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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
All human behavior arises in response to some forms of internal or external stimulation.
These behaviors are purposeful or goal directed as result of the arousal of certain motives. Thus
motivation can be defined as the process of activating, maintaining and directing behavior
toward a particular goal.
Motivation is the strength of the drive toward an action which refers to the forces that
prompt a person to act in a certain way or to develop a tendency for specific behavior. Arousal
of behavior involves whatever brings an organism to action. It may result from stimuli inside or
outside the body. Direction of behavior determined by several influences includes an organisms
habits, skills, and basic capacities. Adequate motivation provides energy that makes it possible
for learning to occur. It is the control factor in every learning process that prompts action toward
a certain direction or goal. Learning is an active process that needs to be motivated and guided
by the motives or incentives in order for the learner to persist in learning process; therefore,
learning efficiency is impaired if there is neither explicit not self- induced desire to learn. There
are two types of motivation: intrinsic and extrinsic motivation. Intrinsic motivation is an internal
stimulus to learning arises from a desire to learn a topic due to its inherent interests, for self-
fulfillment, enjoyment and to achieve a mastery of the subject. Extrinsic motivation is an
external stimulus to learning based on incentives or external rewards causes people to behave
for reasons external to their self.
Student influenced by both internal and external factors that can start, sustain, intensify,
or discourage behavior. Intrinsically motivated students are bound to do much better in
classroom activities, because they are willing and eager to learn new material. Their learning
experience is more meaningful, and they go deeper into the subject to fully understand
it. Internal factors include the individual characteristics or dispositions that students bring to their
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learning, such as their interests, responsibility for learning, effort, values and perceived ability.
Thus, Intrinsic motivators also include fascination with the subject, a sense of its relevance to life
and the world, a sense of accomplishment in mastering it, and a sense of calling to it. Extrinsic
motivators of the students include parental expectations, expectations of other trusted role
models, earning potential of a course of study, and grades. In addition, extrinsic motivation is
motivation to perform and succeed for the sake of accomplishing a specific result or outcome.
The students may have to be bribed to perform based from the external rewards, whereas
students who seem to truly embrace their work and take a genuine interest in it are intrinsically
motivated.
Motivations are one of the principal factors influencing the outcome on the education or
academic performance of the students. Student's motivation for learning is generally regarded as
one of the most critical determinants, if not the premier determinant, of the success and quality of
any learning outcome. Academic performance involves the students motives to deal with their
studies and how they cope with or accomplish different tasks given to them. Intelligence is not
the only determinant of academic achievement. The increased on motivation and engagement in
learning have consistently been linked to increased levels of student success. Development of
academic motivation in students is an important goal for educators because of its inherent
importance for future motivation as well as for student's effective school functioning.
This study wants to determine the intrinsic and/or extrinsic motivational factors and its
effect or influenced to the level of academic performance of the first year nursing students of San
Juan de Dios Educational foundation Inc., School year 2009- 2010.
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Background of the Study
This study was conducted at selected nursing students of San Juan de Dios Educational
Foundation Inc. at Pasay City, which has a noble vision/mission and a dynamic environment. Its
facilities and other physical features have been aligned with CHED's (Commission on Higher
Education) policies and requirements.
The faculty members teach their fields of specialization. It is an educational institution
which offers different courses such as Bachelor of Science in HRS, Bachelor in Medical
Laboratory Science, Bachelor of Science in Physical Therapy and Bachelor of Science in
Nursing.
The selected college is a dynamic and pro-active learning organization that produces
quality and globally competitive students and graduates; upholding the highest standard of
excellence in the fields of education, research, and other developmental pursuits towards
contributing to the over-all attainment of a better quality of life for the Filipinos.
The study focuses on the Motivation and Academic Performance of the First Year
Nursing Students of San Juan de Dios Educational Foundation Inc., College School Year 2009-
2010 researches wants to study the motivational factors of the first year nursing students which
influenced the level of their academic performance.
The goal of this study is to determine if there is a significant relationship in the
motivational factors (Intrinsic or Extrinsic factors) and academic performance of the first year
nursing students. To identify how the first year nursing students of San Juan de Dios Educational
Foundation Inc., were able to perform on their studies whether they are intrinsically or
extrinsically motivated in attaining their goal to become a professional nurse.
Theoretical Framework
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Self-determination theory (SDT) is the theory of human motivation and is concerned
with the choices people make with their own free will and full sense of choice and external
influence and interference. SDT focuses on the degree to which an individuals behavior is self-
endorsed and self-determined. Intrinsic motivation refers to initiating an activity for its own sake
because it is interesting and satisfying in itself, as opposed to doing an activity to obtain an
external goal (extrinsic motivation). Based on the degree of control exerted by external factors,
levels of extrinsic motivation can be aligned along a continuum.
Theory differentiated between intrinsic and extrinsic motivation played in an individuals
behavior. Extrinsic motivation involves the need to experience oneself as capable and competent
controlled by the environment or external to the individual and being able to reliably predict
outcomes. Internal motivation involves to the need to actively participate in determining ownbehavior. It includes the need to experience ones actions as result of self or own choice. (Deci &
Ryan, 2002).
Conceptual framework
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Figure 1. Diagram of Research Paradigm
The Figure 1 shows that the first year nursing students were influenced by different
motivational factors in relation to their learning process. Motivational factors of the student
which arouses and sustains their action toward a desired goal. It gives them purpose and
direction to behavior. Thus, students can be intrinsically or extrinsically motivated. Intrinsicmotivations are those motives came from within. They have desire or interest to explore on the
learning process for their self satisfaction. They desire to learn due to their interests, for self-
fulfillment, enjoyment and to achieve a mastery of their subject. An intrinsic motivated student
does not mean that they dont seek rewards but rather external rewards are not enough to keep
them motivated. Examples of intrinsic motivations: seeing nursing as a caring profession,
perceiving nursing as a challenge, taking up nursing to be able to render care to those who are ill,
belief that Filipinos are good nurses, and the desire to uplift ones self esteem.
Extrinsically motivated students are those motives came from external or outside,
rewards such as high salary or opportunity going abroad. Students work on their learning process
even when they have little interest in it because of the anticipated satisfaction they will get from
some reward. The rewards can be something as minor as a high grade or to something major like
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First Year Nursing
Students
Extrinsic
Motivation
Intrinsic
Motivation
Academic
Performance
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fame or fortune. For example, an extrinsically motivated student who dislikes math may work
hard on a math equation because wants the reward for completing it. In the case of a student, the
reward would be a good grade on an assignment or in the class. The motivational factors which
can be intrinsically and/or extrinsically motivated help the students to concentrate on the learning
process. Thus, continuous motivation influenced the students on their level of academic
performances (learning process). These will determine the level of academic performance of the
students whether they are intrinsically and/or extrinsically motivated.
Statement of the Problem
This study will determine the intrinsic and/or extrinsic motivational factors and its effect or
influenced on the level of academic performance of the first year nursing students of San Juan de
Dios Educational Foundation Inc., School year 2009- 2010. This study aims to answer the
following questions:
1. What are the final grades of the first year nursing students?
2. What is the intrinsic and/or extrinsic motivational factor of the respondents in taking
up nursing course?
3. Is there a significant relationship on the motivational factors and academic
performance of the first year nursing students?
Hypothesis
HO: There are no significant relationship between motivational factors and academic
performance of the first year nursing students.
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Ha: There are significant relationship between motivational factors and academic performance of
the first year nursing students.
Scope and Delimitation
The respondents of the study includes all the first year nursing students of San Juan de
Dios Educational Foundation Incorporated, College during school year 2009-2010, with a total
population of 75 students. The students should be officially enrolled in the program of Bachelor
of Science in Nursing regardless of age and gender in the first semester. The study will
determine the motivational factors of the first year nursing students. Intrinsically motivated
students have desire to learn due to their interests, for self-fulfillment, enjoyment and to achievea mastery of their subject. Extrinsically motivated students motives came from external or
outside, rewards such as high salary or opportunity going abroad. Students work on their learning
process even when they have little interest in it because of the anticipated satisfaction they will
get from some reward. The study will identify the significant relationship between motivational
factors and the level of academic performance of the students. The permission of the Nursing
Department will be elicited allowing the researchers to gain access to their midterm grade and
final grade from all the subjects that includes: English, Filipino, Chemistry, College Algebra,
Psychology, Philosophy of Man, Rizal, Physical Education, Religious Education, Vincentian
Heritage, and Theoretical Foundation of Nursing. Descriptive Correlation Design will use to
obtain the necessary information about the respondents. There are two sections with a total
population of 75 first year nursing students to answer the survey questionnaire (tool).
Significance of the Study
To the Students
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The study will determine the intrinsic and/or extrinsic motivational factors among first year
nursing students that influenced or affect their academic performance. This study would help the low
performing students to improve their academic performance thru developing a favorable behavior towards
the learning process, while high performing students will encourage more in to maintain and further
improve their academic performance, whether they are intrinsically and extrinsically motivated thru
possible recommendations of the researcher.
To the Parents
This study will determine the motivational factors of their child in order for them to be aware of
the factors influencing them on their academic performance. It will help parents to encourage their child
to focus on their continued improvement and to find out how they feel and what is motivating them to
achieve a good nursing career.
To the Department-College of Nursing
This study would help the facilitators to what strategies they will use to motivate the students to
study and to understand the attitudes of the students towards the course. Thus, it would help to maintain
quality nursing students. Increased motivation and engagement in learning have consistently been
linked to reduced dropout rates and increased levels of student success. Development of
academic motivation in students is an important goal for educators because of its inherent
importance for future motivation as well as for student's effective school functioning.
Definition of Terms
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Motivation anything that caused the students to behave as they do. It involves having the desire and
willingness to do something. It can be the reason for the action or that which gives direction to an action.
There are two types: intrinsic and extrinsic motivation.
Intrinsic Motivation - refers to motivation that comes from inside an individual rather than from any
external or outside rewards, such as money or grades. The motivation comes from the pleasure one gets
from the task itself or from the sense of satisfaction in completing or even working on a task. An
intrinsically motivated person will work on a math equation, for example, because it is enjoyable.
Extrinsic motivation - refers to motivation that comes from outside an individual. The motivating factors
are external, or outside, rewards such as money or grades. These rewards provide satisfaction and
pleasure that the task itself may not provide.
Academic Performance performance, action, task or operation and progress of students in
school
Final Grade average grade of midterm and final term in the first semester of the first year nursing
students of San Juan de Dios Educational Foundation Inc., currently enrolled in school year 2009- 2010.
Low performing students are nonetheless struggling or lack of self motivation is often referred to as
an underachiever.
High performing students are self- generated thoughts, feelings, and actions which are systematically
towards the attainment of goals.
CHAPTER II
REVIEW OF RELATED LITERATURE9
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Foreign Literature
MOTIVATION
Motivation towards studies is a question of energy, such as process starting, sustaining
and directing students study behavior. On the other hand, motivation in education can have
effects on how the students learn and their behavior towards subject matter. It can direct behavior
toward specific goals, guide to increased effort and energy, increase initiation of, and persevere
in activities, intensify cognitive processing, determine what consequences are to be strengthened,
lead to better performance. (Omrod, 2003)
Motivation determines the presence and vigor of activity. Although motivation provides
energy or power that makes it possible for learning to occur, more is needed for the realization
for learning. Motivation is the heart of learning process. A strong inner urge will mean stronger
efforts. Adequate motivation provides the energy that makes it possible for learning to occur.
More is needed for the realization of learning. Learning efficiency is impaired if there is neither
explicit not self-induced desire to learn. Self-direction is essential to promote a complete
development best when they are sensitive to maturing self-direction in the students. (Gregorio,
2000).
Motives are important aspect of motivation. They release energy and arouse activity. It is
not enough to activate an organism. The energy released is ineffective unless action is directed
toward some object that is capable of satisfying the drive. Improvement in learning will take
place when activities are converged upon well-defined and attainable goals. Learning cannot be
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successful without persistent selective, and purposeful effort. This principle has far reaching
implication for educational procedures. The needs are adequate motives for doing college or
university work is clearly as great as the need for adequate motive for doing any other types of
work. (Gregorio, 2000).
Motivation is a driving force that initiates and directs behavior. In other words,
motivation is a kind of internal and external energy which drives a person to do something in
order to achieve something. (ezinearticles.com). It is a question of energy, such as process
starting, sustaining and directing students study behavior. On the other hand, motivation in
education can have influenced on how the students learn and their behavior towards subject
matter (Ormrod, 2003). It can direct behavior toward specific goals, guide to increased effort and
energy, increase initiation of, and persevere in activities, intensify cognitive processing,
determine what consequences are to be strengthened, lead to better performance. Motivation
refers to the dynamics of our behavior, which involves our needs, desires, and ambitions in life.
Achievement motivation is based on reaching success and achieving all of our aspirations in life.
Achievement goals can affect the way a person performs a task and represent a desire to show
competence (Harackiewicz, Barron, Carter, Lehto, & Elliot, 1997).
Motivation is based on three specific aspects such as the arousal of behavior, the
direction of behavior, and persistence of behavior. Arousal of behavior involves what activates
human behavior and direction of behavior is concerned with what directs behavior towards a
specific goal. Persistence of behavior is concerned with how the behavior is sustained.
Theory about motivation is Stephen Moultons Multifactor Motivation Theory (2007). It
says that people are motivated to do things because they desire to and not because others think it
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is a good thing to do. Motivations results from actions that gratify from inner needs. It is not an
indicative of being motivated if people are strained to do something and doing it. And according
to numerous studies done over the past 50 years, parents (despite of generation or supposed
generation gap) have the greatest influence over their childrens decisions even in todays
society, with the influence of television, peers and internet.
On the study made by BioMed Central Nursing Research about Nursing Students
Motivations towards their studies, the motivation among first year nursing students goal and the
future time perspective theories were combined. The result of the study showed that the students
could be motivated by the present studies leading to the future utilities as registered nurses and
that both present and the future might be regulated internally or externally. These dimensions of
a goal have different influence on motivation. Students who are internally regulated were more
task-oriented and attracted in the course and performed well. Students who are externally
regulated used more avoidance ego goals, were less interested and performed worse. Those
students, who also find the courses practical for the future, not only for the training but also they
are motivated and attained better result, than those students who found the courses just relevant
for training (Wilson, 2008).
Important Points Concerning Motivation
The principle of motivation states that the learner must be motivated before learning
takes place. This fact suggests the desirability of studying the way in which concepts goals and
needs engendered in the learner. Motivation is basic to learning through a proper motivation.
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Motives compel the learner to act or to react. Motivation of learning is more efficient when it is
directed by strong motivational pattern. Continuous motivation is essential in developing
concentration of attention.(Gregorio 2000).
Students motivation naturally has to do with students desire to take part in the learning
process. But it also concerns the reasons or goals that underlie their involvement or non-
involvement in academic activities. Although students may be similarly motivated to perform a
task, the sources of their motivation may differ.
A student who is intrinsically motivated undertakes an activity for its own sake for the
enjoyment it provides, the learning it permits or the feelings of accomplishment it evokes
(Lepper, 1988)
An extrinsically motivated student performs in order to: attain some reward or avoid
some punishment external to the activity itself. such as grades, stickers or teacher approval.
(Lepper, 1988)
Even if motivation is elevated, this may not be reflected in the performance, perhaps
because of hindrances, such as lack of capability or preparation, inadequate materials,
machinery, aids and tools, an unsuitable strategy for doing the job, a system and organizational
environment which are not helpful to continuous improvement, etc.
INTRINSIC AND EXTRINSIC MOTIVATION
Motivation can be seen as an intrinsic or extrinsic factor. Enjoy learning for its own sake
or positive feedback on learning outcomes are example of intrinsic motivation. Accordingly,
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there is a built-in pleasure for the activity itself. Intrinsic motivation is the internal desires to
perform a particular task, people do certain activities because it gives them pleasure, develops a
particular skill while extrinsic motivations are factors external to the individual.
In a study of self- efficacy, intrinsic and extrinsic motivations as predictors for students
engage in academic work.
Intrinsic Motivation
Intrinsic motivation is an internal stimulus to learning. It is based on the motives that
every individual strives to satisfy. Motives are intrinsic, or within the person. They have their
roots in needs and drives. Motives refer to drives that exercise behaviors. Motives are thoughts,
feelings, or conditions that cause one to act. Motives are highly individualized. They belong to
the students and they have energizing function. The desire for knowledge, the desire to explore
and the desire to construct are the most common forms of intrinsic motivation. Interest of the
learner in a subject matter is an internal desire to do better work. In intrinsic motivation the
students work are not on the focus of external rewards, but for personal satisfaction that comes
with accomplishment. Good motivation aims when the motive for doing the act lies within the
act.
The students who are intrinsically motivated carries out an action for the learning it
permits and engage for the enjoyment in the learning process without considering its
consequence. They take advantage of a given opportunity and show intense effort and
concentration in the implementation of learning process. Also, they reveal positive emotions
such as excitement, enthusiasm, interest, and optimism during learning. (ezinearticles.com)
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Students are likely to be intrinsically motivated if they: attribute their educational results
to internal factors that they can control (e.g. the amount of effort they put in), believe they can be
effective agents in reaching desired goals (i.e. the results are not determined by luck), and are
interested in mastering a topic, rather than just rote-learning to achieve good grades. Motivation
is based on three specific aspects such as the arousal of behavior, the direction of behavior, and
persistence of behavior. Arousal of behavior involves what activates human behavior and
direction of behavior is concerned with what directs behavior towards a specific goal. Persistence
of behavior is concerned with how the behavior is sustained.
Advantages: Intrinsic motivation can be long-lasting and self-sustaining. Efforts to build
this kind of motivation are also typically efforts at promoting student learning. Such efforts
often focus on the subject rather than rewards or punishments.
Disadvantages: On the other hand, efforts at fostering intrinsic motivation can be slow to
affect behavior and can require special and lengthy preparation. Students are individuals, so a
variety of approaches may be needed to motivate different students. It is often helpful to know
what interests one's students in order to connect these interests with the subject matter. This
requires getting to know one's students. Also, it helps if the instructor is interested in the subject
to begin with. (Matt DeLong and Dale Winter, Learning to Teaching and Teaching to Learn
Mathematics: Resources for Professional Development, Mathematical Association of America,
2002, page 163.)
In fact, several theorists such as Combs (1982) or Purkey & Stanley (1991) maintain that
there is only a single kind of intrinsic motivation. That motivation is one that can be described
as engaging in activities that enhance or maintain a person's self-image or concept of oneself.
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Other theorists such as Malone and Lepper (1987) define self motivation in broader and perhaps
more useful terms. Malone and Lepper believe that motivation is simply what people will do
without external influence. Said another way, self motivation or intrinsically motivating
activities are those in which people will partake in for no reward other than the enjoyment that
these activities bring them.
Extrinsic Motivation
This type of motivation is an external stimulus to learning activity. Praises and rewards
are some of the more common types of extrinsic motivation. Extrinsic motivation is based on
incentives external rewards. The extrinsic motivation, students are encourage to do good college
work by such prizes and privileges.
Extrinsic or external motivation is the term used to describe external factors that
stimulate individual. The concept of externally motivating someone is not at odds with the fact
that motivation comes from within. The point here is that it is possible to provide others with
situations or an external environment that is motivating. The students who are extrinsically
motivated carries out an action in order to obtain rewards or to avoid punishments from external
source. Extrinsic referred to as social motivations include parents influence, peers influence,
and media influence. (Motivation Theory and Leadership 2006 - 2007 Money-Zine.com)
Extrinsic motivators include parental expectations, expectations of other trusted role
models, earning potential of a course of study, and grades (which keep scholarships coming).
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Advantages: Extrinsic motivators more readily produce behavior changes and typically
involve relatively little effort or preparation. Also, efforts at applying extrinsic motivators often
do not require extensive knowledge of individual students.
Disadvantages: On the other hand, extrinsic motivators can often distract students from
learning the subject at hand. It can be challenging to devise appropriate rewards and punishments
for student behaviors. Often, one needs to escalate the rewards and punishments over time to
maintain a certain effect level. Also, extrinsic motivators typically do not work over the long
term. Once the rewards or punishments are removed, students lose their motivation. Matt
DeLong and Dale Winter, Learning to Teaching and Teaching to Learn Mathematics: Resources
for Professional Development, Mathematical Association of America, 2002, page 163.
Students self-efficacy beliefs their confidence in their educational and vocational
prospects shape the occupational options they consider and the way they prepare for careers.
These beliefs and aspirations are often influenced by parents own self-efficacy beliefs and
aspirations (Bandura, Barbaranelli, Caprara, & Pastorelli, 2001; Bandura et al, 1996). Parents
Values regarding academic achievement influence adolescents values and occupational goals
(Jodl, Michael, Malanchuk, Eccles, & Sameroff, 2001).Moreover, gender also may have an
influence. A 1192 report by the American Association of University Women (AAUW)
Educational Foundation claimed thet the schools short-change girls by steering them away from
science and math and into gender-typed pursuits. Six years later, a follow up study reported that
girls were taking more science and math than before and doing better in those subjects.
According to the National Center for Education Statistics (1997), male and female high school
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seniors are now equally likely to plan careers in math or science (AAUW Educational
Foundation, 1998b; Weinman 1998).
Parents Influence
Over the years, research has moved from examining family demographics and their
relationships to career development to examining the dynamics of family interactions. One
consistent finding in research suggests that adolescents own aspirations are influenced by their
parents aspirations or expectations for them. When adolescents perceive their parents to have
high educational expectations for them, adolescents are likely to have higher aspirations for
themselves. A (1998) Sylvan Learning Center report indicates that parents and childrens views
about career aspirations are more compatible than incompatible. Parents are influential figures
with whom, whether intentionally or unintentionally, children become aware of and get exposed
to occupations or career opportunities and implied expectations (Taylor et al, 2004). Overall,
research supports the influence of parental expectations and aspirations on the career decisions
and aspirations of their children. These expectations lay a foundation for parents behaviors and
interactions with their children, which then indirectly or directly influence choices they make in
the future (Taylor et al, 2004).
Parents Educational Attainment
The most common place observation in the study of educational stratification and
mobility is that how far an individual goes in school is strongly associated with how far his or
her parents have gone in school. Although the reasons for this association are the subject of a
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rich field of investigation and the strength of the association varies across time and place, the
positive correlation of parents and offsprings educational attainments is nearly universal.
Whereas early studies of educational inequality focused on educational attainment as a status,
typically measured by total years of schooling attained, (Duncan 1965; 1967; Blau and Duncan
1967; Hauser and Featherman1976) more studies that are recent have assumed that schooling is a
dynamic process. The process is conceived of and measured as a sequence of school transitions
between levels of schooling, whether measured as years of school completed or enrollment in
major organizational divisions of school systems (e.g., Duncan 1968; Mare 1980, 1981a; Shavit
and Blossfeld 1993; Breen and Jonsson 2000). Typically, mothers and fathers schooling in the
same way as offsprings schooling measure as highest grade of school completed, and estimate
their linear effects on the log odds of school continuation. It is widely recognized that parents
aspirations for their offsprings socioeconomic achievements are heavily conditioned by their
own accomplishments. Parents desire and expect that their children will grow up to achieve at
least as high a standard of living as they themselves enjoy and that educational attainment is the
primary avenue to socioeconomic success. In an era of secularly rising average levels of
educational attainment, one criterion of successful parenthood is for children go at least as far in
school as their parents. Moreover, theorists of educational inequality suggest that parents
educational attainments set a floor for the attainments of their offspring because individuals face
psychic costs to downward intergenerational mobility (Boudon 1974; Breen and Goldthorpe
2000; Breen and Yaish ).
Peer Influence
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Peers have also been shown to have an effect on decision. While the effect of peers on
vocational choice is reliant upon gender and social class, research point out that boys tend to
rank peer influence low when it comes to choice. Also, there is verification that lower class boys
who attend middle class schools tend to have higher aspirations than do lower boys who attend
lower class schools (Adams, 1980)
Media Influence
These results relate to how the media depict nurses and the nursing profession. Thirty-
two (25%) participants stated that the media presented a negative view of nursing. In
comparison, only 6 (4.8%) participants stated that the media projected a positive perspective.
This view shows how media affects students in choosing nursing as a degree of course. Boudon
1974; Breen and Goldthorpe 2000; Breen and Yaish ).
Local Literature
Motivation
There are different reasons why Filipinos would want to go abroad especially those in the
medical field. Some prefer to go abroad because of high salary. Filipinos are motivated to get a
better quality life. It may be difficult for a health professional to but a new house and car, as well
as easily purchase a digital camera, television set, personal computer and the like here in the
Philippines. By working overseas, their dream of owning a car can be fulfilled (Cruz, 2004;
Tapaoan, 2004). Most MD-RNs prefer going to the US to realize the American Dream, just
like most other immigrants. The goal to improve ones life is worth all the effort (Saha, 2004).20
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Nurses based in cities around the Philippines can earn from P8,500 (US $155) to P16,500
(US $300) per month. While nurses based of rural areas can earn only between P3, 500 (US $64)
and P5, 500 (US $100) monthly. And even in private hospitals around Metro Manila, the
accounts of nurses only earning P2,500 (US $45) to P3,000 ( US $55). The Republic Act 9173
states that P13,00 ( US $245) should be the minimum basic pay of nurses.
On the other hand, if we compare the salary of doctors and the salary of nurses here in the
Philippines, the doctors definitely have a higher salary. But why do more and more people in the
medical profession change career paths and why do some prefer nursing over medicine? When
we consider nursing and the medical professions, there are people who prefer the nurses kind of
work since it is more in tune with the patient in terms of providing care. It follows a more
holistic approach as compared to medicine that is more concerned with the pathophysiology of
disease and its medical management. The needs of the patient are more often neglect by doctors.
One respondent added, Nursing makes me feel complete in taking care of patients. Another
said that nursing has made him a better doctor.
Another factor is the lack of faith in the Philippines. Many are disgusted with what is
happening in the country uncontrolled corruption and poor peace and order. The country is also
in hopeless economic state: the peso falls and the cost of living continue to go up. Nursing is the
road to migration of families abroad, away from the Philippines, away from the land of lost
opportunities (Manalansan and Azurin, 2003)
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There are two categories of Filipino nurses overseas based on their status in their host
country. First, immigrant nurses who live overseas as permanent residents who may even
become citizen of their host countries, depending on existing citizenship laws, and the other
category being temporary migrant or OFW nurses whose stay in their host countries are entirely
dependent on their employment contracts.
Filipino emigrant nurses may be classified as economic migrants, career migrants, or
migrant family member; Economic migrant go overseas because they are drawn to a better
standard of living, while career migrants are attracted by enhanced professional opportunities.
Migrant family members going overseas brought about by migration of a family member, spouse
or partner. In this case, the nursing qualification usually facilitates their overseas immigration.
(Manalansan and Azurin, 2003)
Foreign Literature
Academic Performance
In educational institutions, success is measured by academic performance, or how well a
student meets standards set out by the institution itself. As career competition grows ever fiercer
in the working world, the importance of students doing well in school has caught the attention of
parents, legislators and government education departments alike. Although education is not the
only road to success in the working world, much effort is made to identify, evaluate, track and
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encourage the progress of students in schools. Parents care about their child's academic
performance because they believe good academic results will provide more career choices and
job security. Schools, though invested in fostering good academic habits for the same reason, are
also often influenced by concerns about the school's reputation which can hinge on the overall
academic performance of the school. State and federal departments of education are charged with
improving schools, and so devise methods of measuring success in order to create plans for
improvement. The tracking of academic performance fulfills a number of purposes. Areas of
achievement and failure in a student's academic career need to be evaluated in order to foster
improvement and make full use of the learning process. Results provide a framework for talking
about how students fare in school, and a constant standard to which all students are held.
Performance results also allow students to be ranked and sorted on a scale that is numerically
obvious, minimizing complaints by holding teachers and schools accountable for the components
of each and every grade. Performance in school is evaluated in a number of ways. For regular
grading, students demonstrate their knowledge by taking written and oral tests, performing
presentations, turning in homework and participating in class activities and discussions. Teachers
evaluate in the form of letter or number grades and side notes, to describe how well a student has
done. At the state level, students are evaluated by their performance on standardized tests based
on a set of achievements students are expected to meet. (ehow.com)
As stated by Eric Clearinghouse on Educational Management, Eugene, Oreg, in 1994
although students motivational histories go together with them into each new classroom setting,
it is necessary for facilitators to view themselves as active socialization agent capable of
stimulating students motivation to learn (Brophy 1987).
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Different task dimensions can also promote motivation to learn. Ideally, tasks should be
challenging but achievable. Relevance also promote motivation, as does contextualizing
learning, that is, helping the students to distinguish how skills can be applied in the real world
(Lepper). Tasks that consist of a moderate amount of discrepancy or integrity are favorable
because they arouse the students inquisitiveness, an intrinsic motivator (Lepper).
In addition, defining tasks in terms of specific, short term goals can assist students to
associate effort with success (Stipek 2000). The verbal noting of the purposes of the specific
tasks when presenting to the students is also beneficial (Brophy).
While extrinsic rewards, should be used with caution, for they have the potential in
decreasing intrinsic motivation. To encourage motivation to learn, practices should stress
learning, task, mastery and effort (Maehr and Midgley) rather than relative performance and
competition.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter includes research method, locale of the study, subject of the study, data
gathering procedure, validation of instrument and statistical treatment of the Data.
Research Method
The study involved a descriptive correlational design to obtain necessary information
about the study. Information was collected through structured questionnaires (frequency method)
composed primarily of extrinsic and intrinsic factors that determined the career motivation of the
respondents. The respondents of the study includes all the first year nursing students of San Juan
de Dios Educational Foundation Incorporated, College during school year 2009-2010, with a
total population of 75 students.
Locale of the Study
The San Juan de Dios Educational Foundation, Inc can be found at Roxas Boulevard,
Pasay City. Its College of Nursing was established in the year 1913. They are generally
acknowledged as one of the schools who produce competitive nurses and always have high
passing rate in the Nursing Licensure Examinations. As early as second college, their nursing
students were exposed to the hospital for their training. Their faculty has well experienced
Clinical instructors, which educates the students in lectures and during their duties at the
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hospital. Despite of having San Juan de Dios Hospital as their base of hospital, they also affiliate
at Philippine Orthopedic Center, San Lazaro Hospital and National Center for Mental Health.
Subjects of the Study
This study is focused to all first year nursing students of San Juan de Dios Educational
Foundation Inc., with a total population of 75 students. The respondents must be currently
enrolled in the program of Bachelor of Science in Nursing of San Juan de Dios Educational
Foundation Inc., school year 2009-2010, regardless of age and gender, in the first semester.
Data Gathering Procedure
The main purpose of the researchers is to determine the motivational factors of the first
year nursing students and its effects on their level of academic performance during midterm and
final term of the first semester. The researchers used questionnaires to gather the information
needed.
The respondents include all the first year nursing students of San Juan de Dios
Educational Foundation Inc. with a total population 75 students during school year 2009-2010.
The permission of the Nursing Department and the first year nursing students will be elicited
allowing the researchers to gain access to their midterm grade and final grades in the first
semester.
The researchers will get approval from the Dean of College of Nursing. After the
approval of the dean, the researchers will disseminate the tool to the selected first year nursing
students. The researchers will also get the approval from the Chair of Social Sciences, Language
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and Literature, Religious Education, College of Nursing, and Mathematics and Natural Science
to obtain the midterm grade and final grades of the students.
The research tools will be collected and reviewed to be interpreted. The researchers will
able to classify the respondents if the students were intrinsically and/or extrinsically motivated.
Validation of the Instrument
The researchers will use structured questionnaires for the gathering of data to determine
the motivational factors of the first year nursing students of SJDEFI. The questionnaire included
20 different intrinsic and extrinsic motivational factors that were combined randomly. Questions
adapted from previous thesis study.
The questionnaire composed 20 different intrinsic and extrinsic motivational factors that
influenced the high and low performing that were combined randomly. Questions were obtained
from different books, articles and web sites on the internet.
The questionnaire is composed of 10 intrinsic and 10 extrinsic factors that motivated
them to take up nursing. All the odd numbers are intrinsic factors and all even numbers are
extrinsic factors. The respondents will choose from 1-5 wherein it will indicate the extent to
which of the following reasons that influenced them in taking up nursing course. Wherein 5- to
very high extent, 4- to a high extent, 3- to a moderate extent, 2- to a limited extent, and 1- not at
all. The researchers will total up the scores of all odd and even numbers. If the student got a high
score on all odd numbers, the student will be considered intrinsically motivated. If the students
got a high score on all even numbers, then the students will be considered extrinsically
motivated. The results will determine the motivational factors between high and low performing
first year nursing students.
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The research tool will be tested at San Juan de Dios Educational Foundation Inc wherein
11 fourth year nursing students will gather data using the sample questionnaires to test the
appropriateness of the toll for the study.
Statistical treatment of the Data
Ungrouped frequency distributions, percentage distributions, weighted mean, and One-
Way Analysis of Variance (ANOVA) are the statistical treatments that will be use by the
researchers for the interpretation and analysis of data and testing of hypothesis.
Ungrouped frequency distribution use to display the midterm and final grades of the first
year nursing students of San Juan de Dios Educational Foundation Incorporated during their first
semester of school year 2009- 2010.
Percentage distribution use to utilize to present the percentage of students who were
intrinsically and extrinsically motivated.
Weighted mean is use to determine whether the student is intrinsically or extrinsically
motivated in taking up nursing by their scores in the questionnaires.
One- Way ANOVA is use to present the significant differences on the motivational
factors base (intrinsic and extrinsic factors) on the academic performance of high and low
performing first year nursing students .
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