EXP Research

MOTIVATION IN THE
ACADEMIC
PERFORMANCE OF
THE STUDENTS
DURING THE ONLINE
DISTANCE
EDUCATION
Presented by:
Erica Trono
Jhohanna Babes Bulatao
Fides Corin Varona
Shaira Padua
Joy Latic
Wilvernylle Viscaya
Introduction
Online learning increases learners’ ability to learn at
their own convenience; however, the gap from their
peers and instructors that online learning
complicate, may result in a lack of communication,
interaction and a weaker sense of belonging to a
classroom community (Chaiprasurt and Esichaikul,
2013). And it resulted on a higher dropout rates
associated with online courses compared to similar
face-to-face (Park and Choi). Because while online
programs have continued to grow, the attitudes
about online education have been conflicted. (Allen,
Seaman, Et al, 2012).
Introduction
So it is not surprising that analyzing what

motivates students has been actively
researched. Inadequate motivation can be a
weighty obstacle that obviates learners from
concentrating on an instruction. According to
Minda (2020) motivation is the most essential
element in influencing the students in learning
virtually. This happened because of several
reasons including lack of technology skill,
poor online learning designing, money and
time consuming and inadequate internet
access.
Research Gap
The study sought to identify the role of motivation in student
academic performance, to find out what contributes most
(intrinsic or extrinsic motivation) to students and to explore
how gender influences motivation even when academic
performance resembles male and female students. Ferrer’s
(2020) study, explains that the emergence of online
environments has changed the landscape of educational
learning. Some students thrive in this learning environment,
but others become amotivated and disengaged. For this
reason the researchers aimed to further investigate the role
of motivation and to identify whether differences existed
between male and female students with regards to intrinsic
and extrinsic motivation, among students who are enrolled in
their online distance education.
Statement of the Problem
The study aims to identify the role of motivation in the
student’s performance in their online distance
education. Specifically, the following problems were
answered in this research.
 Is there a significant difference in the role of

motivation based on the demographic characteristic
of the students/ respondents in terms of gender?
 Is there a significant effect of motivation in the

student’s performance while studying online?
 Is there a significant difference in the student's

performance in terms of intrinsic and extrinsic
motivation?
Hypothesis
 There is no significant difference in

the role of motivation in terms of
gender. March April
Chapter two Theoretical Framework
Vroom’s Expectancy Value Theory of Motivation
Vroom’s (1964) expectancy theory separates effort (which arises from
motivation), performance and outcomes. According to Vroom, effort,
performance and motivation are linked in person's motivation. Lunenburg
(2011) discusses, expectancy theory based on the assumptions has three
key elements: expectancy, instrumentality and valence. A person is
motivated to the degree that he or she believes that (a) effort will lead to
acceptable performance (expectancy), (b) performance will be rewarded
(instrumentality), (c) the value of the reward is highly positive (valence).
Expectancy, a belief that increased efforts will result in increased
performance. i.e. if I work harder then this will be better.
Instrumentality, belief that if you perform well, a valued outcome will be
received. Valence pertains to the importance that the individual places
upon the expected outcome.
Conceptual Paradigm
Figure 1 introduces the predictive, criterion, and moderator
variables investigated in the study. The independent variables are
Gender and GPA while the dependent variable is Motivation
(Intrinsic, Extrinsic & Amotivation.) The participant’s gender
was the moderating variable.
chapter three research design
This study used a non-experimental study which purely

observational and the results intended to be purely descriptive.
(Thompson and Panacek, 2007) The researcher observe the
phenomena as they occur naturally.
Observing the role of motivation in students’ performance what

contributes to student intent to take distance education and how
gender influences motivation even when academic performance
is resemble between male and female, was evaluated in this
study.
Population and sampling
The population of the study comprised undergraduate

students of Grade 12 Senior High School from NLAC
(Northern Luzon Adventist College) in the school year
2020 to 2021. Obtained samples were 55 Filipino
senior high school students. Researchers relied on the
most commonly used sampling method which is the
convenience sampling method. Participants in this
method are those who are "easy to get" individuals.
Respondent’s profile
Statistical treatment data
● This study used the Independent Samples t Test in the treatment of the data
gathered. A type of hypothesis testing, the Independent Samples t Test
compares the means of two independent groups in order to determine
whether there is statistical evidence that the associated population means are
significantly different (Kent State University, 2021). Independent Samples t
Test is a parametric test. The dependent variable should be approximately
normally distributed and should also be measured in a continuous scale. The
variances of the dependent variable should be equal (Statistics How To,
2021).
Chapter 4
Results and Discussion
This chapter contains the analyses, interpretation and discussion of data
collected from the questionnaire. To answer the problem raised in this
study, the data collected were analyzed statistically and meanings were
strengthened by literature and research findings done by the previous
researchers.
● Table 1.
● Independent t - test of Motivation with Sub variables in terms of Gender

N = 55, *p<.05
The table shows the Independent sample t-test to compare male and female groups.
There is no significant difference between male (M= 3.57, SD= .60) and Female (M=
3.77, SD= .52) in motivation during distance learning.There is no significant difference
between Male (M= 3.77, SD= .77) and Female (M= 4.12, SD= .72) in Extrinsic
Motivation during distance learning.There is no significant difference between Male
(M= 3.59, SD= .63) and Female (M= 3.75, SD= .58) in Intrinsic Motivation during
distance learning.There is no significant difference between Male (M= 2.67, SD= 1.00)
and Female (M= 2.39, SD= .96) in Amotivation during distance learning. The null
hypothesis is accepted. Therefore, Gender differences do not affect Motivation,
Extrinsic motivation, Intrinsic motivation, and Amotivation during distance learning.
The result of the study was supported by Becirovic (2017), gender is an important
factor influencing motivation and achievement. Males and females are not equal in
terms of motivation which, as a result influences their achievement. In contrast, female
students had significantly higher scores in all the components of science motivation
including general motivation (Daher et al., 2021).
Findings in the study of Shannon (2017), indicated that extrinsic motivation correlated
with higher fall term GPA, but overall motivation did not emerge as a significant
predictor of academic performance. Cetin (2015) states that there was no correlation
between GPA and academic motivation and academic self-regulation learning.
Motivation was not correlated with academic achievement (Schmidt, Sczinski &
Ballard, 2006).
Table 3
Table 3. The data further reveals that the Extrinsic motivation (M= 3.98, SD= .75)
shows the highest mean. Followed by the Intrinsic motivation (M= 3.68, SD= .60), the
first two rated as "moderately high" .The last one, Amotivation (M= 2.50, SD= .97)
rated as "moderately low". The overall mean of Motivation (M= 3.70, SD= .55) which
is rated as "moderately high".
Table 3a. The data further reveals in terms of intrinsic motivation that the highest-rated indicators were "To
succed, to graduate and find a good job in the future." (M= 4.47, SD= .96) in Toward accomplisment, which
rated as "very high" following by, "Because my studies allow me to continue to learn about many things that
interest me" (M= 4.04, SD= .98) In To know rated as "moderately high", and the last one is "For the high
feeling that I experience while reading/studying about various interesting subjects " (M= 3.64, SD= .85) in To
experience simulation rated as "moderately high".
Towards accomplishment is the highest motivator in the grade 12 students during the online distance education
in terms of Intrinsic motivation.

Table 3b. The data further reveals in terms of extrinsic motivation that the highest-rated indicators were
"Because I want to have "The "good life" later on." (M= 4.35, SD= .93) in External regulation which, rated as
"very high" , following by, "because I want to prove myself that I can succeed in my studies despite the new
learning method" (M= 4.07, SD= .93) In introjected rated as "moderately high", and the last one is "because I
think that a high school education will help me better prepare for the career I have chosen" (M=4.15, SD=
1.08) in Identified rated as "moderately high".
External regulation is the highest motivator in the grade 12 students during the online distance education in
terms of Extrinsic motivation.

Table 3c. The statement, "I once had good reasons for going to school; however, now I
wonder whether I should continue school if it's still an online class”, is rated as,
“Average” as evidenced by the total weighted mean of “2.84". Grade 12 students has
an average
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MOTIVATION IN THE

So it is not surprising that analyzing what

 Is there a significant difference in the role of

 Is there a significant effect of motivation in the

 Is there a significant difference in the student's

 There is no significant difference in

This study used a non-experimental study which purely

Observing the role of motivation in students’ performance what

The population of the study comprised undergraduate

collected from the questionnaire. To answer the problem raised in this

strengthened by literature and research findings done by the previous

● Independent t - test of Motivation with Sub variables in terms of Gender

experience simulation rated as "moderately high".

in terms of Intrinsic motivation.

1.08) in Identified rated as "moderately high".

terms of Extrinsic motivation.

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