Motivational Factors in Relation to High and Low Academic performance of the Nursing

Students of San Juan de Dios Educational Foundation Inc., College

A Thesis

Presented to the

San Juan de Dios Educational Foundation Inc.

2772 2774, Roxas Blvd, Pasay City,Philippines

In Partial Fulfillment

of the Requirements for the Degree of

Bachelor of Science in Nursing

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Students develop confidence in many ways with their academic performance. The

perceptions of the students on their performance deal with their studies and accomplish task

which increases their achievement orientation and motivation.

Adequate motivation of the students provides energy that makes it possible for their

learning to occur 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. Low academic performing students characterized with low motivation, while high

performing student are those with high motivation. Students 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 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.

Motivation is one of the principal factors influencing the high and low academic

performing students or the outcome on the education. 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 student’s

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motives to deal with their studies and how they cope with or accomplish different tasks given to

them. 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.

Achievement values include whether the student likes a task, the importance the

individual attaches to a task and the potential usefulness of the task. Attitudes toward school may

consist of high and low academic performing students characterized by positive feelings and/or

negative feelings toward their studies. High achieving students exhibit more positive academic

self-perceptions, motivation, goal evaluation, attitudes toward school, and attitudes toward

teachers. Students are self-regulated in which they are cognitively, motivationally, and

behaviorally active participants in their own learning. Student’s self-generated thoughts, feelings,

and actions which they are systematically oriented toward the attainment of goals. They use

internalized self-regulatory strategies helps them to achieve and engage in learning opportunities

and take advantage of the teaching practices that take place or that they create opportunities for

their own learning. However, low performing students may lack of motivation, self-regulation

skills, or a combination of the two traits. They are inconsistent in ability and performance

(achievement). Factors commonly associated include low academic self-concept, low self-

efficacy, low self-motivation, low goal-valuation, and negative attitude toward school and low

perceived control.

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Background of the Study

The study was chosen by the researchers upon encountering the problems of nursing

students in terms of their academic performance in San Juan de Dios Educational Foundation

Inc., College. The study would like to identify the reasons affecting the student’s school

performance.

The researchers would like to determine how second year nursing students perform

according to their motivations and how it will affect their academic performance. The study will

determine the motivations that drive a high performing student and motivations of a low

performing student. Thus, through identifying the motives would be a help to their school

progress and be able to continue their improvement and work out on their weaknesses. In

addition, researchers would like to perceive and develop how school can produces quality, well

screened students.

Being part of the SJDEFI community, the researchers would like to impart and contribute

to the schools effective functioning. The study aims to enhance and improve the academic

performance of high and low performing students in relation to their motivational factors.

Theoretical Framework

According to Deci and Ryan(2002), 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 individual’s behavior is self-endorsed and self-determined. It distinguishes between different

types of motivation based on the different reasons or goals that give rise to an action. The most

central distinction is between intrinsic motivation and extrinsic motivation. 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.

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Theory differentiated between intrinsic and extrinsic motivation played in an individual’s

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 own

behavior. It includes the need to experience one’s actions as result of self or own choice.

Hence, in the relation to the present study, the SDT or theory of human motivation will

be used in the study of motivational factors of high and low performing nursing students in

relation to their academic performance, whether they are influence by intrinsic and/ or extrinsic

factors. Motivational factors may or may not influence their academic performance. The study

would help the high performing students to maintain or enhance their academic performance,

while low performing will help them to improve their performance, in relation to their

motivational factors.

Conceptual Framework

Figure 1. Diagram of Research Paradigm

The motivational factor of the students arouses and sustains their action toward a desired

goal, classified as intrinsic or extrinsic. Intrinsic motivational factors are factors came from

within. These were composed of desire to learn due to their interests, for self-fulfillment,

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Motivational Factors

Intrinsic

Extrinsic

Academic Performance

High

LOw

enjoyment and to achieve a mastery of the subjects. 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

one’s self esteem. On the other hand, extrinsic motivational factors came from external or

outside. These were composed of parental, peers, media influence and rewards such as high

salary or opportunity going abroad.

The motivational factors which can be intrinsically and/or extrinsically motivated help

the students on their level of academic performance to concentrate which can be resulted to as

high and low performance. High achieving students exhibits self-generated thoughts, feelings,

and actions which they are systematically oriented and motivated towards the attainment of

goals. However, low performing students may lack of motivation. They are inconsistent in ability

and performance (achievement). Factors commonly associated include low academic self-

concept, low self-efficacy, low self-motivation, low goal-valuation, and negative attitude toward

school and low perceived control.

Thus, students can be classified as high and low on their level of academic performance

through the influenced of their motivational factors, whether they are intrinsically and/or

extrinsically motivated.

Statement of the Problem

This study will determine the intrinsic and/or extrinsic motivational factors of the first

year nursing students of San Juan de Dios Educational Foundation Inc., school year 2008- 2009

in relation to their level of academic performance. This study aims to answer the following

questions:

1. What percentage of the respondents are high and low performing when grouped

according to motivational factors?

2. To what extent do the motivational factors influence the respondents to take up

nursing?

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3. Is there a significant relationship between the motivational factors and level of

academic performance of the respondents?

Hypothesis

HO: There is no significant relationship between motivational factors of high and low

performance of the second year nursing students?

Ha: There is a significant relationship between motivational factors of high and low academic

performance of the second year nursing students.

Scope and Delimitation

The respondents will be selected from 160 second year nursing students school year

2009- 2010 classified as high and low performing students during their first year level in San

Juan de Dios Educational Foundation Inc., school year 2008- 2009. The students are officially

enrolled in the program of Bachelor of Science in Nursing regardless of age and gender in the

first semester. The students classified as high performing with an average grade of 85% and

above while low performing students with an average grade of 75 to 79%. The permission of the

Nursing Department and the second year nursing students will be gathered to allow the

researchers to gain access to their final grades in the first and second semester during the said

year. The study aims to identify the intrinsic and/or extrinsic motivational factors in relation to

the level of academic performance of the students. The researchers will select respondents

through sampling technique method. Descriptive correlational design will be used to obtain

necessary information about the respondents. The said respondents will be randomly chosen.

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Significance of the study

To the Students

The study will determine the motivational factors among second year nursing students

that influence or affect their academic performance. This study would help the low performing

students to improve their academic performance, while high performing students will encourage

more in to maintain and further improve their academic performance, thru developing a

favorable behavior towards the learning process 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 children in order for them to be

aware of the factors influencing them on their academic performance. It will help the parents to

guide and support their children to improve their performance toward their study in relation to

their identified motivational factors.

To the Department-College of Nursing

This study would help the educators 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.

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Definition of Terms

Motivation is 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 their action. There are two types: intrinsic and extrinsic motivation.

-Intrinsic Motivation is motivation that comes from inside an individual rather than

from any external or outside rewards, such as money or grades. The motivation of the student

comes from the pleasure gets from the task itself or from the sense of satisfaction in completing

or even working on a task.

-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 is an action, task or operation and progress of students in school

Final Grade refers to the average grade in the first and second semester of the students during

their first year level of school year 2008- 2009 and who are currently enrolled in San Juan de

Dios Educational Foundation Inc., College

High performing students included students with an average grade of 85% and above which

exhibit more positive academic self-perceptions, motivation/self-regulation, goal evaluation,

attitudes toward school, and attitudes toward teachers. They are self-regulated in which they are

cognitively, motivationally, and behaviorally active participants in their own learning.

Low performing students included students with an average grade of 79% and below are lack

of motivation, self-regulation skills, or a combination of the two traits. They are inconsistent in

ability and performance (achievement). Factors commonly associated include low academic self-

concept, low self-efficacy, low self-motivation, low goal-valuation, and negative attitude toward

school and low perceived control.

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Chapter 2

REVIEW OF RELATED LITERATURE

Motivation towards studies is a question of energy, such as process starting, sustaining

and directing student’s 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

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 student’s study behavior. On the other hand, motivation in

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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 et al.,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.

According to Ryan and Deci’s 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. The individual’s behavior is self-endorsed and

self-determined. It distinguishes between different types of motivation based on the different

reasons or goals that give rise to an action. 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 own behavior. It includes the need to experience one’s actions as

result of self or own choice.

On the other hand, Stephen Moulton’s Multifactor Motivation Theory (2007) says that

people are motivated to do things because they desire to and not because others think it 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 children’s decisions even in today’s

society, with the influence of television, peers and internet.

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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-RN’s 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).

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 nurse’s 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.

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)

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

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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).

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.

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).

Student’s motivation naturally has to do with student’s 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, 1991)

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, 1991)

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.

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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,

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

student’s 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)

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

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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.

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.

Other theorists such as Malone and Lepper (1991) 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 parent’s influence, peer’s 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).

(DeLong and Dale Winter,2002)

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Student’s 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 parent’s own self-efficacy beliefs and

aspirations (Bandura et al, 1996). Parent’s Values regarding academic achievement influence

adolescent’s values and occupational goals (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

seniors are now equally likely to plan careers in math or science (AAUW Educational

Foundation, 1998b; Weinman 1998).

Parent’s 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 children’s’ 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).

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Parent’s 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

rich field of investigation and the strength of the association varies across time and place, the

positive correlation of parents’ and offspring’s 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, mother’s and father’s schooling in the

same way as offspring’s 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 offspring’s 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

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

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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 ).

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

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

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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 student’s 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 … student’s motivation to learn” (Brophy 1987).

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 student’s 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.

High and Low Performing Students

Students develop confidence in many ways with their academic performance. Perceptions

of the students about their performance, deals with their studies and copes with different tasks in

school. Valuing learning, and believing in the importance of the task increases their achievement

orientation and motivation.

Application of energy and effort of students toward attaining a goal (diligence) or the

student’s ability to reach goals (achievement) would provide a powerful prospective mechanism

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to the level of academic performance. It is likely that high performing students are engaged in

learning opportunities and take advantage of the teaching practices for their own learning.

(Konstantoupoulos). Students comprise self-generated thoughts, feelings, and actions which are

systematically towards the attainment of their goals. They are cognitively, motivationally, and

behaviorally active participants in their own learning (Zimmerman, 1994). Likewise, students

value the goals associated with school which consists of the enjoyment that a task brings. They

tend to develop confidence in many ways, and those who are confident about their skills are

more likely to engage in a variety of learning. The perceptions students have about their skills

influence the types of activities they select, how much they challenge themselves at those

activities, and the persistence they exhibit once they are involved in the learning process

(Schunk,1994). Attitudes toward school consist of the students' self-reported interest in and

positive feelings toward school. Low performing students are inconsistent in ability and

performance (achievement). Factors commonly associated include low academic self-concept,

low self-efficacy, low self-motivation, low goal-valuation, and negative attitude toward school

and low perceived control.They lack of motivation, self-regulation skills, or a combination of the

two traits (Thorpe,1994). Underachievers appear to display negative attitudes toward school

(Diaz, 1998). They often exhibit low self-concept or low self-efficacy (Supplee et al., 1990).

Grading System in San Juan De Dios Educational Foundation

The grades of the students are computed in accordance with the prescribed norms and

standards established by the college. The college adopts the following grading system: 30% for

class standing, 30% for average quizzes or long examinations, and 40 % for major examination

(midterm and final examinations).

Class Standing

The e basis of a student’s grades and credits in any subject is not only based on the results

of his/her examination but also on the totality of his/her efforts. Class Standing includes 10%

class recitation or participation, 10% of laboratory experiments or special projects such journal

reports, case studies, reaction papers or reports, 5% for conduct and 5% on attendance.

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The average grade from the midterm period plus the average grade from the final period

shall determine the final total grade or credit of the student in a particular subject.

For subjects with lecture and laboratory units, the 60%-40% grading scheme shall be

followed. This means that 60% of the student’s final grade shall be taken from the lecture grade

and 40% of the students’ final grade shall be taken from the laboratory grade. Sum of these shall

be the students’ total final grade for the particular subject.

The official passing grade of the college is 75% and above. A student who gets an

average grade of 74% and below as his/her total final grade shall be marked as Failurre (F).

Any provisional or temporary grade at the end of the semesteror term for sny curriculum

subject which is still subject to conversion into another grade such as “conditional” shall not be

allowed.

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Chapter 3

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 involves a descriptive correlational design to obtain necessary information

about the study. Information will be collected through structured questionnaires (frequency

method) composed primarily of extrinsic and/or intrinsic factors that determined the motivation

of the respondents.

Locale of the Study

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 year college, their nursing students were

exposed to the hospital for their training. Their faculty has well experienced Clinical instructors,

who educate the students in lectures and during their duties at the 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, Ospital ng Sampaloc, Jose

Fabella Memorial Hospital and Parañaque Community Hospital.

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Subjects of the Study

The respondents will be selected from 160 second year nursing students classified as high

and low performing in academic performance were grouped according to motivational factors

during their first year level in San Juan de Dios Educational Foundation Inc., school year 2008-

2009. The students classified as high performing with an average grade of 85% and above, while

low performing students with an average grade of 79% and below. 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

and second semester. The said respondents will be selected through sampling tecnique

Data Gathering Procedure

The main purpose of the researchers is to determine the intrinsic and/or extrinsic

motivational factors in relation to high and low academic performing students during their first

year level of school year 2008- 2009. The respondents will be selected out of 160 students

through stratified sampling technique. Structured questionnaires will be used to gather the

information needed as regards to the motivational factors affecting the students. Intrinsically

motivated students have desire to learn due to their interests, for self-fulfillment, enjoyment and

to achieve a 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 final grade in the first and second semester during the said year.

The researchers will able to classify if the high and low performing students whether

intrinsically and/or extrinsically motivated.

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Research Instrument

The researchers will use structured questionnaires for the gathering of data to determine

the motivational factors of the selected second year nursing students of SJDEFI. The

questionnaire included 20 different intrinsic and extrinsic motivational factors that were

combined randomly. The tool adapted from previous thesis study entitled: “Career motivation

and Academic Performance of First Year Nursing Students of SJDEFI, by BSN 4E group 10

School Year 2008- 2009.”

The questionnaire is compose of 20 different intrinsic and extrinsic motivational factors

that influenced the high and low performing that were combined randomly. It is composed of 10

intrinsic and 10 extrinsic factors that motivated them to take up nursing. All 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 students.

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Statistical treatment of the Data

Grouped frequency distributions, percentage distributions, weighted mean, and Pearson r

are the statistical treatments that will be used by the researchers for the interpretation and

analysis of data and testing of hypothesis.

Grouped frequency distribution use to display the final grades in the first and second

semester of the second year nursing students of San Juan de Dios Educational Foundation Inc.

Percentage distribution will be used to present the percentage of the respondents

classified as high and low when grouped according to intrinsic and extrinsic factors.

Weighted mean will be used to determine whether the high and low performing student is

intrinsically and/or extrinsically motivated.

.

Chi chart is use to present the significant relationship between the motivational factors

and level of academic performance of the respondents.

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BIBLIOGRAPHY

Herman Gregorio, Principles and Methods of TeachingGarotech Publishing, 2000, pp. 105- 110

Matt DeLong and Dale Winter, Learning to Teaching and Teaching to Learn Mathematics: Resources for Professional Development, Mathematical Association of America, 2002, page 163.

Bonito, S. (2005) Status of Filipino Nurses in Foreign EmploymentPhilippine Journal of Nursing 75 (2), 2-4

Harackiewicz, J. M. (2001), Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706 72.

Bandura, A. (2001). Social Cognitive Theory: And Angetic. Annual Review of Psychology, 54(1), 1-26. Taylor et al., (2004), Evaluating a model of parental influence on youth physical activity. American Journal of Preventive Medicine 2003, 25:277-282

Goldthorpe, J. (2000. ) in On Sociology (Oxford Univ. Press, Oxford), pp. 137-160.Stephen Moulton, Multi Factor Motivation Theory, 2007

Jonsson (2000), Understanding Educational Inequality. The Swedish Experience', L'Année sociologique, Vol. 50, No. 2, pp. 345 - 382.

Sameroff, A. (2001). Psychosocial, motivational, and contextual profiles of youth reporting different patterns of substance use during adolescence. American Educational Research Association, Seattle, WA. pp. 38- 45

Deci, E., & Ryan, (2002). Handbook of self-determination research. Rochester, NY:University of Rochester Press combs 1982 and purkey and Stanley 1991

Lepper, M.R. & Hodell, M. (1991). Intrinsic motivation in the classroom. In C. Ames & R. Ames, Research on Motivation in Education: Goals and Cognitions (Vol 3). New York: Academic Press.

BSN 4E group 10 (2008) , “Career motivation and Academic Performance of First Year Nursing

Students of SJDEFI, School Year 2008- 2009.”

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http:/ www.wikipedia.com

http:/ www.freelibrary.com

http:/ www.msu.edu

http:/www.biomedcentral.com

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http:/www.yahoo.com

http:/www.googles.com

http:/www.askjeeves.com

http:/www.ezinearticles.com

http://education.calumet.purdue.edu

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QUESTIONNARE

San Juan de Dios Educational Foundation Inc.2772-2774 Roxas Blvd., Pasay City

Student no. ______Section: _______

Direction: Indicate the extent to which the following reasons influenced you to take up Nursing.

5 – to a very high extent4 – to a high extent3 – to a moderate extent2 – to al limited extent1 – not at all

5 4 3 2 11. I see nursing as a caring profession2. My parents influenced me to take up nursing. 3. I perceived nursing as a challenge.4. I took up nursing because my friends do so.5. I took up nursing because I want to render quality care

to those who are ill6. I took up nursing because of the high salary.7. I believe that becoming a nurse is my destiny.8. I took up nursing because it’s in demand in the

Philippines and abroad.9. Becoming a nurse is my dream.10. I have plans of working abroad.11. I believe that Filipino nurses are good in rendering care.12. I took up nursing because I want to uplift my status in

life.13. I want to uplift my self esteem.14. Medical course runs to my family.15. I want to challenge myself.16. I took up nursing only because I want to flaunt my white

uniform.17. Nursing fits my personality.18. Nursing is the course that I will support on.19. I have what it takes to finish the course.

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20. The media shows nursing as an exciting job.

Motivational Factors Rank Weighted Mean Interpretation

1. I see nursing as a caring profession

2 4.25 To a very high extent

2. My parents influenced me to take up nursing.

9 3.64 To a high extent

3. I perceived nursing as a challenge.

5 4.06 To a high extent

4. I took up nursing because my friends do so.

19 2.16 To a limited extent

5. I took up nursing because I want to render quality care to those who are ill

3 4.18 To a high extent

6. I took up nursing because of the high salary.

11 3.59 To a high extent

7. I believe that becoming a nurse is my destiny.

17 3.08 To a moderate extent

8. I took up nursing because it’s in demand in the Philippines and abroad.

14 3.28 To a moderate extent

9. Becoming a nurse is my dream. 4 4.15 To a high extent

10. I have plans of working abroad.

6 4 To a high extent

11. I believe that Filipino nurses are good in rendering care.

1 4.43 To a very high extent

12. I took up nursing because I want to uplift my status in life.

8 3.74 To a high extent

13. I want to uplift my self esteem. 7 3.79 To a high extent

14. Medical course runs to my family.

18 3 To a moderate extent

15. I want to challenge myself. 10 3.61 To a high extent

16. I took up nursing only because I want to flaunt my white uniform.

20 2.01 To a limited extent

17. Nursing fits my personality. 15 3.15 To a moderate extent

18. Nursing is the course that I will support on.

12 3.57 To a high extent

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19. I have what it takes to finish the course.

13 3.37 To a moderate extent

20. The media shows nursing as an exciting job.

16 3.14 To a moderate extent

1. To what extent do the motivational factors influenced the respondents to take up nursing?

4.3-5 To a very high extent Intrinsic- 117 students3.5-4.2 To a high extent Extrinsic- 39 students2.7-3.4 To a moderate extent1.9-2.6 To a limited extent1.0-1.8 Not at all

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