1

Academic Motivation of Senior High School Students

A Research Presented To The Faculty of Senior High School

Andres Bonifacio College Park, Dipolog City

In Fulfillment of the Requirements in

Inquiries, Investigation, And Immersion

Al Qahtani, Aisha

Bagtua, Chirstine

Dingal, GenPaul

Jamolod, Josh E.

Paglinawan, Justine Ray R.

Riconalla, Arabella

Refugio, Jc

Zerna, Hans Steven

HUMSS E

Kate G. Zamoras

Practical research 2

April 15, 2025

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ANDRES BONIFACIO COLLEGE

College Park, Dipolog City

APPROVAL SHEET
This is to certify that I have supervised the preparation of and read the research paper
prepared by Josh E Jamolod, Gen Paul P. Dingal, Aisha D. Alqhatani, Arabella Mae M.
Riconalla, Christine Mae B. Pagente, Hans Steven T. Zerna, and Jc boy Refugio, entitled
"ACADEMIC MOTIVATION OF SENIOR HIGH SCHOOL STUDENTS” and that
the said research paper has been submitted for final examination by the Panel of Experts.

KATE G, ZAMORAS, LPT, MAED

Research Adviser

As members of the Panel of Experts, we certify that we have examined this research
paper, presented before the committee on April 16, 2025, and hereby recommend that it
be accepted as fulfillment of the requirement for the Inquiries, Investigations, and
Immersion.

FAITH LANIE Q. LUMAYAG, LPT, MAED

Panelist

KRISZIA JEAN L. TINGUBAN, LPT CEARRA MAE C. EBRONA, LPT, MED

Panel Member Panel Member

This research paper is hereby approved and accepted by Andres Bonifacio College –
Senior High School Department as fulfillment of the requirement for the course
Inquiries, Investigations, and Immersion.

ANGIE V. ATENTA, LPT, MAEM

Principal
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ACKNOWLEDGMENT

We the researchers wish to express our heartfelt gratitude and appreciation to the

following who, in different yet significant ways, assisted in the making of this research

paper:

We the researchers express our gratitude to Ma’am Kate Zamoras, the

researchers’ Inquiries, Investigation, and Immersion subject teacher, for the constant

guidance, unselfish patience, motivation, and valuable inputs and critiques given for the

improvement of the research output;

A sincere thankyou, to Ma’am Angie V. Atenta, the Senior High School Principal,

for Her time and Her permission given for the conduct of the study. Additionally We

would also like to express our deepest gratitude to the panelists; Ma’am Ceara Mae C.

Ebrona, Ma’am Faith Lanie Q. Lumayag, and Sir, Norwin P. Sy, who’s insights,

comments, and suggestions, contributed heavily to the improvement of this paper.

Furthermore we thank the respondents, for their willingness and cooperation in answering

the research instruments, as well as The Researchers family, for the untiring moral

support extended, leading to the accomplishment of this paper, and

Above all, to God Almighty for His divine inspiration, countless blessings,

knowledge, and opportunity given to the researcher to overcome the hurdles in

completing this research endeavor.

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ABSTRACT

This study explores the academic motivation of senior high school

students, focusing on their gender and strand, grounded in the Self-Determination

Theory and Situated Expectancy-Value Theory, the study aimed to fill the gap in

research on academic motivation when applied to gender and academic strand.

data was collected from 105 Grade 11 students using a stratified sampling

method. A Likert-scale questionnaire, adapted from Nida Munir (2013), measured

student motivation. The findings showed no significant differences in motivation

based on gender, and academic strand.

Finally, the study concludes that Gender differences can play a role in

influencing the academic differences in students, additionally, it is worth noting

that differences in intrinsic motivation persist between the two groups. However,

implementing gender neutral practices can result in eliminating gender’s influence

on the students’ motivation. Additionally academic strand plays no part in

influencing students' academic motivation. Although there is a difference in levels

of motivation when broken down into different strands.

The researchers recommend that teachers and school administrations

observe gender neutral practices as well as use the K to 12 policies as a basis for

observing these practices.

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TABLE OF CONTENTS

Page
No.

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

ABSTRACT vi

TABLE OF CONTENTS v

LIST OF TABLES 1

CHAPTER 1: THE PROBLEM AND ITS SCOPE 2

 Background of the study 2

 Theoretical Framework 5

 Conceptual Framework 7

 Statement of the Problem 9

 Significance of The Study 10

 Scope and Delimitations 10

 Definition of Terms 12

CHAPTER 2: REVIEW OF RELATED LITERATURE AND 14

STUDIES

 Review of Related Literature 14

 Research Gap 18

 Synthesis 19

CHAPTER 3: METHODOLOGY 22

 Design 22

 Setting 22

 Respondents 23
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 Instruments 23

 Data Gathering Procedure 24

 Ethical Considerations 25

 Data Analysis 25

CHAPTER 4: RESULTS AND DISCUSSIONS 26

 Motivation 26

27
 Profile of the Respondents

29
 Motivation Analyzed according to Gender

32
 Motivation Analyzed according to Strand

CHAPTER 5: FINDINGS, CONCLUSIONS, AND 35

RECOMMENDATIONS

 Summary of Findings 35

 Conclusions 36

 Recommendations 37

APPENDIX A: QUESTIONNAIRE 38

APPENDIX B:CONSENT FORM 39

APPENDIX C: APPROVAL LETTER 40

CURRICULUM VITAE 41
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LIST OF TABLES

Table Page

1. Motivation levels of the respondents 26

2. Gender of the Respondents 27

3. Strand of the Respondents 28

4. Mann-Whiteney Test rank for Gender 29

5. Mann-Whiteney Test statistics for Gender 29

6. Kruskal-Wallis Test rank for Strand 32

7. Kruskal-Wallis Test statistics for Strand 32

Chapter 1
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THE PROBLEM AND ITS SCOPE

Background of the Study

Koenka (2020) emphasized that motivation is one of the most extensively

researched psychological constructs within the field of educational psychology

(Urhahne & Wijnia, 2023). The term is derived from the Latin word “movere”, which

means “to move,” as motivation provides the necessary energy to people’s actions

(Jansen, Meyer, Wigfield, & Möller, 2022). According to Cavas (2011), motivation is

a fundamental education variable as it helps previously learned skills, strategies and

behaviors to promote new learning and performance (Yilmaz, Şahin, & Turgut,

2017). It drives students to persist in their academic pursuits, regulate their learning

behaviors, and achieve their goals. In the context of senior high school education,

particularly at the Grade 11 level, academic motivation becomes even more

significant as students encounter greater academic challenges, develop clearer

personal goals, and begin to make decisions that may shape their future careers and

educational trajectories.

The Philippine government's full implementation of the K to 12 Basic Education

Curriculum in 2012 brought with it significant reforms in secondary education. One

of the key components of this reform is the introduction of various academic tracks or

strands in senior high school—namely, the Science, Technology, Engineering and

Mathematics (STEM), Accountancy, Business and Management (ABM), Humanities

and Social Sciences (HUMSS), and Technical-Vocational-Livelihood (TVL) strands.

These tracks are designed to provide students with specialized learning experiences
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aligned with their interests, skills, and intended career paths (K to 12 Basic Education

Curriculum, 2016)

However, the implementation of these strands also presents new educational

dynamics and challenges. According to Kilag, et al. (2023), students are required to

make early career-oriented decisions. This may significantly affect their academic

motivation. Their engagement in academic tasks may be influenced by how closely

aligned they feel with their chosen strand, their perceived competence in that field,

and the social environment in which they learn. The engagement of students has

developed into a learning strategy with accountability as a byproduct (Fuertes, Jr.,

Marcellones, & Bacatan, 2023).

In addition to the academic strand, gender has also been identified as a factor that

may influence academic motivation. Numerous studies indicate gender differences in

school achievements, motivation, and personality. Although both genders

demonstrate the same general level of intellectual ability, females are reported to

outperform males in academic achievement at different stages in the school system,

having better grades and reaching post-school qualifications in higher numbers

(Kuśnierz, Rogowska, & Pavlova, 2020). These differences may be further amplified

or mitigated by the strand in which a student is enrolled, indicating a potential

intersection between gender and academic track. Sometimes, teachers tend to

unconsciously adopt stereotypical routine or practice that separates boys and girls

(Parajuli & Thapa, 2017).

The theoretical foundation of this study is anchored in Deci and Ryan’s Self-

Determination Theory (SDT), which posits that motivation is largely influenced by

the fulfillment of three basic psychological needs: autonomy, competence, and

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relatedness (Ryan & Deci, 2000). SDT theorizes how social contexts may support or

thwart human functioning based on the social environments’ ability to satisfy

participants’ basic psychological needs. Specifically, SDT suggests that humans have

three basic psychological needs, namely autonomy (i.e., engaging in a behavior with a

full sense of volition), competence (i.e., the experience of mastery and efficacy), and

relatedness (i.e., the need to feel connected to other people in a meaningful way)

(Manninen, et al., 2022). Numerous studies have applied SDT to educational settings

and found that students' academic motivation can vary significantly depending on

these psychological factors. When these psychological needs are supported,

individuals are more likely to be intrinsically motivated, as they engage in activities

they find interesting, enjoyable, and personally fulfilling. In such cases, motivation

arises from within and is considered autonomous. In contrast, when these needs are

not met or are undermined, it can hinder personal growth and overall well-being. In

the context of student learning, autonomy involves having a sense of choice,

competence is the belief in one’s ability to succeed in academic tasks, and relatedness

reflects the feeling of connection with teachers and peers. Fulfilling these needs is

essential for effective learning to take place (Watt & Richardson, 2015).

Despite the growing body of literature on academic motivation, there remains a

notable gap in localized studies that examine how academic strand and gender

intersect to influence the motivation levels of senior high school students in the

Philippines. Most existing research in the country tends to focus broadly on academic

performance or general learning outcomes, with limited exploration of the specific

motivational patterns across different tracks and gender groups. As highlighted by

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Philippine Education Today: Statistics, Challenges, Opportunities (2024), the

Philippines grapples with an outdated curriculum that often fails to align with the job

market’s and society’s evolving needs. This leaves students ill-prepared for the

demands of the modern world. With this, here is a need for more nuanced, context-

specific research that addresses the complexities of the Filipino educational

environment.

Therefore, this study looked to investigate the correlation between academic

motivation, gender, and academic strand among Grade 11 students. By doing so, it

aimed to provide empirical evidence that may inform more effective teaching

strategies, student support services, and curriculum development efforts tailored to

the unique motivational needs of diverse learners. Understanding these relationships

is vital not only for enhancing student engagement but also for fostering academic

success and holistic development among senior high school students.

Theoretical Framework

This study is grounded in Self-Determination Theory (SDT), developed by Deci

and Ryan (1985). SDT emphasizes that human motivation is driven by the fulfillment

of three innate psychological needs: autonomy (the need to feel in control of one’s

own behavior), competence (the need to feel effective in one's activities), and

relatedness (the need to feel connected to others) (Ryan & Deci, 2000). When these

needs are satisfied, individuals tend to exhibit higher levels of intrinsic motivation,

which is particularly relevant in educational settings as it fosters engagement,

persistence, and academic success.

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In addition, this research is supported by the Expectancy-Value Theory by Eccles

& Wigfield, 2002. The theory postulates that achievement-related choices are

motivated by a combination of people's expectations for success and subjective task

value in particular domains. For example, children are more likely to pursue an

activity if they expect to do well and they value the activity. The model further

differentiates task value into four components: attainment value (i.e., importance of

doing well), intrinsic value (i.e., personal enjoyment), utility value (i.e., perceived

usefulness for future goals), and cost (i.e., competition with other goals) (Leaper,

2011).

This study integrates Self-Determination Theory (SDT) and Expectancy-Value

Theory to better understand the academic motivation of Grade 11 students. It

specifically examines how motivation varies across gender and different academic

strands such as STEM, HUMSS, ABM, and TVL. SDT highlights the role of

psychological needs like autonomy, competence, and relatedness in fostering intrinsic

motivation. Expectancy-Value Theory, on the other hand, focuses on how students'

beliefs about their abilities and the value they place on tasks influence their

motivation. Together, these theories provide a well-rounded perspective on the

internal and external factors that drive students’ academic behavior.

Conceptual Framework

Gender Strand

Academic
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Figure 1; Conceptual Framework Diagram

The conceptual framework of this study illustrates the hypothesized relationships

among the independent variables – gender and strand – and the dependent variable,

academic motivation. Academic motivation is a critical factor in determining student

success, as it drives individuals to initiate and persist in learning-related behaviors.

The framework is grounded in motivational theories such as the Self-Determination

Theory (SDT) and Expectancy-Value Theory, which highlight the importance of

intrinsic and extrinsic factors, personal goals, and perceived relevance of tasks in

influencing student motivation.

Gender as an independent variable is considered due to numerous studies

indicating that motivational patterns may vary between male and female students. For

instance, some research suggests that female students tend to exhibit higher intrinsic

motivation, while male students may be more influenced by extrinsic rewards.

Understanding the role of gender in motivation can help educators tailor instructional

strategies that are more responsive to the needs of diverse learners.

The second independent variable, strand, refers to the specific academic track

pursued by Grade 11 students, such as STEM (Science, Technology, Engineering,

and Mathematics), ABM (Accountancy, Business, and Management), HUMSS

(Humanities and Social Sciences), and others under the K-12 curriculum. Different

strands may foster varying levels of motivation due to the nature of their subjects,

learning environments, career alignment, and perceived difficulty. For instance,

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students in the STEM strand may be motivated by future career opportunities, while

those in the HUMSS strand may be driven by personal interests and values.

This study postulates that both gender and strand influence academic motivation

either independently or interactively. The interplay of these variables may shape

students’ attitude toward learning, goal-setting behavior, and overall academic

engagement. Recognizing these connections is vital for implementing differentiated

support systems and developing more effective teaching practices.

Moreover, this framework underscores the necessity of exploring correlational

patterns among the variables to identify which groups of students might need more

academic support or motivational intervention. Such insights will also contribute to

policy-making, particularly in the areas of curriculum development and student

services.

Statement of the Problem

This study aims to explore the level of correlation between Grade 11 students’

academic motivation, gender, and strand.

Specifically, it seeks to answer the following questions:

1. What is the profile of the senior high school students in terms of sex and

strand?

2. What is the level of academic motivation among Grade 11 students?

3. Is there a significant difference in students’ academic motivation when

analyzed according to their profile?

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Hypothesis

In this study, the researchers aim to test and answer the null hypothesis:

H₀: There is no significant difference in students' academic motivation when

analyzed according to their profile.

Significance of the Study

The findings of this study will add to the growing knowledge about how academic

motivation is affected by gender and strand among senior high school students. Since

these factors may influence how students perform in school, this study is important in

helping educators understand and address them.

The results of the study will benefit the following:

Students. Students will better understand what motivates them and how it affects

their performance in school.

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Teachers and Guidance Counselors. They can use the findings to create helpful

strategies based on the students’ gender and strand.

School Administrators. School Administrators can use the information to plan

programs that support student motivation.

Researchers. Researchers can use this study as a reference for future research on

academic motivation in other schools or settings.

Scope and Delimitations of the Study

This study aims to explore the correlation between academic motivation, gender,

and strand among Grade 11 students enrolled in a senior high school for the academic

year 2024–2025. The scope of the research is confined to students from the four

primary strands offered in the K-12 curriculum: Science, Technology, Engineering,

and Mathematics (STEM); Accountancy, Business, and Management (ABM);

Humanities and Social Sciences (HUMSS); and the Technical-Vocational-Livelihood

(TVL) strand. Specifically, the study will include five sections with a total of 145

Grade 11 students from Andres Bonifacio College. The strand distribution of

respondents is as follows: TVL A with 4 students, ABM A with 9 students (a

combined total of 13 for TVL and ABM), HUMSS A with 34 students, STEM A with

32 students, STEM A1 with 31 students, and STEM B with 35 students. The study

focuses on understanding how motivation levels differ across gender and academic

strand and whether any relationships among these variables exist that could be useful

for educational planning and student support services.

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The study deliberately centers only on three key variables: academic motivation,

gender, and strand. It does not account for other potentially influential factors such as

socioeconomic status, parental involvement, learning environments, teacher

effectiveness, or mental health status. These elements are recognized as relevant in

broader academic performance and motivation studies but are intentionally excluded

to maintain a manageable scope and ensure the study’s feasibility given the time and

resource constraints. Additionally, the focus on academic motivation pertains to

general attitudes and behaviors toward academic tasks rather than specific subject-

based motivation.

Furthermore, the data collection will be limited to a single academic year,

specifically 2024–2025, and will not include longitudinal or historical data. The

respondents will be selected from a single senior high school, Andres Bonifacio

College, meaning the findings may not be generalizable to all Grade 11 students

nationwide or across various school types such as private institutions, rural schools,

or alternative learning systems. This delimitation is intended to provide an in-depth,

context-specific analysis rather than a broad, nationwide generalization.

Despite these limitations, the study intends to provide valuable insights into how

academic motivation interacts with gender and strand. The findings may serve as a

useful basis for educators, guidance counselors, and school administrators in

designing targeted interventions that aim to improve academic outcomes and enhance

student engagement in the senior high school setting.

Definition of Terms
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The following definitions were determined based on how they are used in the

study:

Academic Motivation. Refers to the internal or external drive that

encourages students to engage in academic activities and strive for academic

success. It includes intrinsic motivation and extrinsic motivation.

Gender. The classification of students based on their biological sex,

categorized in this study as male or female, for the purpose of analyzing its

influence on academic motivation. Gender, as a sociocultural construct, is

acknowledged, but the study limits its scope to binary categories for analysis.

Strand. The academic track chosen by senior high school students under

the K-12 curriculum. The strands included in this study are:

STEM (Science, Technology, Engineering, and Mathematics)

ABM (Accountancy, Business, and Management)

HUMSS (Humanities and Social Sciences)

TVL (Technical-Vocational-Livelihood)

Each strand is designed to align with students’ academic strengths, interests, and

intended career paths.

Senior High School. Refers to Grades 11 and 12 of the Philippine K-12

basic education curriculum. These years are designed to prepare students for

higher education, employment, or entrepreneurship, depending on their chosen

strand.
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Correlation. A statistical measure that describes the extent to which two

or more variables are related. In this study, correlation refers to the relationship

between students’ academic motivation, gender, and academic strand.

Intrinsic Motivation. A type of academic motivation where a student

engages in learning due to genuine interest, curiosity, or the enjoyment of the task

itself.

Extrinsic Motivation. A type of academic motivation where a student’s

engagement is driven by external outcomes, such as receiving rewards, avoiding

punishment, or gaining approval.

K-12 Curriculum. The education system in the Philippines that covers

Kindergarten and 12 years of basic education: six years of primary education, four

years of Junior High School, and two years of Senior High School.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

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Review of Related Literature

Strand, Gender, and Motivation

Academic motivation among senior high school students is a multidimensional

construct shaped by various internal and external influences. Recent literature

underscores the role of self-beliefs, goal orientation, and the learning environment in

shaping student motivation. Motivation and the Learner Environment, n.d, emphasizes

that Students are likely to learn better when they perceive their classroom environment

positively. Creating an academic environment that fosters a sense of belonging,

perception of competence, and offers student autonomy, will result in increased

motivation to learn. This aligns with self-determination theory, which highlights

autonomy, competence, and relatedness as key drivers of motivation. In SDT, ways of

conceiving internalization and types of regulation have shifted, primarily from a

differentiation of the intrinsic from the extrinsic motivation to one of autonomous from

controlled motivation. Whereas external and introjected regulations are relatively

controlled types of motivation, identified, integrated, and intrinsic regulations are

autonomous types. Autonomous motivation is considered to be high-quality motivation,

whereas controlled motivation is thought to be of low quality (Ryan & Deci, 2000)

Intrinsic and extrinsic motivational factors are often shaped by gender. In the

study of Khalid (2022), the results show that female university students have significantly

higher motivation levels (mean of 58.23) compared to their male counterparts (mean of

52.41). The t-value of 3.012 indicates a strong statistical difference between the two

gender groups. This revealed that girls tend to demonstrate stronger intrinsic motivation –
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driven by personal satisfaction and interest in learning – while boys are more often

extrinsically motivated, influenced by rewards or recognition. Understanding these

gender-based differences is crucial for designing effective teaching strategies that can

enhance student engagement across all demographics.

Academic motivation is not only shaped by individual traits like gender but also

by students' academic strand. The educational track a student selects, whether STEM,

HUMSS, ABM, or TVL, often reflects personal interests, perceived relevance, and career

aspirations. Gelilang, et al.(2019) observed that students in the STEM strand exhibited

higher academic motivation levels with 2.93. This may be attributed to the strand’s clear

alignment with high-demand careers, fostering a stronger sense of purpose among

learners.

Students in Technical-Vocational-Livelihood (TVL) strands, on the other hand,

were reported to have comparatively lower motivation. This may stem from societal

perceptions that often undervalue vocational education, or from a perceived lack of direct

academic application. The study by Alarcon, et al. (2024), points out the importance of

career guidance and curriculum relevance in helping TVL students find meaning in their

educational journey.

When considering both gender and strand simultaneously, the interaction between

the two variables presents a more complex picture of student motivation. Ullah and Ullah

(2019) stated that males in the past have had a higher enrolment in STEM subjects at the

tertiary levels of education compared to females, and their overall academic performance

was rated higher than females. Maltese and Cooper (2017) added that this situation often

translated into employment opportunities for males in science and engineering

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professions, whilst also allowing them to occupy high-ranking positions in these

professions (Wrigley-Asante, Ackah, & Frimpong, 2023). This suggests that the

influence of gender on motivation may differ depending on the academic context,

requiring more nuanced support systems in schools.

The academic strand may either amplify or diminish motivational tendencies

based on gender expectations and academic content. For example, female students might

feel more empowered in strands with collaborative, creative elements, while they might

struggle with motivation in strands perceived as competitive or business-oriented.

Understanding this interaction helps educators provide strand-specific support to

maintain and enhance student motivation.

Learning Environment

Additionally, the role of peer influence and teacher support should not be

overlooked. Regidor, Vesmanos, & Deguito (2024), also emphasized the value of a

supportive learning environment. Students who receive encouragement from peers and

constructive feedback from teachers tend to develop stronger motivational habits.

Learning is an ongoing process shaped by the outcomes of our choices and actions. In

pursuit of our goals, we continuously assess feedback from relevant sources, refine our

understanding, and modify our behavior accordingly (Câmpean, et al., 2024). This is

particularly vital in senior high school, where students face increasing academic demands

and personal development challenges.

Effective motivation strategies must therefore be responsive to the diversity of

student backgrounds. Gender-sensitive approaches and strand-specific interventions can

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foster greater academic motivation. Schools should promote teaching strategies that

respect individual learning preferences, while ensuring all strands are perceived as

valuable and viable paths to future success.

Moreover, policy and curriculum developers should consider motivation research

when designing senior high school programs. Integrating career guidance, mentorship,

and real-world applications into the curriculum can enhance the perceived relevance of

subjects, thereby improving motivation. This approach is especially critical in strands

where students report lower motivation levels, such as ABM or TVL.

In summary, academic motivation in senior high school is a dynamic construct

influenced by gender, academic strand, and environmental factors. The literature suggests

a need for differentiated instructional practices that account for these variables. By

understanding and addressing the unique motivational drivers of students across gender

and strand, educators can create more inclusive and effective learning environments that

foster sustained academic engagement.

Research Gap
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While numerous international studies have explored the interplay between gender,

academic tracks, and student motivation, there remains a significant gap in localized

research that captures the unique sociocultural and educational context of the Philippine

senior high school system. Much of the existing literature focuses on Western educational

settings, which may not fully reflect the realities, challenges, and motivations of Filipino

students. Cultural values, educational structures, and societal expectations in the

Philippines could significantly influence academic motivation differently than in other

countries.

Additionally, while some Philippine-based studies have touched on academic

motivation or gender differences independently, few have comprehensively examined the

interaction between academic motivation, gender, and academic strand in a single

framework. Quantitative studies that analyze the relationships among these variables

remain limited, despite their importance in informing tailored interventions and policies.

There is a pressing need for evidence-based insights that can guide educators and school

administrators in supporting diverse learners more effectively.

This study aims to address that gap by investigating the correlation between

Grade 11 students' academic motivation, gender, and strand in a specific senior high

school setting. By focusing on the local context and using a quantitative approach, the

study seeks to provide empirical data that can contribute to both academic literature and

practical decision-making in schools. This research will help bridge the divide between

global findings and local educational realities, offering a more context-sensitive

understanding of what motivates senior high school students in the Philippines.

Synthesis
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Academic motivation is a crucial factor in determining student engagement,

persistence, and success in school. Numerous studies emphasize that both internal factors

such as self-belief and goal orientation, and external influences like teacher support and

classroom climate, significantly affect student motivation (Chiu, 2021). These

motivational factors are especially important during senior high school, a transitional

stage where students begin aligning their academic efforts with future career paths.

Gender has consistently emerged as a significant variable in motivation studies.

According to Khalid (2022), the results show that female students have significantly

higher motivation levels compared to male. This revealed that female students tend to

exhibit higher levels of intrinsic motivation, engaging in learning for personal growth and

enjoyment, while male students often show stronger extrinsic motivation, being driven by

external rewards or validation. These gender-based motivational patterns suggest the

need for instructional strategies that are responsive to the varying needs of male and

female learners.

Another relevant factor influencing student motivation is the academic strand or

track chosen by senior high school students. The strand determines the academic content

and perceived relevance of the curriculum to future goals. Gelilang, et al.(2019) observed

that students in the STEM strand exhibited higher academic motivation levels. This is

likely due to clearer career trajectories and a stronger sense of purpose perceived in the

STEM curriculum.

The interaction between gender and academic strand introduces further

complexity to the issue of academic motivation. Ullah and Ullah (2019) stated that males

in the past have had a higher enrolment in STEM subjects at the tertiary levels of
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education compared to females, and their overall academic performance was rated higher

than females. Such findings indicate that the motivational landscape is shaped by a

combination of personal, social, and curricular factors, and that single-variable analyses

may be insufficient to fully understand students’ academic behavior.

Despite these findings, most of the existing literature either isolates one variable

at a time – such as gender or strand – or applies to educational systems outside the

Philippines. The unique cultural, socioeconomic, and educational dynamics in the

Philippine context are rarely captured in international studies. As such, existing models of

motivation may not fully apply to Filipino senior high school students, particularly in

public schools or under-resourced environments.

There is a noticeable lack of quantitative studies in the Philippines that investigate

the correlation between academic motivation, gender, and academic strand. While some

studies have explored motivational factors broadly, few have provided empirical

evidence that accounts for the interaction of multiple variables in a single model. This

gap limits the ability of educators and policymakers to create targeted interventions that

address the needs of diverse learners.

This study addresses the identified research gap by examining how both gender

and academic strand correlate with the academic motivation of Grade 11 students in a

Philippine senior high school. By adopting a quantitative approach, the study aims to

provide statistically grounded insights that can inform more effective and equitable

teaching practices. It also contributes to the limited body of localized literature in the

field of educational psychology.

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The findings of this study are expected to support the development of gender-

responsive and strand-sensitive instructional approaches. For instance, recognizing that

students in the TVL strand may have lower motivation levels could prompt schools to

enhance career guidance programs or redesign learning modules to increase perceived

relevance. Likewise, understanding gender-based motivational differences could help

teachers adopt more inclusive pedagogical strategies.

Moreover, the synthesis of past literature suggests that motivation is not a fixed

trait but a dynamic outcome influenced by multiple intersecting variables. Creating a

learning environment that supports autonomy, competence, and relatedness – as proposed

by self-determination theory—can boost motivation across different strands and gender

groups. This aligns with a broader educational goal of cultivating lifelong learners who

are resilient, self-driven, and adaptable.

The reviewed literature establishes a foundational understanding of how academic

motivation is influenced by gender and strand. However, the scarcity of studies

conducted in the Philippine context necessitates further investigation. By bridging global

findings with local realities, this study seeks to offer a more nuanced understanding of

academic motivation and contribute to the advancement of student-centered educational

practices in the Philippines

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CHAPTER 3

Methodology

Design

This study used a correlational research design, an approach which investigates

relationships between variables without the researcher controlling or manipulating any of

them (Bhandari, 2021; 2023).. to examine the factors that influence senior high school

students’ motivation in learning personal development. Utilizing a correlational research

design allows the researchers to study the complex relationships between factors that

influence student’s motivation in learning pers, simplifying the process and solving the

possibility of multiple factors overcomplicating and obscuring the level of influence.

Setting

This study was conducted in the senior highschool facilities of a private

educational institution established in 1940, in the city of Dipolog, Zamboanga del Norte,

Philippines. The institution offered a diverse student population, which allows the study

to capture a wide range of perspectives, additionally the school’s history infrastructure

suggest a supportive environment for academic research, facilitating the logistics of

survey distribution and data collection. Moreover the geographic location of the school

was convenient for the researchers, as the school was located near key infrastructure in

the city such as the Dipolog city terminal.

 23

Respondents

The target respondents of this study were 145 grade 11 senior high school

students who gave their consent to participate in the study. The entire population was

selected to be respondents of the study as the low population size prevented any

meaningful generalizations from being made The respondents of this study belonged to

the Academic track: Science, Technology, Engineering, and Mathematics (STEM),

Humanities and Social Sciences (HUMSS), and Accountancy and Business Management

(ABM), and also Technical-Vocational-Livelihood (TVL) track: Information and

Communications Technology (ICT).

Instrument

The primary instrument used in this study is adopted from Nida Munir who

created the instrument in 2013, with the goal of studying the major factors affecting

student motivation for education. The instrument is a likert scale questionnaire, with a

total of 9 statements, in all measuring the academic motivation of students

 24

Data Gathering Procedure

To explore the academic motivation of senior high school students, a systematic

data gathering procedure was employed to ensure the validity and reliability of the

research findings. The researchers obtained approval from the school administration and

the research ethics committee to conduct the study. Once approval was granted, the

researchers then created and validated research instruments, such as questionnaires,

surveys, or interview guides, focusing on measuring the academic motivation of senior

high school students. Formal letters of consent were distributed to the students for their

participation, ensuring ethical compliance.

the study attempted to survey the entire population of grade 11 students. Efforts

were made to include respondents from different academic strands to ensure diversity.

Upon data gathering, the researchers distributed questionnaires during class hours with

the assistance of subject teachers to ensure high response rates. After researchers have

briefed respondents about the research objectives, data confidentiality, and their right to

withdraw at any time. Written informed consent was obtained from respondents.

By following these procedures, the study aims to comprehensively identify and

analyze the factors that influence SHS students’ academic motivation, contributing to the

improvement of teaching strategies and student engagement.

 25

Ethical Considerations

In this study, to preserve the respondents' rights and well-being, this research on

SHS students' academic motivation conformed strictly to ethical principles. Informed

consent was obtained from the respondents and the department administration to conduct

the study. The Respondents fully held the study's goal and their freedom to withdraw at

any time. It was equally crucial to maintain confidentiality and anonymity, to protect

students' personal information and handle data securely to prevent unwanted access. The

idea of protection was also adhered to. Students were free from any pressure or coercion

to participate; this is especially important in a school context where decision-making may

be inadvertently influenced by authority figures.

The research was conducted with integrity while promoting meaningful outcomes

for students. Ethical considerations are integral to researching SHS students’ academic

motivation.

Data Analysis

The study used the following statistical tools in analyzing the data gathered:

Frequency and Percentage. These tools were used to summarize the grade 11

senior high school students’ demographic profile in terms of sex and strand.

Mann-Whitney U-test. This tool was used to determine the significant differences

in the grade 11 senior high school students’ motivation when analyzed according to sex.

Kruskal Wallis Test. This tool was used to determine the significant differences in

the grade 11 senior high school students’ motivation when analyzed according to strand
 26

Chapter 4

RESULTS AND DISCUSSION

This chapter presents the data gathered, the results of the statistical analysis done

and interpretation of findings obtained from the questionnaires answered by the

respondents. These are presented in tables following the sequence of the specific research

problem regarding the factors influencing senior high school students’ motivation in

learning personal development.

Motivation

The level of motivation among senior high school students was assessed

using seven items related to various motivational aspects (M1 to M7). The mean

scores ranged from 3.59 to 4.50, indicating a generally moderate to high level of

motivation across the sampled respondents (N = 105).

The highest mean score was observed for M2 (M = 4.50, SD = 0.845), suggesting

that students reported the strongest level of motivation about this specific aspect.

This finding indicates that the motivational factor represented by M2 is perceived

 27

more positively and consistently among the respondents. On the other hand, the

lowest mean score was recorded for M1 (M = 3.59, SD = 0.895), indicating relatively

lower motivation in this area. The higher standard deviation for M1 also suggests

greater variability in student responses, reflecting potential disparities in how

students perceive this aspect of motivation.

Additionally, the mean scores for M3 (M = 4.12, SD = 0.646), M5 (M = 4.10,

SD = 0.649), and M6 (M = 4.42, SD = 0.647) further demonstrate that the majority of

respondents exhibit high motivation levels in these areas, as evidenced by mean

scores exceeding 4.0 and relatively low standard deviations, indicating more

consistent responses.

Overall, the findings suggest that senior high school students generally

display a high level of motivation, with specific motivational factors (particularly those

associated with M2 and M6) receiving more favorable responses. However, the

relatively lower mean score for M1 suggests a potential area of concern where

student motivation may be less pronounced, warranting further investigation into the

factors influencing lower motivation in this area.

Profile of the Respondents

i. Gender
 28

The data in Table 1 shows the gender distribution of the 105 senior high school

students who participated in the study. Among the respondents, 67 students (63.8%)

identified as female, while 38 students (36.2%) identified as male. This indicates that the

majority of participants were female, comprising nearly two-thirds of the sample.

ii. Strand

Table 2 presents the distribution of respondents according to their academic strand.

The majority of the students, comprising 71.4%, are from the STEM strand, while 20.0%

belong to the HUMSS strand. A smaller portion of the respondents are from the ABM

strand (6.7%) and the TVL strand (1.9%). These values indicate that most of the

participants are enrolled in the STEM track, suggesting a strong representation from this

group. The cumulative percentage reaches 100%, confirming that all 105 respondents are

accounted for and that no data is missing in this category.

 29

i. Analyzed according to Gender

Table 5 presents the results of the Mann-Whitney U test used to determine whether

there is a significant difference in motivation to learn Personal Development between

male and female students. The Mann-Whitney U value is 1172.000, and the Z-score is -

0.677. The Asymptotic Significance (2-tailed) value is 0.498, which is greater than the

0.05 level of significance.

This result implies that there is no statistically significant difference in the motivation

levels of students when grouped according to gender. In other words, both male and

female students in the study demonstrated similar levels of academic motivation, and

gender does not appear to be a determining factor.

 30

These findings can be attributed to the gender-neutral design of the K to 12

curriculum lessons, as these are intended to be nonbiased and informative, regardless of

gender, minimizing gender related motivational gaps, leading to equal engagement.

Furthermore, how these lessons are taught plays a role, as schools implement

standardized inclusive teaching strategies constructed to avoid gender bias, similar

teaching methods result in equal support, thus motivation levels equalize. Additionally as

the data acquired was contemporary, recent cultural shifts such as the reduction of

traditional gender stereotypes should be considered, these respondents have grown up in

more gender progressive environments with less stereotypical beliefs and thus less

deviation in treatment regardless of gender, thus their similar treatment lead to their

similar levels of motivation despite their gender differences.

The Department of Education’s order No. 32, s.2017 supports these claims, The

policy mandating the integration of gender equality, sensitivity, and non-discrimination

principles into all aspects of basic education. It ensures that educational content,

including Personal Development, is designed to be inclusive and equitable for all

students, regardless of gender. Furthermore there is the Guide for gender equality in

teacher education policy and practices published by UNESCO (2015), which serves as a

tool to promote gender responsive institutional culture in teacher education. Ensuring

how educational content, including personal development lessons are taught, avoids

gender bias, ensuring teachers carry these values to their classrooms. Additionally,

regarding the growing gender progressive environments that students have grown up and

have been educated in, the Global Gender Gap Report (2024), ranked the Philippines

25th of 146 in gender parity. Indicating the Philippines’ overall positive view on gender
 31

equality, in addition to the multiple studies’ findings in recent years suggest a direct

correlation between the presence of gender stereotypes and a decline in motivation in

education, gives president for the possibility of the growth of gender equality explaining

to the lack of a significant difference in students’ academic motivation (Li, Wang, &

Shen, 2024). Contradicting this, results from the study of Khalid (2022), show that

female university students have significantly higher motivation levels (mean of 58.23)

compared to their male counterparts (mean of 52.41). The t-value of 3.012 indicates a

strong statistical difference between the two gender groups. Furthermore, the study also

states that intrinsic and extrinsic motivational factors are often shaped by gender. the

study revealed that girls tend to demonstrate stronger intrinsic motivation, driven by

personal satisfaction and interest in learning, while boys are more often extrinsically

motivated, influenced by rewards or recognition. Additionally it is worth noting that the

study was conducted in Pakistan which according to the World Economic Forum’s 2024

Global Gender Gap Index ranks 145th significantly lower than the Philippines’ ranking of

25th. This may explain the contradicting results from Khalid’s study and this study.

Fostering gender equal practices and beliefs remains necessary to maintain

equalized academic motivation, Teachers should observe a gender-neutral tone in their

lessons, as this will maintain a uniform level of motivation among the students,

preventing dips and motivation, while still allowing room for growth in motivation.

Furthermore, the researchers suggest that school administrations continue to adopt the

policies of DepEd particularly their policies on gender bias and discrimination in addition

to adopting a no tolerance policy on gender discrimination or bias. this will ensure

students and teachers have a comfortable learning and work environments.

 32

i. Analyzed according to Strand

Table 7 shows the results of the Kruskal-Wallis test, which was conducted to examine

whether there is a significant difference in academic motivation across different academic

strands. The Chi-Square value is 3.471, with 3 degrees of freedom (df). The Asymptotic

Significance value is 0.325, which is greater than the 0.05 significance level.

This result indicates that there is no statistically significant difference in the

motivation levels of students from different academic strands (STEM, HUMSS, ABM,

and TVL). Therefore, the academic strand does not have a significant impact on students'

academic motivation.

The findings indicating that the academic strand does not have a significant impact on

motivation can be attributed to the factual and objective teaching style encouraged by the
 33

department of education, which are fundamental regardless of academic or career track,

as they equip learners with skills that are valuable in all aspects of life. Because of the

curriculum's broad nature designed to engage and educate the many instead of the few,

these lessons tend to draw similar levels of motivation when analyzed according to

strand. This consistent approach ensures that all students, regardless of their strand,

receive the same content and learning experiences. As a result, this uniformity often leads

to a similar degree of student engagement throughout different academic strands.

Additionally, academic motivation is often influenced more by internal factors than

external ones. These internal motivations tend to transcend academic strand identities,

allowing students from all tracks to connect meaningfully with the subject matter.

Moreover, homogeneity within the school setting may also contribute to the reduced

motivational differences among students from different strands. Sharing the same

learning environment, teachers, and institutional culture can lead to a more unified

experience, fostering equal interest and engagement.

A study by Alarcon et al. 2024 assessed the effectiveness of the TVL

Curriculum in terms of its extent of implementation and learning environment

among 160 TVL students of Valencia City, Bukidnon, specifically in Valencia

National High School, STI College – Valencia, and Paramount School of Arts,

Languages, Management, and Sciences, Incorporated , the results showed that hat

the students are satisfied with the availability of enhancement programs,

equipment and facilities, references, and a conducive learning environment.

Similarly, multiple studies such as Gelilang et al. 2019, suggest that STEM students have

shown high levels of academic motivation. Furthermore, studies such as one by Decina

et al., 2023 showed that ABM students exhibited high levels of motivation due to the
 34

classroom environment, similarly to the study by Alarcon et al., 2024. Finally a study by

Bayacot et al., 2023, examined the academic motivation levels of students across all

strands in addition to their stress levels, the fiidnings indicated similar levels of

motivation across strands, further supporting the findings of this study, in addition to

illustrating the broad design of the K to 12 curriculm.

This means the teacher can consider following the suggestion of the

administration and observing their class’ response, to which we suggest the teacher

begins to personally tailor the lessons to the class using the curriculum as a foundation.

This ensures teachers have a stable base to build off of before further engaging their

classes with personalized lectures.

 35

Chapter 5

Summary of Findings, Conclusions, and Recommendations

This chapter presents a summary of the findings, conclusions derived from the

results, and recommendations based on the interpretation of the data. The discussion

follows the sequence of the specific problems addressed in the study regarding the factors

influencing senior high school students’ motivation in learning Personal Development.

Summary of Findings

this study looked to investigate the correlation between academic motivation,

gender, and academic strand among Grade 11 students. By doing so, it aimed to provide

empirical evidence that may inform more effective teaching strategies, student support

services, and curriculum development efforts tailored to the unique motivational needs of

diverse learners. Based on the analysis of data gathered from a sample of 105 grade 11

senior high school students, the following findings were obtained:

1. Gender

The Results indicated that there was no significant difference in the academic

motivation of students when analyzed according to gender, thus the null

hypothesis was accepted, this suggest that the K to 12 curriculum approach

are inclusive and relatable across genders. This is likely a result of the

system’s gender-neutral design and the implementation of inclusive teaching

strategies, as supported by DepEd Order No. 32, s.2017. Additionally, societal

 36

shifts in gender perceptions may contribute to the equal levels of motivation

observed.

2. Academic Strand

Similarly The data when analyzed according to academic strands resulted in

no significant difference in students academic motivation, suggesting

that motivation toward the subject is consistent regardless of strand, likely due

to the universal implementation of the lessons taught and the foundation

provided to the teachers by the K to 12 curriculum. The standardized

curriculum and consistent teaching methods used across strands may further

contribute to this uniformity in motivation. Additionally, it was suggested that

the similar learning environment of the respondents contributed heavily to the

standard levels of motivation shown in the data.

Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. Gender differences can play a role in influencing the academic differences in

students, additionally, it is worth noting that differences in intrinsic motivation

persist between the two groups. However, implementing gender neutral practices

can result in eliminating gender’s influence on the students’ motivation,

2. Academic strand plays no part in influencing students' academic motivation.

Although there is a difference in levels of motivation when broken down into

different strands
 37

Recommendations

Based on the results and conclusions of the study, the following recommendations are

made:

1. Teachers or Guidance Counselors

a. Adopt gender-neutral teaching methods, observe proper gender-neutral

practices, and avoid any gender biased behaviors when conducting lessons

to provide students with the most comfortable learning environment

possible.

b. Consider using the K to 12 curriculum and Deped’s policies as a base to

conduct lessons, before further developing and personalizing your

teaching style to better fit different students.

2. School Administrations

 Adopt gender-neutral practices campus-wide, consider implementing

policies against gender discrimination, and instruct staff to carefully

observe any violation of these policies.

 Continue to use the K to 12 curriculum as it is effective in both

generalizing lessons to fit any gender group and strand.

3. Future Researchers

 Consider exploring the influence of teaching methods and peer influences

on academic motivation.

 Conduct Qualitative studies on the academic motivation of students to

further explore this topic.

 38

Appendix A

QUESTIONNAIRE

Name(Optional): ___________________________________. Gender (M) or (F). ___

Strand:________
 STEM
 ABM
 TVL
 HUMSS

Directions: Read each question carefully and answer truthfully, write a tick (/) on the
number that corresponds to your answer, each number is labeled as follows;

Strongly Disagree (1), Disagree (2), Neutral (3), Agree (4), Strongly Agree (5)

Motivation

Statement 1 2 3 4 5

1. I want to get better grades than other students.

2. I try to do well in the class.

3. No matter how much I like or dislike class, I still try to learn from
it.

4. I enjoy learning about various subjects.

5. I take part in activities where I feel some motivation.

6. I study to achieve my future goals and to gain knowledge.

7. I am motivated towards my studies.

 39

Appendix B

CONSENT FORM

Title of the Study: Academic Motivation of Senior High School Students’

You are invited to participate in our research study. Before deciding to participate,

please read this form carefully. Feel free to ask any questions you have. The purpose of

this study is to see what are the factors that are influencing Senior High School Students’.

Your responses will help us gain insights into the factors that are influencing the

motivation in learning Personal Development.

If you agree to participate, you are asked to check the corresponding box that

feels the most appropriate to you, it will not take you more than a minute to answer this

questionnaire. Your responses will be kept strictly confidential. Your data will be

securely stored, and only us researchers will have access to your answers. Your

participation in this study is entirely voluntary. You may choose not to participate or

withdraw at any time without any consequences.

By signing this consent form I agree that I have read and understood the information
provided above. By signing this form, I agree that I belong to the total population of
the respondents and therefore, agree to participate in this study

Signature over Printed Name:

________________________________________________.

Date: ____________________.
 40

Appendix C

APPROVAL LETTER
 41

CURRICULUM VITAE

A. Personal Information

Name: Aisha D. ALQahtani

Age: 18

Sex: Female

Address: Brngy. Sangkol, Dipolog City, Zamboang del

Norte

Date of Birth:

Place of Birth: Zamboanga del Norte Integrated Provincial Health Office, Dipolog

Nationality: Filipino

Religion: Roman Muslim

Father's Name:

Mother's Name: Marjorie D. AlQahtani

B. Educational Background

Pre-School: United Parents Learning School

Elementary: United Parents Learning School

Junior High School: Andres Bonifacio College

Senior High School: Andres Bonifacio College

C. Educational Attainment

Elementary: With Honors

Junior High School: With Honors

Senior High School: Graduating

 42

CURRICULUM VITAE
A. Personal Information

Name: Arabella Mae M. Riconalla

Age: 18

Sex: Female

Address: Brgy. Olingan, Dipolog City, Zamboanga del

Norte

Date of Birth: February 18, 2007

Place of Birth: Dipolog City, Zamboanga del Norte

Nationality: Filipino

Religion: Roman Catholic

Father’s Name:

Mother’s Name: Precious Mae M. Riconalla

B. Educational Background

Pre-School: Andres Bonifacio College

Elementary: Andres Bonifacio College

Junior High School: Andres Bonifacio College

Senior High School: Andres Bonifacio College

C. Educational Attainment

Elementary: With Honors

Junior High School: With Honors

Senior High School: Graduating

 43

CURRICULUM VITAE

A.Personal Information

Name:Christine Mae B. Pagente

Age:17

Sex:Female

Address:Brgy Isis,Purok saging ,Polanco Zamboanga Del

Norte

Date of birth:May 23,2007

Place pf birth:Zamboanga Del Norte medical center

Nationality:Filipino

Religion:Roman Catholic

Father’s name:Mario Doney G. Pagente

Mother’s name:Liezl B.Pagente

B.Educational Background

Pre-school: Isis daycare

Elementary:Isis Elementary School

Junior High School:Andres Bonifacio College

Senior High School: Andres Bonifacio College

C. Educational Attainment

Elementary:With Honors

Junior High school: High School Graduate

Senior High school: Graduating

 44

CURRICULUM VITAE

A. Personal Information

Name: Hans Steven T. Zerna

Age: 18

Sex: Male

Address: Brgy. Barra, Dipolog, Zamboanga del Norte

Date of Birth: February 25, 2007

Place of Birth: Zamboanga del Norte Integrated Provincial Health Office, Dipolog City

Zamboanga del Norte

Nationality: Filipino

Religion: Roman Catholic

Father’s Name: Hercoll T. Zerna

Mother’s Name: Sherlyn T. Zerna

B. Educational Background

Pre-School: United Church of Christ in the Philippines

Elementary: Miputak East Central School

Junior High School: Andres Bonifacio College

Senior High School: Andres Bonifacio College

C. Educational Attainment

Elementary: With Honor

Junior High School: Graduated

Senior High School: Graduating

 45

CURRICULUM VITAE

A. Personal Information

Name: Josh E. Jamolod

Age: 19

Sex: Male

Address: Brgy. Potol, Dapitan, Zamboanga del Norte

Date of Birth: March 6, 2006

Place of Birth: Dr. Jose Rizal Memorial Hospital, Dapitan City, Zamboanga del Norte

Nationality: Filipino

Religion: Roman Catholic

Father’s Name: Jarvie E. Jamolod

Mother’s Name: Julie E. Jamolod

B. Educational Background

Pre-School: Rizal Memorial Institute of Dapitan City

Elementary: Rizal Memorial Institute of Dapitan City

Junior High School: Jose Rizal State University, Main Campus

Senior High School: Andres Bonifacio College

C. Educational Attainment

Elementary: With Honor

Junior High School: With Honor

Senior High School: Graduating

 46

CURRICULUM VITAE

A. Personal Information

Name: Justin Rey R. Paglinawan

Age: 18

Sex: Male

Address: Brngy. Isis, Polanco City, Zamboang del

Place of Birth: Zamboanga del Norte Integrated Provincial Health Office, Dipolog

Nationality: Filipino

Religion: Roman Catholic

Guardians Name: Marlita R. Paglinawan

B. Educational Background

Pre-School: Andres Bonifacio College

Elementary: Andres Bonifacio College

Junior High School: Andres Bonifacio College

Senior High School: Andres Bonifacio College

C. Educational Attainment

Elementary: With Honors

Junior High School:

Senior High School:

 47

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