A Comparati ve Study on the Moti vati onal and Learni ng Strategi es

of Sel ected Students i n the Uni versi ty of Santo Tomas,

Department of Medi cal Technol ogy Academi c Year 2011- 2012

ualao, }., uo, B., uuauines, P., Bo, C., }aiillo, N., }imenez, A., Khow, }., Ki, B.

ABSTRACT
The study was conducted in order to determine the motivation and learning strategies used by the Deans Lister
and non-Deans Lister students in the University of Santo Tomas among Medical Technology students during their first
year, second semester, school year 2011-2012. The General Weighted Average of the students was correlated with the
intrinsic and extrinsic goal orientation, task value, control of learning beliefs, self-efficacy for learning and performance,
test anxiety, rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time and study
environment, effort regulation, peer learning and help seeking factors. This correlation was done to determine if there is
a significant difference on the motivation and learning strategies, given the above factors. It is significant in identifying
the relationship between the students learning motives and academic performance. A total of 244 randomly selected
UST Medical Technology students were surveyed for this study with a questionnaire devised by the Guidance Counselor
of the Faculty of Pharmacy, Mrs. Stephanie C. Lu. From this study, the strategies used for learning are critical thinking
and effort regulation from the cognitive and metacognitive learning strategies. These main factors allow the students to
qualify the Deans List. Also, the study came to conclude that there was a significant difference between the learning
strategies of the Deans Lister and non-Deans Lister students as proven by independent t-test.

INTRODUCTION
In the University of Santo Tomas, students who
demonstrate excellence in the academic field are awarded the
title of Deans Lister, exemplars of the student body that have
achieved grades of no grade below and above 80% in any
subject and a Quotient Point Index (QPI) of at least 86% while
carrying the load of the semester (UST, 2010). The occurrence
of succeeding in being included in the coveted Deans list is
minimally observed among the enrollees in the Medical
Technology course due to the competitive nature of the course
and the arduous course content. Those who qualify for the
Deans List are observed to be highly motivated and studious to
maintain their standing (UST, 2010).

METHODOLOGY












RESULTS AND DISCUSSION

The results and discussion focused on the Motivational
and Learning Strategies of Deans Listers and Non-Deans
Lister gathered from the survey conducted by Mrs. Stephanie C.
Lu among the BS Medical Technology students in the University
of Santo Tomas, batch 2015, during the second semester of the
academic year 2011-2012. The data was divided into two
groups: the Deans Lister students and the Non Deans Lister
students, based on their General Weighted Average (GWA). In
order to interpret the relationship between the motivational and
learning strategies of the Deans Listers and the motivational
and learning strategies of the non-Deans Listers, the
researchers analyzed the data using the two-tailed independent
T-test. The data was processed using the IBM SPSS. Likewise,
visual representations of the data, tables and histograms, were
constructed using IBM SPSS and Microsoft Excel.




CONCLUSION
The research concluded from the interpretation of data
analyzed that among all given strategies, Critical Thinking and
Effort Regulation from the Cognitive and Metacognitive
Learning Strategies, were the main factors that allowed a
student to qualify for the Deans List. To support this claim, an
observation was made between the significant differences of
the learning strategies employed by students who have
qualified for the Deans List and students who did not qualify for
the Deans List. Also, there was no significant difference on the
motivational factors of Deans Listers and Non-Deans Listers.
Therefore, the researchers concluded that being included in the
Deans List was not based on motivation; but rather, on the
strategies that students apply to learn and students
N0TIvATI0NAL
ANB LEARNINu
STRATEuIES

BEAN'S LISTER
ST0BENTS

N0N-BEAN'S
LISTER ST0BENTS
N0TIvATI0NAL
ANB
LEARNINu
STRATEuIES
Q0ESTI0NNAIRE
(NSLQ)
BIFFERENCES IN
TBE
N0TIvATI0NAL
ANB LEARNINu
STRATEuIES 0F
BEAN'S LISTERS
ANB N0N-BEAN'S
LISTERS