CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
"There is nothing to writing," stated Nobel Laureate
Ernest Hemmingway.
typewriter
and
"All you have to do is sit at a
bleed."
learners struggle with.
Writing
is
a
skill
that
many
They approach it with trepidation,
offering a challenge to themselves and teachers. Writing
entails
various
complete
to
be
cognitive
tasks
successful.
that
Memory
a
student
retrieval,
must
goal
formulation, planning, problem-solving, and evaluation are
among the steps, Flower & Hayes (1981).
The amount and
intricacy of these phases imply that the learner is highly
motivated.
Writing
is
an
essential
talent
subjects at all stages of education.
in
all
academic
The capacity of
learners to write clearly and effectively has an impact on
their academic performance across the curriculum (Hidi &
Boscolo, 2007).
Furthermore, most vocations necessitate
solid writing skills, with some requiring even greater
degrees of proficiency.
Writing motivation is a crucial aspect of developing
writing
ability
Pajares
(1996).
Students
who
are
unmotivated to write will avoid academic writing exercises.
These students may have high levels of writing anxiety, low
1
self-efficacy, and a lack of self-regulation and selfdetermination when writing. Motivation is a vast and wellstudied subject.
to
establish
It is so vast that it might be difficult
links
between
motivation
and
specific
activities such as math and science, or even writing Hindi
& Boscolo, (2007).
With writing being such a crucial
component of human existence, the motivation of learners
in writing research must be done.
that
the
findings
implications
that
of
may
these
be
It is even more vital
studies
used
to
have
improve
real-world
the
writing
quality of all learners.
In
the
expansive
landscape
of
human
expression,
writing serves as an enduring testament to the intricate
interplay
between
thoughts
and
words.
The
process
of
transforming abstract ideas into a coherent tapestry of
language not only facilitates communication but also serves
as a profound reflection of intellectual prowess Johnson &
Jones, (2020). Nevertheless, the journey from inspiration
to a well-crafted piece of writing is often fraught with
challenges,
motivation
and
that
it
is
propels
the
elusive
individuals
force
to
of
writing
surmount
these
hurdles.
In essence, this research functions as a compass,
guiding us through the labyrinth of writing motivation,
with each turn illuminated by the insights gleaned from
2
established theories and empirical studies. By weaving
together these diverse strands of research, this thesis
seeks
not
only
to
contribute
to
the
theoretical
understanding of writing motivation but also to offer
practical
researchers
implications
alike.
As
for
we
educators,
embark
on
writers,
this
and
intellectual
journey, the goal is to unravel the enigma of writing
motivation and illuminate the profound impact it wields on
the diverse tapestry of human expression.
Conceptual framework
Writing motivation can be understood as the internal
drive or desire that compels individuals to engage in
writing
activities.
It
involves
the
psychological
and
emotional factors that influence a person’s willingness to
write and their level of persistence and dedication towards
writing tasks writing motivation can include several key
elements, intrinsic motivation plays a crucial role, which
refers to the internal satisfaction and enjoyment derived
from the act of writing itself. This can be fueled by
factors such as personal interest, creativity, and the
desire for self-expression. Secondly, extrinsic motivation
can also impact writing motivation. This involves external
rewards
or
incentives
that
individuals
associate
with
writing.
3
Socio-Cultural Theory Vygotsky (1978) is integrated
to recognize the impact of social and cultural contexts on
cognitive
development.
In
the
context
of
writing
motivation, this theory highlights the role of cultural
influences and social interactions in shaping individuals'
attitudes toward writing.
Moreover, the Goal Setting Theory Locke
& Latham
(2002) contributes the idea that setting specific and
challenging goals can enhance motivation and performance.
Applying this to writing, goal setting provides individuals
with clear objectives, fostering increased motivation and
focused efforts.
Research paradigm
INPUT
PROCESS
Profile of the
respondent:
a. Age
OUTPUT
Survey/Question
Academic
naire
b. Gender
Writing
c. Grade Level
Questionnaire”
d. Socioeconomic Status
Ashley
e. First
Laguage used
University
Basis for writing
Action Plan in
Developing Writing
Skills
Motivation
by
Payne,
of
Georgia (2012.)
Figure 1: Paradigm of the Study
4
Variables of the Study
In the research study on writing motivation, the
input, process, and output framework provides a structured
lens through which to examine the multifaceted dynamics of
motivational factors in the context of writing. As seen in
Figure 1, the input is the profile of the respondents
according to their age, gender, grade level, socio-economic
status, and first language used. The process be done in
study will use a questionnaire entitled “Academic Writing
Motivation Questionnaire” by Ashley Payne, University of
Georgia (2012.) The output of the study is a basis in
Developing an Action Plan in Writing.
Statement of the Problem
This study aims to determine the writing motivation
of learners of Villa Domingo National High School.
Specifically, the following questions will be answered:
1. What is the profile of the respondents in terms of:
A. Age
B. Gender
C. Grade Level
D. Socioeconomic status
E. First language used
5
2.
What
are
the
perceived
writing
motivations
of
the
learners of Villa Domingo National High School?
3. Is there a significant relationship between the writing
motivation of the respondents when grouped according to
profile?
Objectives of the Study
The study aims to determine the writing motivation of
Learners in Villa Domingo National High School.
Specifically, the following objectives will be achieved:
1. Determine the profile of the respondents in terms of:
A. Age
B. Gender
C. Grade Level
D. Socioeconomic status
E. The first language used
2. Determine the perceived writing motivations of the
learners of Villa Domingo National High School
3. Determine the significant relationship between the
respondent's writing motivation and their profile.
Hypothesis
There
is
no
significant
relationship
writing
motivation of the students when grouped according to their
profile.
6
Significance of the Study
To enhance academic performance, boost confidence, and
provide students with the necessary skills, this study
investigates the writing motivation of learners at Villa
Domingo National High School.
Students: The study aims to determine the different writing
motivations of learners, benefiting academic performance
and
equipping
them
with
essential
skills
for
future
endeavors.
Parents: The study guides parents in cultivating a positive
writing environment at home, emphasizing the importance of
giving motivation.
Teacher:
Provides
practical
teachers
strategies
to
with
valuable
enhance
their
insights
and
instructional
approaches, create a positive learning environment, and
foster a love for writing among their students. It serves
as a resource for professional development, empowering
teachers to meet the diverse needs of their students and
contribute to their academic success.
Researchers: Provides researchers with opportunities to
contribute
to
the
academic
field,
refine
theoretical
frameworks, guide future research endeavors, and influence
practical
applications
in
educational
settings.
The
knowledge generated by the study has the potential to
7
impact both research and practice, making it a valuable
contribution to the scholarly landscape.
Future
Researchers:
development
of
Can
contribute
knowledge
in
the
to
field
the
ongoing
of
writing
motivation, providing a more comprehensive understanding
and
offering
practical
implications
for
educators,
policymakers, and stakeholders in education.
Administrators: Provide
educational administrators with
valuable
can
insights
that
inform
strategic
decision-
making, policy formulation, and resource allocation. By
incorporating
these
insights
into
their
leadership
practices, administrators contribute to the creation of a
motivating
fosters
and
supportive
students'
educational
writing
skills
environment
and
passion
that
for
expression.
Community:
initiatives
The
study's
aimed
at
findings
nurturing
can
inform
writing
community
skills
and
motivation, contributing to the overall well-being and
vitality of the community.
Scope and Delimitation
The scope of this study encompasses learners from
Villa Domingo National High School, where the research will
be conducted. The study will focus on understanding the
writing motivation among these learners. The geographical
8
scope is limited to Villa Domingo National High School, and
the study specifically targets learners within the school.
In terms of participants, the respondents for this
research will be selected through a systematic sampling
method.
The
study
aims
to
include
40%
of
the
total
enrollment of Villa Domingo National High School, ensuring
a representative sample that reflects the diversity within
the learner population. The selected respondents will span
various grade levels to capture a comprehensive view of
writing motivation across different contexts. The total
enrollment for the School Year 2023-2024 is 315 from Grades
7-12, the respondents that will participate is 40% which
is 126 respondents.
However,
it
is
essential
to
acknowledge
certain
delimitations in this study. Firstly, the findings may not
be generalized beyond the specific context of Villa Domingo
National High School, as each school environment has unique
characteristics
that
can
influence
writing
motivation.
Additionally, the study's focus is primarily on learners,
excluding other stakeholders such as teachers, parents, and
administrators,
whose
perspectives
could
offer
a
more
holistic understanding of the factors at play.
Furthermore,
the
research
is
delimited
to
the
examination of writing motivation and does not delve into
broader aspects of literacy or other subjects. The study
9
does
not
cover
the
entire
student
population
due
to
resource constraints, and the sample size is limited to the
40% determined by the sampling method. These delimitations
ensure a focused and feasible investigation within the
identified scope while acknowledging the study's inherent
constraints and boundaries.
Definition of terms
The following terms are used in this study:
Motivation: Motivation refers to the inner drive or desire
that pushes individuals to take action, achieve goals, and
pursue success. It is the process that initiates, guides
and maintains behaviors.
Writing Motivation: The driving force or set of factors
influencing
commitment
learners'
toward
inclination,
engaging
in
enthusiasm,
writing
activities.
and
It
includes both intrinsic motivation, stemming from personal
interest and satisfaction, and extrinsic motivation, driven
by external factors like rewards or recognition.
Sampling Method: The systematic approach used to select
participants for the study. In this research, a sampling
method involves selecting 40% of the total enrollment of
Villa Domingo National High School to form a representative
sample.
10
Total Enrollment: The complete count of students registered
at Villa Domingo National High School, representing the
entire student body at the time of the study.
Learners: In the context of this study, learners refer to
students enrolled at Villa Domingo National High School,
encompassing individuals from various grade levels and
academic tracks.
Grade Levels: The distinct educational stages or levels
within the school system, typically indicating the academic
year or class a student is enrolled in, ranging from Grade
7 to 12.
11
Chapter II
Review of Related Literature
This
review
explores
the
writing
motivation
of
learners at Villa Domingo National High School, examining
existing literature.
Foreign Literature
Deci
dynamics
et.al
(1991)
between
have
intrinsic
extensively
and
explored
extrinsic
the
motivation,
offering nuanced insights into how these factors influence
learners' engagement in writing. Their work provides a
solid
theoretical
foundation
for
understanding
the
intricate interplay between internal drives and external
incentives in the realm of writing motivation.
Another crucial facet to explore is the impact of
feedback on writing motivation. Hattie and Timperley (2007)
have conducted seminal research in this area, elucidating
the
powerful
role
that
feedback
plays
in
educational
settings. Understanding the nuances of effective feedback
mechanisms can be instrumental in shaping strategies to
enhance writing motivation among learners.
The integration of technology in writing activities
is
a
contemporary
Warschauer
and
aspect
Grimes
that
(2007)
warrants
present
the
exploration.
Technology
Acceptance Model, offering a framework to comprehend how
12
learners accept and engage with technology in the context
of writing. Investigating the influence of technological
advancements on writing motivation is imperative in today's
educational
landscape.
Cultural
motivation
introduce
another
influences
layer
on
of
writing
complexity.
Vygotsky's (1978) socio-cultural theory provides a lens
through
which
backgrounds
researchers
shape
can
learners'
explore
attitudes
how
cultural
toward
writing.
Recognizing and understanding these cultural nuances is
pivotal for tailoring motivational strategies that resonate
with
the
diverse
student
population
at
Villa
Domingo
National High School.
The relationship between goal setting and writing
motivation is an aspect that Locke and Latham's (2002) Goal
Setting
specific
Theory
and
can
illuminate.
challenging
goals
Exploring
can
how
enhance
setting
motivation
aligns with the broader objective of understanding the
goal-oriented dynamics in the writing process.
Considering
developmental
perspectives
in
writing
motivation brings attention to Flower and Hayes (1980), who
have
delved
into
the
cognitive
processes
involved
in
developing writing. Understanding how writing motivation
evolves across different developmental stages can provide
valuable insights for educators and stakeholders.
13
Finally,
the
influence
of
teachers
on
writing
motivation is a critical area of exploration. Eccles and
Wigfield's (2002) research emphasizes the profound impact
educators have on shaping students' motivation to write.
Investigating the teacher-student dynamic and identifying
effective
strategies
employed
by
teachers
can
inform
approaches to cultivate a motivating learning environment.
Synthesis
The foreign-related literature collectively provides
a
comprehensive
understanding
of
writing
motivation,
offering insights into the role of feedback, the impact of
technology,
cultural
influences,
goal
setting,
developmental perspectives, and the significant influence
of educators. These insights will inform the researchers,
guiding
the
development
of
targeted
interventions
to
enhance writing motivation among learners in this specific
educational context.
Local Literature
Local literature on writing motivation within the
Philippine educational context is essential for gaining
insights into the unique factors influencing learners in
this
specific
setting.
Exploring
studies
published
in
journals such as the Philippine Journal of Education can
provide
nuanced
perspectives
on
writing
motivation,
14
considering the cultural and educational nuances specific
to the Philippines Quilang (2020). One particular area of
interest
is
the
Multilingual
impact
Education
of
the
Mother
(MTB-MLE)
program
Tongue-Based
on
writing
motivation. Local researchers may have delved into how the
incorporation of learners' mother tongues affects their
engagement
perspectives
in
on
writing
the
activities,
effectiveness
offering
of
this
valuable
educational
approach Melano, (2021).
Socioeconomic
factors
play
a
significant
role
in
shaping students' writing motivation and examining local
research can uncover disparities and challenges faced by
learners
(2021).
from
diverse
Additionally,
socioeconomic
investigating
backgrounds
the
Menor
integration
of
technology in Filipino classrooms and its influence on
students' motivation to write is essential, considering the
increasing use of digital tools in education. Insights from
studies
focused
on
the
Filipino
cultural
context
can
contribute to a deeper understanding of how cultural values
impact students' attitudes toward writing Menor, (2021).
The role of teacher feedback in Filipino classrooms
is a critical aspect that local literature may address.
Research on the impact of teacher feedback on students'
writing motivation can provide context-specific strategies
for effective feedback, aligning with the cultural and
15
educational practices prevalent in the Philippines Jose,
(2020).
schools,
Examining
including
assessment
grading
practices
systems
in
and
Philippine
standardized
testing, is another area of interest for understanding how
evaluation methods influence students' motivation to write
Mariano (2019).
Language
learners,
particularly
those
acquiring
Filipino as a second language, present a unique focus for
local research on writing motivation. Exploring studies in
this area can uncover challenges and effective strategies
for
promoting
educational
writing
settings
engagement
according
to
in
multilingual
Virgo,
(2020).
Additionally, research on the influence of creative writing
programs or initiatives in the Philippines can shed light
on the impact of such interventions on students' motivation
to express themselves through writing.
The role of parental involvement in shaping students'
writing motivation is an essential consideration. Local
literature may provide insights into how Filipino parents
contribute to or hinder their children's motivation to
write, offering valuable perspectives on the broader sociocultural influences on writing motivation Paras, (2020).
16
Synthesis
Local
literature
considering
cultural,
underscores
the
socioeconomic,
importance
and
of
educational
nuances in crafting effective strategies to enhance writing
motivation among Filipino learners. The comprehensive body
of research informs the development of context-specific
interventions tailored to the unique landscape of the
Philippine educational system.
Foreign Studies
Deci
&
Ryan
(2020)
form
a
cornerstone
in
the
exploration of these motivational factors, elucidating the
complex interplay between internal desires and external
incentives, thereby providing a foundational understanding
of
how
these
elements
shape
students'
engagement
in
writing.
An essential dimension to consider is the impact of
technology on writing motivation, a theme explored by Smith
(2020). This research delves into the role of digital
tools,
online
platforms,
and
virtual
environments
in
influencing students' motivation to write. Understanding
how technology intersects with the writing process can
inform educators and stakeholders at Villa Domingo National
High School about effective strategies that harness the
benefits of technological advancements.
17
The relationship between teacher practices and writing
motivation is a crucial aspect that foreign research,
exemplified by Smith (2020), can illuminate. Investigating
instructional strategies and feedback mechanisms employed
by teachers offers practical insights into creating a
motivating
classroom
environment.
This
dimension
is
particularly relevant to the teaching practices at Villa
Domingo National High School, where understanding effective
pedagogy is essential.
Furthermore, cross-cultural perspectives on writing
motivation, as investigated by Wales (2021), provide a
broader context for understanding how cultural factors
influence
writing.
students'
This
lens
attitudes
acknowledges
and
the
motivation
diverse
toward
cultural
backgrounds represented among learners, contributing to a
more
inclusive
and
culturally
sensitive
approach
to
promoting writing motivation.
Comparative studies, exemplified by Maxwell (2000),
that assess writing motivation across different educational
systems offer valuable insights into contextual variations.
This
comparative
lens
can
highlight
factors
that
are
universal as well as those that are context-specific,
allowing for a nuanced understanding that is pertinent to
the unique educational landscape.
18
Synthesis
Foreign studies collectively contribute to a holistic
and
diverse
understanding
of
writing
motivation.
The
incorporation of insights from intrinsic and extrinsic
motivation, the impact of technology, effective teacher
practices,
cross-cultural
perspectives,
and
the
influences,
evolving
nature
comparative
of
motivation
provides Villa Domingo National High School with a rich
foundation
for
interventions
to
informed
enhance
decision-making
writing
and
motivation
targeted
among
its
learners.
Local Studies
Understanding the impact of teacher feedback practices
on writing motivation is critical in the local context.
Studies by Zamora (2020) have examined specific teacher
feedback
strategies
and
their
influence
on
students'
motivation to engage in writing activities, contributing
valuable
knowledge
for
educators
aiming
to
create
supportive and motivating writing environments.
Cultural
perspectives
on
writing
motivation
among
Filipino students, as explored by Sacramento (2019), add a
layer of complexity to the understanding of how local
values
shape
learners'
attitudes
toward
writing.
Recognizing and incorporating these cultural nuances in
19
interventions
environment
can
that
be
pivotal
resonates
in
fostering
a
with
the
diverse
effectiveness
of
creative
writing
cultural
backgrounds of the learners.
Assessing
programs
in
Baragulan
the
Philippine
(2020),
schools,
provides
as
writing
demonstrated
actionable
insights
by
into
initiatives that impact students' motivation to express
themselves through writing.
Exploring the role of parental involvement and support
in shaping writing motivation, as investigated by Garcia
(2020), offers a valuable lens into the familial context
influencing students' motivation to write. Understanding
how
parents
contribute
to
or
hinder
their
children's
motivation provides insights that can inform strategies to
enhance support from home.
Socioeconomic factors influencing writing motivation
in Philippine educational settings, as studied by James
(2022), demand attention to address potential disparities
among students. Moreover, a comparative analysis of writing
motivation
across
Philippines,
nuanced
as
different
conducted
perspective
on
how
educational
by
Gaspar
writing
levels
(2020),
in
the
offers
motivation
a
evolves
throughout various stages of education. Educators can draw
valuable
insights
from
this
research
to
tailor
20
interventions
that
consider
the
unique
needs
and
motivations of students at different grade levels.
Synthesis
Local studies on writing motivation provide educators
and administrators at Villa Domingo National High School
with valuable insights. The impact of teacher feedback
practices is identified as a critical factor, offering
specific
strategies
environments.
to
Cultural
create
supportive
perspectives
writing
emphasize
the
importance of recognizing local values in interventions to
foster an inclusive writing environment. The effectiveness
of creative writing programs suggests tailored approaches
to enhance student motivation and engagement. Insights into
parental involvement highlight the need for collaborative
efforts
between
educators
and
parents.
Addressing
socioeconomic factors becomes imperative to promote equity
in
educational
writing
outcomes.
motivation
across
The
comparative
educational
analysis
levels
of
guides
targeted interventions, and an exploration of assessment
practices
aligns
evaluation
methods
with
intrinsic
motivational factors. This synthesis equips educators with
a comprehensive understanding to refine their strategies
and create an environment that enhances writing motivation
among students.
21
CHAPTER III
METHODS AND PROCEDURES
This chapter features and discusses the methods and
procedures used in data gathering for the present study.
This includes respondents of the study, data gathering
instruments, procedures, and statistical tools.
Methodology
This study employs a quantitative research design to
investigate the writing motivation of learners at Villa
Domingo National High School, focusing on the utilization
of
a
structured
questionnaire
as
the
primary
data
collection instrument. The choice of a questionnaire as the
research
tool
aligns
with
the
study's
objective
of
systematically gathering and analyzing data on the factors
influencing writing motivation among students.
Respondents of the study
The respondents for this research will be selected
through a systematic sampling method. The study aims to
include
40%
of
the
total
enrollment
of
Villa
Domingo
National High School, ensuring a representative sample that
reflects the diversity within the learner population. The
selected respondents will span various grade levels to
capture a comprehensive view of writing motivation across
different contexts. The total enrollment for the School
22
Year 2023-2024 is 315 from Grades 7-12, the respondents
that will participate is 40% which is 126 respondents.
Data Gathering Instruments
The
researcher
will
questionnaire
entitled
Questionnaire”
by
adopt
“Academic
Ashley
Payne,
and
enhance
Writing
the
Motivation
University
of
Georgia
(2012.)
The assessment will be distributed using a Likert
scale.
Option
Remarks
Interval
5
Strongly Agree
4.21-5
4
Agree
3.41-4.20
3
Neutral
2.61-3.40
2
Disagree
1.81-2.60
1
Strongly Disagree
1.00-1.80
Data Gathering Procedures
The following procedure will be conducted to accomplish the
research:
1. Researchers will adopt a survey questionnaire in their
study they are permitted to use their questionnaire with
fair use of questions and cite it in the references.
23
2. A formal letter should be sent to the school head for
data gathering via questionnaire, Researchers will also
ask permission from the Senior High School Advisers.
3. Creating a consent to the parents of the respondents
informing them about their child’s voluntary
participation.
4. Distribution of questionnaires to the learners of Villa
Domingo National High School.
5.
Collecting, tally,
analyze, and interpret the
data
collected.
Statistical Tools
Some tools that we will be using in this study are as
follows:
1 Descriptive statistics: This tool can be used to
summarize and describe the distribution of writing
skills
and
students.
It
writing
can
motivation
provide
levels
measures
such
among
as
the
mean,
median, mode, and standard deviation.
24