LEARNING MOTIVATION OF HOLY CROSS SOCIAL WORK STUDENTS AND ITS

RELATIONSHIP WITH THEIR PRELIM EXAMINATION IN STATISTICS FOR THE

FIRST SEMESTER OF S.Y. 2012-2013

Submitted in Partial Fulfillment in the Requirements in Research II

Holy Cross of Davao College

Sta. Ana Avenue Davao City

John Michael T. Dumandan

Mayjane Niña G. Alinsub

Maria Leila R. Pacatang

Raniel T. Nocom

Mrs. Grace Castigon, MSW

Research Adviser

Chapter I

INTRODUCTION

This chapter presents the background of the study, statement of the problem, assumptions

of the study, theoretical and conceptual framework, significance of the study, scope and

limitations, and the definition of terms.

Background of the Study

When students are motivated they tend to get better marks at school, work more

effectively on difficult schoolwork, make the most of their abilities, behave well and enjoy

school. On the other hand, if a student is not motivated to learn, they may become disruptive,

apply minimal effort and as result are more likely to perform poorly. A motivated student is one

who has the energy and drive to learn, work effectively and achieve at school. Motivation plays a

key role in a student’s interest, engagement and enjoyment in school and associated tasks such as

homework and study. Motivation also underpins a student’s achievement. (Dr. Martin, A. and

Dr. Tracey, D. 2006)

Student’s motivation towards statistics is a problem faced by the mathematics community

nowadays. “Students believe math has little or nothing to do with the real world”. ( Bruning et

al., 1999 ). This statement shows how statistics students envision the subject which is quite

alarming especially to the teachers and institution offering levels of education supporting

statistics efficiency. Fewer girls than boys students’ take statistics competently. Although these

trends are improving, students’ disinterest in continuing mathematics study beyond statistics is

still a tremendous problem ( Bruning et al., 1999).

Statistics is an essential part of being a social work student. This helps the students to be

ready in their respective field of social work especially in conducting research studies. The

knowledge of statistical analyses enhances the students’ ability to design research studies and to

draw justifiable conclusion from their findings. Social workers also rely on others’ research

findings. We use the result of others’ statistical analyses research data to inform our practice

decision making.

The researchers wanted to determine the motivation on the subject statistics and its

relation with the learning on the subject of the Holy Cross of Davao Social Work students. The

purpose of determining the motivation of the social work students at Holy cross of Davao

College is to assess the student willingness, need and desire in the subject.

Statement of the Problem

The research was conducted to determine motivation on the subject statistics and its

relation with the learning on the subject.

Specifically, this study aims to answer this question:

1. What is the characteristic of social work students in statistics in terms of:

a.) Age

b.) Gender

2. What is the level of motivation of social work students in statistics?

3. What are the preliminary examination scores of Social Work statistics students?

4. Is there a significant relationship between the students’ motivation on statistics and their

preliminary examination score?

Research Hypotheses

The study is a test of correlation between the relationship of students’ motivation and

learning on the subject statistics. The following are the specific hypothesis of the study:

HA – There is a correlation between the prelim exam score of Holy Cross Social Work

students taking statistics and their motivation toward the subject.

Ho - There is a no correlation between the prelim exam score of Holy Cross Social Work

students taking statistics and their motivation toward the subject.

Objectives of the Study

The study aims to determine if there is a relationship between the students’ motivation on

statistics and learning on the subject.

Significance of the study

The research study will be conducted to inform everyone how motivation on the students

affects their learning on the subject statistics which is a subject in their tertiary primarily in Holy

Cross of Davao College.

The study aims to help the following:

Science and Mathematics Community

To be able to give more information in the field of Social Science Research and for them to

be aware of how motivation on students affects their retention on the subject mainly on statistics

that is part of the scope mathematics. This would also help them to know how motivated the

students who are taking statistics.

School

To let the institution determine the learning of their students on statistics and for them to be

able to find techniques on how to orient the teachers of the school on the proper and best way of

teaching or the most effective and efficient instructional practices towards the students in relation

with their motivation on the subject.

Teachers

To let them know on what level of retention on statistics did the students acquire and let

them know how their students motivation affect their grade in the subject. This would be a great

advantage to their part for the very reason that they may be able to help students who are not

motivated in the subject and not good at it at all. In result, this would help produce more

competent and prepared Holy Cross of Davao College students.

Students

To evaluate themselves on how good they have performed on statistics and to facilitate

themselves on their level of motivation with the subject. This study would be a great help as to

what part of the students’ motivation on the subject statistics is needed to be settled or improved.

Scope and Limitation of the Study

The study focuses on the motivation of 36 social work student who are enrolled at Holy

Cross of Davao College in the first semester of school year 2013-2014 and taking up statistics

subject. It also focuses in the learning of the subject matter and its relation with the motivation of

social work student in statistics.

Definition of Terms

The following terms are defined for clarity and common frame of reference.

Learning Motivation refers to the process where the learners’ attention becomes focuses

on meeting their scholastic objectives and their energies are directed towards realizing their

academic potential.

Prelim Examination refers to preliminary examination of the students in the subject

statistics.

Statistics refers to the study of the collection, organization, analysis, and interpretation of

data. It deals with all aspects of this, including the planning of data collection in terms of the

design of surveys and experiments.

Social Work Students refers to the participants of the study who are students taking up

statistics in Social Work in the first semester of school year 2012-2013 situated in the Holy Cross

of Davao College.

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

In this chapter, the researchers review some related literatures and studies which have

bearing on the present study.

Motivation

Motivation refers to “ Student Willingness, need, desire and compulsion to participative

in, and be successful in the learning process “ Bomia et al., 1997) Middleton and Spanias

( 1999) viewed motivation as reasons individuals have for behaving in a given situation . A

more comprehensive definition was provided by ages (1992) who stated that motivation exist as

part of one’s Goals in structures, one’s belief about what is important and it determines wither

or not one will engage in a given pursuit, skinner and belmontr (1991) explained that students

who are motivated to engage in school “ Select tasks at the border of their exert intense effort

and concentration in the implementation of learning tasks; they show generally positive

emotions during on going action, including enthusiasm, optimism, curiosity , and interest.

According to Middleton and Spanias (1999), research indicates that success in

mathematics, as indicated by Dickinson and Butt (1989), students European journal of social

science – Volume 7, Number 4 (2009) will find a task more enjoy able when they have

moderately high probability of success as compared to one with a lower chance of success.

Motivation contributes to the ability to solve problems. Base on several problem solving

models, D’ Neil and Shalter (1997) developed the CRESST model of problem solving that in

coordinates four elements; content understanding, problem solving strategies, meta cognition

and motivation in their model , motivation comprises of three components; self efficacy, effort

and worry. Effort is synonyms to motivation an individual who shows greater effort is

considered to be motivated; whist one who is motivated will also show greater effort.

Learning

Students’ performance or learning in school is determined by their grades or scores in

their particular subject. This informs the students how they perform inside the classroom and to

their participating job trainings. It also evaluates the students whether they execute well or not.

Algebra students performing well establish a good performance in their future mathematics

related subjects.

Extending the learning time for students where schools can use flexible and creative

scheduling during school hours or extra time outside of the regular school day are some ways to

intensify student learning (Denton, 2001). Students’ learning capacity may depend on how

skilled teachers could intensify their learning by providing authentic instruction and meaningful

assignments while holding high expectations for all students.

Such assignments deal with the significant concepts of a discipline, incorporate higher-

order thinking skills, are connected to the "real world," and allow substantial time for discussion

and idea sharing among students. Making assignments easier is no solution to poor performance.

Simpler lessons offer no assurance that students will achieve better test scores. Intensified

learning, on the other hand, affords better results. Recent research and practice indicate that

alternative strategies, which strike at the root causes of poor performance, offer genuine hope for

helping all students succeed.(Rudolph & Johnson, 2001)

Related Studies

In the study “Motivation, Autonomy Support, and Mathematics: A Structural Equation

Analysis” by Um, Corter and Tatsuoka (2005) in Columbia University found out that there is a

unique and substantial proportion of math achievement arises from the student’s math self-

concept. They explained that there is a significant difference in math performance even if they

controlled the effect of intrinsic motivation on mathematics performance. Further, they found

that math performance is determined by motivation, but even more by Mathematics self-concept.

The researchers concluded that intrinsically motivated students were more likely to perform well.

This study is related to the present study because the researchers were analyzing about

the factor of motivation in the performance of students in Mathematics. It also established a

conclusion which deals with the achievements of students because of motivation. The only

difference of this study to the present study is that they have also determined the effect of

Mathematics self-concept which presented a higher effect percentage than the motivation.

A collaborative study of Middleton and Spanias (1999) from Arizona State University

entitled “Motivation for Achievement in Mathematics: Findings, Generalizations, and Criticisms

of the Research” concluded that findings across theoretical orientations indicate that students’

perceptions of success in mathematics are highly influential in forming their motivational

attitudes. They also concluded that motivation can greatly affect the performance of students in

mathematics.

The previous study is related to the present study because the researchers were trying to

determine the general effect of the perception of success in Mathematics which is form of

motivation to the students’ performance and their research found out that it is highly influential.

Their study also exposed the relation of the students’ performance in Mathematics and their

motivation on the subject. Their study implies that a greater motivation, results to a higher

performance in Mathematics. However, this study was conducted on the grade school students of

United States and used Mathematics as their second variable.

From a study conducted by Lepper, Greene and Nisbett (1973) entiltled ”Undermining

children's intrinsic interest with extrinsic reward: A test of the "overjustification" hypothesis.”,

the researchers asked two groups of children to do some drawings. One group was promised a

'good player medal' for their work and the other was promised nothing. On a return visit, the

groups were given paper and crayons and what they did was observed. The group who had been

given the medal for drawing previously spent significantly less this time drawing as compared

with the no-reward group.

This research work is related to our study since it employs the effectiveness of the

application of motivation on a certain task which resulted to a lesser time of finishing the work.

However, the study was conducted on a 3-5 year old nursery school children and the motivation

in their only affects the speed of the participants wherein the present study focused on the

Freshmen Civil Engineering Day Program students of the University of Southeastern Philippines.

Theoretical and Conceptual Framework

Discussed herein are the theories which this study was anchored on, including the

conceptual framework that summarizes the flow and presents the variables of the study.

Theory Base

Determining the motivation level of Civil Engineering students and establish its

relationship with the learning on the subject is the center of this study. This study was anchored

on the Self-Determination Theory by Ryan and Deci (2000) which has Five Key Principles. Only

the two principles were used in the Self-Determination Theory which are the Organismic

Integration Theory (OIT) and the Cognitive Evaluation Theory.

Self-Determination Theory

Self- Determination Theory represents a broad framework for the study of human

motivation and personality. SDT articulates a meta-theory for framing motivational studies, a

formal theory that defines intrinsic and varied extrinsic sources of motivation, and a description

of the respective roles of intrinsic and types of extrinsic motivation in cognitive and social

development and in individual differences.

Organismic Integration Theory (OIT) addresses the extrinsic motivation which states

that people drive to do things for tangible rewards or pressures. There are three primary types of

extrinsic motivation. First is the external motivation caused by environmental reward or the

punishment contingencies. Second is the interjected motivation which is sustained by the desire

to avoid internally the imposed guilt and recrimination and last, is the identified motivation that

is observed to express important self-identifications.

Cognitive Evaluation Theory (CET) concerns how social contexts and interpersonal

interaction either facilitate or undermine intrinsic motivation. Intrinsic motivation is defined as

doing something for its own sake, and applies to activities such as play, sport, and leisure.

Intrinsic motivation happens when people perform or engage on activities for no reward other

than the interest and enjoyment that accompanies them.

This motivation theory is a significant part of our study in determining the relationship of

the learning motivation of the students towards statistics and their prelim exam score on the

subject since this establish the relationship of the reason of effort of people in a certain situation

and this would give the researchers ideas and later this study could support and prove these

existing theories.

Conceptual Framework

Independent Variable Dependent Variable

Figure 1. A Paradigm showing the Dependent and Independent Variable

Chapter III

METHODS

Preliminary Examination

Scores in Statistics

This chapter describes the research design, research locale, participants, procedure,

instruments and statistical treatment that were utilized in the study.

Research Design

The study used a descriptive type of research. This method intends to find the level of

motivation of HCDC Social Work students in statistics through the use of an adapted survey

questionnaire. The study also wanted to determine the preliminary examination scores of the

students and determine if there is a correlation between their learning motivation and their scores

on the subject. In this study, 36 Social Work students learning motivation were determined by

the use of selection which would take the adapted questionnaire of learning motivation. The

preliminary examination score would serve as students’ performance will also be gathered

through the students’ professor in statistics.

Research Locale

This study was conducted at the Holy Cross of Davao College.

Research Participants

The respondents of the study were 36-Social Work students of the aforementioned school

in the first semester of school year 2012-2013.

Procedures

This part of the chapter includes the procedures of the study. This describes how the

study was conducted.

Seek Permission to Conduct the Study

Prepare the Instruments Needed by the Study

Fig. 2 Flow Chart of the Research Procedures

1. Asking Permission to Conduct the Study

a. The researchers asked permission through a letter to Mrs. Grace Castigon, MSW the

Department Head of Social Work Program to conduct the study.

b. The researchers asked permission to Dr. Dexter Coraje to adapt the motivation

questionnaire.

2. Preparing the Questionnaire

The researchers adapted a 30-item survey questionnaire which determined the learning

motivation level of Social Work students in statistics.

3. Conducting the Study The

survey questionnaire was administered to the respondents and asked them to answer the

questionnaire as honest as they can by the researchers. The respondents answered the survey

questionnaire in their classrooms during their vacant period.

4. Gathering, Analyzing and Interpreting the Data

Present the Survey Questionnaire to the Respondents

Gather the Results of the Survey Questionnaire

Analyze and Interpret the Data

After the respondents answered the survey questionnaire, the questionnaires together with

their answers were gathered by the researchers. The data was analyzed and interpreted using the

statistical treatment appropriate for the study.

Research Instruments

The researchers used an adapted standardized 30-item questionnaire from Coraje (2009)

which will measure the level of motivation in algebra. Likert scale method was used to scale the

answers of the questionnaire. The answers were scaled through the following: A (Always) – 5, U

(Usually) – 4, M (Moderately) – 3, R (Rarely) – 2, N (Never) –1 and the results of each student’s

response to each question were quantified and had its respective averages. Preliminary

examination score was also obtained through the students’ professor.

Table 1. Ordered Interval of Scale of the Level of Motivation in Algebra(Gardner, Tremblay & Masgoret, 1997)

Numerical Value Descriptive Equivalent Interpretation4-5 Very high Very high enthusiasm, effort and

positive attitude towards learning algebra.

3-3.9 High High enthusiasm, effort and positive attitude towards learning algebra.

2-2.9 Average Average enthusiasm, effort and positive attitude towards learning algebra.

1-1.9 Low Poor enthusiasm, effort and positive attitude towards learning algebra.

0-0.9 Very Low Very poor enthusiasm, effort and positive attitude towards learning algebra.

Table 2. Ordered Interval and Interpretation of Scores in Statistics(University of Wellington, New Zealand, 2012)

Grade Percentage Range InterpretationA+ 85% - 100% Excellent performance in all aspectsA 80% - 84% Excellent performance in almost all aspectsA- 75% - 79% Very good, some aspects excellent but others notB+ 70% - 74% Very good, some aspects excellent but others notB 65% - 69% Good performance overallB- 60% - 64% Good performance overall

C+ 55% - 59% Work satisfactory overall, strengths outweigh weaknesses

C 50% - 54% Work satisfactory overall, strengths outweigh weaknesses

D 40% - 49% Poor performance overall, weaknesses outweigh strengths

E 0 - 39% Well below the standard required

Table 3. Possible Values of r and the Corresponding Strength of Correlation( Lund Research, 2013 )

Value of ρ Strength of relationship-1.0 to -0.5 or 1.0 to 0.5 Strong-0.5 to -0.3 or 0.3 to 0.5 Moderate-0.3 to -0.1 or 0.1 to 0.3 Weak

-0.1 to 0.1 None or very weak

Chapter IV

RESULTS AND DISCUSSION

This chapter presents the analysis and the results of the study. Statistical tables and

figures obtained from the analysis were included for basis of interpretation.

Correlation Analysis

Pearson-product Moment Correlation was used to determine the relationship between the

motivation of the students towards statistics and their learning on the subject. The students’

scores on their preliminary examination on statistics posed a weak relationship with their

motivation on the subject statistics. Also, we determined the motivation level of boys and girls

by getting its average and it showed that girls are more motivated on the subject statistics

compared to boys ( G=3.040 B=3.025). In terms of age, person who belongs to the age bracket of

45-47 is more motivated compared to the person who belongs to the age bracket 18-20, 21-23

and 24-26 (18-20: 3.01952 21-23: 3.170833 24-26: 2.33 45-47: 3.2)

Table 4. Learning Motivation Level in terms of GenderMale Female3.025 3.040

Learning motivation was also obtained through the statistical treatment of the research

and results showed that female has a higher learning motivation of 3.040 compared to male of

3.025 which means female has higher probability of getting higher scores in statistics.

Table 5. Learning Motivation on the Different Age Bracket of Social Work StudentsAge Frequency Average

18-20 21 3.0195221-23 12 3.17083324-26 2 2.3327-29 0 030-32 0 033-35 0 036-38 0 039-41 0 042-44 0 045-47 1 3.2

The Social Work statistics students ages 18-20, 21-23 and 45-47 posted a high motivation

of 3.01952, 3.170833 and 3.2. On the other hand, HCDC Social Work students ages 24-26 have

2.33 which mean having an average motivation towards statistics.

Table 6. Learning Motivation Survey Questionnaire Mean ScoreQuestion Mean

1. I enjoy learning the statistics. 2.6666672. The statistics I learn relates to my personal goals. 2.8888893. I like to do better than the other students on the statistics tests. 2.8333334. I am nervous about how I will do on the statistics tests. 3.1111115. If I am having trouble learning the statistics subject, I try to figure out why. 2.9722226. I become anxious when it is time to take a statistics test. 37. Earning a good statistics grade is important to me. 3.6944448. I put enough effort into learning the statistics. 3.1111119. I use strategies ensuring that I will learn the statistics well. 3.02777810. I think about how learning the statistics subject can help me get a good job 3.16666711. I think about how the statistics I learn will be helpful to me. 3.22222212. I expect to do as well as or better than other students in the statistics. 3.33333313. I worry about failing the statistics test. 3.52777814. I am concerned that the other students are better than me in statistics. 3.166667

15. I think about how my statistics grade will affect my overall grade average. 3.02777816. the statistics I learn is more important to me than any grade I receive. 317. I think about how learning the statistics can help my career. 3.05555618. I hate taking the statistics test. 2.88888919. I think about how I will use the statistics I learn. 2.94444420. It is my fault if I do not understand the statistics. 2.88888921. I am confident I will do well on the statistics projects. 2.80555622. I find learning the statistics interesting. 2.88888923. The statistics I learn is relevant to my life. 3.16666724. I believe I can master the knowledge and skills in the statistics course. 3.11111125. The statistics I learn has practical value for me. 2.94444426. I prepare well for the statistics tests. 2.7527. I like statistics that challenges me. 2.91666728. I am confident I will do well on the statistics tests. 2.94444429. I believe I can earn a grade of “95” in the statistics subject. 2.97222230. Understanding the statistics gives me a sense of accomplishment. 3.083333

Total 3.037037

Motivation data was obtained through getting the average response of 36 respondents on

a 30-item standardized questionnaire about the students’ learning motivation towards statistics.

The researchers utilized their statistical treatment and result showed that the students have a

3.037037 motivation level. Motivation was interpreted using Table 1 and it showed that students

have high enthusiasm effort and positive attitude towards learning algebra.

Motivation as defined by Bomia et al., (1997) that refers to student's willingness, need,

desire and compulsion to participate in, and be successful in the learning process. It gives the

students the drive to do something. This is the reason why the researchers wanted to determine

the motivation of the students. Based on the definition of motivation given by Gardner, et. al.

(1997), the students have high enthusiasm, effort and positive attitude towards learning algebra.

This means that the Social Work statistics students are more likely to have a high

performance, desire and willingness in learning algebra.

Table 7. Preliminary Examination Mean Score of Social Work Statistics Students

Preliminary Examination Mean ScoreSocial Work Statistics Students 22.72

The Social Work statistics students’ performance was gathered from their professor.

Their preliminary examination scores were used to determine their performance in statistics. The

researchers obtained their performance by getting the average grades of all the participants and

result showed that the students have an average score of 22.72 from a 50-item test. Based on the

grading system of the professor the resulting grade percentage of the exam is 72.72. The grade

percentage was interpreted and it showed that students is very good in some aspects but in others

not.

The students’ performance were interpreted using the table posted by the University of

Wellington, New Zealand (2012) and it is found out that the respondents have an excellent

performance in all respects in their subject, particularly in Algebra.

Social Work statistics students are very good in statistics but in other parts not which

means that they are competitive and determined in the subject.

Table 8. Correlation between Students’ Learning Motivation and Learning on Statistics (N=36)

Prelim ScoreMotivation PearsonN

0.3136

Pearson-product Moment r Correlation was used to determine the strength of relationship

between the learning motivation and the preliminary examination score of Social Work statistics

students. As defined by Graf (2012), Pearson-product moment r correlation is the standard

statistical measurement to represent the degree of correlation between two variables. Using the

said statistical treatment, results showed that the students’ motivation level and academic

performance in algebra have a 0.404 correlation which has a moderate strength of relationship.

Motivation level can really affect the performance of students in statistics because in the

study conducted by Middleton and Spanias (1999), they concluded that motivation can greatly

affect the students’ Mathematical performance. Furthermore, as the motivation level gets higher,

there is a moderate chance of having a greater performance because in the study conducted by

Um et. al.(2005), they found out that motivation determines the Mathematical performance of a

student but it is more determined by Mathematics self-concept. Moreover, students’ performance

and motivation in statistics posted a moderate correlation because based in the study conducted

by Lepper et. al. (1973), they have assigned two groups of students to do a certain task and

promised one group a reward. The group which was promised to have a reward finished first yet

the quality and quantity of the work is similar to the other group. Only the speed of students was

tested but the accuracy and creativeness which are major parts of the computation of

performance in algebra, were not examined. A tangible reward for students such as grades is a

form of extrinsic motivation and based on the study conducted by Um et. al.(2005), they have

concluded that intrinsically motivated students are more likely to perform well.

Social Work statistics students’ learning motivation and preliminary examination score in

Statistics has a moderate correlation which means to say that if the students have a high

motivation, there is a moderate chance of attaining a higher performance.

Chapter V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the study as well as the conclusion drawn from the

results and findings of the study. Recommendations for further study are also included.

Summary

The purpose of the study is to examine if there is a relationship between students’

motivation to the subject statistics and their learning on the subject. The researchers give the test

questionnaires about motivation on statistics to the students taking up the subject and results

showed that they are moderately motivated and showed that there is a moderate correlation

between the motivation level of students on statistics and their preliminary scores on the subject.

Conclusions

Motivation and academic performance in Algebra have a relationship with each other.

Academic performance is not solely dependent in the motivation of the students because there

are so many factors to be considered in attaining a good performance in school.

The following are the conclusions of the study:

1. The Holy Cross of Davao College Social Work students ages 18-20, 21-23 and 45-47 has a

high motivation which is good because based on the results of the study that when a student is

motivated to learn he could probably do a certain task well. On the other hand, HCDC Social

Work students ages 24-26 have an average motivation towards statistics. Moreover, both male

and female respondents have high motivation towards the subject but female respondents have a

higher motivation value compared to the male.

2. The respondents have a high motivation towards statistics which means high enthusiasm,

effort and positive attitude towards learning statistics.

3. The students’ motivation level and academic performance in statistics has a moderate

relationship to each other which means that when motivation gets higher, there is also a chance

of having a greater examination score. This proves the researchers assumption of the study that

motivation is related with learning. As motivation increases, the academic performance of

students in statistics also increases. Therefore, motivation level and examination scores were

significantly correlated.

Recommendations

For the improvement and the over-all effect of this study to the society, here are the

researchers’ recommendations:

1. Teachers should now be aware that whatever techniques they would give to the

students in learning they must first consider to motivate the students to learn the subject because

this will give the students the desire, willingness and effort in the subject.

2. To the students, they must learn to motivate themselves to learn because if a student

itself will not work and give effort, it would be hard for others to motivate them also.

3. The researchers recommend that further studies must be conducted on other factors

affecting the academic performance of students. Also, the researchers suggest the future

researchers to conduct the study in other subjects so that greater institutions will be affected and

influenced by the relationship.

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APPENDICES

Appendix ALetter of Permission to Conduct the Study

Republic of the PhilippinesHoly Cross of Davao College

Social Work DepartmentSta. Ana Avenue, Davao City

Mrs. Grace Castigon, MSWSocial Work Department Head HCDC

Madaam:

We, the undersigned, are fourth year BSSW students of this institution. In line with our requirement and as partial fulfillment for Research II, we would like to conduct a study entitled “LEARNING MOTIVATION OF HOLY CROSS SOCIAL WORK STUDENTS AND ITS RELATIONSHIP WITH THEIR PRELIM EXAMINATION IN STATISTICS FOR THE FIRST SEMESTER S.Y. 2012-2013.

In connection to this, we would like to ask from your good office to allow us to conduct a study in a section of First Year Civil Engineering. This study will need your permission for us to be able to give test questionnaires and obtain the motivation level and their academic performance in Algebra.

We hope that you will considerably give us the opportunity to pursue this study. Thank you very much.

Respectfully yours,

Doreen N. Amigo

Ellen Jade P. Diaz

Jhay-ar L. Palo

Noted by:

Prof. Irish Mae FernandezThesis Adviser

Appendix B

Letter of Permission to Conduct the StudyRepublic of the Philippines

University of Southeastern PhilippinesCollege of Engineering

Obrero, Davao City

Mr. Dexter CorajeMathematics TeacherDavao City National High School

Sir:

We, the undersigned, are first year BSCE students of this university. In line with our requirement and as partial fulfillment for English II, we wish to conduct a study entitled “Level of Motivation and the Academic Performance of Freshmen Civil Engineering Students in Algebra”.

In connection to this, we would like to ask from your good office to allow us to use your formulated survey questionnaire which determines the Motivation Level of students in Algebra. This study will need your permission for us to be able to give test questionnaires and obtain the motivation level and relate it to their academic performance in Algebra.

We hope that you will considerably give us the opportunity to pursue this study. Thank you very much.

Respectfully yours,

Doreen N. Amigo

Ellen Jade P. Diaz

Jhay-ar L. Palo

Noted by:

Prof. Irish Mae FernandezThesis Adviser

ABSTRACT

________________________________________________________________________THE MOTIVATION OF HOLY CROSS OF DAVAO COLLEGE SOCIAL WORK STUDENTS TOWARDS STATISTICS AND ITS RELATIONSHIP WITH THE LEARNING ON THE SUBJECT FOR THE FIRST SEMESTER FOR SCHOOL YEAR 2012 – 2013Alinsub, Mayjane Niña G.Dumandan, John Michael T.Nocom, Raniel T.Pacatang, Maria Leila R.________________________________________________________________________

When students are motivated they tend to get better marks at school, work more effectively on difficult schoolwork, make the most of their abilities, behave well and enjoy school. This study was conducted to determine the motivation of Holy Cross of Davao College social work students towards statistics and its relationship with the learning on the subject for the first semester for school year 2012 – 2013.

The researchers used the Pearson-Moment Correlation to determine the relationship of motivation to the preliminary scores of the students on the subject statistics. Results show that the social work students are moderately motivated on the subject statistics and there is a low correlation between the motivation of social work students and the preliminary scores on the subject statistics.