Gender Differences and Self-motivation among
Grade 12 Gas Students in University of Cebu Pri
A Thesis Presented to the Faculty of
Senior High School Department
University of Cebu –
Main Campus J. Alcantara St., Cebu City
In Partial Fulfilment in Practical Research 2
Madel Tamiok
Angeli Avenido
Harie Dano
Laiza Mae Gantalao
Francis Igot
Kiirt John Francis Isanan
Hanna Lyn Pahulas
Mae Ann Placer
2019
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Rationale
Gender differences refers to the role of a male and female or it tends to denote the
social and cultural role of each sex within a given society. Gender roles in society means
how we behave in a certain society. Like, how we speak, groom, dress, and conduct to our
assigned sex. Like, for example, girls and women are expected to dress in feminine ways,
be polite, accommodating, and nurturing. While men are expected to be strong, aggressive,
and bold.
Self-motivation or motivation per se plays a significant role in student’s life. It is
undeniably evident that both genders, male and female, have different view with regards
to motivation. Say for example, among the grade 12 general academic strand students, the
former tends to frown when getting low scores while the latter do not care at all.
Female and male students has different motivation when it comes to school. Female
are higher in learning focus, planning, study management, and persistence while male are
significantly higher in self-sabotage or self-handicapping. Parker (2007) stated that
stereotyped among gender center around the following domains: math, science, and sports
as male advantages; language arts as female advantages. Other studies indicated growing
concern that gender gaps may be reversing. Whereas past research focused on the failure
of girls to achieve as strongly in math and science courses, recent research showed a
disadvantage for boys across academic achievement measures (Wigfield, Battle, Keller, &
Eccles 2002). Therefore, not all female are good at language arts and while male are not
good in math, science, and sports.
The purpose of this study is to determine how gender differences influence selfmotivation in achieving accomplishments in different aspects of life. Gender plays
important role in individual's life. It shapes the entirety of the experience at all levels. One
of the purpose of the study is to identify the significant relationship between gender and
abilities and how it affects the individuals ‘self-motivation. Gender is a classic and
significant predictor in educational, psychological, and linguistic research. That is why in
this research there is a need to learn the importance between gender differences and selfmotivation.
Theoretical Background
This study was anchored on the theory of Hierarchy of Basic Human Needs by
Abraham Maslow (1943). It is supported by Motivation theory of Alderfer (1969) and
Social Learning theory of Albert Bandura (1963).
Theory of the hierarchy of basic human needs marks the beginning of modern-day
motivation study. According to Maslow, the “integrated wholeness of the organism” is the
foundation of motivation theory, and any motivated behavior is a conduct through which
basic needs are desired and satisfied. All “organismic states” are both “motivated and
motivating”. Usually an act has more than one motivation. Every need is related to the
satisfaction or dissatisfaction of other needs. Needs assume a hierarchical order. A new
human needs usually appears as soon as a prior, move, urgent, need is satisfied. The basic
human needs, in order of their prepotency, are physiological safety, love, esteem, and selfactualization. Social learning theory is a major theoretical system in psychology, designed
to describe the processes of human development (Bandura, 1963). It emphasizes several
key mechanisms in development including reinforcement, punishment, imitation, and
observational learning. Thus, an explanation for psychological gender differences is that
children learn how to behave differently based on their gender.
Some experiences in self-motivation is that how they treat themselves by doing a
task and completing it and giving rewards to themselves afterwards. Examples of these
rewards are buying chocolates after doing a task or eat a tasty meal after doing that
particular task. Self-motivation is a big help for us individuals, it can help them to reach
their goals much more in a fun way, where it can benefit the individual and his/her work.
Revisited Maslow’s basic hierarchy of human needs with an empirical test of a new
theory of human needs, the ERG (existence, relatedness, growth) needs theory of
motivation. He developed the theory as an alternative to Maslow’s original theory,
asserting that it eliminated the overlapping of Maslow’s needs. Finally, Alderfer used the
term “growth” to explain a human need to engage problems and activities that led to
personal growth while Maslow discussed these needs under the headings of esteem and
self-actualization. According to identity theory, the self is composed of multiple identities
that reflect the various social positions that an individual occupies in the larger social
structure. Meanings in an identity reflect an individual conception of himself or herself as
an occupant of that particular position or “self-in-role”.
Therefore, motivated behaviour has basic needs are desired and satisfied in both
“motivated and motivating”. Social learning theory designed to describe the processes of
human development gender differences is that children learn how to behave based on their
gender.
Theoretical Framework
Identity Theory
Social Learning
Theory
Revisited Maslow’s basic
hierarchy of human needs
with an empirical test
Hierarchy of Needs
Gender Differences


Male
Female
Self-Motivation
Figure 1.0Theoretical framework on the comparison of gender differences and selfmotivation among grade 12 GAS students.
Statement of the Problem
The objective of this study was to determine the self-motivation of GAS students
in University of Cebu Private during the 1st semester of S.Y 2019-2020 towards gender
differences.
It specifically answered the following questions:
1. What is the profile of the participants in terms of:
1.1 gender; and
1.2 level of self-motivation?
2. Is there a significant difference between gender and self-motivation among the
respondents?
Statement of Null Hypothesis
At 0.05 level of significance, the hypothesis below was tested:
Ho: There is no significant difference between gender and self-motivation among
grade 12 GAS students.
Significance of the study
This study aims to determine the relationship of gender differences towards their
self-motivation in grade 12 Gas students and to determine how it affects their drive to reach
the goal they set. The results gathered in this study is significantly beneficial to the
following components:
Students – the result of this study could helped the students know how significant
self-motivation to different gender in work on their set goals that they want to achieve.
Parents – this study may also help the parents who helped their child by motivating
them in an amiable manner which could not pressure their child to do well in their studies.
Teachers – the study could help the teachers determined how they could motivate
the students in their studies and how it can enhance their relationship towards their students.
This is also significant to teachers because it can help them to find their differences and
understand their perspectives.
Guidance Counsellor – this study could help the guidance counsellor to make it
their basis to approach the unmotivated students and helped them to have more
determination and self-confidence to do well in their studies.
Administrators - this study helped the administrators to conduct different activities
such as symposiums of enhancing self-motivation that can help the students to be more
motivated in their studies.
Researchers – this study helped the researchers to know the motivation in gender
differences such as conducting a survey questionnaire to the respondents.
Future Researchers – the result of this study could help the future researchers by
making this study as basis in their research paper and help them to support their study.
Scope and Delimitation
The focus of this research is mainly on the effect and differences between males
and females in terms of self-motivation. The school under this the scope of this study is
only in University of Cebu. This is according to the pre-survey conducted by the
researchers in which relationship of self-motivation between the different genders subsist
to the school mentioned.
The study limits on the self-motivation of males and females grade 12 Gas students
in University of Cebu during the school year 2019 first semester. Study limits also on
gender differences of students have different self-motivation and Are self-motivation
effective to motivates them in their studies.
DEFINITION OF TERMS
To understand better on our variable, the following terms are defined:
Self-motivation - Ability to do what needs to be done, without influence from other
people or situations.
Gender differences - variances between males and females that are based on
biological adaptations that are the same for both sexes.
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This study implicates on gender differences in social mastery motivation,
vocabulary knowledge, behavioral self-regulation, and socioemotional skills and examined
the relationships among this knowledge and these skills by gender. The research findings
results revealed that boys exhibited more social mastery interactions than girls, and girls
showed better behavioral self-regulation and socioemotional skills than boys. Girls with
higher social mastery interaction frequency demonstrated better vocabulary knowledge and
socioemotional skills, whereas boys with higher social mastery interaction frequency
showed lower behavioral self-regulation. Boys, who showed more positive affect during
social mastery interactions, tended to have better expressive vocabulary, which facilitated
their behavioral self-regulation (Fung, Chung & Cheng, 2019).
This study deals with the research into the relationship between gender, motivation
and achievement in learning English as a foreign language. The results revealed
demonstrate a statistically significant relationship between gender and motivation. Tenyear-old students exhibit the highest motivation for learning English as a foreign language,
while the eighteen-year-olds exhibit the lowest motivation. In addition, female students are
more successful at learning than male students at each group/grade level. Moreover, the
findings also reveal statistically significant results in measuring the correlation between
achievement and motivation and can be highly beneficial for teachers, parents and students
in adopting the most effective approach to learning and teaching English as a foreign
language (Bećirović, 2017).
This study stated that implicit stereotypes associating science with male might play
a role in the development of gender differences in students’ motivations for physical
science. Results showed that teachers’ implicit science-is-male stereotypes are positively
related with males’ self-concept and intrinsic value but negatively associated with females’
motivational beliefs. The findings of this study corroborate the notion that teachers’
implicit stereotypes can contribute to gender differences in motivational beliefs and
probably also to gendered educational choices (Thomas, 2017).
The main objectives of the present research were to test a conceptual model linking
motivational processes involved in coping with the stress of university assessment, and to
examine gender differences in these processes. Self-determined motivation was
hypothesized to predict coping strategies and the response to assessment-related stress, and
coping was hypothesized to play a considerable role in short- and long-term outcomes of
assessment. We examined this model using multiple group path analysis (BonnevilleRoussy, Evans, Verner-Filion, Vallerand & Bouffard, 2017).
This study discussed the importance of development of school motivation in
general and reading motivation in particular, reviewing studies showing that many
children's motivation to read declines over the school years. Motivation to read tends to
differ by gender—with girls motivated more positively to read than boys. It also differs by
ethnicity, in more complex ways. Over the last 15 years, researchers have identified
instructional practices that boost students' motivation to read and their reading
comprehension. Researchers should build on this work by developing and studying
programs among children of different ages to identify effective classroom‐based
instructional approaches that motivate reading and use a variety of narrative and
informational materials (Wigfield, Gladstone & Turci, 2016).
A study stated that the reports on the second phase of a large‐scale stratified survey
in China, examining the role of vision and imagery in the learners’ motivation to learn
English as a foreign language. Understanding visualization has been a featured area of
recent developments in second language motivation theory, and this study is the first to
offer a broad overview of the extent to which the capacity of vision contributes to the
overall motivational setup of a whole language learning community. The study also
explores the visionary trajectories of learners who reported positive and negative changes
in their imagery capacity over time, thereby examining the impact of the change in vision
on motivational development (You, Dornyei & Csizer ,2016).
Previous research in computer science education has demonstrated the importance
of motivation for success in introductory programming. The researchers found that student
performance had the expected motivational and SRL precursors, but the interactions
between these constructs revealed some unexpected relationships. Furthermore, the
researchers found that females' self-efficacy had a different connection to programming
performance than that of their male peers. Further research on success in introductory
programming should take account of the unique and complex relationship between SRL
and student success, as well as gender differences in these relationships that are specific to
CS (Lishinski, Yadav, Good & Enbody, 2016).
The study elaborate the current literature suggests that to succeed in global roles,
one needs a global mindset. Using the Global Mindset Inventory, we found that women
demonstrated stronger global leadership profiles in regard to passion for diversity,
intercultural empathy, and diplomacy. Conversely, men tended to show strong global
leadership self-efficacies regarding global business savvy, cosmopolitan outlook, and
interpersonal impact. We discuss the implications of our findings for shared leadership in
global contexts and offer a series of suggestions regarding future directions for research
(Javidan, Bullough& Dibble, 2016).
A study implicates Self-efficacy is defined as the belief in one's capabilities to carry
out, organize and perform a task successfully. Motivation consists of the internal and
external factors that stimulate the desire to attain a goal. The results are also evaluated in
terms of demographic features of the participants such as their gender and parental
education level. It revealed that language learning motivations of the students show a
significant difference that favors girls. However, there is no statistically significant
difference in the students’ academic self-efficacy beliefs in terms of gender. The results
about language learning motivations of the students in terms of the education level of the
parents indicate a significant difference in students whose parents are more educated with
those of less educated. (Ersanlı, 2015).
Differences between men and women with respect to dietary intakes and eating
behaviours have been reported and could be explained by gender differences in
motivational variables associated with the regulation of food intake. The main objectives
of the present study were to identify gender differences in dietary intakes, eating
behaviours and motivational variables and to determine how motivational variables were
associated with dietary intakes and eating behaviours in men and women (Leblanc, Bégin,
Corneau, Dodin & Lemieux, 2015).
CHAPTER 3
METHODOLOGY
Research Design
The researches utilized a comparative study. The used comparative research design
to investigate the difference between gender and self-motivation. Comparative research
essentially compares two groups in an attempt to draw a conclusion about them.
Researchers attempt to identify and analyze similarities and differences between groups,
and these studies are most often cross-national, comparing two separate people groups
(Richardson, 2018)
Locale
This study was conducted in the University of Cebu Main Campus Senior High
School Building which is located in J. Alcantara St., Barangay Sambag Uno, Cebu City
across Elizabeth Mall. The estimated number of students is around 6,500 from different
tracks. It offers opportunities for specialization in Academic, Technical Vocational
Livelihood, Sports and Art Fields.
Participants
The participants of this study are from University of Cebu Senior High School
grade 12 GAS students in morning session. The researchers utilized a cluster sampling
method with a number of 15 males and 15 females in a total of 30 participants. Cluster
sampling is defined as a probability sampling that is used in large-scale studies in which
the population is geographically spread out. In these cases, sampling procedures may be
difficult and time-consuming.
Research Instruments
This study used a survey questionnaire and SPSS Statistics which were the basis of
finding out the difference between gender and self-motivation. The standardized test will
also be utilized to support the study test in determining a students’ motivation. The
developer of the test Motivated Strategies for Learning Questionnaire Subscales is Regina
M. Shia. The content of the survey questionnaire consists of twenty items. A camera will
be used as the documentation to ensure the data gathering will not be added nor subtracting
for credibility and honesty of this paper.
Data Gathering
This study follows a process to gather strong information and data based on the
respondent’s given answer to the survey questionnaire. First, a transmittal letter was
submitted and securely signed by the research adviser and to the senior high school
principal for the approval of conducting the research study. Respondents will be chosen
based on cluster sampling method to answer the survey questionnaires. The survey
questionnaires will be given to the respondents. While answering the survey
questionnaires, a camera was utilized for documentation of this paper.
Data Analysis
After the data gathering, the data analyzed and reviewed by the researchers with
the use of SPSS Statistics, a tool property of International Business Corporation.
Conceptual Framework
Gender differences of GAS 12
Students in University of
Cebu Pri
Self-Motivation of GAS 12
Students in University of Cebu
Pri
Male
Female
Figure 2.0 Conceptual framework on the comparison of gender differences and selfmotivation among grade 12 GAS students
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analyses and interprets the following sets of tables showing
the results of the respondent’s indicator.
Table 1.0 Gender Distribution of the Respondents
Gender
Frequency
Percentage
Female
15
50%
Male
15
50%
Total
30
100%
Interpretation
Table 1.0 showed the Gender Distribution of the participants. There are 15 female
which is equivalent of 50% and 15 male which is equivalent of 50% respondents in total
of 30 respondents.
Table 2.0 Students Self-motivation
Statements
The most important thing for me right now is improving my overall grade point
average, so my main concern for this class is getting a good grade.
Getting a good grade in this class is the most satisfying thing for me right now.
When I become confused about something I'm reading, I go back and try to figure
it out.
The most satisfying thing for me in this course is trying to understand the content
as thoroughly as possible.
If I can, I want to get better grades in this class than most of the other students.
I want to do well in this class because it is important to show my ability to my
family, friends, employer, or others
In a class like this, I prefer course material that really challenges me so I can learn
new things.
Mean
SD
3.933
1.112
3.933
3.900
1.258
1.213
3.867
1.106
3.800
3.800
1.186
1.215
3.767
.898
I try to change the way I study in order to fit the course requirements and
instructor's teaching style.
Taking notes in class, I make sure I sort it out afterwards.
When I have the opportunity in this class, I choose course assignments that I can
learn from even if they don't guarantee a good grade.
I try to think through a topic and decide what I am supposed to learn from it rather
than just reading it over when studying.
In a class like this, I prefer course material that arouses my curiosity, even if it is
difficult to learn.
When I study for this class, I set goals for myself in order to direct my activities in
each study period.
I ask myself questions to make sure I understand the material I have been studying
in this class.
When Studying for this course, I try to determine which concepts I don't
understand well.
If course materials are difficult to understand, I change the way I read the material.
When reading for this course, I make up questions to help focus my reading
I often find that I have been reading for class but don't know what it was all about.
During class time I often miss important points because I'm thinking of
Other things.
Before I study new course material thoroughly, I often skim it to see how it is
organized.
Overall Mean
Overall SD
Range
4.20-5.00
3.40-4.19
2.60- 3.39
1.80- 2.59
1- 1.79
3.767
1.073
3.733
3.733
1.202
1.081
3.700
1.119
3.633
.889
3.567
.971
3.567
.898
3.500
1.009
3.433
3.200
2.900
2.700
.898
.997
1.062
1.088
2.367
.669
3.362
1.049
Description
Very Low
Low
Moderate
High
Very High
Table 3.0 presented the level of Self-motivation between male and female among
grade 12 GAS students is taken by a 5 points likert scale. The mean indicated the average
level of each Self-motivation. The highest mean is 3.933 which the respondents think
through a topic and decide what they supposed to learn from it rather than just reading it
over when studying. The lowest mean is .2.367.
Table 3.0 Significance of Gender Difference and Self-motivation Among Grade 12
Gas Students
Gender
Mean
P value
Decision
Interpretation
Female
There is no
3.8133
0.24
Accept Ho
significance
relationship
Male
Table 3.0 displays the significance of Gender difference and Self-motivation. As
their level of significance is less than 0.05 which has a p-value of 0.24, thus the null
hypothesis is accepted. Overall, this proved that there is no significant relationship of
gender difference and self-motivation. And as supported by the study of Greene, DeBacker,
Ravindran, & Krows (1999) Motivation is usually complex, measuring that a person's
behaviour may spring from several separate motivation. Some show no differences in
motivation between male and female students in western countries
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the overall summary of findings, conclusion based on the
data analyzed and interpreted. Recommendations were composed by the researchers for
the further future studies.
Summary of Finding
The study revealed that there were 30 respondents are picked with the use of
cluster sampling from grade 12 Gas students morning session. It shows that half of the
respondents are female and male and are equally distributed.
The level of Self-motivation between male and female. The mean indicated the
average level of each Self-motivation. The highest mean is 3.933 and the lowest mean is
.2.367 which mean the motivation of the students are low.
There is no significant difference between the self-motivation of male and male
students has no significant difference towards gender differences. There is no significant
relationship because the survey questionnaire was not answered very well.
Conclusions
Based on the findings of the study, Having a self-motivation is very important to
us students. There are factors why students are interested in achieving their goals and other
things that they want to achieve. Those factors are extrinsic and intrinsic and sometimes
both. The extrinsic motivation has a good side but if it was excessively use it can make
students dependent. Using intrinsic motivation is the best side of motivation, but it is hard
to improve it. It will be easier to establish it in class when there are less students where it
can approach individually. The relationship between teacher and student is the beginning
in the development of intrinsic motivation and controlling the side effects of extrinsic
motivation. The students tend to copy from respected teachers by creating trust which
instantly motivates them to learn. Our advice to students would be to try to develop their
trusts, mutually affected, respectful relationship to others, which surely can lead them to
motivation.
Recommendations
Based on the findings and the conclusions the following are recommended:

The researchers should conduct the survey when the teacher is around to properly
endure the survey. In order for the respondent to answer the questionnaire seriously.

The guidance counsellor should implement programs and activities to develop the
motivation of the students.

Teachers make sure to help your students by motivating them to have a higher
grade.
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