Motivational Factors in Learning Social Studies

among Grade 7 Students in Bicol College

Introduction

The primary factor that contributes to good performance of teacher is strong

motivation. Motivated teachers are often associated with producing motivated students

with high achievements (Atkinson, 2017). Thus, in order to bring change to an educational

system factors that enhance teacher motivation are essential. Planning for such

improvements would require the planner to know the existing state of teacher motivation

and motivational factors affecting teacher performance. Although the factors discussed

have been identified to influence teacher motivation in Australia, Thailand, Northeast

England and Korea. Teacher motivation is viewed as a variable which has a strong impact

on learner's motivation (Gardner, 2015).

Motivation in learning is important. It is a force that energizes and direct them

towards their goals. A student may arrive in class with a certain degree of motivation. A

student motivation has to do with his/her desire to participate in the learning process. It

also concerns the reasons or goals that underlie his/her involvement in academic activities.

There are two basic classification of motivation; Intrinsic motivation which arises

from a desire to learn a topic due to his/her inherent interest for self-fulfillment, enjoyment

and to achieve a mastery of the subject. Extrinsic motivation, on the other hand is

motivation to perform and succeed for the sake of accomplishing a specific result or

outcome.
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A student who leaves school with motivation and capacity to continue learning

throughout life will be prepared to acquire the new knowledge and skill necessary for

successful adaptation to changes. In addition, he/she will be prepared for adult life, make

his/her own decision, uses what he/she learns to his/her job and interact with other people

easily.

Doronila (2014) highlights the fact that students need to develop a range of skills

and competencies which would enable them to live and work as human persons, develop

their potential, make critical and informed and function effectively in society. These are

skills in Social Studies as a subject that can give the students in the curriculum of the

secondary level, wherein the concern of this study is to determine the relation of students

and teacher’s motivational factors in learning Social Studies among Grade 7 students in

Bicol College.

Education in the Philippines has undergone several stages of development from the

pre-Spanish times to the present. In meeting the needs of society, education serves as focus

of emphasis or priorities of the leadership at certain periods of epochs in our national

struggle as a race.

The 1987 Constitution states that one of the aims of education is to develop love of

country and deep sense of nationalism. The development of love of country is all important

in a country like the Philippines which is characterized by a variety of languages and wide

disparities in economic and social life. The Education System of the Philippines went

through different transitions. Different changes and trials have been done on the

curriculum. There are some revisions done with Social Studies subject.
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In Social Studies classes students are confronted with questions about the wonder

and excitement of human kind in the world. For clarification the Social Studies program of

NSEC. DECS Order No. 77, s. 1998 was issued to answer queries from the field.

In the Philippines, by virtue of Republic Act (RA) 10533, the Department of

Education (DepEd) organizes a series of mass training courses of all public school teachers

every year, for the gradual and successful implementation of the K to 12, [the Enhanced

Basic Education Program (EBEP)]. The teacher-participants are exposed to remarkable

changes in the curriculum, more especially the current changes in Social Studies for Junior

High School: the elimination of Philippine History in Grade 7, which is replaced with Asian

Studies (effective this year), World History for Grade 8 instead of Asian Studies,

Economics for Grade 9 instead of World History, and Contemporary Issues for Grade 10

instead of Economics will be implemented next year. All these disciplines are taught in a

spiral, conceptual, thematic, collaborative, integrative, constructivist, and experiential

manner, more in an access mode than a delivery mode of instruction.

These synthesized approaches mold the four learning quadrants of the 21st century

learner, who will be equipped with 21st century skills such as: (1) information, media and

technology, (2) learning and innovations, (3) communication, and (4) life and career. With

all these changes under way, the study is conducted specifically with the social studies

teachers who are expected to teach World History in Grade 9. This development is

consequent with the elimination of Philippine History effective this year and Grade 8 next

year, as the latest development, under the new K to 12 Junior High School Social Studies

(Araling Panlipunan) curriculum. Hence, their proclivities to teach and their readiness to

embrace this new curriculum are treated in this study.

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The Mass Training for World History teaching focuses on the relevant content

selections with appropriate learning activities and assessments designed to achieve

UNESCO’s Four Pillars of Learning in the 21st century [Learning to Know, Learning to

Do, Learning to Live Together, and Learning to Be] by Jacques Delors, who introduced

this in 1996 (Canadian Council for Learning, 2010), from which DepEd derived the

creation of the KPUP (knowledge, process, understanding, and product or performance)

Model of Teaching in the K to 12 context. This model is uniquely designed for the use in

the Teacher’s Guides (TGs) and the Learning Modules (LMs), wherein the teachers need

to have a proper orientation on how these are utilized.

The Department of Education evaluated the competency of the old curriculum used

for a long time. In 2012 the new curriculum was introduced in the field of teaching, but

beforehand the teachers underwent seminars, training and workshop to implement the

curriculum to the students. One of the highlights of the curriculum is the integration of each

core to the subjects to each other, especially the Social Studies or better known as Araling

Panlipunan was integrated with other three areas such as MAPEH, TLE /EPP, and

Values Education/Edukasyon Pagpapahalaga to MAKABAYAN as one subject.

Social Studies is an important subject in high school, not just because it deals with

social problem but also teaches information, ideas and methods of inquiry that make help

possible a satisfying and creative intellectual life. It can also provide a basis for healthy

attitudes, such as tolerance of dissimilarities between various cultural groups.

Bicean school prepare a yearly plan or calendar of activities for the students'

development program every year. The schools let the students experience the real election

day activities where they choose the leaders of the Supreme Students Government and the
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support of other clubs. Student leaders undergo leadership training, and then they facilitate

a school based leadership training, too.

To inculcate the importance of national language and love of country, in the months

of August and October, the school celebrate the “Buwan ng Wika and Linggo ng

Kasaysayan” when students join the contests like Folk Dance, Singing Contest, Sabayang

Bigkas, Balagtasan, Essay writing/Poem writing. Poster/Slogan contest, and a Quiz Bee

contest.

The activities mentioned above are parts of the Social Studies Program in Bicol

College. Although the students who participate are eager and willing to be part of such

activities, they do not perform well in Social Studies class.

Here in the Philippines, Social Studies programs is being implemented, to seek and

develop the thinking, feeling, and acting of the concerned and committed citizens of the

nation. A study of motivational factors in learning Social Studies is vital in education as

the performance of students the learning is important both in the cognitive, psychomotor

and affective domains of learning.

The researchers decided to study motivational factors in learning Social Studies

among Grade 7 Students in Bicol College for School Year 2018-2019 to determine the

motivational factors of students in learning the subject. Bicol College was chosen for this

study because the researchers believed that the student respondents in the said school would

give clear information and understanding regarding the problems.

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Objectives of the Study: (Statement of the Problem)

This study aimed to determine the motivational factors in learning Social Studies

among the Grade 7 students in Bicol College:

Specifically, it aims to:

1. Describe the profile of the Grade 7 students taking Social Studies in terms of:

a. section

b. age; and

c. sex

2. Determine the motivational factors of the respondents in their performance in Social

Studies, along;

a. Intrinsic motivation; and

b. Extrinsic motivation

3. Identify the difficulties affecting the learning in Social Studies along:

a. interest and enjoyment in Social Studies

b. attitude toward school

c. sense of belonging; and

d. punctuality and enthusiasm

4. Recommend to overcome the difficulties affecting the learning of Grade 7 students in

Social Studies.
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This part presents related literature and studies that have some degree of relevance

to the current and provides direction in the conduct of the study.

Performance Everbares as cited by Calimpong (2012) stated that the performance

means the actual accomplishment in a given task as distinguished from potential, ability,

capacity or aptitude.

Department of Education Order Number 35 series 2005 Policy Guidelines-Delivery

of the Curriculum (4), states that interactive learning and the development of higher order

thinking skills shall continue to be promoted in schools in order to improve the equality of

thinking and raise student's performance.

Eccles, as cited by (2018) stated that even at a very young age, boys and girls feel

more or less competent in certain subjects. According to the study in first, second and fourth

grades, boys tend to feel more competent sports and math, whereas girls feel more

competent in reading and music.

Answer.com (2010) defines academic performance as “[referring] to how a student

deals with their studies and how they cope with or accomplish different task teachers.

Academic performance is the ability to study and remember facts and being able to

communicate knowledge verbally or down on paper.

School performance is something which has been accomplished through the effort

not just of the leader, school principal but also of the teachers and the students.

Performance means carrying out or bringing to completion of a physical activity or

production of some significance, which displays one's knowledge and judgement while

engaged in a task.
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The above statements were found related to the present study because they discuss

that the performance may vary on the individual motivation. These aspects might have

affected the performance of the students in school.

Motivational Factors when teachers ask about motivation, they want to know what

causes a student to act in a particular way. Some students appear to be attentive, inquisitive,

industrious, and protective. There are also students who are not participating in class or not

performing up to their potentials and expectations of the teachers and their parents.

Teachers tend to label these students as unmotivated. Certainly, teachers would want as

much as possible to reach and motivate all students (Gines, et.al.,2012).

Motivation as used in teaching refers to the teachers' and the students' rationale or

purpose, which originates from the self to undertake a learning activity. Motivation directs

and sustains a behavior that ultimately leads to higher achievement in the classroom. It

makes the learner get interested in learning and keeps the learner engaged in learning.

Teachers who are observed to be fired with genuine enthusiasm and are full of energy as

they face their students. Students who are motivated to learn are observed to be wide-eyed

and are eager to be involved in any learning in any learning activity (Corpuz and

Salandanan, 2017).

Motivation in learning then is the learners' perception of a ''personal meaning'' oe

value in the learning act based on a ''felt need” (present gratification) or a “deferred value”

(future reward). Unless the learner is assured of some satisfaction in what he is doing, he

will find no sense in the task he is doing, he will find no sense in the task he is being asked

to do (Palma, 2018).
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Barbon (2014) in her article about motivation, she said that motivation involves a

complex interaction within individual and the total environment in which he lives. She

illustrated the motives of peer approval which becomes a motive to the individual to the

extent that is satisfies there needs of being belonging and social recognition.

Talaga (2013) mentions that for a teacher to motivate his pupils to develop good

study habits, he should have a good study habits. He should have a regular study schedule

and follow it conscientiously. A teacher who has developed good study habits will not have

difficulty developing good study habits of his pupils.

Student Motivation naturally has to do with students' desire to participate in the

learning process in the learning process. But it also concerns the reasons or goals that

underlie their involvement on noninvolvement in academic, activities. Although students

may be equality motivated to perform a task, the sources of their motivation may differ.

(Brophy, 2013).

Motivation to learn has a slightly different meaning. It is defined as the

meaningfulness, value, and benefits of academic task to the learners regardless of whether

or not they are intrinsically interested (Marshall, 2012).

The above readings are related to the present study which deals with the

motivational factors and their influences on the performance of the students.

Interest and Enjoyment in Social Studies the family develops the child's interest and

habits aside from his physical, mental, social and religious development. The members of

the family should provide suitable opportunities to each child to develop his individuality

according to his own distinct, interest, indications, and capacities. Children should be
 10

provided full opportunities for the development of their personalities in accordance with

their innate tendencies and capacities.

According to Hosenfield (2013) one factor that affects language learning is learners'

interest. Even if the teacher is really good and almost perfect, it will be useless if the learner

does not want to learn. The major part of learning especially among teenagers is on their

part. Their eagerness to learn affects their performance in a particular subject matter.

Somera (2014) found out that achievement will be higher when interest of the

students together with effort of efficient teachers together promotes learning. Addition to

that, students may engage in learning activity because they enjoy the activity or because

they are convinced that what they learn is important or is right thing to do (Corpuz, 2017)

Attitude can alter every aspect of a persons' life, including his education. Students'

attitudes on learning determine their ability and willingness to learn. If negative attitudes

are not altered, a student is unlikely to continue his education beyond what is required.

Changing students' negative attitudes towards learning is process that involves determining

the factors driving the attitudes and using this information to bring about change

(Workman, 2014).

Good learners can manage their own learning and apply an arsenal of learning

strategies in an effective manner. Conversely, students who have problems learning on their

own often have no access to effective strategies appropriate to the task in hand.

Students engage with tasks they find interesting, challenging, and important. If they

want to live happy and productive lives in the complex world of the twenty-first century,

students try to achieve a wide range of schooling outcomes (Russel, 2013).

 11

Students say they respond positively when classes are taught by teachers who:

enjoy teaching students as well as the subject, respect students and don't put them down,

involve them in making decisions, care about them, listen to them and don't shout at them,

are fair, approachable and supportive, know them as individuals and speak to them

individually, have fun with them, explain things clearly, respond to request for help, and

don't give up on them (Fullarton, 2012).

Effective learning in the classroom depends in the teachers' ability to maintain the

interest that brought students to the subject. Whatever level of motivation your students

bring to the classroom will be transformed, for better or worse, by what happens in that

classroom (Barbon, 2014).

Trumper (2016) investigated the students' interest toward the study of Physics and

found out there is as stronger correlation between students' mental interest Physics and

negative opinions of science classes that between more positive attitudes towards science

and technology and limited out of school experience in Physics.

Student's' attitudes toward their subject are influenced by their interest in the course

as well as the perceived personal relevance and future utility of the course (Peters

et.al.,2014).

Lupdag, as cited by Rana (2014) discussed the development of the child’s nature

activities, capabilities, and interest. It is mentioned that teachers must discover the stages

in the mental development of the race. And them construct a curriculum that use the

methods and consider the growth of the child in accord with the order of physical

development.
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However, if a student is not interested in what he is learning, he will simply “go

through the motion” or worse, he will not engage himself in the learning act at all. It was

mentioned that it is the learner who does the learning. Therefore, we need his full

cooperation in the act of learning (Palma, 2016).

A list of generalizations derived from a research article of Pintrich (2013), about

the motivational role of socio-cognitive constructs as well as the implications for the design

of instruction that are common to the motivational literature. The first principle relates to

efficacy and competence judgments and concerns the provisions of accurate feedback to

students about their performances and learning, focusing on the development of

competence, expertise, and skill. It also highlights the facts that many motivational theories

as well as cognitive theories stress the important of providing tasks that are within the range

of competence for students. Tasks should neither be too easy nor too difficult, but challenge

students in appropriate ways. This allows students to use their prior knowledge and

expertise as well as engages students in tasks in which they feel confident and competent,

and can succeed.

Hidi as cited by Aggabao (2016) interest and value belief refer to the students'

general attitude, or preference for content, tasks, and learning activities as their assignments

for some degree of usefulness and importance to such activities.

Bruns as mentioned by Caagay (2013) discussed those student’s negative attitude

towards studies tends to disorganized. They forgot homework, lose assignment and

misplace books; they daydream, don't listen, look out the windows or talk too much to

other students. They have poor or no study skills. They consider themselves having studied

if they've briefly read the material. Some never read books while other immerses them in
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reading. They especially like to read when they are supposed to be doing homework or

some hold chores. Underlying the poor study habits, weak skills, the disorganization of

defense are feeling of absence of personal control over their educational success.

The students' interest towards learning areas has always been scrutinized in past

researches. In the present study it is included as one of the independent variables which are

perceived to cause variation in students' performance in Social Studies. The ideas presented

by Hosenfield, Somera, Corpuz, Barbon, Trumper, Rana, Palma, Pintrich, Aggabao and

Caagbay are highly pertinent to the present study as they convey that students' interest and

enjoyments is an important component in the learning process.

Intrinsic Motivation Intrinsic motivation has been found that learning and

remembering tend top to be better when the motivation is intrinsic. When the learner is

motivated to be interested in the learning task. They become anxious to learn it, for its own

sake. Thus today's teachers rely less on rewards and punishments and try instead to build

intrest in the materials to be studied. When learners feel the need to know and are active in

searching for information, they understand and remember better than when same materials

are simply presented for them to memorize (Tria, 2012).

According to Brozo (2015), in order to foster intrinsic motivation, try to create

learning activities that are based on topics that are relevant to your students' lives. These

includes teaching with events in the news, using pop culture technology (iPods, cellphones,

YouTube) to teach, or connecting the subject with your student' culture, outside interest or

social lives.
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Bruner as cited by Gines, et.al. (2012) stated that any attempt to improve education

inevitably begins with motives for learning. Learning for Bruner involves rearrangement

and transformation of materials in a way that leads to insights. Students learn to manipulate

their environments more actively and achieve considerable gratification from personally

coping with problems. Thus, students see meaning in knowledge, skills and attitudes when

they themselves discover these things. He noted that information or knowledge is most

helpful when it is at the learners' level. This also encourages self-activity and intrinsic

motivation. The knowledge of results like feedback and reinforcements is valuable when

learners compare their results with what they have attempted to achieve.

Condry and Chambers (2013) found that when the students were confronted with

complex intellectual tasks, those with an intrinsic motivation used more logical information

gathering and decision making strategies. Students with an intrinsic orientation also tend

to prefer tasks that are moderately challenging.

Various task dimension can also foster motivation to learn. Ideally tasks should be

challenging but achievable. Relevance also promotes motivation, as does contextualizing

learning that is, helping students to see how skills can be applied in the world (Lepper,

2014). Tasks that involve a moderate amount of discrepancy of incongruity are beneficial

because they stimulate students' curiosity, an intrinsic motivator.

Motivation that stems from factors such as interest or curiosity is called intrinsic

motivation. Woolfolk (2016) notes that intrinsic motivation is the natural tendency to seek

out and conquer challenges as we pursue personal interest and exercise capabilities. When

students are intrinsically motivated, they do not need incentives or punishments because

the activity itself is rewarding.

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Pintrich and Schunk (2015) refers to it as motivation to engage in an activity for its

own sake and they described intrinsically motivated people's those who work on tasks

because they find it enjoyable.

The above reading is relevant to the present study as it discussed that intrinsic

motivation can lead to a better performance of the students.

Extrinsic Motivation when an individual is motivated by an outcome that is external

or somehow related to the activity in which she is engaged. We may call her extrinsically

motivated. In most cases, the individual engaged in some activity because of extrinsic

motivation often will be very goal oriented and goal directed.

A teacher must go beyond the materials and processes typically used to stimulate

and understand to underlying elements in the extrinsically motivation in learning process

(Oon Seng, 2013).

In her book, Salandanan (2017), she discussed that the extrinsically motivated

students have to be enticed by an external rewards or prodded by a teacher to learn. This

means that when there is no more reward offered or when the authority figure is gone and

students are left to themselves, the interest and enthusiasm to learn is also gone.

Explanation of motivation either rely on internal or personal factors such as needs,

interest’s curiosity and enjoyment or to external environmental factors such as rewards,

social pressure, and punishment. This implies that motivation can be classified according

to the focus of casualty for the action whether it is internal or external – whether it is

intrinsic or extrinsic (Hoy and Hoy, 2013).

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A motivation that comes into play when a students compelled to do some thing or

act a certain way because of factors external to him or her like money or good grades.

According to Tan Te (2006) students take special education course in college for the

purpose of studying abroad or working abroad. She further stated that if they do it for

money, sooner or later they would discover that the job is difficult and may be something

boring.

According to the literature above, the extrinsic motivation can lead the students in

two ways, one to develop a good performance in their studies and secondly, lead to failure

to comprehend the subject matter in absence of rewards that will boost their interest to

study. As for the relation of these reading to the present study, the researcher can say that

extrinsic motivation can be a great help or can hindered the performance of the students.

Attitude Towards School students can have increased motivation when they feel

some sense of autonomy in the learning process, and that motivation declines when

students have no voice in the class structure. Giving your students options can be as simple

as letting them pick their laboratory partners or select from alternate assignments, wherein

students can determine their own grading scale, due dates and assignments (Perkins, 2002).

It can be hard for many students to develop positive attitudes towards school,

particularly if they don't enjoy it or struggle with learning difficulties. This make it that

much more difficult for positive attitudes and behavior to take root. But a solid education

is so essential that it’s crucial to find ways to replace negative feelings toward school with

positive proactive views (Ryan, 2013). Here are some ways to do it. 1) set realistic

expectations, 2) reinforce good habits with rewards, 3) spend time studying with your

students, and 4) model positive attitudes and behaviors toward school.

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Felder (2016) highlighted the effect of educator's ignorance to the learning styles

of their students in a class and the teaching style of the professor, the students may become

bored and inattentive in class, do poorly on tests, get discouraged about the courses, the

curriculum, and themselves and in cases change to other curricula or drop out of school.

Students who anticipate and achieve success based on their own efforts put more

time, energy and commitment into school work, choose more challenging tasks, and show

more positive feelings towards their work. In contrast, repeated failure experiences,

particularly when students attribute these to lack of ability rather than effort or strategy,

diminish students' perceptions of the self-worth and encourage avoidance of learning

(Williams, 2013).

The school is the second home of children where teachers, by principle of loco

parentis, are their second parents. Schooling broadens the children's social milleu and

expands their interaction with others. In school, they learn how to adjust with people of

different personality traits and learn knowledge, skills, values and attitudes expected of

them and will be prepare them for life ahead.

Considering the family as an imperfect society, the school is there to reinforce what

is missing in the family (Omas-as et.al., 2013).

Before one can help improve his/her student’s attitudes toward school according to

Aquino (2016), a teacher must find out what their present attitudes are. From there, teachers

learn a great deal about our students' attitudes toward school by observing their actions and

conversations. If the teachers learn from attitude data that our students have attitudes which

hinder their achievement, plan to work with them to develop more desirable ones.
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He is also added that teacher must show them that their level of achievement is

continually important to them by inspecting their work, having conferences with them

about their progress, meeting some of them who have special difficulties; and praise their

accomplishments.

In 2000, the Philippines, as a reaffirmation of the vision set in the 1990 World

Declaration, committed itself to the following EFA 2015 Goals at the World Education

Forum in Dakar.

Extensive effective school research has shown that there are five key factors, which

characterize effective schools. These factors are as follows: 1) a school climate conducive

to learning, 2) a school wide emphasis on basic skills instruction, 3) teachers who had high

expectations for all students to achieve, 4) a system of clear instructional objective for

monitoring and assessing students performance, and 5) a school principal who is strong

programmatic leader and who sets high standards, observes classrooms frequently,

maintains student discipline and creates incentive for learning (Third International

Mathematics and Science Study, 2003).

In school, teacher represent the first line service providers; it is well-established

that teacher's effective performance is crucial to the successful operation of the school.

They affect the kind of attitude the students may developed themselves towards their school

(Aquino, 2016).

Teachers who create warm and accepting yet business like atmospheres wil promote

persistent effort and favorable attitude toward learning. This strategy will be successful in

the children and in adults. Interesting visual aids such as booklets, posters, or practice

equipment, motivate laerners by capturing their attention and curiosity (Barbon, 2011).
 19

Based on the literature gathere, an attitude toward school is significantly related to

the present study because attitude of an individual toward his/her school is one of the

independent variable that may affect the performance the students may produce.

Sense of Belonging people have a fundamental need to feel connected or related to

other people. In an academic environment, research shows that students who feel they

belong have a higher degree of intrinsic motivation and academic confidence. According

to students, their sense of belonging is fostered by an instructor that demonstrates warmth

and openness, encourages student participation, is enthusiastic, friendly and helpful, and is

organized and prepared for class (Freeman, Andeman, and Jensen, 2017).

According to Maglaya (2015) people who are social beings; and therefore they need

to belong and be accepted by otheres. This need is satisfied by the development of

meaningful personal relations with oher groups of individuals.

The bond between the teacher and the student creates the foundation upon which a

sense of belonging can develop. Bronfenbrenner (2002) said that the teacher-student dyad

was the primary crucible for learning and human development.

School regards for learning. In this domain, teachers should act as positive role

model of the values and the pursuit of learning of different kinds of the effort to learn. The

teacher action, statement and different type of social interactions with the students

exemplify this deal. In this competency, every teacher ought to have or develop the

following indicators: a) one should be able to implement school policies and procedures,

b) demonstrate punctualit, c) maintains appropriate appearance, d) careful about the effect

of one's behavior on students; and; e) shows respect for other persons and their ideas.
 20

The reading above is significant to aid the researcher in knowing how to gather

pertinent data that will elicit the answers to the present problem.

Punctuality and Enthusiasm likewise, Temporasa as cited by Acueza (2017) stated

that punctuality and regular attendance are two big reason why one losses his job-being

late for work (tardiness) and missing days for work (absenteeism). Work is a blessing that

needs to be kept. Punctuality and regular attendance are virtues that they employer

appreciates. The students may be motivated to attend school and study if the teacher is

always present and teaching them.

Enthusiastic teachers are full of energy and dynamism. Their passion and love for

children are easily noticed. It is one of the most needed “energizer” that could motivate

students. Enthusiasm is evident in a teacher's eagerness and excitement in getting children

involve in a learning activity. Originating from her interest, her unmistakable exuberance

emerges, as if convincing the children that “this is the day they have been waiting for”.

According to Salandanan (2015) there is nothing that can influence and inspire

children to “move and follow” other than a teacher's spontaneous and energy. A smile

evokes a pleasant feeling. Wit and humor set a good mood and spirit among children. It

can soothe their feelings momentarily. If a teacher with a happy mix of these traits can

make every learning event something to look forward to with eagerness and fun.

Unfortunately, not all teachers are endowed with a lively and zestful disposition.

Some face their students as if this is the last class and they have to hurry out. Some are by

nature “cool unmoving” that the students think they are going to pray instead. Some,

though are so alert and dynamic that students look forward to any activity they could

participate in with them (Salandanan, 2007).

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As Ramirez (2014) added, it is faith in action. Teacher must show eagerness and an

intense desire to achieve the vision and mission as an educator in life of the learners/

individuals through their work and worth.

All the literature mentioned are deemed related to the present study in the sense that

all are concerned with the punctuality and enthusiasm of teachers to their students. It also

helps students as motivation for better performance.

Theoretical Framework

The theoretical framework was established based on the theories which affect the

students' motivation as cited by Sullo (2017) and Lucas and Corpus (2017). Glasser as cited

by Sullo (2017) choice theory believes that individual is born with specific needs that

genetically instructed to satisfy. The need for belonging motivates students to develop

relationships and cooperate with others.

According to the theory, students are motivated when they are in a need satisfying

environment that responds to their need to belong, to have power, to the free choice, and

to have fun. The students must have ample freedom to choose within parameters that are

safe and responsible, developmentally appropriate, and supportive of learning. He/she must

learn and grow into responsible individual.

If the students are not driven to satisfy their needs, he/she may perceive themselves

to be suffocated by impositions and limits. He/she most likely to behave in irresponsible

ways, to get their freedom they believe is not satisfied. A classroom which is not enjoyable

does not motivate students to perform well.

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While Weiner as cited by Lucas and Corpus (2017) believes that attribution theory

may also affect the motivation of the students. Using this strategy will turn to influence

achievement. Motivation is one aspects of the teaching function that needs attention, that

the learner must be motivated to learn and the ask of motivating students is not simple.

Furthermore, motivation comes from within an individual via needs and desires that

can be consciously addressed. Students may attribute his/her success of failure to

something within his/her control, unstable and can be change. It is thought that students

are more likely to experience intrinsic motivation and extrinsic motivation if they attribute

their educational results to internal factors that they can control.

Students are more motivated when they believe that they can determine their

learning goals and regulate their learning.

The present study proposed that the students' motivation to learn is associated with

their learning Social Studies which motivated the researcher to go deeply with this study.
 23

Choice Attribution
Theory Theory
(Sulo, 2007) (Lucas and
Corpus, 2007)

Motivational
Factors in
Learning Social
Studies among
Grade 7 Students
in Bicol College

Grade 7 Students

Researcher’s Theory

Analyzing the motivational factors of Grade 7 Students

in their performance in Social Studies are good in performing

a task along intrinsic motivation, and extrinsic motivation,

attitude towards school, sense of belonging, punctuality and

enthusiasm, and interest and enjoyment in Social Studies.

Therefore, the students will become more competent in the field

of Social Studies. Figure 1.

Theoretical Paradigm
 24

Conceptual Framework

Motivational theories are often considered a pattern in observing what drives

students to learn. It is perceived by the researcher that as the students are extrinsically and

intrinsically motivated they would perform high in Social Studies.

The interest of the students is also important in learning process of the students.

They will learn easily if they are interested and enjoy what they do in the subject matter.

As for the teacher factor, intelligence is also considered to motivate the students to

learn Social Studies. Teachers' intelligence has something to do with the mastery to transfer

the information considering the ability and capacity of the learner.

An effective teacher is always punctual and enthusiastic in his/her teaching. He/she

must respect the dignity of any person he comes in contact with his/her superior, peers and

students. These are some factors that the researcher believes that will motivate the students

to learn deeply.

The research paradigm shows two frames containing, independent and dependent

variables. Frame 1 shows the motivational factors in learning Social Studies such as

students factors: interest and enjoyment in Social Studies, intrinsic motivation, extrinsic

motivation, attitude toward school and sense of belonging, and teacher factors: classroom

learning environment, teaching strategies, and use of instructional materials. Frame 2

shows the dependent variable which is the students' performance in Social Studies

determined by ratings in Social Studies, achievements goals, and produce a high quality

education and excellent student.

 25

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Motivational Factors in Learning

Social Studies
Performance of Students
in Social Studies
Students Factor
*Interest and Enjoyment of the Achievement goals
Students in Social Studies Produce a high quality and
*Intrinsic Motivation excellent students
*Extrinsic Motivation
*Sense of Belonging
*Attitude towards School

Teachers Factor
*Classroom learning environment
*Teaching Strategies
*Use of instructional materials

Figure -2

Conceptual Paradigm
 26

Scope and Limitation of the Study Scope and Limitation of the Study

This study was limited to the motivational factors in relation with the learning of

Social Studies among Grade 7 students in Bicol College, School Year 2018-2019.

The Grade 7 students consisted of three (3) section namely: Marangal, Magalang,

and Masikap. In Marangal they have forty (40) students, twenty-four (24) male, and

sixteen (16) female, in Magalang they have thirty-eight (38) students, nineteen (19) male,

and nineteen (19) female, and last in Masikap they have thirty-nine (39) students, twenty-

three (23) male, and sixteen (16) female; all in all they have one-hundred seven student in

Grade 7 which chosen for this study because the researcher believed that the students

respondents in the said school would give a clearer information and understanding

regarding the problems.

This study was limited to the following aspects: Intrinsic Motivation, Extrinsic

Motivation, Interest and Enjoyment in Social Studies, Attitude towards School, Sense of

Belonging, and Punctuality and Enthusiasm. The results can serve as foundation or basis

for the enhancement of program for Social Studies.

Significance of the Study

The following groups of individuals may be benefit much by the results of this

study.

Teacher. The teachers will be benefited knowing, and understanding that as educator, their

actions could possibly be influential to the attitudes of the students in their subject. They

will more cognizant of their professional and personal attributes so as to improve their

teaching performance to be more productive and interactive. They will be guided, thus

improve their skills on handling student’s attitudes towards their areas of specialization.
 27

Teacher-Coordinators. This study will emphasize the technical, human and conceptual

skills which are beneficial to both the teachers and students. They may use the results of

this study in making a new program that suited to the motivation of the students in learning

Social Studies.

Students. This study will serve as an instrument to show the possible result of the students'

attitudes. The students used it to value and appreciate to other areas of the study. They may

assure of quality education brought about by competent and effective educators.

Curriculum Designers. Curriculum planner may use this as basis towards creating and

developing curriculum, which would respond to the needs to be more productive individual

using the motivational factors in learning Social Studies.

School Heads. The study will be give them a view on how they will motivate their teachers

to deal with the learners to help them to be good. They may use this as a basis making

school program for the student development in the students.

Readers. They will learn to distinguish valid and reliable information and sources. This

study may inspire others to have concern about the students' performance and achievement

in school matter.

DepEd Officials. The DepEd officials will be aware of the importance of knowing the

motivational factors that may help the students of the new millennium to formulate or

create a better program that will suit the needs the learners the so called Generation Y.

Future Researchers. It may serve as one of the references in making another research to

determine other variables that can be a factor to motivate the learners to the study will in

Social Studies subject.

 28

Methodology

This section discussed briefly the methodology employed in the conduct of this

study. It consists of research design, population and sampling, data gathering procedure,

research instrument and statistical treatment of data.

Research Design

This study used the descriptive research to determine the relation of the

motivational factors in learning Social Studies to the students' academic performance.

According to Sevilla (2004) a descriptive method of research describes current

situations and comes up with the reactions and responses of the people who participated in

the investigation. Moreover, Zulueta (2008) cited that descriptive research will seeks to

provide information about one or more variables. It is used to answer the questions “what

exists?”

Furthermore, Calderon and Gonzales (2010) affirms that one of the advantages of

descriptive research contribute much to establishment or standard norms of conduct

behavior or performance. It also a better and deeper understanding of a phenomenon on the

basis of an in depth studies of a phenomenon.

Hence, this design was considered most appropriate to use since the main purpose

of this study was to determine the relationship of the students' learning attitude to their

performance in Social Studies.

 29

Sources of Data

The study used the primary and secondary sources. The primary sources used the

random sampling to ensure that the different groups of the population more adequately

represented in the sample. While the secondary sources of data were derived from books,

websites, and records of students enrolled in the Junior High School.

Grade & Section Male Female Total

7- Marangal 24 16 40
7- Magalang 19 19 38
7- Masikap 23 16 39
Total 66 51 117

The table illustrates the distribution of the respondents of this study, one-hundred seven

students (117) a sixty-six male (66) and fifty-one females (51).

Research Instrument

A questionnaire checklist was used as the instrument to gather adequate data and

information in this study. It is composed of two parts, the Part 1 it dealt with the profile of

the respondent:

In the Part 2 of the questionnaire, a five-point rating scale indicated below was used

to determine the level of motivational factors in learning Social Studies.

Code Scale Verbal Interpretation

5 (4.21 – 5.00) Strongly Agree

4 (3.41 – 4.20) Agree

3 (2.61 – 3.40) Moderately Agree

2 (1.81 – 2.60) Disagree

1 (1.00 – 1.80) Strongly Disagree

 30

Statistical Data Gathering

The following statistical tools were used in analyzing and interpreting the data

gathered.

Weighted mean was employed for the motivational factors such as student’s factors;

interest and enjoyment in Social Studies, intrinsic motivation, extrinsic motivation, attitude

towards school and sense of belonging and teacher factor: classroom learning environment;

teaching strategies and use of instructional materials.

Data Analysis Plan

The researcher used the following statistical tool:

Percentage- used use to determine the ratio of the frequency of response (f) to the total

number of respondents (N) it is presented with the following formula:

𝑓𝑥100
Formula 𝑃 =
𝑁

Wherein:

F= Frequency

N= Total number of respondents

100= Constant

Weighted mean

Weighted Mean (MW) =

F= number of response

W= weight of response
N= number of respondents
 31

RESULTS
Table.1 A show the results of the study which includes the demographic profile of
the respondents.
Table 1
Demographic Profile of the Respondents
Age Frequency Percentage
14 4 3.42
13 53 45.3
12 52 44.44
11 8 6.84
Total 117 100
Gender
Male 66 56.41
Female 51 43.59
Total 117 100

Table 1.A present the demographic profile of the respondent.

Out of 117 respondents, the researcher got a retrieval of 100 percent.

Age. As to age, it showed that 45.3% belonged to the aged bracket of 13 years old, 44.44%

percent % belonged to the aged bracket of 12 years old, 6.84% belonged to the aged bracket

of 11 years old, and 3.42% belonged to the age bracket of 14 years old. This shows that

majority of the respondents in the table 1.A is the 13 years old.

Gender. The table showed that 100% of the respondents both male and female willingly

answered the given survey questionnaire.

 32

DISCUSSIONS

This section provided the findings, analysis and interpretation of the data from the

respondents and implications of findings. Tables were used to enable the readers to

understand how the collected data were presented according to the statements of the

problem.

The profile of the respondents in learning Social Studies among Grade 7 students

A. Intrinsic Motivation. Table 2.B shows the level of motivational factors of the

respondent in learning Social Studies. The average weighted mean of 3.21 or “Sometimes”

implies that the respondent aware in their performance in Social Studies in intrinsic

motivation. The most known statement indicator is “I engage and sustain my interest in the

subject because the teacher does it content meaningful and relevant to the students” with

the weighted mean 3.52 with adjectival interpretation of “Often” It has been found out that

learning and remembering is better when motivation is intrinsic.

Students become anxious to learn, for its own sake. According to Brozo (2015), in

order to foster intrinsic motivation one must try to create learning activities that is based

on topics that are relevant to the students' lives.

It is followed by “There is a self-fulfillment when I understand the history lessons”

which is 3.34 with adjectival interpretation of “Sometimes”. These includes teaching with

events in the news, using pop -culture technology (iPods, cellphone, youtube) to teach, are

connecting the subject with the student culture outside interests or social lives.

“I believe that through this subject I can do a little help for my community” got the

total weighted mean of 3.11 or “Sometimes”. Learning for Bruner involves rearrangement
 33

and transformation in materials in a way that leads to insights. Students learn to manipulate

their environments for actively and achieve considerable gratification from personally with

coping with problems. “Studying Social Studies helps me learn how to search for new

information easily” got also a weighted mean of “3.10” or Sometimes. Thus, the students

see meaning in knowledge, skills and attitudes when they themselves discover these things.

These also encourages self-activity and intrinsic motivation. The knowledge of

results like feedback and reinforcements is valuable when learners compare their results

with what they have attempted to achieve. This often results in intrinsic motivation is “I

take Social Studies seriously because I find it is useful for my personal growth” got the

total weighted mean of “2.97” or Sometimes. Woolfolk (2016) notes that intrinsic

motivation is the natural tendency to seek out and conquer challenges as we pursue

personal interest and exercise capabilities. When students are intrinsically motivated they

do not need incentives or punishment because the activity itself is rewarding. This answers

the intellectual needs and the satisfaction on self-esteem and self-concepts.

B. Extrinsic Motivation. Table 2.B shows the level of motivational factors in

learning Social Studies in extrinsic motivation with the average weighted mean of 3.50 or

“Often” A teacher must go beyond the materials and process typically used to stimulate

and understand to underlying elements in the extrinsically motivation in learning process

(Oon Seng,2013). The most known statement indicators “I study well with the subject

when rewards are given” with the weighted mean of 4.06 with adjectival interpretation of

“Often” Salandanan (2017), she discussed that the extrinsically motivated students have to

be enticed by an external rewards or proved by a teacher to learn.

This means that the when there is no more reward offer or when the authority figure
 34

is gone and students are left to themselves, the interest and enthusiasm to learn is lost. It is

followed by the “I take the subject, because it a part of the curriculum” with the weighted

mean of 3.62 or “Often”. According to the Tan Te (2016) students take special education

course in college for the purpose of studying abroad or working abroad. It is followed by

“I take the subject for the challenge and praise for my friends, parents, and relatives” with

the weighted mean of 3.58 or “Often”. Explanation of motivation either rely on internal or

personal factors such as needs, interests, curiosity and enjoyment or to external

environmental factors such as rewards, social pressure and punishment.

This implies that motivation can be classified according to the focus of casualty for

the action whether it is internal or external- whether it is intrinsic or extrinsic (Hoy and

Hoy 2013). It is also followed by “I take the subject to be exceptional compared to the

other students with the weighted mean of 3.43 or “Sometimes”. When the individual is

motivated by the outcome that is external or somehow related to the activity in which she

is engaged. We may call her extrinsically motivated. In most cases the individual engaged

in some activity because of the extrinsic motivation often will be very goal oriented and

goal directed. The last one is “I am just force by my teacher to take the subject” with the

weighted mean of 2.79 or “Sometimes”. A motivation that comes into play is when the

students compelled to do something or act a certain way because of factors external to him

or her like money or good grades.

 35

Table 2

Level of Motivational Factors in Learning Social Studies among Grade 7

Students

5 4 3 2 1
Indicators f w.m f w.m f w.m f w.m F w.m TWM A.L
PART II
A. INTRINSIC MOTIVATION

1. There is a self-fulfillment when I 32 1.41 25 0.85 22 0.56 23 0.39 15 0.13 3.34 S

understand the history lessons
2. I believe that through this subject I can 20 0.85 25 0.85 35 0.9 22 0.38 15 0.13 3.11 S
do a little help for my community.
3. I take Social Studies seriously because 20 0.85 22 0.75 30 0.77 25 0.43 20 0.17 2.97 S
I find it is useful for my personal growth.
4. Studying Social Studies helps me learn 22 0.94 27 0.92 30 0.77 17 0.29 21 0.18 3.1 S
how to search for new information easily.
5. I engage and sustain my interest in the 30 1.28 40 1.37 20 0.51 16 0.27 11 0.09 3.52 0
subject because the teacher does it
content meaningful and relevant to the
students.
AVERAGE 3.21 S
B. EXTRINSIC MOTIVATION
1. I am just forced by my teacher to take 10 0.5 15 0.6 25 0.75 27 0.54 40 0.4 2.79 S
the subject area.
2. I take the subject, because it is a part of 20 1 30 1.2 28 0.84 19 0.38 20 0.2 3.62 O
the curriculum.
3. I take the subject for the challenge and 17 0.85 36 1.44 22 0.66 21 0.42 21 0.21 3.5 O
praise of my friends, parents and
relatives.
4. I take the subject to be exceptional 17 0.85 22 0.88 36 1.08 22 0.44 20 0.2 3.43 O
compared to other students.
5. I study well with the subject when 30 1.2 35 1.4 22 0.66 20 0.4 10 0.1 4.06 S
rewards are given.
AVERAGE 3.5 O
 36

Table 3

Difficulties affecting the learning of students in Social Studies

A. Interest and Enjoyment in Social Studies. Table 3.c show the difficulties

affecting the learning of Social Studies with the average weighted mean of 3.63 with the

adjectival interpretation of “Often”. Of all the indicators “I take down notes without being

reminded by the others” with the weighted mean of 4.32 or “Often”. Good learners can

manage their own learning and apply and arsenal of learning strategies in an effective

manner. It is followed by “I listen well when my classmates and teacher are discussing

the lesson” students say they respond positively when classes are by teachers who: enjoy

teaching students as well as the subject, respect students and don't put them down, involve

them making decision, and care about them, listen to them and don't shout out them, are

fair, approachable and supportive, know them as individual and speak to them individually,

have fun with them, explain things clearly, response to request for help, and don't give up

on them (Fullarton 2012).

It is followed by “I feel the significance of learning facts in Social Studies” with

the weighted mean of 3.55 or “Often”. Students attitudes toward their subject are

influenced by their interest in the course as well as the perceived personal relevance and

future utility of the course (Peter, et.al 2014).

It is followed by the “I read my books and make my assignment and projects in Social

Studies enthusiastically” with the weighted mean of 3.44 or “Sometimes” Cagaay cited

(2013) Students negative attitude towards studies tends to be disorganized. They forgot

homework, lose assignment and misplace books; they daydream, don't listen, look out the

windows or talk too much to other children. They have poor or no study skills.
 37

Some never read books while other immerses in reading. They especially like to

read when they are supposed to be doing homework or some household chore. Underlying

the poor study habits, weak skills, the disorganization of defense are feeling of absence of

personal control over their educational success. The last is the “I raise questions for some

clarification about the topic” with the weighted mean of 3.17 or “Sometimes” Effective

learning in the classroom depends in the teachers' ability to maintain the interest that

brought students to the course. Whatever level of motivation your students bring to the

classroom will be transformed, for better or worse, by what happens in that classroom

(Barbon, 2014).

B. Attitude Towards School. Table 3.C shows the difficulties affecting the

learning of Social Studies in Attitude Towards School with the average weighted mean of

3.99 with the adjectival interpretation of “Often” Of all the indicators “I respect the

authorities, personnel and faculty of the school” with the weighted mean of 4.55 or

“Always” The school is the second home of children where teachers, by principle of loco

parentis, are their second parents. Schooling broadens the children's social milieu and

expands their interaction with others. In school, they learn how to adjust with people of

different personality traits and learn knowledge, skills, values and attitudes expected of

them and will be prepare them for life ahead.

It is followed by the “I feel that school is preparing me for adult life through the

social issues discussed in Social Studies” with the weighted mean of 4.21 or “Often”

Aquino (2015) also added that teacher must show them that their level of achievement is

continually important to them by inspecting their work, having conferences with them

about their progress, meeting some of them who have special difficulties; and praise their
 38

accomplishments. It is followed by the “I can select learning experiences suited for my

abilities and capability” with the weighted mean of 4.01 or “Often” Students who anticipate

and achieve success based on their own efforts put more time, energy and commitment into

school-work, choose more challenging tasks, and show more positive feelings towards their

work. In contrast, repeated failure experiences, particularly when students attribute these

to lack of ability rather than effort or strategy, diminish students' perceptions of the self-

worth and encourage avoidance of learning (Williams, 2013).

It is followed by the “I respect the rules and regulation of the school” with the

weighted mean of 3.90 or “Often” Students can have increased motivation when they feel

some sense of autonomy in the learning process, and that motivation declines when

students have no voice in the class structure. Giving your students options can be as simple

as letting them pick their laboratory partners or select from alternate assignments, wherein

students can determine their own grading scale, due dates and assignments (Perkins, 2002).

It is followed by the “I always like to attend my class in school” with the weighted mean

of 3.29 or “Sometimes” Considering the family as an imperfect society, the school is there

to reinforce what is missing in the family (Omas-as et.al., 2013).

C. Sense of Belonging. Table 3.B shows the difficulties affecting the learning of

Social Studies in Attitude Towards School with the average weighted mean of 3.72 with

the adjectival interpretation of “Often”. Of all the indicators “I feel that I am important”

got a weighted mean of 4.32 with the adjectival interpretation of “Often”. According to

Maglaya (2015) people are social beings and therefore, they need to belong and be accepted

by others. This need satisfied by the development of meaningful personal relations with

other groups of individuals. It is followed by the “The school helps to learns Social Studies
 39

as a subject” with the weighted mean of 4.06 or “Often”. School regards for learning. In

this domain, teachers should act as positive role model of the values and the pursuit of

learning of different kinds of the effort to learn. The teacher action, statement and different

type of social interactions with the students exemplify this deal. In this competency, every

teacher ought to have or develop the following indicators: a) one should be able to

implement school policies and procedures, b) demonstrate punctuality, c) maintains

appropriate appearance, d) careful about the effect of one's behavior on students; and; e)

shows respect for other persons and their ideas.

It is followed by the “My schoolmates and classmates seems to like me” Omas-as

et. al., (2013) confirmed that peer pressure exists such that a child or teenager must conform

his or her behavior to the behavior of his or her peer in order to belong and be accepted in

the peer group. It is followed by the “Social Studies subject helps me feel that I belong and

to make friends easily in school” The bond between the teacher and the student creates the

foundation upon which a sense of belonging can develop. And last is the “I feel that I am

an outsider and lonely at school” with the weighted mean of 3.16 or “Sometimes” Kagan

(2012), most children fall in school not because they lack the necessary cognitive skills,

but because they feel detached, and isolated from others and from the educational process.

D. Punctuality and Enthusiasm. Table 3.B shows the difficulties affecting the

learning of Social Studies got an average weighted mean of 3.95 with the adjectival

interpretation of “Often”. Of all the indicators “My teacher fulfill his/her appointments

with us” got a weighted mean of 4.25 or “Often”. The students may be motivated to attend

school and study if the teacher is always present and teaching them.

It is followed by the “My teacher comes to our class on time and dismisses us as
 40

scheduled” with a weighted mean of 4.18 or “Often'” Acueza (2017) stated that punctuality

and regular attendance are two big reasons why one loss his job for being late for work

(tardiness) and missing days for work (absenteeism).

It is followed by the “My teacher makes full use of time” with the weighted mean

of 4.09 or “Often” Enthusiastic teachers are full of energy and dynamism. Their passion

and love for children are easily noticed. It is one of the most needed “energizer” that could

motivate students. Enthusiasm is evident in a teacher's eagerness and excitement in getting

children involved in a learning activity. Originating from her interest, her unmistakable

exuberance emerges, as if convincing the children that “this is the day they have been

waiting for”.

It is followed by the “My teacher teaches with diligence and does not waste time”

with the weighted mean of 3.90 or “Often”. Work is a blessing that needs to be kept. The

students may be motivated to attend school and study if the teacher is always present and

teaching them.

And the last is the “My teacher comes and leaves the school on time” with the

weighted mean of 3.32 or “Sometimes” Unfortunately, not all teachers are endowed with a

lively and zestful disposition. Some face their students as if this was their last class.

Under all indicators of Motivational factors in learning Social Studies, the table

showed that the respondents are much Often in Attitude Toward School, Punctuality and

Enthusiasm, Intrinsic Motivation, Sense of Belonging, Interest and Enjoyment in Social

Studies than the Extrinsic Motivation which implies that the respondents are eager to

improve the teaching strategy of the teachers in teaching Social Studies Subject.
 41

Table 3
Difficulties affecting the learning of students in Social Studies

A. INTEREST AND
ENJOYMENT IN SOCIAL
STUDIES

1. I read my books and make my 20 1 16 0.64 41 1.23 17 0.34 23 0.23 3.44 S

assignment and projects in Social
Studies enthusiastically.
2. I listen well when my classmates 11 0.55 37 1.48 38 1.14 18 0.36 13 0.13 3.66 O
and teacher are discussing the
lesson.
3. I raise questions for some 19 0.95 13 0.52 30 0.9 25 0.5 30 0.3 3.17 S
clarification about the topic.
4. I take down notes without being 38 1.9 37 1.48 19 0.57 14 0.28 9 0.09 4.32 O
reminded by anyone.
5. I feel the significance of learning 23 1.15 30 1.2 19 0.57 18 0.36 27 0.27 3.55 O
facts in Social Studies.
AVERAGE 3.63 O
B. ATTITUDE TOWARDS
SCHOOL
1. I always like to attend my class in 47 2.25 26 1.04 18 0.54 17 0.34 9 0.09 3.29 S
school.
2. I respect the rules and regulation 41 2.05 32 1.28 16 0.48 21 0.42 7 0.07 3.9 O
of the school.
3. I respect the authorities, personnel 43 2.15 38 1.55 19 0.57 14 0.28 3 0.03 4.55 A
and faculty of the school.
4. I can select learning experiences 28 1.4 37 1.48 22 0.66 17 0.34 13 0.13 4.01 O
suited for my abilities and capacity.
5. I feel that the school is preparing 28 1.4 45 1.8 21 0.63 15 0.3 8 0.08 4.21 O
me for adult life through the social
issues discussed in Social Studies.
AVERAGE 3.99 O
C. SENSE OF BELONGING
1. The school helps me to learn Social 26 1.3 37 1.48 27 0.81 20 0.4 7 0.07 4.06 O
Studies as a subject.
2. Social Studies subject helps me feel 12 0.6 30 1.2 36 1.08 25 0.5 14 0.14 3.52 O
that I belong and to make friends
easily in school.
3. I feel that I am an outsider and 8 0.4 18 0.72 48 1.44 17 0.34 26 0.26 3.16 S
lonely at school.
4. I feel that I am important. 45 0.25 25 1 25 0.75 10 0.2 12 0.18 4.32 O
5. My schoolmates and classmates 12 0.16 25 1 45 1.35 25 0.5 10 0.1 3.55 O
seem to like me.
AVERAGE 3.72 O
 42

D. PUNCTUALITY AND
ENTHUSIASM
1. My teacher comes to our class 32 1.6 35 1.4 25 0.75 18 0.36 7 0.07 4.18 O
on time and dismisses us as
scheduled.
2. My teacher teaches with 20 1 30 1.2 40 1.2 23 0.46 4 0.04 3.9 O
diligence and does not waste time.
3. My teacher fulfill his/her 38 1.9 28 1.12 29 0.87 14 0.28 8 0.08 4.25 O
appointments with us.
4. My teacher makes full use of 31 1.55 28 1.12 32 0.96 20 0.4 6 0.06 4.09 O
time.
5. My teacher comes and leaves the 19 0.95 20 0.8 19 0.57 41 0.82 18 0.18 3.32 S
school on time.
AVERAGE 3.95 O

PART IV:
Recommended strategies
1.Use interactive discussion 32 1.6 35 1.4 25 0.75 18 0.36 7 0.07 4.18 1
in cooperative learning
2. Use instructional materials 26 1.3 37 1.48 27 0.81 20 0.4 7 0.07 4.06 2
that will catch the student
attention.
3. Written works about Social 11 0.55 37 1.48 38 1.14 18 0.36 13 0.13 3.66 3
Studies.
4. Provide multiple 10 0.5 15 0.6 25 0.75 27 0.54 40 0.4 2.79 5
opportunities. Strive to
embed learning.
5. Consider using your 17 0.85 22 0.98 36 1.08 22 0.44 20 0.2 3.45 4
preparation time differently.

FINDINGS

1. Table 2.A showed that the majority of the respondent got the percentage of 100

percent as the highest, at 45.3 percent is the age of 13 years old, 44.44 percent were at the

12 years old, 6.84 percent is the age of 11 years old, and 3.42 percent were at the age of 14

years old. As to Gender the male represented 56.41 percent while 43.59 for female. It

showed that Male and Female respondents were willing to answer the given survey

checklists without any hesitation.

 43

2. In terms of intrinsic motivation level of motivational factors of the respondents

in learning Social Studies were Sometimes because it has been found out that learning and

remembering is better when motivation is intrinsic. In terms of extrinsic motivation, the

students were “Often” because extrinsic motivation drives the students to do things for

tangible rewards or pressure, rather than for the fun of it.

3. The difficulties affecting the learning in Social Studies along; interest and

enjoyment in Social Studies, Attitude towards School, Sense of Belonging, Punctuality and

Enthusiasm, were Often implies that this difficulty contributes to the learning process of

the students in Social Studies.

4. The recommended strategies to overcome the difficulties affecting the learning

of Grade 7 students in Social Studies were as follows: Use interactive discussion in

cooperative learning, use instructional materials that will catch the student attention,

Written works about Social Studies, provide multiple opportunities for all students, and

Teacher need to be punctual in reporting to their class.

CONCLUSIONS

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

1. As to the demographic profile of the respondents, most of them are in the right

age according to their level, mostly are male 13 years old and the data revealed that the

least number of the respondents when it comes to age with 3.42 percent is 14 years old.

2. In terms of intrinsic motivation the respondent’s level of motivational factors

were sometimes therefore, the knowledge of results like feedback and reinforcements is

valuable when learners compare their results with what they have attempted to achieve.
 44

While in extrinsic motivation the respondents level of motivational factors were Often

because when the individual is motivated by the outcome that is external or somehow

related to the activity in which she is engaged.

3. The respondent’s difficulties affecting their learning in Social Studies along;

interest and enjoyment in Social Studies, Attitude towards School, Sense of Belonging,

Punctuality and Enthusiasm, were Often therefore, the teacher must show them that their

level of achievement is continually important to them by inspecting their work, having

conferences with them about their progress, meeting some of them who have special

difficulties; and praise their accomplishments.

4. The recommending strategies to overcome the difficulties affecting the learning

of Grade 7 students in Social Studies will help the students to learn new skills knowledge,

values and attitudes expected of them and will be prepare them for life ahead.

RECOMMENDATIONS

Based on the cited findings, the following recommendation are hereby presented.

1. Use interactive discussion in cooperative learning.

2. Use instructional materials that will catch the student attention.

3. Written works about Social Studies.

4. Provide multiple opportunities for all students

5. Teacher need to be punctual in reporting to their class

 45

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APPENDICES
 50

APPENDIX A
Request Letter

Ms. Violeta S. Bejo

Principal – Bicol College High School

Greetings!

Madam, we are currently conducting a research entitled “Motivational Factors in

Learning Social Studies among Grade 7 Students in Bicol College, School Year 2018-
2019.

In connection with this, we would like to request permission from your good office
to allow us to distribute questionnaires to Grade 7 Students as respondents of this research.
Your consideration of this request is highly appreciated. Rest assured that the responses
will be used only for the purpose of this study.

Truly yours,

AIRENE T. BELO

KAETHLIN SHANE D. CARDEL

Researchers

Noted by:

DR. MILAGROS S. ESPARRAGO

Research Adviser

Approved by:

VIOLETA S. BEJO MAEd

Principal
 51

APPENDIX B

Survey Questionnaire

Bicol College

College of Teacher Education

Research in Social Studies

“Motivational Factors in Learning Social Studies Among Grade 7 Students in Bicol

College”

Questionnaire on the Evaluation of the Level of Motivational Factors in Learning

Social Studies
Part I. Students' Profile
Name (Optional): ______________________________________
a. Section: __________________________
b. Age: ________ Gender: ______ Male _____ Female

Questionnaire
Part II: Motivational Factor of the respondents in their performance in Social Studies
Direction: Please read the following statements and assess by put a check mark under the
heading that corresponds to your rating.
Use the scale below.
Numerical Symbol Meaning
5 A Always
4 O Often
3 S Sometimes
2 R Rarely
1 N Never

A. Intrinsic Motivation A O S R N
5 4 3 2 1
1. There is a self-fulfillment when I understand the history lessons.
2. I believe that through this subject I can do a little help for my community.
3. I take Social Studies seriously because I find is useful for my personal growth.
4. Studying Social Studies helps me learn how to search for new information
easily.
5. I engage and sustain my interest in the subject because the teacher does it
content meaningful and relevant to the students.
 52

B. Extrinsic Motivation A O S R N
5 4 3 2 1
1. I am just forced by my teacher to take the subject area.
2. I take the subject, because it is a part of the curriculum.
. I take the subject for the challenge and praise of my friends, parents and relatives.
4. I take the subject to be exceptional compared to other students.
5. I study well with the subject when rewards are given.

Part III. Difficulties affecting the learning of students in Social Studies

A. Interest and Enjoyment in Social Studies A 0 S R N
5 4 3 N 1
1. I read my books and make my assignment and projects in Social Studies
enthusiastically.
2. I listen well when my classmates and teacher are discussing the lesson.
3. I raise questions for some clarification about the topic.
4. I take down notes without being reminded by anyone.
5. I feel the significance of learning facts in Social Studies.
A O S R N
5 4 3 2 1
B. Attitude Towards School
1. I always like to attend my class in school.
2. I respect the rules and regulation of the school.
3. I respect the authorities, personnel and faculty of the school.
4. I can select learning experiences suited for my abilities and capacity.
5. I feel that the school is preparing me for adult life through the social issues
discussed in Social Studies.

C. Sense of Belonging A O S R N
5 4 3 2 1
1. The school helps to learn helps to learn the Social Studies as a subject.
2. Social Studies subject helps me feel that I belong and to make friends easily in
school.
3. I feel that I am an outsider and lonely at school.
4. I feel that I am important.
5. My schoolmates and classmates seem to like me.

D. Punctuality and Enthusiasm A O S R N

5 4 3 2 1
1. My teacher comes to our class on time and dismisses us as scheduled.
2. My teacher teaches with diligence and does not waste time.
3. My teacher fulfill his/her appointments with us.
4. My teacher makes full use of time.
5. My teacher comes and leaves the school on time.
 53

PART IV:
Recommended strategies to overcome the difficulties in learning Social Studies.

1. Use interactive discussion in cooperative learning.

2. Use instructional materials that will catch the student attention.

3. Written works about Social Studies.

4. Provide multiple opportunities. Strive to embed learning

5. Consider using your preparation time differently.

 54

APPENDIX C

DOCUMENTATION
55
56
57
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CURRICULUM VITAE

Airene T. Belo
09662255345
airenebelo8@gmail.com

Personal Data

Name: Airene T. Belo

Address: H. Segovia Compound Tagas, Daraga, Albay

Date of Birth: May 10, 1998

Place of Birth: Tapaz, Capiz

Gender: Female

Age: 20

Civil Status: Single

Mother's Name: Anita Belo

Occupation: House wife

Father's Name: Armando Belo

Occupation: Farmer

EDUCATIONAL BACKGROUND

Elementary:

Grade III: 5th Honor

Grade IV: 3rd Honor

 59

Grade V: 1st Honor

Grade VI: Valedictorian

SSG President

SSG Sgt @ Arms at Capiz Regional

Outstanding of the Year

Graduated as Valedictorian S.Y 2010-2011

High School

1st year: 1st Honor

2nd Year: 1st Honor

3rd Year: 1st Honor

4th Year: Valedictorian

Best in Academic Award

Science of the Year

Linguistic of the Year

Math of the Year

Dancer of the Year

Girl Scout of the Year

Outstanding of the Year

Outstanding SSG President of the Year

Child Fund Advocator

Graduated as Valedictorian S.Y 2014-2015

 60

Tertiary:

Bicol College Daraga Albay

Bachelor of Secondary Education

Major in Social Studies

2015 and present

Seminars:

ChildFund Unicef Training for Trainers on Adolescent Sexual Reproductive

Health (ASRH) and Delivery of Sessions (March 2015)

Teacher Education Day: Empowering the 21st Century Teachers (Jan. 25, 2016)

“TRUE LOVES WAITS” for responsible love, courtship and marriage (Feb. 24,

2016)

Seminar on Human Rights: Building Peace in the Minds of Men and Women

(Dec.9, 2016)

Science Month: A Science Nation Innovating for Global Competitiveness (Oct. 8,

2015)

Talakulayan, Usap-pusuan BC Gender and Development Forum 9, Nov. 18, 2015)

Civic Welfare Training Service (CWTS) Component of the National Service

Training Program (NSTP) (March 19, 2016)

NSTP day and night 2015: Water survival and First aid training BC Gymnasium

and Bacacay, Albay

Learning and Earning to Make Difference (Nov. 2017)

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CURRICULUM VITAE

CARDEL, KAETHLIN SHANE D.

Brgy. 59 Puro Legazpi City, Albay
shanecardel399@gmail.com
09465021397
______________________________________________________________________

PERSONAL INFORMATION
Name: Kaethlin Shane D. Cardel
Birthdate: January 1, 1999
Birthplace: Bacon, Sorsogon
Age: 19
Gender: Female
Marital Status: Single
Religion: Roman Catholic
Mother’s name: Marife D. Cardel
Occupation: Teacher
Father’s name: Eduardo L. Cardel Jr.
Occupation: Driver and Mechanic
EDUCATIONAL BACKGROUNDS:
Tertiary
Bicol College
Bachelor Secondary Education
Major in Social Studies
Sagpon, Daraga Albay
2015-present
 62

Secondary
Cabangan High School

Cabangan, Legazpi City

2011-2015

Primary

Victory Village Elementary School

Victory Village, Legazpi City

2005-2011

Awards and Recognition Received:

• Achiever’s Grade 4

• Top 3 in Grade 5

• Achiever’s Grade 6

• With Highest Honor

• With Honors

• 1ST Placer Quizbee

• 1ST Placer in Slogan and Poster Making since 2nd year to 3rd year

• With honors in 2nd year high school

• Achiever’s in 3rd year high school

Affiliation:

Former Officer in Science Club Over-All 2015-2016

Former Officer in MAPEH Club Over-All 2016-2017

SinagBayani Students Volunteers Organization Officer 2017-2018

SinagBayani Students Volunteers Organization Officer 2018-2019

 63

Seminar Attended:

• Human Rights Month Theme: Building Peace in the Minds of Men and Women

Bicol College December 9, 2016

• Learning and Earning to Make a Difference Bicol College November 20, 2017

• Teacher Education Day 2016 Theme: Empowering the 21st Century Teachers

Bicol College January 25, 2017

• Trends and Issues in Education Bicol College Gymnasium December 5, 2016

• TRUE LOVE WAITS for responsible love, courtship, and marriage Bicol College

February 24, 2016

• Talakulayan, Usap-pusuan BC Gender and Development Forum 2015 Bicol

College November 18,2015

• NSTP day and night 2015: Water survival and First Aid Training BC Gymnasium

and Bacacay, Albay

• 1st CIBI Career Advocacy Congress “Your success is our Priority’’ Concourse

Conventional Center December 7, 2017

• Cluster D Summer Youth Encounter Sorsogon City April 24-26, 2017

• Sipak at Suntok,Laban sa Droga Kilicao Daraga October 2018