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Amidst the Online Learning in the Philippines: The Self-Efficacy and Academic
Motivation of the Senior High School Students from Private Schools
Article in International Journal Of Advance Research And Innovative Ideas In Education · June 2021
DOI: 10.6084/m9.figshare.14813391.v1
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Vol-7 Issue-1 2021
IJARIIE-ISSN(O)-2395-4396
AMIDST ONLINE LEARNING IN THE PHILIPPINES:
THE SELF-EFFICACY AND ACADEMIC MOTIVATION
OF THE SENIOR HIGH SCHOOL STUDENTS
FROM PRIVATE SCHOOLS
Kaissery Baldado2
Liezl Fulgencio1
Camilla Enriquez3 Alyssa Mae Delos Santos4 Rey Ann Fem Plaza5
1-5
Research Students, Psychological Statistics
Jhoselle Tus6
6
Professor, Psychological Statistics
Jesus is Lord Colleges Foundation, Inc., Bocaue, Bulacan, Philippines
ABSTRACT
The COVID-19 has led to the unfortunate loss of human life and presents challenges to public health, the world's
economy, and education. Amidst the pandemic, one of the affected areas is education worldwide, including the
Philippines, which changed dramatically from faculty lecturing in a classroom setting that has been the backbone
of traditional academic education to distance learning, where the students continue their education in homes. In
some research during this pandemic, many of the students have been facing many problems such as internet
connectivity, overload of lessons activities, financial-related issues, lack of resources for online classes, and mental
health-related problems. Further, this study investigates the impact of self-efficacy on the academic motivation of
senior high students. Based on the statistical analysis, the findings revealed that the students' self-efficacy
significantly affects their academic motivation (p=.000) with an associated probability greater than 0.05 level of
significance.
Keywords: Self-efficacy, Academic motivation, Online learning, Senior High School Students
1. INTRODUCTION
The pandemic caused by Coronavirus disease (COVID-19) has led to the unfortunate loss of human life
and presents challenges to public health, the world's economy, and education. According to Mateo (2020), one of
the casualties of this COVID-19 is the traditional education systems worldwide; with high-risk transmission among
the students, schools temporarily shut down as the illness quickly spreads in different countries. As a result,
education worldwide, including the Philippines, has changed dramatically from face-to-face classes to distance
learning, where the students continue their education in homes. Unfortunately, amidst the COVID-19 crisis, the
students have been facing many problems, such as internet connectivity, overload lessons activities, related
financial issues, and mental health problems that will potentially increase anxiety levels and impact the perception
of their academic self-efficacy (Arrebola, Ruiz, Vera, & Estrada, 2020).
Thus, self-efficacy is the individual's beliefs in their capabilities to perform effectively and exercise control
over their functioning and over events that affect their lives (Garrido, 2020). It shows how confident students are
about executing a specific task to attain their valued goal, while motivation is based on a person's desire to achieve
(Ackerman, 2020).
Taheri-Kharameh, Sharififard, Asayesh, and Sepahvandi Mahsa (2018) studied the relationship between
academic self-efficacy and motivation among medical science students; results showed a relationship between
academic self-efficacy and academic motivation. Such performance seems to encourage students to believe in their
abilities and self-efficacy and be more academically motivated. Meanwhile, self-efficacy and motivation were
negatively related to each other, same with the exam performance and the actual performance at the within-person
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level of analysis regardless of their significant positive relationship (Yang & Qi, 2021).
Through this study, the researchers investigate the impact of self-efficacy on the academic motivation of
senior high school students from private schools during the COVID-19 pandemic.
1.1 Research Questions
This study's primary purpose was to determine the impact of self-efficacy on senior high school students'
academic motivation from private schools during the covid-19 pandemic. Specifically, this study sought to answer
the following questions:
1. What is the level of self-efficacy of the respondents?
2. What is the profile of academic motivation of respondents in terms of:
2.1. intrinsic; and
2.2. extrinsic?
3. Does self-efficacy significantly affects the student's academic motivation?
2. REVIEW OF RELATED LITERATURE
2.1 Self-Efficacy
The term ‘'self-efficacy" was first coined by psychologist Albert Bandura (1977) defined it as people's
judgments of their capabilities to organize and execute courses of action to succeed in a particular situation (cited
by Garrido, 2020). It also describes these beliefs as determinants of how people think, behave, and feel. According
to Bandura (as cited by Cherry, 2020), individual self-efficacy plays a significant role in how the task, goals, and
challenges are approached.
Fratturar (2018) stated that self-efficacy could be adrenaline for motivation and increases as students note
progress, attain goals, to face new challenges to sustain their successful efforts. According to Mabalay and Roguel
(2019), a person with high self-efficacy tends to achieve more in life. However, self-efficacy beliefs can affect the
student's behaviors; therefore, it can influence what task students select and how much effort they put to face the
difficulties of the goal they set.
The study of Afifah and Indriwardhani (2021) stated that self-efficacy has a positive relationship with
learners' performance because self-efficacy affects behavior and directly influences goals, assumptions, way of
behaving, point of view, and perceptions of obstacles and opportunities in the social environment.
Furthermore, the study conducted by Wang and Shan (2017) investigate the influence of learners' online
learning self-efficacy on Cognitive Presence and explore the relationship between learners' Cognitive Presence
and learning achievements. The participants of this study are 8th graders from a vocational school. The finding
reveals that there are significant correlations between Cognitive Presence and self-efficacy as well as Cognitive
Presence and learning achievements. Therefore, this study recommends that educators take a different approach
for learners with different self-efficacy and take some plan to enhance their self-efficacy.
Agustiani, Cahyad, and Musa (2021) stated that student's academic performances could be attributed to
their self-efficacy and self-regulated learning. In the study, they found that there is a positive relationship between
self-efficacy, self-regulated learning, and learning achievement. In other words, if the score of the students on a
single variable is high, then they may also get higher scores with the two remaining variables, or vice versa. The
study also found out that those students with high self-efficacy are more prepared to choose challenging tasks to
perform and maintain their learning goals through their actions, unlike those students with lower self-efficacy.
According to Hidayah (2020) stated that Self-efficacy plays a crucial role in student achievement using
mobile-learning methods during this global pandemic. Based on the findings, there is a significant relationship
between feedback and self-efficacy. Therefore, by providing the mobile-learning feedback, the students enhanced
their self-efficacy to be committed to their studies. In contrast, Bandura (1994) stated that the person who doubt
their capabilities shy away from a difficult task, which their view as personal threats. Those individuals have low
aspirations and weak commitment to their goals. When they faced challenging charges, they dwell on personal
insufficiency and the obstacles they will encounter rather than focus on performing successfully. Those kinds of
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people are easy to give up and fall easy victim to stress and depression.
Another study conducted by Tus (2020) investigated the effects of self-efficacy on the Grade 12 student's
academic performance. The study found that the students have high levels of self-efficacy. Similarly, the study
suggested that students are more likely to be resilient and determined to face any difficulties without thinking that
they will not learn and excel on their examinations. They have high motivation because of their enthusiasm to
acquire new knowledge and beliefs. In addition, the performances of the students were not a result of their selfefficacy. This means that although students may have had high self-efficacy, it may not affect their performance
in school. However, students shall not be hindered to hone student's self-efficacy even though it does not affect
their academic performances. Furthermore, it is recommended that schools still pursue their academic programs
that will hone the wellbeing of the students so that they can still learn new skills and experiences.
2.2 Academic Motivation
According to the Self-determination Theory of Ryan and Deci (2000), there are two types of motivation
intrinsic and extrinsic motivation (cited by Adamma, Ekwutosim, & Unamba, 2018). The intrinsic definition
pertains to activities done for the particular sake or inherent interest and enjoyment. While extrinsic motivation is
concerns behaviors done for reasons other than inherent satisfaction.
In education, motivational issues are prevalent. According to the teachers, one of their frustration is the
learners that are not motivated to learn. However, academically motivated learners are capable of learning, active
in participating in educational activities, and have a better improvement academically Karaguven 2010 (as cited
by Javaeed, Asghar, Allawat, Haider, MustafaK, & Ghauri, 2019)
Furthermore, according to Kids Data (2019), academic motivation is directly tied to educational outcomes
and is associated with children's positive behaviors. Schools with higher populations of academically motivated
students reinforce the student's academic success. It is an essential part of learning and an essential factor that
leads one's goal (Mallick, Krisha De, & Mukhopadhyay (2017).
In addition, a recent study about the impact of COVID-19 restrictions has revealed that student's academic
motivation is reducing in Portugal and Italy. In addition, some factors of intrapersonal and interpersonal are
connected with this reduction. Consequently, future researchers and practitioners need to conduct a similar study
to reduce the harmful effects of COVID-19 on the students (Zaccoletti, Camacho, Correia, Aguiar, Mason, Alves,
& Daniel, 2020).
The study of Dramanu and Mohammed (2017) indicated a positive correlation between students' academic
motivation and academic performance. Therefore, academically motivated students are likely to set their
educational goals and strive to achieve these goals. They are also expected to invest all their attention and effort
in their academic work and face academic challenges.
Thus, motivation is essential in education to excel academically. Regardless of whether the learners are
extrinsic or intrinsically motivated, it still would greatly help students challenge themselves to be productive and
active in participating in daily educational activities. Therefore, findings show that extrinsic motivation directly
influences academic performance in sports and games. However, it can be found that intrinsic motivation doesn't
always reveal a significant result to academic performance in games and sports (Balacuit & Inabangan, 2019).
A study conducted by Philemon and Mkulu (2020) on the impact of motivation on student retention in
public secondary schools in Rorya District, Tanzania, revealed that motivation is the heartbeat of student retention.
It keeps students active and alive to remain at school until completion. Hence it indicated that motivation stimulates
them while in school by meeting their diverse personal needs. As a result of the findings, the motivations greatly
influence secondary school learner's retention.
Furthermore, Triyanto (2019) studied the academic motivation of Papuan university students. The study
aimed to analyze the academic motivation of Papuan students. The findings show that the extrinsic motivation of
the students is dominant than the intrinsic motivation. Based on the results, it can be concluded that students'
academic motivation is low, where the dominant factor is extrinsic motivation, which is the temporary drive to
learn. The factors that influenced students' low motivation, family, teachers, economics, social, political, and
demographic conditions. This research information is expected to be a basis for lecturers and policymakers to
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increase the Papuan student's motivation.
Hence, Tokan and Imakulata (2019) explored the effects of motivation and learning behavior on learning
achievement. It was revealed in the findings that intrinsic motivation directly affects learning behavior jointly
affects the learning achievement of the students of the biology education department.
According to Gopalan, Abu Bakar, Zulkifi, Alwi, and Che Mat (2017), motivation and the learning process
have a deep relationship. It is essential to succeed in educational matters, and without determination, nothing is
possible in education but in reality. In order to continuously motivate, the students must face the entire tough and
challenging situation.
Furthermore, Gopalan et al. (2017) discussed that motivation pushes the person to succeed in our choices
while lack of it hinders us from doing so. Lack of motivation leads us to feel aggravation and irritation that prevent
our productivity and wellbeing. Many factors affect the motivation level in studying, such as believing in the effort,
being unmindful of our worth, and the academic tasks' characteristics.
2.3 Self-Efficacy and Academic Motivation
Analogously, even if self-efficacy and motivation are very intertwined, they are two separate constructs,
as well. A person's belief in their capacity to achieve is what Self-efficacy is based on, while the individual's desire
to accomplish is what motivation is all about. People with high self-efficacy frequently have high motivation and
vice versa, but still, it is not an inevitable result. Indeed, when a person obtains or maintains self-efficacy through
the experience of success - even a little - they naturally get a boost in motivation for continuous studying and
progression (Ackerman, 2020).
Self-efficacy and motivation are some of the factors that can influence students learning when it comes to
choices, efforts, and determination that can lead to academic achievement. Maraghi, Mortazavi-Tabatabaei,
Ahmady, and Hosseini (2018) conducted a study that aims to know if educational self-efficacy and motivation
relate to medical education students. The study reveals that there is a relation between self-efficacy and academic
motivation. These findings show there is a highly significant positive relationship between the two variables.
However, the researchers recommend further studies because the students could answer the questions with socially
desirable responses.
The study conducted by Nurwendah and Suyanto (2019) entitled the relationship among self-motivation,
self-Efficacy, and achievement of high school students in biology aims to reveal the relationship among selfmotivation and self-efficacy and achievement of high school student in biology. Based on the findings, there is a
low relationship between self-motivation and self-efficacy and achievement of high school students of biology.
A study conducted by Aji, Sofyandi, Tarmidi, and Saefudin (2018) investigate the effect of self-efficacy,
creativity, and motivation on entrepreneurial inquisitiveness. The results showed that self-efficacy, creativity, and
motivation positively correlate with a significant entrepreneurial interest in business management students.
As stated by Schunk 2003 from "The effects of self-efficacy on the motivation of reading English Academic
Text" (cited by Hasyim, 2018), this interpretation could affect a student's preferred personal activity, effort,
persistence, and accomplishment. Each person is typically involved in specific activities with different levels of
self-efficacy, and this variance is affected by the student's experience, personal qualities, and social support.
Meaning, there is an excellent possibility that the students who have a strong efficacy to learn something also have
a high motivation to accomplish the task.
Gulseren, Dilek, Funda, and Ozlem (2018) conducted a study, and it showed a positive correlation between
professional motivation and self-efficacy in most students. Knowing the outside motivations of the students in
terms of the enhancement of their professional motivation and connecting it to their internal motivation is vital. In
addition, students who are going to have university entrance examinations shall know about many opportunities
in their careers, chosen professions, and the right counseling services to delete any misperception about their future
professions. The students need to get support systems from school teachers and personnel and their families to be
able to have high self-efficacy.
In a study conducted by Code (2020), there is a significant relationship between self-efficacy and academic
motivation and learner performances concerning the theoretical framework of the Theory of Operant Conditioning
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of Skinner and the theory on Social Cognitive by Bandura. The study employed a correlational survey as the
research design with 375 senior secondary three Physics learners as a sample. As for the collection of data, a scale
for learner psychological factors was used. Simple linear regressions were implemented for the data to be
interpreted. The findings suggest that academic motivation and self-efficacy had good relationships with the
learners' performance in Physics. One hypothesis implies that external academic motivation may also result in low
performance in Physics. A stress-free environment is suggested to improve learner's academic motivation and selfefficacy.
Similar findings by Tas and Gungormus (2020) show that learners can be more fruitful in education if their
motivation in academics is supported. Further, it must be tested and observed how these features should be obtained
in prospective longitudinal studies.
The study conducted by Ka Yee Chow and Wong (2020) investigate the information literacy self-efficacy
and academic motivation of college students and determine the predictors of information literacy self-efficacy. In
their study, the results showed that there was a moderate positive relationship between academic motivation and
information literacy self-efficacy. The findings also showed that nursing students having their computers was a
positive predictor of information literacy self-efficacy.
Furthermore, a study stated that there was a direct influence of self-efficacy towards Biology learning
outcome over motivation. Therefore, teachers must pay more attention to the students' self-efficacy and motivation
to achieve their learning goals (Firmansyah, Komala & Rusdi, 2018).
According to Saeid and Eslaminejad (2017), one of the essential goals of higher education is self-directed
learning readiness to broaden students' learning. It is said that higher self-efficacy can improve student's
achievement motivations. It is vital to comprehend these strategies and techniques. The reason for this study to be
conduction is to determine the correlation between the self-directed learning of the students, their self-efficacy,
and the achievement motivation of the students in Payamnoor (2012-2013). In a correlational and descriptive study,
322 participants from Payamnoor University of Rafsanjan (2014-2015). The sampling used was simple random
sampling. The collected data was in the form of an SDL questionnaire. The data were interpreted by more than
one regression, simple regression, analysis' variance, and T-test. This study found that academic motivation has
an overwhelming relationship to the students' self-directed learning readiness and academic self-efficacy. In
addition, there was more correlation between independent learning and academic self-efficacy. The study's
findings are relevant and needed to teach the students the techniques to develop their self-efficacy and academic
motivation.
Another study by Yuner (2020) aimed to investigate the relationship between academic self-efficacy,
academic motivation, and the success of the prospective teachers studying at Bozok University in Yozgat. The
study results showed a significant relationship between education students' self-efficacy beliefs and intrinsic
academic motivation, external academic motivation levels, and academic success. It was found that intrinsic and
external academic motivation and self-efficacy confidence was higher than the average level while their motivation
level was low.
A study by Dogan (2017) stated that the student engagement, academic self-efficacy & motivation that
affect academic performance was evaluated, and the results show that cognitive engagement predicts academic
performance, unlike emotional and behavioral, which did not. Moreover, academic self-efficacy and motivation
do affect academic performance in a positive and meaningful manner and connection.
3. METHODOLOGY
3.1 Research Design
To discuss the objectives of the study, quantitative research was employed. Quantitative research
systematically investigates phenomena by gathering quantifiable data and performing statistical, mathematical, or
computational techniques. The research design gathers information from existing and potential customers using
sampling methods and sending out online surveys, online polls, and questionnaires; thus, the results can be depicted
in numerical form. After careful understanding of these numbers to predict the future of a product or service and
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make changes accordingly. Generally, quantitative methods are designed to summarize data that support
generalizations about the phenomenon under study. Under quantitative research is descriptive research, which is
defined as the purposive process of gathering, analyzing, classifying, and tabulating data about prevailing
conditions, practices, beliefs, processes, trends, and cause-effect relationships and then making an adequate and
accurate interpretation about such data with statistical method. Under the descriptive research design, the
researchers chose correlational studies. A correlational study is a type of research design where a researcher seeks
to understand what relationships naturally occurring variables have. Correlational research is concerned with
establishing relationships between two or more variables in the same population or between the same variables in
two populations.
3.2 Participants
The participants of this study were Grade11 and Grade 12 from private schools in the Philippines, who
were currently enrolled in this school year 2020-2021, with 342 respondents. The researchers use non-probability
sampling, a sampling procedure that does not afford any basis for estimating the probability that each item in the
population has been included in the sample. Under the non-probability sampling is convenience sampling; due to
the ongoing pandemic, the researchers use this type of sample because it is the most accessible.
3.3 Instruments
The study utilized General Self-Efficacy and Academic Motivation Scale to measure the respondent's selfefficacy and academic motivation.
The General Self-Efficacy Scale by Schwarzer and Jerusalem (1995) is a 10-item psychometric scale
designed to assess optimistic self-beliefs to cope with various challenging demands in life. A higher score
indicates good self-efficacy with internal reliability of Cronbach's alpha .80 (Garza & Bain, 2014).
Furthermore, the Academic Motivation Scale measures extrinsic and intrinsic motivation toward
education. It consists of twenty-eight (28) questions regarding intrinsic and extrinsic motivation with internal
reliability of Cronbach's alpha .767 (Javaeed et al., 2019).
3.4 Procedures
To acquire the necessary data of the study in determining the influence of self-efficacy and academic
motivation of the participants, the researcher gathered information through an online survey utilizing Google form
with the participant's consent. The survey was composed of thirty-eight (38) questions that may last for twenty
(20) minutes. Following the initial stages, participants were encouraged to raise any clarification, concerns, and
unclear questions due to the technical difficulties.
3.5 Ethical Considerations
The research professor assisted the current study for the data gathering process and data-gathering
instruments. To ensure that the approval is secured, ethical standards will be strictly observed. Thus, the
identified and qualified participants based on the criteria laid out were requested to give explicit consent through
informed consent. Further, confidentiality was discussed; the participants were assured that all data gathered in
the development of the study would only be used for academic and research purposes. Thus, the survey guide's
language used was appropriate to the literacy of the participants.
4. RESULTS
This section contains the different tables for self-efficacy, academic motivation (intrinsic and extrinsic),
and the regression analysis of the variables. To compare the mean and find out the significance between variables,
the linear regression analysis was computed using IBM SPSS 26.
4.1 Respondents' Self-Efficacy
In all, the average mean score of the respondents in Table 1 was 3.13 interpreted as high. This only shows
that the students have high self-efficacy even during this time of the pandemic. According to Bandura 1977 (cited
by Garrido 2020), high self-efficacy is related to many benefits in daily life, such as adaptability to adversity,
healthy living habits, improved employee performance, and educational achievement.
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Table 1
Respondents' profile in terms of Self-Efficacy
Indicators
I can always manage to solve difficult problems if I try hard
1.
enough.
If someone opposes me, I can find the means and ways to get
2.
what I want.
3. It is easy for me to stick to my aims and accomplish my goals.
I am confident that I could deal efficiently with unexpected
4.
events.
Thanks to my resourcefulness, I know how to handle
5.
unforeseen situations.
6. I can solve most problems if I invest the necessary effort.
I can remain calm when facing difficulties because I can rely
7.
on my coping abilities.
When I am confronted with a problem, I can usually find
8.
several solutions.
9. If I am in trouble, I can usually think of a solution.
10. I can usually handle whatever comes my way.
Mean
Verbal Interpretation
3.31
High
3.12
High
3.11
High
3.04
High
3.05
High
3.39
High
3.03
High
3.11
High
3.09
3.02
3.13
High
High
High
4.2. Respondents' Academic Motivation-Intrinsic
Table 2
Respondents' profile in terms of Academic Motivation-Intrinsic
Indicators
Because I experience pleasure and satisfaction while learning
1.
new things.
For the intense feeling, I experience when I am communicating
2.
my own ideas to others.
For the pleasure, I experience while surpassing myself in my
3.
studies.
For the pleasure, I experience when I discover new things
4.
never seen before.
For the pleasure that I experience when I read interesting
5.
authors.
For the pleasure that I experience while I am surpassing myself
6.
in one of my personal accomplishments.
For the pleasure that I experience in broadening my knowledge
7.
about subjects which appeal to me.
For the pleasure that I experience when I feel completely
8.
absorbed by what certain authors have written.
For the satisfaction, I feel when I am in the process of
9.
accomplishing difficult academic activities.
Because my studies allow me to continue to learn about many
10.
things that interest me.
11. For the "high" feeling that I experience while reading about
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Mean
Verbal Interpretation
5.98
High
6.4
High
5.61
High
5.99
High
5.54
High
5.9
High
5.91
High
6.07
High
5.66
High
6.03
High
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various interesting subjects.
Because college allows me to experience a personal
satisfaction in my quest for excellence in my studies.
5.44
Above Average
6.01
High
Table 2 showed the academic motivation-intrinsic of students, as well as the indicators. The data stated
that the verbal interpretation was consistently high with an average mean of 5.88, showing that the respondents'
intrinsic motivation is high. However, statement number 11 revealed that students have above average when they
have a "high" feeling when they are experiencing reading about various interesting subjects. In relation to the
study of Limeri, Carter, Choe, and Dolan (2020), they discussed that students believe that their intelligence can
be improved and impact their thoughts, behaviors, and academic success. As a result, education scholars are
interested in understanding and promoting student academic success
4.3. Respondents' Academic Motivation-Extrinsic
Table 3
Respondents' profile in terms of Academic Motivation-Extrinsic
Indicators
Because with only a high-school degree, I would not find a high1.
paying job later.
Because I think that a college education will help me better
2.
prepare for the career I have chosen.
3. To prove to myself that I can complete my college degree.
4. In order to obtain a more prestigious job later.
Because eventually, it will enable me to enter the job market in
5.
a field that I like.
6. Because when I succeed in college, I feel important.
7. Because I want to have "the good life" later.
Because this will help me make a better choice regarding my
8.
career orientation.
9. To show myself that I am an intelligent person.
10. In order to have a better salary later.
Because I believe that a few additional years of education will
11.
improve my competence as a worker.
12. Because I want to show myself that I can succeed in my studies.
Mean
Verbal Interpretation
5.78
High
6.28
High
6.07
6.42
High
High
6.32
High
5.79
6.39
High
High
6.15
High
4.57
5.96
Above Average
High
6.16
High
6.3
High
6.02
High
Table 3 revealed that these mean computations are indications that students have a high level of academic
motivation-extrinsic. However, most of the indicators showed high verbal interpretations except indicator no. 9
that interpreted as above average. In a study that Locher, Becker, and Pfost (2019) stated that older students are
less motivated to read. In addition, book selection would be a great help to promote student's motivation to read.
4.4. Self-Efficacy and Academic Motivation
This research sought to determine the impact of self-efficacy on senior high school students' academic
motivation from private schools during the COVID-19 pandemic. The statistical analysis results in table 4 show
that self-Efficacy and academic motivation (B = 1.391) are significant with associated probability greater than
0.05 level of significance. Thus, the null hypothesis is rejected.
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Table 4
Regression Analysis of Self-Efficacy and Academic Motivation
Variables
(Constant)
Self-Efficacy
R-squared =
F-value =
p-value =
alpha =
Unstandardized
Standardized
Coefficients
Coefficients
B
Error
Std.
109.416
6.781
1.391
.215
Beta
.332
T
Sig.
16.135
.000
6.481
.000
.110
41.997
.000
0.05
5. DISCUSSION
The primary purpose of this study was to determine the impact of self-efficacy to the academic motivation
of senior high school students during this time of the pandemic. Self-efficacy and motivation are some of the
factors that affect the process of learning on student's achievements. It has a powerful effect on motivation, decision
making, and determination that eventually leads to academic success (Maraghi, Mortazavi-Tabatabaei, Ahmady,
& Hosseini, 2018).
Based on the findings, a positive relationship has been shown between self-efficacy and academic
motivation of senior high school students. In all, the average mean score of the respondents' profile in terms of
self-efficacy was interpreted as high. This only shows that the students have high self-efficacy even during this
time of the pandemic. Furthermore, motivation types play a significant role in learning. Intrinsic and extrinsic
motivation affects the goals of the student's achievements. These findings showed that senior high school students
are intrinsically and extrinsically motivated regardless of any challenges that students have been facing during this
time of the pandemic. In the study of Mulvahill (2018), he recommends that extrinsic motivators help students feel
more competent, which can enhance their intrinsic motivation. In addition, Balacuit and Inabangan (2019)
suggested that students were more likely to be intrinsically motivated when engaging in sports and physical
activities because they will be challenged and enjoying. This means that teachers should consider entertaining and
thrilling activities to stimulate the students' attentiveness throughout the class.
6. CONCLUSIONS
The COVID-19 has led to the unfortunate loss of human life and presents challenges to public health, the
world's economy, and education. Amidst the pandemic, one of the affected areas is education worldwide, including
the Philippines, which changed dramatically from faculty lecturing in a classroom setting that has been the
backbone of traditional academic education to distance learning, where the students continue their education in
homes. In some research during this pandemic, many of the students have been facing many problems such as
internet connectivity, overload of lessons activities, financial-related issues, lacked resources that are necessary
for online classes, and mental health-related problems.
However, based on the findings, it revealed that regardless of the students' situation during this COVID-19
pandemic, the respondents still have high self-efficacy and academically motivated.
Therefore, researchers suggested that the teachers and policymakers consider the factors affecting selfefficacy and academic motivation during this pandemic by planning, creating exciting activities, and policymaking
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that will enhance students' self-efficacy and academic motivation to achieve their goals and maintain a strong
commitment to achieving these goals.
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