the research is real and

accurate and that it is not made up.

Permission from Organization

The researcher promises to obtain approval from the group, in particular

from the principal and instructors at the school. Additionally, it is legitimate because the

researcher has written a letter formally granting authorization to do the research.

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A QUESTIONNAIRE FOR POSITIVE STUDENT-TEACHER

INTERACTION THAT IS BEING IMPLEMENTED IN THE

CLASSROOM

(ANSWERABLE BY STUDENTS) PART 1

A. COGNITIVE Strongly Agree Disagree Strongly

 Agree Disagree

ENGAGEMENT

1.My teacher expects me to

think a lot and concentrate in the

class

2.My teachers lessons makes me

think deeply

3.My teachers lesson makes me

think the whole class

4.My teacher wants us to ask a

question during lessons

B. PROBLEM SOLVING

AND CRITICAL

THINKING

5.My teacher ask “How” and

“Why” questions to make us

think more

6.My teacher waits a while

before letting us answer

questions so we have time to

think

7.My teacher makes us compare

different ideas or things

8.My teacher makes us use what

we learn to come up with ways

to solve problems

C. AFFECTIVE

ENGAGEMENT IN

THE CONTENT

9.My teacher makes lessons

interesting

10.My teacher points out how

this people is important to our

lives

11.My teacher gives us choices

in our classwork

12. My teacher tells us that we

can all be successful if we try

hard

13.My teacher gets us excited

about the subject

D. INSTRUCTIONAL

MONITORING

14.My teacher often checks us

to make sure that we understand

the lesson as we go along.

15. My teacher explains the

lesson in different ways if we

don’t get it at first

16. My teacher knows when we

understand the lesson

17. My teacher has a way to

make sure everyone is learning

E. TEACHER-STUDENT

RELATIONSHIPS

18. My teacher knows me and

cares about me

19. I really enjoy being in the

class

20. My teacher enjoys working

with us

21. My teacher is very Friendly

22. We can talk to our teacher if

we have a problem

A QUESTIONNAIRE FOR STUDENT MOTIVATION

(ANSWERABLE BY STUDENTS) PART 2

A. INTRINSIC GOAL Strongly Agree Disagree Strongly

 ORIENTATION Agree Disagree

1. During class hour, I prefer

course material that really

challenges me so I can learn new

things

2. I'm certain I can understand

the most difficult material

presented in the readings for this

course

3. The most satisfying thing for

me in this course is trying to

understand the content as

thoroughly as possible

4. When I have the opportunity

in the class, I choose course

assignments that I can learn

from even if they don't

guarantee a good grade

B. EXTRINSIC GOAL

ORIENTATION

5. Getting a good grade in this

class is the most satisfying thing
for me right now
6. The most important thing for
me right now is improving my
overall grade point average, so
my main concern in this class is
getting a good grade
7. If I can, I want to get better

grades in this class than most of

the other students

8. I want to do well in this class

because it is important to show

my ability to my family, friends,

employer, or others

C. TASK VALUE

9. I think I will be able to use

what I learn in this course in
other subjects

10. It is important for me to

learn the course material in this
class.
.
11. I am very interested in the
content area of the subjects.

12. I think the subject material

in this class is useful for me to
learn.

13.Ilike the subject matter

14. Understanding the subject

matter is very important to me

D. CONTROL OF

LEARNING BELIEFS
15. If I study in appropriate
ways, then I will be able to learn
the material in this course

16. It is my own fault if I don't

learn the material in the different
subjects
17. If I try hard enough, then I
will understand the course
material
18. If I don't understand the

subject’s material, it is because I

didn't try hard enough

E. SELF-EFFICACY

FOR LEARNING AND

PERFORMANCE

19. I believe I will receive an

excellent grade in this class.

20. I'm certain I can understand

the most difficult material
presented in the readings for this
course.
21. I'm confident I can learn the
basic concepts taught in this
course
22. I'm confident I can
understand the most complex
material presented by the
instructor in this course
22. We can talk to our teacher if

we have a problem

23. I'm confident I can do an

excellent job on the assignments
and tests in this course
24. I expect to do well in this
class.
25. I'm certain I can master the
skills being taught in this class.
26. Considering the difficulty of
this course, the teacher, and my
skills, I think I will do well in
this class