Chapter 1

The Problem and Its Background

INTRODUCTION

Motivation is described as a state that energizes, directs and sustain behavior. It also

refers to your drive or reason for doing something. Motivation involves goals and requires

activity. This study is about the extrinsic motivation in relation to the learning performance of the

pupils. The factors that affects the performance of the pupils regarding the extrinsic motivation

and the reason for giving rewards in the pupils in able the class alive in participating in the class

discussion.

This study addresses the following concerns. Problems confronting the students

pertaining to their extrinsic motivation in the class; factors to motivate the pupils in giving

rewards; extrinsic rewards do not produce permanent changes; extrinsic rewards can be

controlling.

This study is intended to for the Grade VI pupils at Partida Elementary School as well as

the teachers, school administrators, parents of the pupils and other stake holder of the school.

Fantuzzo et al., (1991). This digest, however, deals with typical practices in classrooms in

the United States, where stickers and stars, A’s and praise, awards and privileges, are routinely

used to induce children to learn or comply with an adult’s demands. As with punishments, the

offer of rewards can elicit temporary compliance in many cases. Unfortunately, carrots turn out

to be no more effective than sticks at helping children to become caring, responsible people or

lifelong, self-directed learners.

1
 There will be a great loss if this study will not be conducted. The possible solution

pertaining to the extrinsic motivation of the students will not be determined; factors to motivate

pupils in giving rewards will not be emphasis; extrinsic rewards do not produce permanent

changes will not be resolved and; extrinsic rewards can be controlling will not be realize.

The purpose of this study can be used to motivate the pupils to do various different

things. If there’s a known reward tied to the task or outcome, the pupils may be extrinsically

motivated to complete the task.

BACKGROUND OF THE STUDY

With the idea in mind that the success of the learners and the quality of instruction is of

importance to the lives of the learners, the researcher is prompted to conduct a study on the

Justification on the Role of Extrinsic Motivation in Relation to the Learning Performance of

Grade 6 pupils at Partida Elementary School, with the end in view of contributing some solutions

to the problems encountered by the learners and help in improving not only the school system

but the quality of teaching instruction well.

Some Grade VI pupils at Partida Elementary School will be purposely selected as

respondents to this study.

THEORETICAL FRAMEWORK

Kohn (1993) explains, “The fact is that extrinsic motivators do not alter the attitudes that

underlie our behaviors”. They do not create and enduring commitment to a set of values or to

2
learning; they merely, and temporarily, change what we do found that rewarding children with

extrinsic rewards can actually reduce their intrinsic interest in something. The researchers

observed preschool children drawing. They then randomly selected some of the children and

asked them to draw some more, promising rewards for the best participants. The rest of the

children just drew pictures, without the promise of a reward. Two weeks later, the drawing

behavior of the children was observed and the researchers found that those who had been

rewarded before drew less, but those who had never been rewarded still drew at the same rate.

Hence, the rewards had reduced the children’s interest in something that they had previously

enjoyed.

Deci and Ryan (1985) describe the use of rewards as “control through seduction.”

Control, whether by threats or bribes, amounts to doing things to children rather than

working with them. This ultimately frays relationships, both among students (leading to reduced

interest in working with peers) and between students and adults (insofar as asking for help may

reduce the probability of receiving a reward).

Abraham Maslow (1943) This theory condenses needs into five basic categories. Maslow

ordered these needs in his hierarchy, beginning with the basic psychological needs and

continuing through safety, belonging and love, esteem and self-actualization. In his theory, the

lowest unsatisfied need becomes the dominant, or the most powerful and significant need. The

most dominant need activates an individual to act to fulfil it. Satisfied needs do not motivate.

Individual pursues to seek a higher need when lower needs are fulfilled.

Deci’s classic 1971 laboratory experiment with college students illustrates the effect.

Subjects performed an interesting task, using a Soma puzzle cube to replicate drawings before

them for an hour on each of three consecutive days. During an eight-minute period in the middle

3
of the session, the subjects were observed as they were left alone; they were free to play with the

puzzle or read magazines left in the room. The control group received no monetary reward at any

time. The experimental group received no compensation on day 1, an incentive of $1 per puzzle

completed on day 2, and no compensation on day 3.

The experimental group spent significantly more time than the control group playing with

the puzzle in their free time on day 2 (when they received an incentive) but significantly less on

day 3 (when the incentive was suddenly withdrawn). This was interpreted as evidence that the

extrinsic reward for the experimental group had significantly reduced their intrinsic motivation to

engage in the task. The theory predicts that different types of rewards will, on average, have

different effects. Task-non contingent rewards, such as benefits, are based on something other

than performing the task, such as employment. The theory predicts that they will have no effect

on intrinsic motivation because they convey no information about competence or control. Task-

contingent rewards, such as salary, are given for doing or completing an activity. The theory

predicts that these will, in general, have a negative effect on intrinsic motivation because they

will be experienced as controlling. Finally, performance-contingent rewards, such as monetary

incentives, are given for performing an activity well, matching a performance standard or

exceeding a criterion. The theory predicts that these will be experienced as highly controlling,

thus diminishing intrinsic motivation, but the reward also conveys information about competence

that reduces the negative effect.

4
 CONCEPTUAL FRAMEWORK

Justification on the Role of Extrinsic Motivation in Relation to the Learning Performance of

Grade 6 Pupils of Partida Elementary School

S.Y. 2019-2020

INPUT PROCESS OUTPUT

1. Profile of the respondents
in forms of:
1.1 Age
1.2 Gender
1.3 Number of siblings
2. Lacked of experience of
the teachers.
3. Motivating students to
learn by giving reward.
4. Determine the
effectiveness of extrinsic
motivation on the students.
 Conduct a survey
through questionnaire
to be answered by the
respondents.
 Collect, analyze and
interpret data based
from the result of the
survey.
1. Positive effects of
extrinsic motivation on
pupils learning
performance.
2. Relevant feedback on
pupils learning
performance upon the
teacher’s extrinsic
motivation.
3. Produce a well –
motivated learner on the
classroom.
4. Make the classroom
environment healthy with
full of motivation from
teachers.
5. Desirable effect of
extrinsic motivation on
pupils’ performance.

Feedback
1. Making assessment through observation and empirical
evaluation.
2. Giving constructive criticism on the result of the survey.

5
STATEMENT OF THE PROBLEM

This study aims to determine the Justification on the Role of Extrinsic Motivation in

Relation to the Learning Performance of Grade 6 Pupils of Partida Memorial Elementary School.

S.Y. 2019-2020.

More specifically, this study seeks to the following questions.

1. What is the profile of the respondents in terms of:

a) Age
b) Gender
2. Extrinsic motivation makes the learning performance of pupils better. What is your

reaction?
3. Is extrinsic motivation significant to pupils’ performance?
4. Is there a significant relationship between extrinsic motivation and pupils’ learning

performance?
5. One of the examples of extrinsic motivation is the reward system. Does reward system

make the pupils become active learners?

6. Are teachers’ motivation helpful to pupils to become active and cooperative in the class?
7. Does extrinsic motivation have a lasting effect on pupils’ lives?
8. Is extrinsic motivation more valuable than intrinsic motivation?
9. Do you think giving additional points to pupils will improve your learning performance?
10. Is extrinsic motivation effective?

HYPOTHESIS

The following hypotheses are formulated to guide the researcher in the data gathering an

in choosing statistical methods applicable to the obtained data in order to draw varied

information.

1. The profile of the respondents significantly affects on the role of extrinsic motivation.
2. The extrinsic motivation makes the learning performance of the pupils better.
3. Extrinsic motivation is significant to the pupils’ performance.

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 4. There is a significant relationship between extrinsic motivation and pupils learning

performance.
5. Reward system is one of the examples of extrinsic motivation to make the pupils to

become active learners.

6. The teachers’ motivation help pupils become cooperative in the learning activities.
7. Extrinsic motivation was a lasting on students live.
8. Extrinsic motivation is more valuable than intrinsic motivation.
9. Giving additional points improve the learning performance of the pupils.
10. Extrinsic motivation is effective.

SCOPE AND LIMITATIONS

This study is limited to 20% or 100 pupils randomly chosen from the total population of

Grade VI pupils at Partida Elementary School, S.Y. 2019-2020.

This study focuses on the following aspects:

1. On the profile of the respondents.

2. On the learning performance of the pupil.
3. On the significance of extrinsic motivation to the pupils’ performance.
4. On the significant relationship between extrinsic motivation and pupils’ learning

performance.
5. On the effectiveness of the reward system as an extrinsic motivation.
6. On the teachers motivation to help the learners to become active.
7. On the importance of extrinsic motivation on the learning process of the pupils.
8. On the significance of extrinsic motivation over the intrinsic motivation.
9. On the

SIGNIFICANCE OF THE STUDY

TO OURSELVES

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 This study is important for us in order to be aware on the use of proper motivation

for the pupil.

TO THE RESPONDENTS

The findings of this study may help the respondents be more active because they

are being motivated by the teachers.

TO THE SCHOOL

The findings of this study may help establish a reliable basis for the employment

of extrinsic motivation to help the interest of the pupil.

TO THE TEACHERS

The findings of this study may help the teachers to be more flexible and more

knowledgeable of using extrinsic motivation that affect the pupils academic

performance.

TO THE SCHOOL ADMINISTRATORS

This study will serve as a source in improving their policy on the appropriateness

and effectiveness of extrinsic motivation.

TO THE PARENTS

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 The parents must appreciate of what the teacher’s, school administrators are doing

for their children.

TO THE COMMUNITY

This study may in one way or another to help to be aware of the existing practices

undertaken by the school was affect the children.

TO THE FUTURE RESEARCHERS

This study can serve as a guide to the future studies related on the extrinsic

motivation of the children in the school.

DEFINITION OF TERMS

We, the researchers, have defined these words to make this study easy to understand.

1. EXTRINSIC- not part of the essential nature of someone or something; coming or

operating from the outside.
2. INTRINSIC- occurring as a natural part of something.
3. MOTIVATION- the condition of being eager to act or work

ENDNOTES

https://study.com

https://google.com

https://thealantic.com

www.cmu.edu

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 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies that may support the researchers

study about the study on justification on the role of extrinsic motivation to the learning

performance of a student.

RELATED LITERATURE

Psychologists studying motivation are primarily concerned with identifying and

understanding the various factors that determine goal directed behavior. Goal direction is the key

attribute of motivated behavior. Motivated behavior can best be described by its purposefulness

and persistence until the goal is reached. It can be assessed by how much qualification is felt

when the goal is reached.

The term motivation refers to the aspect of behavior that deals with understanding why

human beings behave the way they do. It is concerned with the identification and direct of goals.

10
The word motive comes from the Latin verb “movere” which means “to move”. This original

meaning is retained in many psychological definitions of the term. Motives influence behavior in

many ways. They may help the individual choose one stimulus over competing ones. (Morris

Rosenberg’s 2004)

Another way of making people work is by giving them external rewards in the form of

money, recognition, or praise. Thus, people may be made to work harder because of devices as

calling them by their first name or giving them recognition in public. Some leader make their

followers feel that what they did well was on account of their own suggestions or initiatives.

Enticement may be successful in making people work better, but like force, it also may lead to

dependence and resentment. When the individual discovers that he is being used, he will not be

happy at all about it. (Satrain et. Al., 2001)

Based on Maslow’s (1968) suggests that there are different types of motivation based on

needs to be satisfied: a need for achievement is just one of them. He states that the chief principle

of human motivation is the arrangement of needs in a hierarchy of priority. In general, a higher

order need does not emerge until a lower order one is largely, but not necessarily completely,

satisfied.

LOCAL STUDIES

1. Dennis Pulido, et.al “A Study on the Intrinsic Motivation Factors in Second

Language Learning Among Selected Freshman Students” (2010)

Their study focused on Intrinsic motivation factors that may help identify what

specific communicative skill students are more motivated to learn.

11
 The study showed that students may intrinsically motivated to learn speaking and

reading skills and that they was intrinsically motivated via knowledge and

accomplishment.

2. Thompson S.H. Teo, “Intrinsic and Extrinsic Motivation in Internet Usage”

(1998)

His study focused on both intrinsic and extrinsic motivation for the use of the

internet. Results indicated that local internet users used the internet mainly because they

perceived the internet to be more useful to their job tasks and secondarily, it is enjoyable

and easy to use.

He concluded that perceived usefulness had consistently strong effects on all

usage dimensions (frequency of internet usage, daily internet usage and diversity of

internet usage), perceived ease of use and perceived enjoyment affected each specific

usage dimension differently.

3. Shin-Yuan Hung, “The Influence of Intrinsic and Extrinsic Motivation on

Individuals’ Knowledge Sharing Behavior” (2011)

His study was to deepen the understanding of how to influence on individual’s

tendency to engage in knowledge sharing behavior in team setting, he investigated the

effects of intrinsic motivation and extrinsic motivation on knowledge sharing in a group

meeting.

He concluded that intrinsic and extrinsic motivation experiment showed that a

knowledge management system with built-in reputation feedback is crucial to support

successful knowledge sharing.

12
 4. W.E Scott Jr., “The effects of Extrinsic Rewards on Intrinsic Motivation: A

Critique” (1976)

According to his study that extrinsic reinforces inevitably disrupted behavior.

Maintained by other, but perhaps less obvious, reinforcing events and the meaning of

“intrinsic motivation” remains obscure.

The study showed prescribed widely against the use of reinforcement procedures

in organizations, contingent extrinsic reinforces seemed to impair intrinsically motivated

behavior.

FOREIGN STUDIES

5. Zoltan Dornyei, “Motivation and Motivating in the Foreign Language

Classroom” (1994)

The study presented the procedures and introduced standardized assessment

techniques and instruments and bringing motivation research to maturity.

He concluded the fundamental importance of the Gardner’s social psychological

model, researcher was also calling for a more pragmatic, education-centered approach to

motivation.

6. Katherine Ramage, “Motivational Factors and Persistence in Foreign Language

Study” (1990)

According to her study, motivational and attitudinal factors in continuation of

foreign language study beyond the second revel among high school students was

investigated.

13
 Her study concluded that motivational and attitudinal factors in addition to grade

level and grade course successfully discriminate between continuing and discontinuing

students.

7. Simon J. Nicholson, “Influencing Motivation in the Foreign Language

Classroom” (2013)

Based on his study, motivation was one of the main determining factors of success

in developing a second or foreign language, motivation was a complex phenomenon.

He concluded that teachers can cultivate student motivation to varying degrees

and play a central role in activating and sustaining it.

8. Kay Irie, “What do know about the Language Learning Motivation of University

Students in Japan?” (2003)

This study identified patterns of motivation exhibited by Japanese University

students by examining a representative selection of survey studies that have mainly

employed factor analysis and which have been conducted.

This study concluded that the existence of both an integrative and an instrumental

motivation was the main important motivation when it comes to teaching learning

process.

9. Xu Liu, “Arousing the College Students Motivation in Speaking English through

Role-Play” (2010)

14
 His study focused on English as a tool of communication has been playing an

important part in acquiring cultural, scientific and technical knowledge, and carrying out

international exchange and cooperation.

This study concluded that the advantages of role-play on the aspect of arousing

the motivation of learning, this paper not only explores some of the theories of

communicative teaching methods, but also proves the importance of the motivation of

learning.

10. Tsun-Ju Lin, “Student Engagement and Motivation in the Foreign Language

Classroom” (2012)

His study showed was to prepare a model that distinguishes between motivation

and engagement.

He concluded that motivational study differ from engagement study, whether the

definition of motivation differs from the definition of engagement and whether the

students can be motivated but not engaged in language class.

11. Christopher Walters et.al, “Contextual differences in Student Motivation and

Self-Regulated Learning in Mathematics, English, and Social Studies Classrooms”

(1998)

According to their study that the importance of both motivational and cognitive

components of classroom learning. The present study assessed mean level differences in

students’ task value, self-efficacy and etc.

15
 They concluded that the relations among the motivational, strategy use, and

performance measures were assessed using multivariate regressions.

12. Christo Moskousky, et.al “Intrinsic Motivation in Saudi Learners of English as a

Foreign Language” (2009)

The study presented an experimental study designed to measure levels of intrinsic

motivation in teaching learning process.

They concluded that relation to the role of motivation in the attainment of English

as a foreign language in the Saudi. Educational setting was important and need to

implemented properly to achieve better learning outcomes in an area widely associated

by Saudis with lack of success.

13. Jurgen Baumert, et.al “Test Motivation in the Assessment of Student Skills: The

effects of Incentives on Motivation and Performance” (2001)

According to their study, assessments have no direct consequences for students,

teachers or schools underestimate student ability, and that the extent of this

underestimation increases as the students become ever more familiar with such tests.

They concluded that the different treatment conditions make the various value

components of test motivation equally salient. Consequently, no differences were found

either with respect to intended and invested effort or to test performance.

14. Thang Siew Ming, et.al “Attitudes and Motivation of Malaysian Secondary

Students towards Learning English as a Second Language” (2011)

16
 The study showed motivational studies have shown that Malaysian students

realize the importance of English for their future development and that students are

extrinsically motivated by factors such as the desire to get good grades, opportunities to

further their studies and career advancement to improve their English.

The study concluded the overall positive attitude towards learning English by Art

and Science students. The higher proficiency students show more interest in improving

their English. In addition, the findings reveal a positive relationship between higher

proficiency level and positive attitudes and motivation to learn English.

15. Hongchen XU et.al, “The Development of English Learning Motivation and

Learner’s Self-Identities: A Structural Equation Modeling Analysis of Longitudinal

Data from Five Universities” (2011)

According to their study that the analysis of the relationship between types of

English learning motivation and learner’s self-identity changes. The data were collected

through a questionnaire.

They concluded that the positive correlations were constantly found between

immediate achievement motivation and learning situation motivation, and between going

abroad motivation and subtractive identity change.

16. Valery Chirkov, et.al “The Role of Self-Determined Motivation and Goals for

study abroad in the adaptation of International Students” (2007)

According to their study, the role of two motivational factors in students’ decision

to study abroad: the level of self-determined motivation and the content of their goals.

17
 They concluded that the self-determined motivation to study abroad would be

more beneficial for students’ adaptation outcomes than non-self-determined motivation.

Using the Goals for Study Abroad Scale, the two-factor structure of students’ goals was

discovered; Preservation Factor and Self-development Factor.

17. Paul R. Pintrich et.al, “A Motivational Science Perspective on the Role of

Student Motivation in Learning and Teaching Contexts” (2003)

According to his study, motivational science perspective on student motivation in

learning and teaching contexts is developed that highlights general themes for

motivational research.

They concluded that the student wants, to motivate students in classroom and the

students get what they want.

18. Adedeji Tella, “The Impact of Motivation on Students’ Academic Achievement

and Learning Outcomes in Mathematics among Secondary School Students in

Nigeria” (2007)

Based on her study, scientific and technological advancement need nothing short

of good performance in mathematics at all levels of schooling.

Her study showed that gender difference was significant when impact of

motivation on academic achievement was compared in male and female students. Also

the other significant difference when extent of motivation was taken as variable of

interest on academic achievement in mathematics based on the degree of their

motivation.

18
19. Kaylene C. Williams, et.al “Five Key Ingredients for Improving Student

Motivation” (2011)

This study showed that motivation was probably the most important factor that

educators can target in order to improve learning.

This study showed the five key ingredients impacting student motivation are:

student, teacher, content, method/process and environment. To provide the educator with

suggestions from each of the five key ingredient areas that can be used to motivate his or

her students.

20. Abraham Maslow, “The Correlation of Motivation and Academic Achievement

in Physics” (1968)

Based on Maslow (1968) study, there are different types of motivation based on

needs to be satisfied: a need for achievement is just one of them. He states that the chief

principle of human motivation is the arrangement of needs in a hierarchy of priority. In

general, a higher-order need does not emerge until a lower-order one is largely.

His study concluded to satisfy unfilled needs for security and belonging, to satisfy

esteem needs, such as the attainment of status within the society through access to higher

education, higher social status, higher income, etc. and to satisfy growth needs, such as

the individual’s needs to self-actualize, to create and direct his energies into intellectual,

cultural and humanitarian outlets.

The aforementioned local and foreign studies are related to my study in

the sense that they are all focused on the extrinsic motivation and how they affect to the

learning performance of the students. The students who are intrinsically motivated

19
 perform much academically than students who are extrinsically motivated. Extrinsically

motivated students might do a good job or perform well to achieve a certain reward, but it

does not keep them motivated for long-term and over-all performance does not change or

is consistent. They might perform very well in one semester or quiz to achieve a certain

reward or goal and then next semester might show poor performance because the reward

did not exist anymore. Their performance does not remain constant as a result. Students’

who are intrinsically motivated take up tasks or perform well academically for their own

interest and for their own learning. These kinds of students are truly interested in

learning and in achieving high goals. This shows in their overall consistent performance.

Chapter 3

Methods of Study and Sources of Data

This chapter presents the research design, respondents, instruments, sources of data, and

procedures of treating the data of the study.

Research Design

The descriptive survey method of research employing a questionnaire and documentary

analysis were used in conducting the study. The questionnaire was issued to gather substantial

data for the study. Documentary analysis of records was undertaken to get the additional

information of pupils’ age, gender, and number of siblings and justification on the role of

extrinsic motivation in relation to the learning performance of Grade 6 pupils which were useful

for the study.

20
Respondents

One – hundred (100) or fifty percent (50 %) of pupils randomly chosen from the total

population of Grade 6 pupils at Partida Elementary School were used as respondents to this

study.

The random sampling used was the lottery technique. In this procedure, two boxes were

prepared, one for the males, and the other for females. The pupils were numbered. The numbers

for males were placed in a box labeled males, and for females, in a box labeled females,

wherefrom a number was drawn alternately at a time without replacement. When the desired

number has been reached, the researcher stopped picking a number from each of the boxes.

Instrument

The data gathering instrument was a questionnaire. Equipped with the knowledge gained

from readings, the researcher constructed the questionnaire. It was shown to her teacher – adviser

for improvement. After its revision and found applicable and valid, enough copies were

reproduced and issued to the target respondents.

Before the administration of the questionnaire a letter of request permitting the researcher

to conduct this study at Partida Elementary School was issued.

After a week, the copies of the questionnaire were gathered. The responses of the

respondents who answered the specific questions of the study were tabulated and presented in

distribution tables. They were analyzed and interpreted using certain suitable measures.

Sources of Data

21
 The sources of data were:

1. The questionnaire related to the pupils’ information, and justification on the role of

extrinsic motivation in relation to the learning performance of Grade 6 pupils.

2. Records of pupils’ age, gender, and number of siblings.

Procedures of Testing the Data

The following steps were followed in treating the data of the study.

1. Percentage

To present the profile of the respondents in terms of age, gender, number of

siblings, the formula used is:

P= n × 100% Where:
N P = Percentage

n = small portion of the population

N = total number of respondents

2. Weighted mean

To present the justification on the role of extrinsic motivation in relation to the

learning performance of Grade 6 pupils’, the 5 – point Likert Scale was used. The 5 point Likert

Scale along with the corresponding descriptors and equivalent is interpreted as follows.

Rating Scale Range of Weighted Descriptor Equivalent

Mean
5 4.51 – 5.00 Strongly Agree Very High
4 3.51 – 4.50 Agree High
3 2.51 – 3.50 Not Sure / Uncertain Moderately High
2 1.51 – 2.50 Disagree Low
1 1.00 – 1.50 Strongly Disagree Very Low

22
Formula: WM= ∑fw Where:
N WM = Weighted Mean

∑fw = sum of frequency weight

N = number of respondents

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter present the result of data gathered by the proponents in tabulated forms as
well as the analysis and interpretation of data.

I. PROFILE OF THE RESPONDENTS

The demographic profile of respondents was described in terms of their age, gender, and
number of siblings.

1.1 Age Level of the Respondents

Table 1.1 shows the frequency, percentage, and the rank distribution of the respondents with
regard to their age.

Table 1.1

Age Level of the Respondents

AGES FREQUENCY PERCENTAGE RANK

10 years old 14 14% 3
11 years old 63 63% 1
12 years old 16 16% 2

23
13 years old 4 4% 4
14 years old 3 3% 5
TOTAL 100 100%

Analysis:

Table 1.1 reveals the frequency, percentage, and rank distribution on the age level of the
respondents. Majority of the pupils or 63% are 11 years old. Second in rank are those who are
12 years old that encompasses 16% of the respondents. Respondents with the age of 10
encompasses 14%. Fourth in rank are pupils who are 13 years old that encompasses 4%. And
lastly, the respondents whose age is 14 encompasses 3% of the respondents.

1.2 Gender of Respondents

Table 1.2 reveals the demographic profile of the respondents in term of their sex.

Table 1.2

Gender of the Respondents

GENDER FREQUENCY PERCENTAGE RANK

44 44% 2
Male
56 56% 1
Female
TOTAL 100 100%

Analysis:

Table 1.2 shows the frequency, percentage, and rank distribution of the respondents in
terms of their gender. Out of the one hundred (100) randomly chosen pupils, 56% are females
and 44% are males. As this table illustrates, there are more female respondents than the males.

24
1.3 Number of Siblings of the Respondents

Table 1.3 illustrates the number of siblings of the respondents.

Table 1.3

Number of Siblings of the Respondents

NO. SIBLINGS FREQUENCY PERCENTAGE RANK

0 7 7% 5
1 4 4% 7
2 16 16% 3
3 29 29% 1
4 17 17% 2
5 13 13% 4
6 5 5% 6
7 2 2% 9.5
8 2 2% 9.5
9 3 3% 8
10 1 1% 11.5
17 1 1% 11.5
TOTAL 100 100%

Analysis:

25
 Table 1.3 presents the frequency, percentage, and rank distribution on the number of
siblings of the respondents. As shown in the table, majority of the pupils or 29% have three
(3) siblings. Second in rank are those with four (4) siblings that encompasses 17%. Third in
rank are the respondents with two (2) siblings that encompasses 16%, fourth in rank are the
respondents with five (5) siblings that encompasses 13%, fifth in rank are those with no
sibling that encompasses 7%, in the sixth rank are the respondents with six (6) siblings that
encompasses 5%. Seventh in rank are those with one (1) sibling that encompasses 4%. Eight
in rank are those with nine (9) siblings that encompasses 3%. In the next rank are the
respondents with seven (7) siblings and eight (8) siblings which both encompass 2%, and
lastly tied at rank 11.5 are pupils with ten (10) siblings and seventeen (17) siblings that
encompass 1% of the respondent.

II. RESULTS OF THE SURVEY

2.1 Extrinsic Motivation as a Factor of Good Learning Performance

Table 2.1 portrays the weighted mean on the importance of extrinsic motivation as a
factor of good learning performance

Table 2.1

Weighted Mean on the Importance of Extrinsic Motivation as a Factor of Good

Learning Performance

Extrinsic motivation makes the learning performance of pupils better. What is your
reaction?

Responses Frequency
Strongly Agree 28
Agree 60

26
 Not Sure 11
Disagree 0
Strongly Disagree 1
WEIGHTED MEAN: 4.14
DESCRIPTIVE EQUIVALENT: High

WM=
∑ fw
N

= (28x5) + (60x4) + (11x3) + (0x2) + (1x1)

100

= 140 + 240 + 33 + 0 + 1
100

= 414
100

= 4.14

Interpretation:

Table 2.1 describes the responses of the respondents on the importance of extrinsic
motivation. The weighted mean of 4.14 falls under the category of response “Agree”. This
connotes that the one hundred (100) respondents did agree that extrinsic motivation makes the
learning performance of the pupils better.

2.2 Significance of Extrinsic Motivation

Table 2.2 points out the weighted mean on the significance of extrinsic motivation.

Table 2.2

Weighted Mean on the Significance of Extrinsic Motivation

27
 Is extrinsic motivation significant to pupils’ performance?

Responses Frequency

Strongly Agree 40

Agree 38

Not Sure 17

Disagree 4

Strongly Disagree 1

WEIGHTED MEAN: 4.12

DESCRIPTIVE EQUIVALENT: High

WM=
∑ fw
N

= (40x5) + (38x4) + (17x3) + (4x2) + (1x1)

100

= 200 + 152 + 51 + 8 + 1
100

= 412
100

= 4.12

Interpretation:

Table 2.2 show the responses of the respondents on the significance of extrinsic motivation.
The weighted mean of 4.12 falls under the category of response “Agree”. This implies that the
one hundred (100) respondents did agree that extrinsic motivation is significant to the pupils.

2.3 Significant Relationship Between Extrinsic Motivation and Pupils’ Performance

Table 2.3 presents the weighted mean on the significant relationship between extrinsic
motivation and pupils’ performance

Table 2.3

28
 Weighted Mean on the Significant Relationship Between Extrinsic Motivation and
Pupils’ Performance

Is there a significant relationship between extrinsic motivation and pupils’ learning performance?

Responses Frequency
Strongly Agree 26
Agree 43
Not Sure 16
Disagree 11
Strongly Disagree 4
WEIGHTED MEAN: 3.76
DESCRIPTIVE EQUIVALENT: High

WM=
∑ fw
N

= (26x5) + (43x4) + (16x3) + (11x2) + (4x1)

100

= 130 + 172 + 48 + 22 + 4
100

= 376
100

= 3.76

Interpretation:

Table 2.3 illustrates the responses of the respondents on the significant relationship between
extrinsic motivation and pupils’ performance. The weighted mean of 3.76 falls under the
category of response “Agree”. This connotes that the one hundred (100) respondents did agree
that extrinsic motivation has significant relationship to pupils’ performance.

2.4 Impact of Reward System to Pupils’ Performance

29
 Table 2.4 illustrates the weighted mean on the impact of reward system to pupils’
performance.

Table 2.4

Weighted Mean on the Impact of Reward System to Pupils’ Performance

One of the examples of extrinsic motivation is the reward system. Does reward system make the
pupils become active learners?

Responses Frequency
Strongly Agree 37
Agree 54
Not Sure 4
Disagree 4
Strongly Disagree 1
WEIGHTED MEAN: 4.22
DESCRIPTIVE EQUIVALENT: High

WM=
∑ fw
N

= (37x5) + (54x4) + (4x3) + (4x2) + (1x1)

100

= 185 + 216 + 12 + 8 + 1
100

= 422
100

= 4.22

Interpretation:

30
 Table 2.4 reveals the responses of the respondents on the impact of reward system to
pupils’ performance. The weighted mean of 4.22 falls under the category of response “Agree”.
This shows that the one hundred (100) respondents did agree that reward system has an impact to
pupils’ performance.

2.5 Teachers’ Motivation

Table 2.5 shows the weighted mean on teachers’ motivation for the pupils to be active.

Table 2.5

Weighted Mean on Teachers’ Motivation for Pupils to be Active

Are teachers’ motivation helpful to pupils to become active and cooperative in the class?

Responses Frequency
Strongly Agree 31
Agree 47
Not Sure 17
Disagree 3
Strongly Disagree 2
WEIGHTED MEAN: 4.02
DESCRIPTIVE EQUIVALENT: High

WM=
∑ fw
N

= (31x5) + (47x4) + (17x3) + (3x2) + (2x1)

100

= 155 + 188 + 51 + 6 + 2
100

= 402
100

= 4.02

Interpretation:

31
 Table 2.5 depicts the responses of the respondents on the teachers’ motivation for pupils
to be active. The weighted mean of 4.02 falls under the category of response “Agree”. This
means that the one hundred (100) respondents did agree that the teachers’ motivation helps
pupils to become active and cooperative in class.

2.6 Lasting Effect of Extrinsic Motivation to the Students’ Lives

Table 2.6 points out the weighted mean on the lasting effect of extrinsic motivation to
the students’ lives.

Table 2.6

Weighted Mean on the Lasting Effect of Extrinsic Motivation to Students’ Lives

Does extrinsic motivation have a lasting effect on pupils’ lives?

Responses Frequency
Strongly Agree 32
Agree 42
Not Sure 16
Disagree 7
Strongly Disagree 3
WEIGHTED MEAN: 3.93
DESCRIPTIVE EQUIVALENT: High

WM=
∑ fw
N

= (32x5) + (42x4) + (16x3) + (7x2) + (3x1)

100

= 160 + 168 + 48 + 14 + 3
100

= 393
100

= 3.93

32
Interpretation:

Table 2.6 shows the responses of the respondents on the lasting effect of extrinsic
motivation to pupils’ lives. The weighted mean of 3.93 falls under the category of response
“Agree”. This means that the one hundred (100) respondents did agree that extrinsic motivation
has a lasting effect on the pupils’ lives.

2.7 Extrinsic Motivation is More Valuable

Table 2.7 pictures out the weighted mean on extrinsic motivation being more valuable.

Table 2.7

Weighted Mean on Extrinsic Motivation Being More Valuable

Is extrinsic motivation more valuable than intrinsic motivation?

Responses Frequency
Strongly Agree 26
Agree 23
Not Sure 35
Disagree 11
Strongly Disagree 5
WEIGHTED MEAN: 3.54
DESCRIPTIVE EQUIVALENT: High

WM=
∑ fw
N

= (26x5) + (23x4) + (35x3) + (11x2) + (5x1)

100

= 130 + 92 + 105 + 22 + 5
100

= 354

33
 100

= 3.54

Interpretation:

Table 2.7 reveals the responses of the respondents on the extrinsic motivation being more
valuable. The weighted mean of 3.54 falls under the category of response “Agree”. This means
that the one hundred (100) respondents did agree that extrinsic motivation is more valuable than
the intrinsic motivation.

2.8 Pupils’ Satisfaction on the Additional Points Provided by the Teacher

Table 2.8 figures out the weighted mean on the pupils’ satisfaction for additional points
provided by the teachers.

Table 2.8

Weighted Mean on Pupils’ Satisfaction

Are you satisfied with the additional points given by the teachers as a result of participating in
the class discussion?

Responses Frequency
Strongly Agree 35
Agree 46
Not Sure 9
Disagree 3
Strongly Disagree 7
WEIGHTED MEAN: 3.99
DESCRIPTIVE EQUIVALENT: High

WM=
∑ fw
N

34
 = (35x5) + (46x4) + (9x3) + (3x2) + (7x1)
100

= 175 + 186 + 27 + 6 + 7
100

= 399
100

= 3.99

Interpretation:

Table 2.8 reveals the responses of the respondents on the satisfaction for additional points
provided by the teacher. The weighted mean of 3.99 falls under the category of response
“Agree”. This means that the one hundred (100) respondents did agree that they are satisfied
with the additional points given by the teachers as a result of participating in the class discussion.

2.9 Improvement of Pupils’ Learning Performance Through Giving Additional

Points

Table 2.9 points out the weighted mean on the improvement of pupils’ learning
performance through giving additional points

Table 2.9

Weighted Mean on the Improvement of Pupils’ Learning Performance Through Giving

Additional Points

Do you think giving additional points to pupils will improve your learning performance?

Responses Frequency
Strongly Agree 46
Agree 37
Not Sure 12
Disagree 1
Strongly Disagree 4
WEIGHTED MEAN: 4.20
DESCRIPTIVE EQUIVALENT: High

35
 WM=
∑ fw
N

= (46x5) + (37x4) + (12x3) + (1x2) + (4x1)

100

= 230 + 148 + 36 + 2 + 4
100

= 420
100

= 4.20

Interpretation:

Table 2.9 reveals the responses of the respondents on giving additional points. The
weighted mean of 3.54 falls under the category of response “Agree”. This means that the one
hundred (100) respondents did agree that giving additional points improve the learning
performance of the pupils.

2.10 Effectiveness of Extrinsic Motivation

Table 2.10 illustrates the weighted mean on effectiveness of extrinsic motivation

Table 2.10

Weighted Mean on the Effectiveness of Extrinsic Motivation

Is extrinsic motivation effective?

Responses Frequency
Strongly Agree 44
Agree 48
Not Sure 6
Disagree 2
Strongly Disagree 0
WEIGHTED MEAN: 4.34

36
 DESCRIPTIVE EQUIVALENT: High

WM=
∑ fw
N

= (44x5) + (48x4) + (6x3) + (2x2) + (0x1)

100

= 220 + 192 + 18 + 4 + 0
100

= 434
100

= 4.34

Interpretation:

Table 2.10 reveals the responses of the respondents that extrinsic motivation is fun. The
weighted mean of 4.34 falls under the category of response “Agree”. This means that the one
hundred (100) respondents did agree that extrinsic motivation is effective.

37