CHAPTER IV

PRESENTATON, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the findings of this research study and the analysis and

interpretation of data gathered with the use of the adopted statistical measures. All of the data

shown were gathered through the use of a validated questionnaire.

I. INITIAL LEVEL OF RELUCTANCE

Table 1 represents the frequency and percentage distribution for the initial level of

reluctance of the respondents. It illustrates that almost all or 72.43% of the respondents were

moderately reluctant. On the other hand, 24.69% of the respondents were highly reluctant.

Moreover, only 2.88 % of the respondents were slightly reluctant.

The statement Nursing is not my first choice obtained the highest weighted mean of 3.40

which falls under highly reluctant. This means that majority or 52.26% of the respondents

strongly agree that Nursing was not their first choice.

On the other hand, the statement It was not my choice to render care to the sick obtained

the lowest weighted mean of 2.27 which falls under the category moderately reluctant. This

means that some respondents disagree that rendering care to the sick is not their choice.
 To collate the results, it can be gleaned that most of the respondents decided to pursue

the Nursing career out of their own will and preference, amidst of the variety of courses to take

in. A general weighted mean of 2.74 indicates that the respondents are moderately reluctant

before.

Table 1
Frequency and Percentage Distribution of Respondents’
Initial Level of Reluctance

LEVEL OF
FREQUENCY PERCENTAGE
RELUCTANCE
Highly Reluctant 60 24.69%
Moderately Reluctant 176 72.43%
Slightly Reluctant 7 2.88%
TOTAL 243 100.00%

II. LEVEL OF RELUCTANCE AT PRESENT

Table 2 represents the frequency and percentage distribution for the level of reluctance at

present. It illustrates that almost all or 67.08% of the respondents were moderately reluctant. On

the other hand, 30.04% of the respondents were slightly reluctant. Moreover, only 2.88 % of the

respondents were highly reluctant.

The statement I think that I can excel more if I was enrolled in another course obtained a

weighted mean of 2.87 which falls under the category moderately reluctant. This means that

majority or 72.24% of the respondents agree that their potentials are being suppressed because

51
the course do not fit their acquired skill and capabilities which they could have had further

develop if they have just took the right course. On the other hand the statement Though I was not

given a chance to choose a course on my own, l want to finish this course obtained a weighted

mean of 1.60 which falls under the category slightly reluctant.

To collate the results, it can be gleaned that most of the respondents decided to pursue the

Nursing career despite of their reluctance before. The respondents begin to like the course and

have no regrets in continuing the course. A general weighted mean of 2.16 indicates that the

respondents are moderately reluctant at present. Implying that the nursing students were

motivated based from some factors, it may be intrinsic or extrinsic. As stated in the study of

Lavonen, et al. (2008), there are been two major contributor of student’s motivation towards

education. One is the person’s character and the other is the psychological state aroused by the

learning environment.

Table 2
Frequency and Percentage Distribution of Respondents’
Level of Reluctance at Present

LEVEL OF
FREQUENCY PERCENTAGE
RELUCTANCE
Highly Reluctant 7 2.88%
Moderately Reluctant 163 67.08%
Slightly Reluctant 73 30.04%
TOTAL 243 100.00%

52
III. INTRINSIC FACTORS

MOTIVATION TO LEARN

Table 3 represents the frequency and percentage distribution on the level of agreement

for the intrinsic factor - Motivation to learn. The table shows that majority of the respondents

(63.37 %) agreed that they were motivated to learn. While 29.22% of the respondents strongly

agreed. And only few (6.58%) disagreed. Lastly, two respondents (0.82%) were not motivated to

learn.

The statement I enjoy applying what I have learned in school in the actual medical

setting gained a weighted mean of 3.35 which falls under the response category of strongly

agree. This means that majority of the respondents who are reluctant to the course still enjoy

applying what they have learned in school in performing clinical task. This also mean that

exposure to duties may bring about change in their reluctance towards the course. Thereby it is

important for the teachers to consider the pleasurable experiences for the students to learn how to

love the course. The only challenge is how to make learning environment suitable for every

students considering the fact that their learning environment differs depending on a person’s

characteristics (Willingham, 2009).

In general, majority of the respondents agreed that they enjoyed applying what they have

learned in school in the actual medical setting because duties as perceived by the respondents to

be a form of an alternative way of learning in which gaining new knowledge is introduced by

53
providing actual experiences which somehow appears appealing to the student’s senses. Also

considering that these students have been studying just solely inside the classroom doing

assignments, quizzes and group works which seems to be monotonous that most of the students

find it boring. This event made the duties in the hospital a different approach to which the

students’ learning experience is being introduced through clinical exposure and actual

experiences which serves as an alternative way of learning.

The statement I enjoy listening to lectures gained a weighted mean of 2.68 which falls

under the category agree. This means that the respondents find lecture classes satisfying because

it is in the lecture where they acquire the knowledge which they are applying during their duties

at the medical setting some engage in certain activities that could help them in accomplishing

their set goals, lecture classes are vital to any course which may be the reason why some tend to

like lecture classes better. Also lecture classes tend to become more enticing than that of the duty

days to those who find duties at the hospital stressful which motivates them to like lecture classes

more than having their duties at the hospital (Braten & Olaussen, 2007).

In general based from the data gathered by the researchers the statement I enjoy listening

to lectures gathered the mean score of 2.68 which is the lowest among the selected statements

because most of the respondents seem to enjoy duties more than merely being inside the

classroom and listening to long hours of complex lectures and loads of information that the

students has to remember.

54
 Table 3
Frequency and Percentage Distribution of Respondents’ Level of Agreement on
Intrinsic Factor – Motivation to learn

LEVEL OF
FREQUENCY PERCENTAGE
AGREEMENT
Strongly Agree 71 29.22%
Agree 154 63.37%
Disagree 16 6.58%
Strongly Disagree 2 0.82%
TOTAL 243 100.00%

MOTIVATION TOWARDS FINANCIAL BENEFITS

Table 4 represents the frequency and percentage distribution on the level of agreement

for the intrinsic factor – motivation towards financial benefits. It illustrates that more than half

(60.91%) of the respondents agreed that they were motivated towards financial benefits. While

27.16% of the respondents strongly agreed. And only few (10.29%) disagreed. Lastly, four

respondents (1.65%) were not motivated towards financial benefits.

The statement continuing education in the nursing field offers higher salary attained the

highest weighted mean of 3.18 which falls under the response category of agree. This means that

respondents believe that continuing nursing as a course offers higher salary. Good salary is one

of the most reasons of adults for choosing nursing as their course (Erickson, et al., 2005).

The statement most of the nurses I know are financially stable attained the lowest

weighted mean of 2.86 which falls under the response category of agree. Erickson, et al. (2005)

said that good salary is one of the single most reasons of adults for choosing nursing as their

55
course. Only less than of a third of all respondents who chose nursing because of these benefits

but making a change in people’s lives is the most top answer in the survey that they have

conducted.

The intrinsic factor - Motivation towards Financial Benefits obtained a general weighted

mean of 3.04 which falls under the category agree. This means that the respondent sees this

factor as a motivation to continue the nursing course since based on the data gathered by the

researchers continuing the nursing course offers a good salary making them financially stable.

Table 4
Frequency and Percentage Distribution of Respondents’ Level of Agreement on
Intrinsic Factor – Motivation towards Financial Benefits

LEVEL OF
FREQUENCY PERCENTAGE
AGREEMENT
Strongly Agree 66 27.16%
Agree 148 60.91%
Disagree 25 10.29%
Strongly Disagree 4 1.65%
TOTAL 243 100.00%

MOTIVATION TO HELP OTHERS

Table 5 represents that frequency and percentage distribution of the level of agreement

for the intrinsic factor - motivation to help others. As can be gleaned from the table, Almost half

(57.61%) of the respondents agreed that they were motivated to help others. There were only

(39.09%) of the respondents who strongly agreed. Further, A few (2.47%) of respondents

disagreed. Lastly, two respondents (0.82%) disagreed that they were motivated to help others.

56
 The statement I want to participate in helping other people to get well obtained the

highest weighted mean of 3.34 which falls under the response category of strongly agree. The

desire to help or care for others and to contribute to society is reported as dominant factors

influencing their career choice (Newton, 2009).

The statement I always want to help other people, especially the sick obtained the lowest

weighted mean of 3.15 which falls under the response category of agree. Nursing student was

motivated by the desire to help others and do something useful. Thus, one of the motivational

factors of a student to continue their nursing course is their desire to help others despite of the

fact that nursing is not their first choice (Nilsson and Stomberg, 2005).

The intrinsic factor - Motivation to help others obtained a general weighted mean of 3.23

which falls under the category agree. This means that the respondent sees this factor as a

motivation to continue the nursing course since based on the data gathered by the researchers

though the student nurses are reluctant in taking the course before and at present , still they

provide the clinical aim to give care to the sick.

Table 5
Frequency and Percentage Distribution of Respondents’ Level of Agreement on
Intrinsic Factor – Motivation to help others

LEVEL OF
FREQUENCY PERCENTAGE
AGREEMENT
Strongly Agree 95 39.09%
Agree 140 57.61%
Disagree 6 2.47%
Strongly Disagree 2 0.82%
TOTAL 243 100.00%

57
SELF EFFICACY

Table 6 represents the frequency and percentage distribution of level of agreement for the

intrinsic factor – self efficacy. It illustrates that majority (51.44%) of respondents agreed that

they were motivated by self-efficacy. On the other hand, nearly half (43.21%) strongly agreed.

While a few (4.94%) of the respondents disagreed. Lastly, only one (0.41%) respondent strongly

disagreed that they were motivated by self-efficacy.

The statement I feel that giving up is not an option because I can finish nursing obtained

the highest weighted mean of 3.52 which falls under the response category of strongly agree.

Self efficacy will lead to greater effort and persistence on relevant tasks, often resulting in better

performance. The stronger the person’s confidence is in her ability to perform an action. The

more likely it is she will do so (Larsen and Buss, 2008).

The statement “I feel that I am efficient and effective in every task I do” obtained the

lowest weighted mean of 3.08 which falls under the response category of agree. This means that

the majority of the respondents feel that they are efficient and effective in every task they do.

The intrinsic factor - self efficacy obtained a general weighted mean of 3.26 which falls

under the category agree. This means that the respondent sees this factor as a motivation to

continue the nursing course. Based on the data gathered by the researcher though student are

reluctant in taking the course still want to pursue and finish their nursing course and feel that

they are efficient and effective in the task that they do.

58
 Table 6
Frequency and Percentage Distribution of Respondents’ Level of Agreement on
Intrinsic Factor – Self- Efficacy

LEVEL OF
FREQUENCY PERCENTAGE
AGREEMENT
Strongly Agree 105 43.21%
Agree 125 51.44%
Disagree 12 4.94%
Strongly Disagree 1 0.41%
TOTAL 243 100.00%

IV. EXTRINSIC FACTORS

FAMILY SUPPORT SYSTEM

Table 7 represents the frequency and percentage distribution of level of agreement for the

factor - family support system. As can be gleaned from the table, majority (58.85%) of the

respondents agreed that they were motivated by their family support system. On the other hand,

almost one-third (33.74%) strongly agreed to the factor. Further, a small percentage ( 7 %) of the

respondents disagreed. And lastly, only one (0.41%) respondent strongly disagreed that he was

motivated by family support system.

The statement I want to pursue nursing because I want to meet the expectations of my

parents and those supporting me in my studies obtained the highest weighted mean of 3.42 which

falls under the response category of strongly agree. Parents may influence the continuation and

accomplishment in a child’s academic performance

59
 The statement I am pursuing nursing career because my other siblings are nurses as

well, and they guide me obtained the lowest weighted mean of 2.33 which falls under the

response category of disagree.

The extrinsic factor - family support obtained a general weighted mean of 3.10 which

falls under the category agree. This means that the respondent sees this factor as a motivation to

continue the nursing course.

Table 7
Frequency and Percentage Distribution of Respondents’ Level of Agreement on
Extrinsic Factor – Family Support System

LEVEL OF
FREQUENCY PERCENTAGE
AGREEMENT
Strongly Agree 82 33.74%
Agree 143 58.85%
Disagree 17 7.00%
Strongly Disagree 1 0.41%
TOTAL 243 100.00%

PEER AND MENTOR’S INFLUENCE.

Table 8 represents the frequency and percentage distribution of level of agreement for the

extrinsic factor - Peer and Mentor’s Influence. It illustrates that almost one half (50.21%) of the

respondents agreed that they were motivated by peer and mentor’s influence. Further, nearly one

third (38.68%) of the respondents disagreed. On the other hand, few (6.58%) respondents

strongly agreed. Lastly, only eleven respondents (4.53%) strongly disagreed that they were

motivated by their peer and mentor.

60
 The statement Clinical instructors have the ability to impart their knowledge to students

obtained the highest weighted mean of 3.49 which falls under the response category of strongly

agree. This means that majority of the respondents strongly agreed that their clinical instructors

was able to impart their knowledge to students. One good motivation is the mentor support and

supportive value of the teacher. The greater the teacher supports the student the greater the

chance for the student to take on more in learning (O’Donnell et al, 2007).

The statement I was inspired by my friend who is now a clinical instructor and I was

influenced by my friend who wants to help poor people obtained the lowest weighted mean of

2.24 which falls under the response category of disagree.

The extrinsic factor - Peer and Mentor’s Influence obtained a general weighted mean of

2.59 which falls under the category agree. This means that the respondent sees this factor as a

motivation to continue the nursing course, since based on the data gathered by the researcher

students believe that their mentors are great factors in motivating them to continue with their

enrolled course.

Table 8
Frequency and Percentage Distribution of Respondents’ Level of Agreement on
Extrinsic Factor – Peer and Mentor’s Influence.

LEVEL OF
FREQUENCY PERCENTAGE
AGREEMENT
Strongly Agree 16 6.58%
Agree 122 50.21%
Disagree 94 38.68%
Strongly Disagree 11 4.53%
TOTAL 243 100.00%

61
RELATIONSHIP WITH THE OPPOSITE SEX

Table 9 represents the frequency and percentage distribution of the level of agreement for

the extrinsic factor - Relationship with the opposite sex. As can be gleaned on the table, more

than one third (41.98%) of the respondents disagreed that they were motivated by being in a

relationship. While nearly one third (30.45%) of the respondents strongly disagreed. Further,

almost one fifth (21.40%) of the respondents agreed. Lastly, fifteen (6.17%) respondents strongly

agreed that they were motivated by being in a relationship.

The statement My boyfriend /girlfriend and I monitor each other's academic performance

obtained the highest weighted mean of 2.22 which falls under the response category of disagree.

Individuals spend considerable time either dating or thinking about romantic relationships

(Santrock 2008).

The statement I'm still taking up Nursing because my boyfriend /girlfriend is still in the

course obtained the lowest weighted mean of 1.84 which falls under the category disagree. This

means that not just because the respondent is still in the course, he or she was motivated.

The extrinsic factor – relationship with opposite sex obtained a general weighted mean of

2.08 which falls under the category disagree. This means that the respondent does not see this

factor as a motivation to continue the nursing course since based on the data gathered by the

researcher they did not follow their partner choice of course. A student relationship does not

dictate the individual to which course to enter and pursue.

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 Table 9
Frequency and Percentage Distribution of Respondents’ Level of Agreement on
Extrinsic Factor –Relationship with the Opposite Sex

LEVEL OF
FREQUENCY PERCENTAGE
AGREEMENT
Strongly Agree 15 6.17%
Agree 52 21.40%
Disagree 102 41.98%
Strongly Disagree 74 30.45%
TOTAL 243 100.00%

ALLOWANCE

Table 10 represents the frequency and percentage distribution of level of agreement for

the extrinsic factor – Allowance. It illustrates that there’s only small difference between the

respondents who agreed (44.86%) and disagreed (42.80%) that they were motivated by their

allowance. On the other hand, few respondents (7%) strongly agreed. And lastly, only thirteen

(5.35%) respondents strongly disagreed that allowance can motivate them.

The statement my parents provide extra money for my other expenses like projects

obtained the highest weighted mean of 3.02 which falls under the category agree.. Student

increase their positive attitude towards the continuation of nursing education because they are

expecting special privileges such as an increase in allowance (O’Donnell, 2007).

The statement my parents increase my allowance every semester obtained the lowest

weighted mean of 2.17 which falls on the category disagree. Increasing the allowance of the

63
student every semester can motivate the student in their studies. Motivation controls behavior

where it can energize behavior and directs it towards a certain goal (Wagner, 2001).

The extrinsic factor - Allowance obtained a general weighted mean of 2.54 which falls under

the category agree. This means that respondents see this factor as a motivation for them to

continue the nursing course. Based on the data gathered by the researcher, student sees an

increase in allowance as a reward given in return with their achievements.

Table 10
Frequency and Percentage Distribution of Respondents’ Level of Agreement on
Extrinsic Factor - Allowance

LEVEL OF
FREQUENCY PERCENTAGE
AGREEMENT
Strongly Agree 17 7.00%
Agree 109 44.86%
Disagree 104 42.80%
Strongly Disagree 13 5.35%
TOTAL 243 100.00%

JOB OPPORTUNITIES IN NURSING

Table 11 represents the frequency and percentage distribution of level of agreement for

the extrinsic factor – Job Opportunities in Nursing. As can be gleaned on the table, majority

(69.14%) of the respondents agreed that they were motivated because of the job opportunities in

nursing. On the other hand, almost one fourth (24.69%) of the respondents strongly agreed.

Lastly, few (6.17%) respondents disagreed that they were motivated by the job opportunities in

nursing. The table also shows that no respondent strongly disagreed.

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 The statement nurses can work in variety of medical fields obtained the highest weighted

mean of 3.30 which falls under the category strongly agree. The statement There are many

hospitals in need of nurses and so taking nursing gives me a great chance to land a job obtained

the lowest weighted mean of 2.89 which falls under the category agree. Due to the increased

demand of nurses abroad, Nursing is one of the courses preferred of the incoming college

students here in the Philippines. According to the Commission on Higher Education, there were

27, 833 nursing enrollees recorded in A. Y. 2000-2001 and was increased as high as 453, 896

enrollees in A.Y. 2006-2007 or an annual average growth of 62 %. And there was an increasing

trend in the number of nursing graduates for the period 2000-2005, with 140.5% increase in the

numeral of graduates in A.Y. 2004-2005.

The extrinsic factor – Job Opportunities in Nursing obtained a general weighted mean of

3.16 which falls under the category agree. This means that the respondent sees this factor as a

motivation to continue the nursing course. Based on the data gathered by the researcher, the

students are aware of the increase in demand of work thus seeing continuing the course in giving

them a greater chance of having a job.

Table 11
Frequency and Percentage Distribution of Respondents’ Level of Agreement on
Extrinsic Factor –Job Opportunities in Nursing

LEVEL OF
FREQUENCY PERCENTAGE
AGREEMENT
Strongly Agree 60 24.69%
Agree 168 69.14%
Disagree 15 6.17%
Strongly Disagree 0 0.00%
TOTAL 243 100.00%

65
V. DIFFERENCE BETWEEN INITIAL LEVEL OF RELUCTANCE AND AT
PRESENT

Table 12 presents the result from SPSS using Paired Sample t-Test which aims to

determine if there is difference between the respondents’ level of reluctance before and at

present. As shown in the table, the computed t-value is 20.295 and the degree of freedom is 242.

Since the computed t-value is greater than tabular t-value is 1.960. Null hypothesis is rejected.

Therefore, there is significant difference between the respondents’ level of reluctance before and

at present.

Table 12
Difference Between Initial Level of Reluctance and at Present

Paired Samples Statistics

Std. Sig.
Std.
TYPE Mean N Error t df (2-
Deviation
Mean tailed)

VAR00001 2.7539 243 0.33822 0.0217

Pair 1 20.295 242 0
VAR00002 2.1535 243 0.41573 0.02667

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 VI. RELATIONSHIP BETWEEN INRINSIC AND EXTRINSIC FACTORS AND
LEVEL OF RELUCTANCE

Table 13 presents the relationship between the respondents’ selected intrinsic and

extrinsic factors, and the level of reluctance.

Level of Reluctance and Motivation to learn. Table 13 illustrates the relationship of the

intrinsic factor – motivation to learn with the level of reluctance. The p – value = 0.001 which is

less than the 0.05 level of significance (α) shows that there is a significant relationship between

motivation to learn and the level of reluctance. The computed contingency coefficient (cc) of 0.3

shows that there is a low correlation, definite but small relationship.

Level of Reluctance and Motivation towards financial benefits. Table 13 illustrates

the relationship of the intrinsic factor – motivation towards financial benefits with the level of

reluctance. The p – value = 0.085 which is more than the 0.05 level of significance (α) shows

that there is a no significant relationship between motivation towards financial benefits and the

level of reluctance. The computed contingency coefficient (cc) of 0.21 shows that there is a low

correlation, definite but small relationship.

Level of Reluctance and Motivation to help others. Table 13 illustrates the relationship

of the intrinsic factor – motivation to help others. The p – value = 0.000 which is less than the

0.05 level of significance (α) shows that there is a significant relationship between motivation to

help others and the level of reluctance. The computed contingency coefficient (cc) of 0.36 shows

that there is a low correlation, definite but small relationship.

67
 Level of Reluctance and Self-Efficacy. Table 13 illustrates the relationship of the

intrinsic factor – self efficacy with the level of reluctance. The p – value = 0.000 which is less

than the 0.05 level of significance (α) shows that there is a significant relationship between self

efficacy and the level of reluctance. The computed contingency coefficient (cc) of 0.34 shows

that there is a low correlation, definite but small relationship.

Level of Reluctance and Family Support System. Table 13 illustrates the relationship

of the extrinsic factor – family support system with the level of reluctance. The p – value = 0.34

which is more than the 0.05 level of significance (α) shows that there is a no significant

relationship between family support system and the level of reluctance. The computed

contingency coefficient (cc) 0.17 shows that there is a negligible correlation.

Level of Reluctance and Peer and Mentor’s Influence. Table 13 illustrates the

relationship of the extrinsic factor – peer and mentor’s influence with the level of reluctance. The

p – value = 0.961 which is more than the 0.05 level of significance (α) shows that there is a no

significant relationship between peer and mentor’s influence and the level of reluctance. The

computed contingency coefficient (cc) 0.08 shows that there is a negligible correlation.

Level of Reluctance and Relationship with Opposite sex . Table 13 illustrates the

relationship of the extrinsic factor – relationship with opposite sex with the level of reluctance.

The p – value = 0.882 which is more than the 0.05 level of significance (α) shows that there is a

no significant relationship between relationship with opposite sex and the level of reluctance.

The computed contingency coefficient (cc) 0.10 shows that there is a negligible correlation.

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 Table 13
Relationship Between Intrinsic and Extrinsic Factors and Level of Reluctance

Level of
p-
Reluctance as df α Decision cc Interpretation
value
Related with:

Low Correlation,
Motivation to
6 0.05 0.001 Reject 0.3 Definite but Small
learn
Relationship

Motivation Low Correlation,

towards Financial 6 0.05 0.085 Accept 0.21 Definite but Small
Benefits Relationship

Low Correlation,
Motivation to
6 0.05 0 Reject 0.36 Definite but Small
help others
Relationship

Low Correlation,
Self-Efficacy 6 0.05 0 Reject 0.34 Definite but Small
Relationship
Family Support
6 0.05 0.34 Accept 0.17 Neglible Correlation
System

Peer and Mentor's

6 0.05 0.961 Accept 0.08 Neglible Correlation
Influence

Relationship with
6 0.05 0.882 Accept 0.1 Neglible Correlation
opposite sex

Allowance 6 0.05 0.849 Accept 0.1 Neglible Correlation

Job Opportunities
4 0.05 0.101 Accept 0.18 Neglible Correlation
in Nursing

69
 Level of Reluctance and Allowance. Table 13 illustrates the relationship of the extrinsic

factor – allowance with the level of reluctance. The p – value = 0.849 which is more than the

0.05 level of significance (α) shows that there is a no significant relationship between allowance

and the level of reluctance. The computed contingency coefficient (cc) 0.10 shows that there is a

negligible correlation.

Level of Reluctance and Job Opportunities in Nursing. Table 13 illustrates the

relationship of the extrinsic factor – job opportunities in nursing with the level of reluctance. The

p – value = 0.101 which is more than the 0.05 level of significance (α) shows that there is a no

significant relationship between family support system and the level of reluctance. The computed

contingency coefficient (cc) 0.18 shows that there is a negligible correlation.

V. IMPLICATION TO NURSING EDUCATION

The study has shown that majority of the respondents have changed their level of

reluctance as shown by the result of the sample paired t - test, the null hypothesis is rejected,

meaning that there is a significant difference for the level of reluctance initially and at present.

One of the most prevailing instruments for plummeting poverty and inequality and lays an

organization for unrelenting economic growth.

Education is somehow used interchangeably with the term learning, in which, however

meant as a relatively change in behavior that results from experience (Kosslyn et al., 2005).

Majority of the respondents strongly agreed that nursing is not their first choice. Proving that

70
majority of the respondents was forced in taking up nursing and are using motivation just to

finish the course.

It can be observed that most of the respondents agree that the intrinsic factors,

motivation to help others, motivation to learn and motivation towards financial benefits are

motivating factors why they still consider continuing the Nursing course. On the other hand, self-

efficacy gained the highest percentage which indicates that respondents think that they are

competent and effective in doing their clinical task and pursuing the course.

It can also be observed that most of the respondents agree that the extrinsic factors, job

opportunities in nursing, family support system, peer and mentor’s influence, and allowance are

motivating factors why they still consider continuing the Nursing course. On the other hand,

majority of the respondent disagreed that being in a relationship with the opposite sex motivates

them to continue and finish the nursing course.

According to Wagner (2001), motivation controls behavior, it energizes behavior and

directs it towards some goal. Major motivation includes self-efficacy. On the other hand, the

weakest factor in continuing education is the reason of Relationship with the opposite sex. These

are associated with a topic, for example in a career where a there is a greater chance of helping

others, with the feeling of enjoyment and involvement.

With this, the Nursing Education Administrator will have an idea on how to approach

different students with different motivational factors although the student were moderately

71
reluctant before, due to their stimulating learning environment, students have changed from

being moderately reluctant to poorly reluctant.

In addition, the nursing administrator, as well, can conduct a reluctant scale wherein they

could identify the level of reluctance for individuals who will enroll to the nursing course. By

improving the nursing education, which is considered a noteworthy course and knowing such

condition will enable them to plan and implement various school programs that may facilitate

increase in level of motivation and more importantly, make the students realize the importance to

finish the course considering that, although individuals are grouped within one section, they still

have different needs and likes, more importantly, different motivation. Remember that each

person learns differently. Thus, education shouldn't be forced to tell the difference and approach

individual needs. With all of this, the rendering of nursing interventions will be improved and

quality nursing care will be given to clients in the community and more importantly, patients in

the hospitals.

72