A PHENOMENOLOGICAL STUDY OF THE MOTIVATIONAL
FACTORS AMONG SENIOR HIGH SCHOOL STUDENTS IN STEM
STRAND
A Research Study
Presented to the Faculty of the
Senior High School Department
San Remigio National High School
San Remigio, Cebu
In Partial Fulfillment of the Requirements in the Course
Inquiries Investigation and Immersion
Submitted to
Maria Theresa B. Olofsson, SHST-II
By
Johnbruce O. Argawanon
Jonel B. Atis
Krystal Sheen B. Balili
Rei Iñiko L. Caayon
Jundylle Joseph L. Cabrera
Sharanaya Shane R. Canama
Mary Angel-lee D. Enolba
Shanen P. Sinangote
May 2024
TABLE OF CONTENTS
Title page………………………………………………………………………………….i
CHAPTER I: THE PROBLEM AND ITS SCOPE
Rationale………………………………………………………………………….1
Theoretical Background of the Study…………………………………………….4
Statement of the Problem………………………………………………………...11
Significance of the Study………………………………………………………...12
Scope and Delimitation…………………………………………………………..13
Definition of Terms………………………………………………………………13
CHAPTER II: REVIEW OF RELATED LITERATURE
Related Literature………………………………………………………………...16
Related Studies…………………………………………………………………...18
CHAPTER III: RESEARCH METHODOLOGY
Research Design…...……………………………………………………………..31
Flow of the Study………………………………………………………………...31
Research Environment…………………………………………………………...33
Respondents……………………………………………………………………...33
Research Instruments…………………………………………………………….34
Data Collection Procedure……………………………………………………….34
Data Analysis Procedure…………………………………………………………35
References………………………………………………………………………………..36
APPENDICES
Appendix A Meta-Analysis…...………………………………………………….
Appendix B Transmittal Letter…………………………………………………..43
Appendix C Interview Guide…………………………………………………….45
Appendix D Informed Consent…………………………………………………..47
Appendix E Transcription, Coding, Thematic Analysis…………………………
Appendix F Documentation……………………………………………………..
Appendix G Curriculum Vitae…………………………………………………..51
1
Chapter I
THE PROBLEM AND ITS SCOPE
Rationale
In recent years, there has been a growing emphasis on Science, Technology,
Engineering, and Mathematics (STEM) education worldwide, recognizing its crucial role
in fostering innovation, driving economic growth, and addressing complex global
challenges (National Research Council, 2011). As a result, many educational institutions
have introduced specialized STEM programs and strands at the senior high school level to
prepare students for careers in these fields. STEM education plays a crucial role in
preparing students for future careers in high-demand fields such as science, technology,
engineering, and mathematics. Students' interests and motivations significantly
influence the establishment of their career aspirations. According to Al-Abyadh et al.,
(2022), one indicator of students' success in learning is academic achievement. Students'
capacity to regulate their learning contributes to improved academic performance, and
there seems to be a relationship between students' self-discipline and academic success.
Achievement motivation is not a single construct but rather subsumes a variety of different
constructs like ability self-concepts, task values, goals, and achievement motives
(Steinmayr et al., 2019).
Education has long been recognized as crucial for personal progress and success.
Upon starting school, children often face expectations from both parents and educators to
excel academically. Consequently, students and various stakeholders in education remain
curious about the drivers behind academic diligence, effective study habits, and the
predictors of scholastic accomplishment. Student engagement is a complex concept that
2
extends beyond mere cognitive processes, behaviors, or emotional responses. Instead, it
acknowledges the intricate interplay between an individual's historical background,
personal circumstances, and familial influences, all of which continuously shape and
influence their level of engagement in the learning process. In essence, student engagement
encompasses the dynamic interaction between the individual and their surrounding
environment, including various contextual factors that impact their level of involvement
and commitment to learning activities.
While extensive research has been conducted on the perseverance and graduation
rates within STEM domains, there has been comparatively less attention directed towards
the initial entry into postsecondary STEM disciplines. Prior studies indicate that decisions
to pursue STEM fields are influenced by one's interest and self-assessment in math and
science-related subjects (Wang, 2013, as cited in Seymour & Hewitt, 1997). Rafanan et al.
(2020) stated that alignment to the preferred course in college is the primary reason of the
participants for enrolling STEM. Almost all students wanted to pursue STEM-related
careers after university graduation. The student’ personal aspiration is the main reason for
pursuing a STEM-related career.
However, there remains a persistent challenge in understanding the motivational
factors influencing senior high school students' engagement and persistence in STEM
subjects. Understanding the motivational factors behind students' choices and behaviors in
STEM education is essential for several reasons. Without a clear understanding of the
motivational factors influencing students' interest in STEM, it may be challenging to guide
them towards relevant career pathways. By identifying these factors, educators and career
counselors can provide students with the necessary guidance and support to explore and
3
pursue STEM-related careers aligned with their interests and abilities. Motivation is an
essential factor influencing learners’ active participation in STEM subjects and their
decision to study STEM fields (Bayanova et al., 2019). Research has shown that student
engagement and motivation are key predictors of academic achievement and long-term
career aspirations in education disciplines (Deci & Ryan, 2000; Schlechty, 2011).
Therefore, gaining insights into the motivational drivers behind students' decisions to
pursue or disengage from STEM subjects can inform strategies to improve retention rates
and support students throughout their educational journey. However, despite the growing
recognition of the importance of motivation in STEM education, there is a notable gap in
the literature regarding the specific motivational factors influencing senior high school
students in STEM strands. Existing research tends to focus on broader aspects of STEM
education, such as curriculum design and teaching methods, rather than examining the
underlying motivational processes that shape students' attitudes and behaviors towards
STEM subjects. The idea for this research study emerged from observations and
discussions within the educational community at San Remigio National High School.
Despite offering a STEM strand, the school has encountered challenges related to student
engagement and persistence in STEM subjects. Teachers and administrators have noted
variations in students' motivation levels and a lack of understanding regarding the factors
influencing their decisions to pursue STEM education.
Thus, to address these concerns, the researchers of this study aims to conduct a
phenomenological study to explore the motivational factors among senior high school
students in the STEM strand at San Remigio National High School. This study will involve
surveying students to gain insights into their experiences, perceptions, and motivations
4
regarding STEM education. By adopting a qualitative approach, the research seeks to
evaluate the underlying reasons behind students' choices and behaviors in STEM subjects.
The findings of the study are expected to contribute valuable insights to both the academic
community and educational practitioners. This study will provide a comprehensive
understanding of the motivational factors influencing senior high school students in STEM
strands, thereby filling an important gap in the existing literature.
Theoretical Framework and Background
This study will be anchored to the Self-Determination theory (Deci & Ryan, 1985).
This theory classifies students' requirements into three categories: a sense of competence,
relatedness to others, and autonomy. Self-Determination Theory first focused on intrinsic
motivation, which reflects the natural need for active integration that is inherent in human
nature, as claimed by the theory. Intrinsic motivation is defined as actions performed "for
their own sake," with delight and interest derived from the activity itself (Deci & Ryan,
2000). Extrinsic motivation, which can be juxtaposed with intrinsic motivation, refers to
an extensive range of actions influenced by variables other than the inherent satisfaction of
the activity itself.
5
Self-Determination theory
by Deci and Ryan (2000)
Human’s three basic needs
Autonomy
Relatedness
Competence
Field of Effect
Motivation
Intrinsic
Extrinsic
Outcome
(Quality of motivation)
Figure 1 Diagram of Conceptual Framework
6
Self-Determination Theory, by Deci and Ryan (1985), posits that individuals have
innate psychological needs for autonomy, competence, and relatedness, which drive their
motivation and behavior. According to Self-Determination Theory, individuals are
intrinsically motivated to engage in activities that fulfill these basic psychological needs.
Autonomy refers to the desire to have control over one's actions and decisions, competence
pertains to the need to feel capable and effective in one's pursuits, and relatedness involves
the desire to feel connected and valued by others. Self-Determination Theory suggests that
environments supporting the satisfaction of these needs promote intrinsic motivation, wellbeing, and optimal functioning.
Case studies within educational settings have provided empirical support for SDT.
A study by Assor et al. (2002) found that students who perceive autonomy support from
teachers exhibit higher levels of intrinsic motivation, engagement, and academic
achievement. Similarly, Ryan and Deci (2000) conducted research in various educational
contexts and found that environments fostering autonomy, competence, and relatedness
promote students' self-motivation and academic success. These case studies demonstrate
the applicability of SDT in understanding motivational phenomena within educational
settings and highlight the importance of creating supportive learning environments that
address students' psychological needs.
Moreover, research by Vansteenkiste et al. (2009) explored the role of autonomysupportive teaching practices in promoting students' intrinsic motivation and well-being.
Their findings indicated that teachers who provide autonomy support positively influence
students' motivation, engagement, and psychological adjustment. Additionally, Grolnick et
al. (2009) conducted longitudinal studies examining the influence of parental autonomy
7
support on children's motivation and achievement. Their research underscored the
importance of parental involvement in fostering children's intrinsic motivation and
academic success. These studies provide further evidence for the central tenets of SDT and
emphasize the significance of autonomy support in promoting optimal functioning and
well-being across different contexts.
There will be two supporting theories in this study namely, Self-Efficacy Theory
by Bandura (1977) and Achievement Motivation Theory by McClelland (1961). SelfEfficacy Theory, proposed by Bandura (1977), emphasizes individuals' beliefs in their
ability to succeed in specific tasks or domains. According to this theory, self-efficacy
influences motivation, behavior, and achievement outcomes. Bandura (1977) posited that
individuals with high self-efficacy are more likely to set challenging goals, exert effort, and
persist in the face of obstacles, leading to greater success and well-being.
Various studies have provided support for the role of self-efficacy in predicting
academic performance and achievement. A study by Pajares and Valiante (2001) found that
students' confidence in their writing abilities significantly impacts their motivation to write
and influences their performance in writing tasks within school settings. Similarly,
Zimmerman and Martinez-Pons (1990) conducted research investigating causal
relationship between students' self-efficacy beliefs, academic goals, and self-motivated
academic attainment using path analysis procedures. students' beliefs in their efficacy for
self-regulated learning positively influenced their perceived self-efficacy for academic
achievement. This perception, in turn, influenced the academic goals students set for
themselves and ultimately impacted their final academic achievement.
8
Self-efficacy has proven especially useful for helping undergraduate students to
gain insights into their career development in STEM fields. Studies have indicated that
efficacy in mathematics plays a more significant role in predicting interest in mathematics,
selecting math-related courses, and pursuing majors in mathematics than prior academic
achievements or anticipated outcomes. Technical self-efficacy was also found to be a
crucial factor for teaching computer programming to school students, as students with
higher levels of technological self-efficacy achieve higher learning outcomes. The effect
of technical self-efficacy was found to be even stronger than the effect of gender (Brauner
et al., 2010).
Achievement Motivation Theory, proposed by McClelland (1961), focuses on
individuals' need for achievement, affiliation, and power as fundamental drivers of
behavior. According to this theory, individuals with a high need for achievement are
motivated to excel and strive for success in challenging tasks. McClelland identified
achievement motivation as a key factor in explaining individual differences in behavior
and performance. Through empirical investigations, research has consistently affirmed the
predictive validity of achievement motivation theory, demonstrating that individuals with
a pronounced need for achievement exhibit heightened levels of persistence, exertion, and
performance in both academic and professional domains. Such individuals are
characterized by their unwavering commitment to surpassing goals, seeking out challenges,
and continuously striving for excellence. Research has shown that individuals with a high
need for achievement demonstrate greater persistence, effort, and performance in academic
and professional settings.
9
A study by Atkinson (1964) examined the relationship between achievement
motivation and academic success, revealing that students with a high need for achievement
achieved higher grades and pursued more challenging academic goals. Similarly, a metaanalysis by Judge and Bono (2001) found that achievement motivation was positively
associated with job performance across various occupational fields. The analysis reveals
that self-esteem has an estimated true score correlation of .26 with job satisfaction, while
generalized self-efficacy shows a correlation of .45. For locus of control, the correlation
with job satisfaction is .32 for internal locus of control.
In addition to Self-Efficacy Theory and Achievement Motivation Theory, other
theories that can provide support for understanding motivational phenomena in educational
settings include Expectancy-Value Theory and Goal Setting Theory. Expectancy-Value
Theory by Eccles and Wigfield (2000), posits that individuals' motivation is influenced by
their expectations of success and the perceived value or importance of the task. This theory
highlights the importance of individuals' beliefs about their ability to succeed (expectancy)
and the perceived value of the task (value) in motivating behavior. Numerous studies have
provided support for Expectancy-Value Theory in predicting academic motivation and
achievement outcomes. A meta-analysis by Hulleman et al. (2010) demonstrated the
predictive validity of expectancy and value components in explaining students' academic
achievement. The findings revealed significant differences in achievement goal-outcome
and goal-goal correlations depending on the chosen goal scale, individual items used to
assess goal strivings, and sociodemographic characteristics of the studied sample.
A study by Winberg and Palm (2021) aims to provide insight on the relative
significance of students' motivational characteristics compared to other school-related
10
factors in influencing student learning and performance. The researchers state that despite
motivation's recognized impact on learning, its relative importance remains uncertain,
especially when juxtaposed with other contextual factors within the school environment.
The study emphasizes the critical role of teachers in determining student motivations. Five
teacher attributes consistently emerged as the most important variables in predicting
students' motivating traits. These five teacher-related variables explained as much variation
in major student motivational traits as the other 300 situational variables combined.
Goal Setting Theory by Locke and Latham (1990), emphasizes the importance of
setting specific, challenging goals in motivating individuals to exert effort and achieve
desired outcomes. According to this theory, goals provide a clear direction for behavior and
enhance performance by focusing attention, mobilizing effort, and promoting persistence.
Research on Goal Setting Theory has demonstrated its effectiveness in various contexts,
including education, sports, and organizational settings. A study by Latham and Brown
(2006) examined the application of goal setting theory on student self-efficacy, satisfaction
with the MBA program, as well as performance (i.e. GPA). It was found that participants
who set specific difficult learning goals had higher satisfaction with the MBA program than
those in other experimental conditions. Participants who set proximal goals, in addition to
a distal outcome goal, had a higher GPA than those who only set a distal goal or those who
were urged to do their best.
These theories and studies highlight the relevance of Self-determination theory in
understanding motivational processes and enhancing performance in educational contexts.
Thus, further investigation and use of SDT principles will be essential to expanding our
understanding of motivational processes and encouraging beneficial educational outcomes.
11
Statement of the Problem
Despite the growing emphasis on Science, Technology, Engineering, and
Mathematics (STEM) education, there remains a persistent challenge in understanding the
motivational factors that influence senior high school students' engagement and persistence
in STEM subjects at San Remigio National High School.
This phenomenological study aims to investigate the motivational factors
influencing senior high school students' engagement and persistence in Science,
Technology, Engineering, and Mathematics (STEM) education at San Remigio National
High School.
Specifically, it seeks to answer the following questions:
1. What is the profile of academic motivations among senior high school STEM
students in terms of:
1. 1. Extrinsic; and
1. 2. Intrinsic
2. How do these motivational factors influence the choice of career of senior high
school STEM students?
3. What implications do these motivational factors have for enhancing STEM
education strategies and programs at San Remigio National High School?
4. What are the perceived barriers or challenges that hinder students' motivation in
STEM education?
5. How do students' motivations in STEM education align with the goals and
principles of self-determination theory?
12
Significance of the Study
This study aims to investigate the motivational factors influencing senior high
school students' engagement and persistence in Science, Technology, Engineering, and
Mathematics (STEM) education at San Remigio National High School.
San Remigio National High School Teachers. This study's findings may influence
educational strategies that create a more influencing learning environment for students,
increasing deeper engagement in STEM subjects.
Parents. The findings of this study can help parents become active partners in their
children's STEM education, fostering a supportive environment that encourages
motivation, engagement, and achievement in the STEM strand.
Students. This research study will provide information to the students on
understanding the motivational factors influencing students' engagement in STEM
education tailoring educational experience.
Future Researchers. This study will acquire significant information about the
motivational factors and strategies to be implemented by the STEM students of San
Remigio National High School. Researchers could employ the findings of this study to
investigate additional factors that influence students' interest in STEM education.
13
Scope and Delimitation
This study aims to investigate the motivational factors influencing senior high
school students' engagement and persistence in Science, Technology, Engineering, and
Mathematics (STEM) education at San Remigio National High School. This
phenomenological study will involve surveying selected senior high school students within
the campus of San Remigio National High School, located at Poblacion, San Remgio,
Cebu, Philippines. The study will take place from March 2024 to May 2024.
This study will not investigate the experiences or motivations of students who choose
not to continue their education beyond senior high school or pursue non-STEM strand, and
the educational system as whole. The participants will be selected through purposive
sampling to ensure that the chosen individuals possess relevant experiences and
perspectives related to the phenomenon under investigation. Furthermore, the study will
focus on the current class of STEM students in San Remigio National High School year
2023-2024.
Definition of Terms
For the purpose of clear understanding of this research, the contextual definitions
of terms are hereby offered:
Autonomy- The sense of independence, self-determination, and control individuals
experience in making choices, decisions, and actions that align with their personal
values, preferences, and goals.
14
Competence- The perception or belief in one's ability to effectively perform tasks, solve
problems, or achieve desired outcomes in specific domains or areas of expertise,
reflecting a sense of proficiency, skill, and confidence.
Extrinsic Motivation- Motivation that originates from external sources or incentives, such
as rewards, recognition, or social approval, prompting individuals to engage in
activities or pursue goals for instrumental reasons rather than inherent enjoyment.
Intrinsic Motivation- Motivation that arises from within the individual, driven by internal
factors such as interest, enjoyment, or personal satisfaction derived from engaging
in an activity or pursuing a goal.
Motivation- The internal driving force or psychological processes that energize, direct, and
sustain individuals' behavior towards achieving specific goals or fulfilling needs,
encompassing factors such as desires, goals, and incentives.
Outcome Goal- A specific, measurable objective or target that individuals strive to attain,
serving as a guiding direction for behavior and motivation.
Performance- The measurable outcomes or achievements attained by individuals in
various tasks, activities, or domains, typically assessed through objective criteria
such as grades, test scores, or job performance evaluations.
Psychological Needs- Fundamental psychological requirements essential for individuals'
well-being and optimal functioning, including needs for autonomy, relatedness, and
competence, as proposed by Self-determination theory.
Relatedness- The feeling of connectedness, belongingness, and social integration
individuals experience in their interactions and relationships with others, fostering
a sense of support, understanding, and community.
15
Self-efficacy- The belief in one's capability to successfully execute tasks, achieve goals, or
overcome challenges in specific situations, influencing motivation, behavior, and
performance outcomes.
STEM (Science, Technology, Engineering, and Mathematics)- Represents a
multidisciplinary approach to education and problem-solving that integrates these
core disciplines to address real-world challenges and foster innovation.
STEM-related Careers- Occupations, professions, or fields of work that require expertise
in science, technology, engineering, or mathematics, encompassing a wide range of
industries such as healthcare, information technology, engineering, and research.
Student Engagement- The extent to which students are actively involved, motivated, and
invested in their learning experiences, characterized by behaviors such as
participation, enthusiasm, and persistence in academic tasks and activities.
16
Chapter II
REVIEW OF RELATED LITERATURE
Related Literature
In 2000, this seminal article by Deci and Ryan delves into the concept of selfdetermination theory (SDT), which emphasizes the importance of intrinsic motivation,
autonomy, competence, and relatedness in driving human behavior. It provides a theoretical
framework for understanding the motivational factors influencing individuals' engagement
and performance in educational settings. The article investigates the concept of needs
within SDT and compares it to earlier need theories, emphasizing the relevance of needs
in fostering psychological growth, integrity, and well-being. It posits hypotheses that varied
regulatory processes underlying goal pursues are associated with effective functioning and
well-being, and that different goal contents have distinct associations with behavior quality
and mental health due to varying degrees of need satisfaction. Among the most influential
models in contemporary behavioral science, self-determination theory offers a broad
framework for understanding the factors that promote human motivation and psychological
flourishing. SDT co-founders Richard M. Ryan and Edward L. Deci (2017) systematically
review the theory's conceptual underpinnings, empirical evidence base, and practical
applications across the lifespan. Ryan and Deci demonstrate that supporting people's basic
needs for competence, relatedness, and autonomy is critically important for virtually all
aspects of individual and societal functioning.
Wigfield and Eccles (2000) propose the expectancy-value theory of achievement
motivation, which posits that individuals' motivation to engage in a task or pursue a goal
depends on their expectations of success and the subjective value they place on the task or
17
goal. Definitions of key constructs within the model, such as ability beliefs, expectancies
for success, and subjective task values, are outlined. A comparative analysis is conducted,
contrasting these definitions with those of related constructs, including self-efficacy,
intrinsic and extrinsic motivation, and interest. Furthermore, the paper reviews research
addressing two primary areas: (1) shifts in children's and adolescents' ability beliefs,
expectancies for success, and subjective values over time, and (2) the associations between
children's and adolescents' ability-expectancy beliefs and subjective task values with their
performance and activity choices.
Bandura's (1997) book on self-efficacy theory explores individuals' beliefs in their
own capabilities to execute courses of action required to attain specific goals. This book
discusses how self-efficacy beliefs influence motivation, behavior, and achievement
outcomes across various domains, including education. This theory provides insights into
how individuals' beliefs and perceptions influence their motivation and performance in
academic contexts. The book, geared toward advanced undergraduate, graduate, or
professional applications, is based on Bandura's theory, which states that individuals with
high self-efficacy expectancies—beliefs in one's ability to accomplish desired tasks—are
generally healthier, more effective, and achieve greater success than those with low selfefficacy expectancies.
McClelland's book discusses Achievement Motivation Theory, “The Achieving
Society” (1961), it investigates the psychological factors underlying economic
development and the rise and fall of civilizations. Focusing on the need for Achievement
as a key human motive, the book examines why some societies thrive while others struggle.
The book critically evaluates theories proposed by influential scholars such as Toynbee,
18
Spengler, Marx, and Weber, offering a factual basis for understanding the dynamics of
civilization. It also explores how a strong need for Achievement fosters successful
entrepreneurship, with theoretical insights, laboratory experiments, and real-world
observations from countries including the United States, Italy, Turkey, and Poland. In
general, the book emphasizes the significance of understanding motivational factors in
economic development and provides practical recommendations for accelerating growth in
developing countries.
Interests and goals play pivotal roles in influencing individuals' academic
performance, yet there remains limited understanding of how to effectively leverage these
variables to enhance children's learning outcomes. While acknowledging the positive
impact of individual interests, intrinsic motivation, and the adoption of mastery goals, the
authors advocate for educators and researchers to recognize the potential additional
benefits of externally triggered situational interests, extrinsic motivation, and performance
goals. The researchers assert that addressing the multidimensional nature of motivational
forces is essential for effectively supporting academically unmotivated children. By
reframing our understanding and approach towards interests and goals, educators can better
tailor interventions and strategies to meet the diverse motivational needs of students,
ultimately fostering a more conducive learning environment (Hidi & Harackiewicz, 2000).
Related Studies
The need to understand the relationship between student motivation and
engagement in learning is important. Motivation and engagement are considered crucial
for enhancing learning outcomes among students, and educators are interested in
19
identifying how different types of motivation influence student engagement. A study by
Saeed and Zyngier (2012) analyzes the impact of students' perceptions of their preferred
type of motivation on their engagement levels in learning. The study seeks to investigate
whether intrinsic or extrinsic motivation is more closely aligned with authentic student
engagement, as defined by Schlechty (2001, 2011, as cited in Saeed & Zyngier, 2012),
where tasks or activities have clear meaning and immediate value to the student. The
research also aims to explore various types of engagement, ranging from authentic to
rebellion, that may result from different types of motivation.
The study employed a qualitative approach, aligning with relativist ontology and
social constructivist epistemology. This approach aimed to explore multiple realities and
meanings developed through student interactions within their school environment. Data
collection involved surveys and focus groups to gather detailed insights into students'
perceptions of motivation and engagement. The participants were grade five and six
students from Happy Dale Primary School, selected purposively to represent diverse socioeconomic, cultural, and educational backgrounds. A total of 24 students, comprising 11
girls and 13 boys, were involved in the study. Purposive sampling was employed to select
10 students (5 boys and 5 girls) based on their responses to the Patterns of Adaptive
Learning Scales (PALS) survey. The research design involved administering a modified
version of the PALS survey to identify students' motivation types. Subsequently, focus
group interviews were conducted to further explore students' perceptions of motivation and
engagement.
The study found that the majority of students exhibited intrinsic motivation or
integrated regulation, indicating a self-determined form of extrinsic motivation closely
20
aligned with intrinsic motivation. Students demonstrated interest in learning, engaged in
group work, sought help when needed, and enjoyed challenging tasks. Only a minority of
students exhibited extrinsic motivation, focusing solely on achieving good grades rather
than learning. The study had limitations concerning scope, generalizability, and potential
biases. The research focused on a single classroom, limiting the representativeness of
findings. Furthermore, the power dynamics between researchers and students may have
influenced students' willingness to express their views openly. Th study also primarily
examined students' perceptions of motivation and engagement, overlooking other factors
such as parental influence, peer interactions, and standardized testing outcomes.
Chiu (2023) addressed the need to improve the recruitment and retention of tertiary
students with elective STEM (Science, Technology, Engineering, and Mathematics) majors
in education and the job market. This problem stems from the socioeconomic challenges
associated with the future workforce and the importance of STEM interest and identity in
predicting students' choices of future studies and careers in STEM fields. The purpose of
the study is to investigate how teacher support, based on Self-Determination Theory (SDT),
fosters student development of STEM interest and identity within an integrated STEM
program. The study aims to address research gaps in STEM interest and identity
development, particularly in the context of integrated STEM education. Specifically, the
study aims to redesign a STEM program using real-world topics to support students'
autonomy, competence, and relatedness, and to examine the effectiveness of this program
compared to a non-SDT program. Furthermore, the study seeks to explore the
interrelationships among teachers' support of students' basic psychological needs and
21
students' subsequent development of integrated STEM interest, identity, and choice of
future studies.
The study utilized a mixed-methods approach, including both quantitative and
qualitative data collection and analysis methods. The participants included 342 Grade 9
students from three schools in Hong Kong, with an almost equal distribution of genders.
Additionally, there were nine teachers (three each for mathematics, science, and
technology) with at least 10 years of teaching experience in junior and senior forms (Grade
7-12). Each school contributed approximately 110 students and three teachers. The study
employed a quasi-experimental design with two intervention conditions: SDT (SelfDetermination Theory) program and non-SDT program. The participants were randomly
assigned to one of these two conditions within each school. Both conditions involved 12
weeks of integrated STEM learning activities.
It was found that students in the SDT program reported significantly higher levels
of autonomy, competence, and relatedness compared to those in the non-SDT program.
SDT program participants showed significantly stronger post-STEM interest and identity
compared to non-SDT program participants. Furthermore, the number of STEM subjects
chosen by students was significantly higher in the SDT program. These results
demonstrated that the proposed SDT strategies effectively increased students' sense of
autonomy, competence, and relatedness, leading to the development of stronger STEM
interest and identity. While the study suggests that the proposed teacher support strategies
effectively satisfy students' innate needs, it acknowledges the need for further experiments
to validate these findings. It suggests exploring new motivational behaviors, such as using
digital technologies for immediate feedback, to enhance student engagement and learning
22
outcomes. The study did not examine gender differences in perceiving teacher support,
despite evidence suggesting that girls may perceive their teachers as more supportive than
boys (Katz, 2017; Lietaert et al., 2015, as cited in Chiu, 2023). The integrated approach
used in the study to measure student STEM interest and identity may not capture disciplinespecific nuances. The study focused on early and middle school adolescents, but the
effectiveness of teacher support strategies may vary across different age groups.
Furthermore, the study's duration of 12 weeks may not fully capture the long-term
development of student STEM interest and identity.
A study by Wang (2013) investigated the factors influencing students' entrance into
STEM (Science, Technology, Engineering, and Mathematics) majors at the postsecondary
level. Existing research primarily focuses on factors affecting persistence and completion
in STEM fields, with less attention given to the initial decision to pursue STEM majors
(Seymour & Hewitt, 1997, as cited in Wang, 2013). The purpose of the study is to
investigate the direct and indirect influences of high school exposure to math and science,
achievement, motivational attributes, and initial postsecondary experiences on entrance
into STEM fields of study in college. The study aims to fill this research gap by exploring
why students choose to enter STEM majors and how various factors interact to influence
this decision.
The research methodology employed in the study involves secondary data analysis
using the Education Longitudinal Study of 2002 (ELS:2002) dataset. This longitudinal
dataset tracks the transition of young people from high school into postsecondary education
and the workplace. The study utilizes a two-step modeling approach, starting with
confirmatory factor analysis (CFA) to assess the measurement model's fit and convergent
23
validity. Subsequently, structural equation modeling (SEM) is conducted to test the
proposed conceptual model, which examines the relationships among key variables related
to high school exposure to math and science, achievement, motivational attributes, initial
postsecondary experiences, and entrance into STEM fields of study. The participants in the
study are high school graduates from the spring of 2004 who enrolled in postsecondary
institutions by 2006. The data comes from the ELS:2002 dataset, which started with a
nationally representative cohort of high school sophomores and was augmented in
subsequent follow-up studies to represent high school seniors. The sample for this study
consists of approximately 6,300 students who reported attending a 4-year institution by
2006. Among these students, roughly 19.3% intended to major in STEM upon entering
college, while 80.7% were interested in other fields of study.
The research design of the study is primarily quantitative and longitudinal. It
involves analyzing secondary data collected over multiple waves from a nationally
representative cohort of high school students who transitioned into postsecondary
education. The study utilizes a structural equation modeling (SEM) approach to test the
proposed conceptual model, which includes both measurement and structural components.
The model examines the relationships among predictor variables (e.g., high school
exposure to math and science, achievement, motivational attributes) and outcome variables
(e.g., intent to pursue STEM, entrance into STEM fields of study) while accounting for
potential mediating and moderating effects. Overall, the research design aims to provide a
comprehensive understanding of the factors influencing students' decisions to enter STEM
majors at the postsecondary level.
24
It was found that the study applied the social cognitive career theory to understand
factors influencing students' entrance into college STEM majors. Results revealed
significant secondary and postsecondary factors influencing entrance into STEM
disciplines. Racial differences were found in how early math-related attitudes and math
and science learning influence STEM choice. The study's reliance on an existing dataset,
ELS:2002, posed conceptual and analytical constraints indicating the study's limitation.
The dataset's time window covered from 10th grade to 2 years after high school graduation,
which may not capture early influences or long-term effects accurately. Early influences
on STEM-related aspirations and choices, such as those from middle or elementary school
years, were not addressed due to data limitations. Furthermore, variables of interest in the
dataset were not always measured in desired ways. For instance, self-efficacy beliefs were
central to the theoretical framework but were limited to math self-efficacy due to data
constraints. The study's observational nature and use of SEM for analysis precluded causal
inference. While plausible explanations based on theory and prior research were discussed,
no causal relationships were inferred from the findings (Wang, 2013).
In a study conducted in Zambales, Philippines, 20 Grade 12 STEM students were
interviewed to understand why they chose STEM and their career intentions. The core
problem addressed in the study is the shortage of STEM professionals in various countries,
including the Philippines, despite the increasing demand for STEM graduates. This
shortage is evident in the declining interest and enrollment of students in STEM-related
fields, leading to concerns about the future workforce in STEM industries (Higher
Education Research Institute, 2010, as cited in Rafanan, 2020. The central purpose of the
study is to explore the motivations, interests, and career paths of senior high school students
25
enrolled in STEM-related fields in the Philippines. Specifically, the study aims to
understand why students choose the STEM strand, their interest in STEM disciplines, and
their intentions regarding pursuing STEM-related careers after graduation.
The research methodology used in the study is a descriptive qualitative design. This
approach involves gathering qualitative data to describe the perspectives, experiences, and
attitudes of the participants regarding STEM education and careers. The researchers
conducted one-on-one interviews with Grade 12 STEM students to collect data, transcribed
and analyzed the interviews, and identified themes based on the participants' responses.
The participants in the study were 20 Grade 12 STEM students from a public secondary
school in Zambales, Philippines. Purposive-convenience sampling was used to select
participants based on specific criteria, including enrollment in the STEM strand and Grade
12 status. The study included a sample size of 20 Grade 12 STEM students, consisting of
10 female and 10 male participants. The research design was descriptive qualitative,
focusing on understanding the perspectives and experiences of the participants regarding
STEM education and career choices. The data collection method involved structured
surveys guided by open-ended questions, and data analysis was conducted through manual
coding of responses to identify emerging themes.
The study found that while there is a general interest in STEM fields among senior
high school students, specific disciplines like biology, chemistry, and earth/space sciences
garnered more interest than others like physics and mathematics. Students primarily
enrolled in the STEM strand due to alignment with their preferred college course, interest
in STEM disciplines, and peer influence. Personal choice was less common. Furthermore,
most students expressed a desire to pursue STEM-related careers, particularly in
26
engineering and technology. However, some also showed interest in non-STEM fields like
psychology and accountancy. Personal aspiration and family influence were significant
factors in pursuing STEM careers, while financial constraints and service to the country
were cited as reasons for not pursuing STEM careers.
The findings may not be generalizable to all senior high school students in the
Philippines, as they were based on perceptions from a specific research site. The study
focused on students' perceptions without considering other stakeholders such as teachers
or parents, which could provide additional insights. While the study explored students'
career aspirations, it did not track actual career paths post-graduation, limiting the
understanding of whether these aspirations translate into reality. While many students
expressed interest in STEM-related careers, it's essential to recognize that not all students
who enroll in STEM strands will pursue STEM careers. Factors like changing interests or
external influences can lead students down different paths. The study focused primarily
on STEM-related career aspirations, but it's crucial to acknowledge the value of non-STEM
fields like humanities or social sciences, which also contribute significantly to society.
Academic performance is dependent on multiple factors, two of which are stress
and motivation. It is an essential aspect for senior high school students as they are nearing
college life and because having better academic performance yields better opportunities in
life (Tus, 2020). A study conducted in Bulacan, Philippines aims to investigate the
relationship between stress, motivation, and academic performance among senior high
school students. The primary focus of the study is to determine how academic stress and
motivation influence the academic performance of senior high school students.
27
The study utilized a descriptive-correlational approach, which involved gathering
data through surveys (questionnaires) to assess academic stress and motivation and their
relationship to academic performance. The participants of the study were senior high
school students in a Catholic school in Bulacan, Philippines, during the school year 20182019. The total number of respondents was 130. The research design employed a
descriptive-correlational approach, which allowed for the description of variables
(academic stress, academic motivation, academic performance) and the exploration of
relationships between these variables. This approach used surveys (questionnaires) to
collect primary data from the participants.
The study found that the students' academic stress levels were interpreted as
average, while their academic motivation levels were above average. Regarding academic
performance, most students achieved satisfactory or very satisfactory grades, with none
failing. Furthermore, the study did not find a significant correlation between academic
stress, academic motivation, and academic performance. The study's findings contradict
previous research that suggests stress and motivation significantly impact academic
performance. This raises questions about the validity of the study's results. The study's
sample size was limited to one Catholic school in Bulacan, Philippines, which may not be
representative of all senior high school students. Finally, the study did not consider other
potential factors that could influence academic performance, such as socioeconomic status,
family support, or individual differences in learning styles.
Both the individual learner and society as a whole can lose out on a variety of
rewarding life opportunities if they perform poorly on national tests. The student may miss
out on the opportunity for higher education, while society as a whole may lack the
28
competent human capital necessary to meet the needs for wealth creation (Apostol, 2023).
The study's purpose is to investigate the relationship between self-regulated learning
strategies and mathematics achievement among high school students, particularly during
the context of pandemics when traditional classroom settings may not be available.
Additionally, the study aims to assess whether academic motivation and perception of
technology play a role in predicting students' mathematical achievement.
The research methodology employed in the study is quantitative, utilizing surveys
and statistical analyses to gather and analyze data. The participants in the study were 124
grade 11 STEM students enrolled in basic calculus and statistics and probability courses in
three mega schools in the Pangasinan province during the school year 2020-2021. The
research design involves the use of the Modified Motivated Strategies for Learning
Questionnaire (MSLQ) and the Academic Motivation Scale (High School Version) to
measure self-regulated learning strategies and academic motivation, respectively. Pilot
testing was conducted to ensure the reliability and validity of the instruments used.
Statistical tests were performed to assess assumptions underlying the analysis, including
the normality of the data set, multicollinearity, residual independence, homoscedasticity,
linearity, error independence, and absence of outliers.
It was found that self-regulated learning strategies varied among the three schools,
with students at Schools A and B focusing more on time management and creating a
conducive learning environment, while students at School C emphasized summarizing,
note-taking, paraphrasing, and connecting facts. Students across all three schools were
primarily motivated by identifiable regulation, introjected regulation, and experiential
stimulation. Identifiable regulation reflects motivation stemming from understanding that
29
efforts lead to positive outcomes, introjected regulation involves motivation driven by fear
of failure or guilt, and experiential stimulation indicates enjoyment in activities for fun and
positive sensations. Students in all three schools felt comfortable learning with mobile
applications both inside and outside the classroom, indicating a positive perception of
technology in education. Additionally, significant differences were found in Basic Calculus
performance among the three schools, with School C students outperforming those from
Schools A and B. Self-regulated learning strategies significantly differed among the
schools, with School C students exhibiting higher levels compared to School B, and School
A students showing higher levels compared to Schools B and C. Thus, academic motivation
did not significantly differ among students from the three schools.
The study's sample size may be considered limited, as it only included 124 grade
11 STEM students from three schools in the Pangasinan province. This could impact the
generalizability of the findings to a broader population. The study focused specifically on
grade 11 STEM students, which may limit the applicability of the findings to students in
other academic tracks or grade levels. The study did not consider other potential factors
that could influence mathematics performance, such as socioeconomic status, teacher
quality, or school resources, which could have confounding effects on the observed
relationships. The findings regarding the prediction of mathematics performance by
identified regulation, introjected regulation, and rehearsal self-regulated learning strategies
may not fully account for other unmeasured variables that could contribute to academic
achievement. Furthermore, the study did not address potential interventions or strategies to
improve mathematics performance based on the identified predictors, leaving room for
further research in this area.
30
Previous research has established the importance of self-regulated learning
strategies in academic achievement, but there is a gap in understanding how these strategies
specifically influence mathematics performance in the Philippine setting, particularly
during times of crisis. The aforementioned studies have identified self-regulated learning
strategies as significant predictors of academic success among students. It was stated that
there is a correlation between students' academic achievement and their ability to selfregulate their learning. However, the specific relationship between student self-regulation
and mathematics achievement during periods of disruption, such as pandemics, is not wellunderstood in the context of the Philippines. The extent to which academic motivation,
self-regulated learning strategies, and perception of technology collectively predict
mathematics performance among STEM students.
While some studies have explored the role of technology in education, there is a
lack of research addressing how students' perception of technology interacts with their
academic motivation and self-regulated learning strategies to predict mathematics
performance. Previous studies have examined the relationship between self-regulated
learning and academic achievement in various contexts. Some studies have explored the
role of technology in education and its impact on learning outcomes.
However, limited research has specifically investigated the relationship between
student self-regulation and mathematics achievement in the Philippines, especially during
disruptive events like pandemics. Few studies have examined the combined influence of
academic motivation, self-regulated learning strategies, and perception of technology on
mathematics performance among STEM students in the Philippine context.
31
Chapter III
RESEARCH METHODOLOGY
Research Design
This study will use a qualitative phenomenological approach as it aims to
investigate and understand individuals' lived experiences and perceptions of a particular
phenomenon. In the context of this study, the focus is on investigating the motivational
factors influencing senior high school students enrolled in the STEM (Science, Technology,
Engineering, and Mathematics) strand. A purposive sampling technique will be used to
select participants who meet the criteria, the researchers will select participants who are
senior high school students enrolled in the STEM strand in San Remigio National High
School. Criteria for selection may include grade level, academic performance, and
willingness to participate. Researchers conduct surveys with selected participants, the
surveys are semi-structured, allowing for flexibility and the responsiveness of the survey.
After collecting the data, the researchers will analyze the survey transcripts to identify
recurring themes and patterns related to motivational factors among senior high school
students in the STEM strand.
Flow of the Study
Understanding the motivational factors that drive senior high school students in the
STEM (Science, Technology, Engineering, and Mathematics) strand is crucial for
enhancing educational practices and student support systems. The flow of the study
outlines the systematic process from input to output, guiding researchers through each stage
of data collection, analysis, and interpretation. The study was guided by the following
32
procedures as shown in Figure 2. The figure illustrates the input, process, and output
elements of the study.
Input
Output
Process
The motivational factors
among senior high school
students in the STEM
strand.
Intrinsic
Extrinsic
The phenomenological
research design with the
aim to investigate and
understand the lived
experiences of students in
the STEM strand.
Participants, surveys to be
utilized to gather
qualitative data on
students' motivational
factors.
Researchers will
conduct a semistructured surveys with
senior high school
students to gather
accounts of the
motivational factors in
the STEM strand.
The collected data are
transcribed and
analyzed using thematic
analysis.
The findings will be
discussed in the context
of existing literature.
The identified themes
and patterns related to
motivational factors
among STEM students
are presented in the
study.
The study will discuss
the implications of the
findings for educational
practices, and future
research.
Recommendation for
future researchers will
be proposed to further
the study.
Figure 2 Research Input & Output Process
The Input initiates the research flow by laying foundational elements. The
researchers will formulate the Research Question, which acts as an indicator of direction
and leads the investigation towards understanding motivational factors among senior high
school students in the STEM strand. The researchers will use a research design, specifically
phenomenological, allowing the researchers to investigate the lived experiences and
motivations of the respondents. Additionally, this phase will involve using semi-structured
surveys to gather qualitative data on students' motivational factors. These instruments
provide a platform for students to express their experiences.
The process involves the data collection, researchers conduct surveys to gather
accounts of the motivational factors in the STEM strand. The collected data are transcribed
33
and analyzed using thematic analysis. This systematic approach involves identifying
patterns, themes, and categories within the data related to motivational factors.
The output or the outcome of the study will be the dissemination and
implementation of research findings. The findings will be discussed in the context of
existing literature and the identified themes and patterns related to motivational factors
among STEM students will be presented in the study. The study will discuss the
implications of the findings for educational practices, policy, and future research. Based on
the findings, recommendations for educators and stakeholders are proposed to enhance
motivation for students in the STEM strand.
Research Environment
The research environment for this study will comprise of senior high school STEM
students, this study will be conducted in San Remigio National High School located in
Cebu, North, Philippines. The participants will be drawn from various senior high schools
with a total of 50 senior high school STEM students that will be surveyed based on the
research design used.
Respondents
The respondents will be the senior high school STEM students in San Remigio
National High School in the Philippines of the school year 2023-2024. The total population
of the respondents will be 50. The respondents will be selected through non-random
purposive sampling. Criteria for selection may include grade level, academic performance,
and willingness to participate. The researchers will select 10 students from each section
34
using purposive sampling, ensuring that the selected students represent diverse
backgrounds, experiences, and perspectives within the STEM strand.
Research Instruments
The following descriptive instruments will be utilized in this study to collect the
significant data required to meet its specific objectives:
Semi-structured Questionnaire Guide. This will be used as a questionnaire guide
for researchers in the process of asking specific questions to the participants. The surveyors
will follow a flexible structure, allowing the survey to probe further into specific topics.
Survey Questionnaire. The researchers of this study will use survey questionnaires
in the process of gathering data, consisting of multiple-choice and Likert-scale items
designed to assess various aspects of academic motivation, including extrinsic and intrinsic
factors.
Data Collection Procedure
Request Permission. The participants' consent will be sought by the study's
researchers prior to the surveying phase. In order to conduct a survey in the classroom, the
researchers will also need approval from the school authority.
Conduct of Survey. A proper setting will be chosen for the conduct of survey, the
researchers will schedule survey sessions with the selected senior high school STEM
students. The participants will be provided assistance and clarification as needed during
the survey process. The survey will be composed of multiple-choice and Likert-scale type
of questionnaire that may last for twenty (20) minutes.
35
Transcription of Survey. The researchers will transcribe the survey responses from
the completed questionnaires into a digital format for data analysis. The transcribed data
will be organized, ensuring accuracy and completeness of the transcription process to
maintain the integrity of the data.
Data Analysis Procedure
Following data collection, the data will be analyzed using appropriate qualitative
analysis technique, the data analysis will involve thematic analysis, where recurring themes
and patterns within the survey transcripts were identified and coded systematically (Braun
& Clarke, 2006). The transcripts will be read thoroughly to familiarize with the data,
followed by initial coding to identify meaningful units related to motivational factors
among senior high school students in the STEM strand. Themes were then generated
through the process of constant comparison, refinement, and consensus among the research
team, resulting in a comprehensive understanding of the data (Braun & Clarke, 2006).
36
REFERENCES
Books
Atkinson, J.W. (1964). An Introduction to Motivation. Van Nostrand.
Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/
Henry Holt & Co.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human
Behavior. Springer New York, NY. https://doi.org/10.1007/978-1-4899-2271-7
Schlechty,
P.
(2011).
Schlechty
Center
on
Engagement.
Retrieved
from
http://s3.amazonaws.com/www.schlechtycenter.org/tools/prod/4046/original/sc_p
df_engagement.pdf?1272415798
Locke, E. A., & Latham, G. P. (1990). A Theory of Goal Setting and Task Performance.
Englewood Cliffs, NJ: Prentice Hall.
McClelland, D. C. (1961). The Achieving Society. D Van Nostrand Company.
https://doi.org/10.1037/14359-000
Periodical/Journal Articles
Al-Abyadh, M. H. A., & Abdel Azeem, H. A. H. (2022). Academic Achievement: Influences
of University Students' Self-Management and Perceived Self-Efficacy. Journal of
Intelligence, 10(3), 55. https://doi.org/10.3390/jintelligence10030055
Apostol, G. (2023). Self-Regulated Learning Strategies, Academic Motivation, Perception
of Technology and Mathematics Performance of the Senior High School STEM
Students. 6. 1-4.
37
Assor, A., Kaplan, H., & Roth, G. (2002). Choice is Good, But Relevance is Excellent:
Autonomy-Enhancing and Suppressing Teacher Behaviours Predicting Students'
Engagement in Schoolwork. British Journal of Educational Psychology, 72(2), 261–
278. https://doi.org/10.1348/000709902158883
Bayanova, A. R., Orekhovskaya, N. A., Sokolova, N. L., Shaleeva, E. F., Knyazeva, S. A.,
& Budkevich, R. L. (2023). Exploring the Role of Motivation in STEM Education:
A Systematic Review. Eurasia Journal of Mathematics, Science and Technology
Education, 19(4), em2250. https://doi.org/10.29333/ejmste/13086
Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative
Research
in
Psychology,
3(2),
77–101.
https://doi.org/10.1191/1478088706qp063oa
Brauner, P., Leonhardt, T., Ziefle, M., Schroeder, U. (2010). The Effect of Tangible
Artifacts, Gender and Subjective Technical Competence on Teaching Programming
to Seventh Graders. Teaching Fundamentals Concepts of Informatics. Lecture
Notes in Computer Science. Vol. 5941. pp. 61–71. https://doi.org/10.1007/978-3642-11376-5_7
Chiu, T.K. (2023). Using Self-Determination Theory (SDT) To Explain Student STEM
Interest
and
Identity
Development.
Instr
Sci
52,
89–107.
https://doi.org/10.1007/s11251-023-09642-8
Deci, E. L., & Ryan, R. M. (2000). The "What" and "Why" of Goal Pursuits: Human Needs
and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268.
https://doi.org/10.1207/S15327965PLI1104_01
38
Grolnick, W. S., Friendly, R. W., & Bellas, V. M. (2009). Parenting and Children's
Motivation at School. In K. R. Wenzel & A. Wigfield (Eds.), Handbook of
motivation at school (pp. 279–300). Routledge/Taylor & Francis Group.
Han, J., Kelley, T. & Knowles, J.G. (2021). Factors Influencing Student STEM Learning:
Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness.
Journal for STEM Educ Res 4, 117–137. https://doi.org/10.1007/s41979-02100053-3
Hidi, S., & Harackiewicz, J. M. (2000). Motivating the Academically Unmotivated: A
Critical Issue for the 21st Century. Review of Educational Research, 70(2), 151–
179. https://doi.org/10.2307/1170660
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., and Harackiewicz, J. M. (2010). A
Meta-Analytic Review of Achievement Goal Measures: Different Labels for the
Same Constructs or Different Constructs with Similar Labels? Psychol. Bull.
136(3), 422–449. https://doi.org/10.1037/a0018947
Judge, T. A., & Bono, J. E. (2001). Relationship of Core Self-Evaluations Traits—SelfEsteem, Generalized Self-Efficacy, Locus of Control, And Emotional Stability—
With Job Satisfaction and Job Performance: A Meta-Analysis. Journal of Applied
Psychology, 86(1), 80–92. https://doi.org/10.1037/0021-9010.86.1.80
Latham, G. P., & Brown, T. C. (2006). The Effect of Learning vs. Outcome Goals on SelfEfficacy, Satisfaction and Performance in an MBA Program. Applied Psychology:
An
International
0597.2006.00246.x
Review,
55(4),
606–623.
https://doi.org/10.1111/j.1464-
39
National Research Council. (2011). Successful K-12 STEM Education: Identifying
Effective Approaches in Science, Technology, Engineering, and Mathematics.
Washington, DC: The National Academies Press. https://doi.org/10.17226/13158.
Pajares, F., & Valiante, G. (2006). Self-Efficacy Beliefs and Motivation in Writing
Development. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of
writing research (pp. 158–170). The Guilford Press.
Rafanan, R. J., De Guzman, C. Y., & Rogayan, D. J. (2020). Pursuing STEM Careers:
Perspectives of Senior High School Students. Participatory Educational Research,
7(3), 38-58. https://doi.org/10.17275/per.20.34.7.3
Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and The Facilitation of
Intrinsic Motivation, Social Development, and Well-Being. American Psychologist,
55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs
in
Motivation,
Development,
and
Wellness.
The
Guilford
Press.
https://doi.org/10.1521/978.14625/28806
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and Extrinsic Motivation from a SelfDetermination Theory Perspective: Definitions, Theory, Practices, and Future
Directions.
Contemporary
Educational
Psychology,
101860.
https://doi.org/10.1016/j.cedpsych.2020.101860
Saeed, S., & Zyngier, D. (2012). How Motivation Influences Student Engagement: A
Qualitative Case Study. Journal of Education and Learning; Vol. 1, No. 2; 2012.
https://doi.org/10.5539/jel.v1n2p252
40
Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The Importance of
Students' Motivation for Their Academic Achievement - Replicating and Extending
Previous
Findings.
Frontiers
in
psychology,
10,
1730.
https://doi.org/10.3389/fpsyg.2019.01730
Tus, J. (2020). Academic Stress, Academic Motivation, and Its Relationship on the
Academic Performance of the Senior High School Students. 8. 29-37.
https://doi.org/10.6084/m9.figshare.13174952.v1
Vansteenkiste, Maarten & Sierens, Eline & Soenens, Bart & Luyckx, Koen & Lens, Willy.
(2009). Motivational Profiles From a Self-Determination Perspective: The Quality
of Motivation Matters. Journal of Educational Psychology. https://doi.org/101. 671688. 10.1037/a0015083.
Wang, X. (2013). Why Students Choose STEM Majors. American Educational Research
Journal, 50(5), 1081–1121. https://doi.org/10.3102/0002831213488622
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation.
Contemporary
Educational
Psychology,
25(1),
68–81.
https://doi.org/10.1006/ceps.1999.1015
Wigfield, A., Muenks, K., Eccles, J. S., (2021) Achievement Motivation: What We Know
and Where We Are Going. Annual Review of Developmental Psychology, 3(1), 87111. https://doi.org/10.1146/annurev-devpsych-050720-103500
Winberg, M., & Palm, T. (2021). Antecedents and Relative Importance of Student
Motivation for Science and Mathematics Achievement in TIMSS. Front. Educ.
6:575926. https://doi.org/ 10.3389/feduc.2021.575926
41
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-Motivation for
Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting.
American
Educational
https://doi.org/10.2307/1163261
Research
Journal,
29(3),
663–676.
42
APPENDICES
43
APPENDIX B
TRANSMITTAL LETTER
May 2023
AMOR G. BAÑARES
School Principal II
San Remigio National High School
Poblacion, San Remigio, Cebu
Dear Ma’am:
Good day!
We are the Grade 11 Descartes class researchers. For our Practical Research 1 course, we
are currently working on a qualitative phenomenological study entitled "A
Phenomenological Study of the Motivational Factors Among Senior High School Students
in Stem Strand".
We would like to interview the senior high school STEM students at San Remigio National
High School, and for that reason, we are asking your office for permission to do so. The
purpose of the survey is to gather data from students about their experiences that have
influenced their academic achievement, as well as the factors that motivate senior high
school students to persist in the STEM strand. The questionnaire was created by the
researchers.
Your approval could be beneficial in ensuring the successful completion of the effort as
mentioned above. You may rely on full confidentiality and restricted use of the data
collected for research concerning the information obtained from the results.
God bless you and thank you so much.
Sincerely yours,
SHANEN SINANGOTE
JOHNBRUCE ARGAWANON
JONEL ATIS
Researchers/Group Leaders
Noted by:
44
MARIA THERESA O. BUSCATO
Research Adviser
Approved by:
AMOR G. BAÑARES
School Principal II
45
APPENDIX C
INTERVIEW GUIDE
Dear STEM Students:
We are the 11th-grade Descartes researchers. We are currently conducting a study about
the factors that motivate senior high school students to persist in the STEM strand, as
well as the experiences that have influenced their academic achievement. We guarantee
that your privacy will be kept private. We sincerely hope that our plea will be granted.
SHANEN P. SINANGOTE
JOHNBRUCE O. ARGAWANON
JONEL B. ATIS
Researchers
________________________________________________________________________
Directions: Answer the following questions with an honest answer.
What factors motivate students to excel academically in their STEM subjects?
1. Does your motivation come from external factors such as grades, rewards, or
recognition) or internal factors (such as interest, passion, or personal satisfaction)?
2. Can you tell us about a time when you felt really motivated to do your best in a
STEM class? What made you feel that way?
3. How do you decide what's important to focus on in your STEM studies?
4. Have you ever felt like giving up on a STEM subject? If so, what helped you keep
going?
5. Do you find certain STEM subjects more motivating than others? If so, which
ones and why?
46
How do these motivational factors influence their choice of future career paths?
1. Do you consider your academic interests and passions when deciding on potential
careers in STEM fields?
2. Do you think your STEM classes will help you with your future job or career?
Why or why not?
3. Why do you think it's important to do well in STEM subjects?
4. Can you imagine yourself using what you've learned in STEM classes in your
future job?
How will the findings of this study help in the proposal of a program that can
benefit both students and parents?
1. What program would you conduct to help your fellow STEM students?
47
APPENDIX D
INFORMED CONSENT
Informed Consent for the Study on the STE Students of Selected Junior High School
Name of Principal Interviewer: JOHNBRUCE ARGAWANON
Name of Organization: San Remigio National High School
Name of Proposal: A Phenomenological Study of the Motivational Factors Among
Senior High School Students in Stem Strand
PART I: INFORMATION SHEET
Introduction
As educators and researchers, we have observed the importance of academic motivation
in students' learning journeys. However, there is still much to uncover about the specific
motivators that influence students in the STEM field. We hope to clarify these motivations
and investigate how they affect students' educational experiences and objectives for the future
through this study. This fact sheet will guide you through the study's objectives, procedures,
and potential benefits to both parents and students. We believe that by gaining a deeper
understanding of students' academic motivations, we can create a more supportive and
conducive learning environment for all.
Purpose of the Research
The aim of this study is to investigate the factors that motivate senior high school
students in STEM (Science, Technology, Engineering, and Mathematics) subjects. By
understanding these motivations, we hope to improve STEM education strategies and
programs to better support students' academic success and career aspirations.
Types of Research Intervention
This research involves participation in a questionnaire or interview to gather information
about your academic motivations and experiences in STEM strand.
Participant Selection
We are inviting selected senior high school STEM students of San Remigio national high
school being the primary instrument to share their daily experiences in parental pressure
though that their academic careers, experiences that affect their personal lives, and strategies
in sustaining their motivation and well-being.
48
Voluntary Participation
Your participation in this research is entirely voluntary. Your decision to participate or not
will not affect your employment in the Department of Education (DepEd) or in the school
where you are connected. You also have the right and the freedom to change your decision
later and to stop participating even if you agreed earlier and this will not be taken against
you.
Procedures and Protocol
If you choose to participate, you will be asked to complete a questionnaire or participate
in an interview session. The questionnaire will involve answering questions about your
academic motivations and experiences in STEM education. The interview will involve
discussing your thoughts and opinions on the same topics. If you wish not to answer some of
the questions, you may skip them and move on to the next question. The information recorded
is confidential and no one else except the field interviewers and researchers will have access
to the copy of the transcript, which will be destroyed after 6 months.
To ensure that you will be able to have full understanding of the purpose of the study,
the proponent will first explain the objectives of the study and the intended benefits in
participating in this investigation.
Duration
The duration of your participation will vary depending on whether you choose to
complete the questionnaire or participate in an interview. It is estimated to take approximately
20-minutes to 40-minutes to complete the questionnaire. Your engagement as a participant will
only take once.
Risks
There are minimal risks associated with participating in this research study. However,
you may experience discomfort or stress when discussing personal experiences related to
academic motivations. Questions involve sharing experiences about your academic
performances; experiences that affect your personal and professional lives, and strategies in
sustaining your motivation, school satisfaction, and well-being as students. You will not be
forced nor required to answer all questions that will be asked. If you do not like to answer some
of the items because you are not comfortable with them your decision will be respected and
you do not have to give reasons for not responding. Furthermore, be assured that the responses
that you will provide will not be shared.
Benefits
There will be no direct benefits to the senior high school STEM students. However,
programs will be implemented in order to minimize the students that are academically
pressured.
49
Reimbursements
Upon participating in this research, you will not get any payment or anything from us
or the school.
Confidentiality
All the data and responses that you will provide in this investigation will not be shared
to other people and will be kept confidential. Your information and other information collected
from this research will be put away and no one, except the field interviewers and the researchers
will be able to have access to it. Any information about you will have a number/code on it
instead of your name. Only the field interviewers/researchers will know your number/code. All
the documents related to this investigation will be placed in the cabinet with a lock and key
and will not be shared with or be given to anyone except the research proponents.
Sharing the Results
At the end of the study, I will be sharing the results to the faculty and the academic
community. Be assured that your answers in the survey/interview will be shared to anybody.
The results will be presented in research conference/colloquia and will be published so
that other interested people may learn from this research.
Where it is relevant, you may also share the results and a copy of the report will be
provided by the researcher. If you have a plan to do so, please include the timeline and reason
for sharing the information, including the details.
Right to Refuse or Withdraw
You can choose not to participate in our study. Your decision will be respected, and it
will not affect your grades even if you will not participate. But you will still get benefits from
the programs that will be implemented. While participating you can choose to withdraw if
you feel uncomfortable with our interview. Withdrawing will also be respected it will not
affect your grade.
Who to Contact
If you have any questions, you can ask them. If you wish to ask your question after
the study, you may contact any of the following:
Shanen P. Sinangote
(Research Adviser)
-
Contact #09622004281
Contact #
This qualitative grounded theory has been reviewed and been approved by the
panelist during our Design Hearing.
PART II: Certificate of Consent
50
I have read the foregoing information, or it has been read to me. I have had the opportunity
to ask questions about it and any questions that I have asked to have been answered to my
satisfaction. I consent voluntarily to participate in this research.
Print Name of Participant__________________
Signature of Participant ___________________
Date ___________________________
Day/Month/Year
If Illiterate
A literate witness must sign (if possible, this person should be selected by the participant and
should have no connection to the research team). Participants who are illiterate should include their
thumbprint as well.
I have witnessed the accurate reading of the consent form to the potential participant, and
the individual has had the opportunity to ask questions. I confirm that the individual has
given consent freely.
Print Name of Witness_____________________
Participant
Signature of Witness ______________________
Date ________________________
Day/Month/Year
AND Thumb Print of the
Statement by the researcher/person taking consent.
I have accurately read out the information sheet to the potential participant, and to the best
of my ability made sure that the participant understands that the following will be done:
1. focus group discussion/interview
2. record the proceeding of the interview
3. manually record other responses/ answers during the interview
I confirm that the participant was given an opportunity to ask questions about the study, and
all the questions asked by the participant have been answered correctly and to the best of my
ability. I confirm that the individual has not been coerced into giving consent, and the consent
has been given freely and voluntarily.
A copy of this ICF has been provided to the participant.
Print Name of Researcher/Person Taking the Consent_______________________
Signature of Researcher /Person Taking the Consent__________________________
Date ___________________________
Day/Month/Year
51
APPENDIX G
CURRICULUM VITAE
Name: SHANEN P. SINANGOTE
City Address:
Provincial Address: Argawanon, San Remigio, Cebu
Contact Information
Contact Number
: +639622004281
Email Address
: shanensinangote99@gmail.com
Personal Information
Age
: 17
Sex
: Female
Date of Birth
: May 3, 2006
Place of Birth
: Cebu
Nationality
: Filipino
Civil Status
: Single
Religion
: Roman Catholic
52
Educational Background
LEVEL
Elementary
High School
High School
Senior High School
SCHOOL
Bankal Elementary School
Bankal National High School
San Remigio National High School
San Remigio National High School
YEAR ATTENDED
2014-2018
2018-2022
2022-2023
2023
Achievements
Grade 1-5 With Honor
Grade 6 With High Honor
Grade 7-8 With Honor
Grade 9 With High Honor, First Placer in LIKHA (Physical Science) during the Science
and Technology Fair-District Level
Grade 10- With High Honor
53
APPENDIX G
CURRICULUM VITAE
Name: SHARANAYA SHANE R. CANAMA
City Address:
Provincial Address: Hagnaya, San Remigio, Cebu
Contact Information
Contact Number
: +639218617899
Email Address
: canamasharanayashane@gmail.com
Personal Information
Age
: 16
Sex
: Female
Date of Birth
: November 30 , 2007
Place of Birth
: Hagnaya San Remigio Cebu
Nationality
: Filipino
Civil Status
: Single
Religion
: Roman Catholic
54
Educational Background
LEVEL
Elementary
High School
Senior High School
SCHOOL
Hagnaya Integrated School
Hagnaya Integrated School
San Remigio National High School
Achievements
Grade 7- With Honor
Grade 9 - With Honor
Grade 10 - With High Honor
YEAR ATTENDED
2013-3019
2019-2023
2023
55
APPENDIX G
CURRICULUM VITAE
Name: JUNDYLLE JOSEPH L. CABRERA
City Address:
Provincial Address: Lambusan, San Remigio, Cebu
Contact Information
Contact Number
: +639562289238
Email Address
: itsmeseph5@gmail.com
Personal Information
Age
: 17
Sex
: Male
Date of Birth
: January 5, 2007
Place of Birth
: Ayungon, Negros Oriental
Nationality
: Filipino
Civil Status
: Single
Religion
: Roman Catholic
56
Educational Background
LEVEL
Elementary
High School
Senior High School
Achievements
Grade 4 - Third Honor
Grade 5 - Third Honor
Grade 6 - With Honor
Grade 10 - With Honor
SCHOOL
Lambusan Elementary School
Lambusan National High School
San Remigio National High School
YEAR ATTENDED
2013-3019
2019-2023
2023
57
APPENDIX G
CURRICULUM VITAE
Name: JONEL B. ATIS
City Address:
Provincial Address: Lambusan, San Remigio, Cebu
Contact Information
Contact Number
: +639051668166
Email Address
: jonelatis6@gmail.com
Personal Information
Age
: 16
Sex
: Male
Date of Birth
: May 30, 2007
Place of Birth
: Yati, Liloan, Cebu
Nationality
: Filipino
Civil Status
: Single
Religion
: Roman Catholic
58
Educational Background
LEVEL
Elementary
High School
Senior High School
Achievements
Grade 4 - Golden Heart
Grade 5 - With Honor
Grade 6 - With Honor
Grade 9-With honor
Grade 10 - With Honor
SCHOOL
Lambusan Elementary School
Lambusan National High School
San Remigio National High School
YEAR ATTENDED
2013-3019
2019-2023
2023
59
APPENDIX G
CURRICULUM VITAE
Name: JOHNBRUCE O. ARGAWANON
City Address:
Provincial Address: Banban, Bogo City, Cebu
Contact Information
Contact Number
: +639158404985
Email Address
: argawanonjohnbruce@gmail.com
Personal Information
Age
: 16
Sex
: Male
Date of Birth
: June 12, 2007
Place of Birth
: Daanbantayan, Cebu
Nationality
: Filipino
Civil Status
: Single
Religion
: Roman Catholic
60
Educational Background
LEVEL
Elementary
High School
Senior High School
SCHOOL
Banban Elementary School
San Remigio National High School
San Remigio National High School
Achievements
Grade 7 - With Honors
Grade 8 - With Honors
Grade 9 - With Honors
Grade 10 - With High Honors
YEAR ATTENDED
2013-3019
2019-2023
2023
61
APPENDIX G
CURRICULUM VITAE
Name: REI IÑIKO L. CAAYON
City Address:
Provincial Address: Poblacion, San Remigio, Cebu
Contact Information
Contact Number
: +639171036657
Email Address
: 0918reiniko@gmail.com
Personal Information
Age
: 17
Sex
: Male
Date of Birth
: September 18, 2006
Place of Birth
: Cebu City, Cebu
Nationality
: Filipino
Civil Status
: Single
Religion
: Roman Catholic
62
Educational Background
LEVEL
Elementary
High School
Senior High School
Achievements
Grade 7 - With Honor
Grade 8 - With Honor
Grade 9 - With Honor
Grad 10 - With Honor
SCHOOL
Living Hope Baptist Church
San Remigio Central School
San Remigio National High School
YEAR ATTENDED
2013-3019
2019-2023
2023
63
APPENDIX G
CURRICULUM VITAE
Name: MARY ANGEL-LEE D. ENOLBA
City Address:
Provincial Address: Poblacion, San Remigio, Cebu
Contact Information
Contact Number
: +639053527546
Email Address
: enolbamaryangellee@gmail.com
Personal Information
Age
: 17
Sex
: Female
Date of Birth
: December 2, 2006
Place of Birth
: Cebu City, Cebu
Nationality
: Filipino
Civil Status
: Single
Religion
: Roman Catholic
64
Educational Background
LEVEL
Elementary
High School
Senior High School
SCHOOL
San Remigio Central School
San Remigio National High School
San Remigio National High School
YEAR ATTENDED
2013-3019
2019-2023
2023
Achievements
Kindergarten- Well-Groomed
Grade 2- Most Industrious
Grade 4- 4th honor, Fluent Reader,Makabansa
Grade 5- With honor,Best in Religion
Grade 6-With high honor,Makabansa,Makadiyos, Fluent Reader, Exemplary
Awardee,Best in P.E,1st place in FOLKDANCE COMPETITION during the DISTRICT
SPORTS & CULTURAL MEET,1st placer in SAYAWIT DISTRICT FILIPINO
COMPETITION, CONDUCT AWARD
Grade 7- with honor
Grade 8- with honor
Grade 10-with honor
65
APPENDIX G
CURRICULUM VITAE
Name: KRYSTAL SHEEN B. BALILI
City Address:
Provincial Address: Poblacion, San Remigio, Cebu
Contact Information
Contact Number
: +639634478355
Email Address
: krystalbalili059@gmail.com
Personal Information
Age
: 17
Sex
: Female
Date of Birth
: November 4, 2006
Place of Birth
: Bogo City, Cebu
Nationality
: Filipino
Civil Status
: Single
Religion
: Roman Catholic
66
Educational Background
LEVEL
Elementary
High School
Senior High School
SCHOOL
Tacup Elementary School
San Remigio National High School
San Remigio National High School
YEAR ATTENDED
2012-2019
2019-2023
2023
Achievements
Grade 1 - 3 with honor
Grade 4 - with honor, Secretary in SPG
Grade 5 - with honor, Secretary in SPG, 2nd placer during English Contest with all
District 2
Grade 6 - with honor, Secretary in SPG, 2nd placer in GSP during District Camp
Grade 7 - with honor
Grade 8 - with honor
Grade 9 - with honor
Grade 10 - with honor