PHINMA University of Pangasinan
College of Education and Liberal Arts
Education Department
1st Semester, A.Y. 2022-2023
The Correlation between Academic Motivation and Socioeconomic Status in Online
Learning among Education Students of PHINMA University of Pangasinan
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE SUBJECT
RESEARCH IN TEACHING SCIENCE
Researcher:
Francis P. Cagaoan Jr.
Professor:
Rosemarie D. Cosue, Ed.D.
October 2022
Chapter 1
INTRODUCTION
This chapter contains the background of the study, statement of the problem, research
hypothesis, significance of the study, scope and delimitation, limitation of the study, definition of
terms, and conceptual framework of the study.
Background of the Study
Years after the advent of the information age, digital technologies emerged which
challenged the education system across the globe in terms of its internal and external systems and
structures. Education was reinvented from a traditional or conventional method to a more authentic
and digital method that is integrated into the teaching-learning process. As a result of the digital
technologies integration in education, virtual learning, also known as online learning, and virtual
learning environments thrived which became an avenue for teachers and students to access a
plethora of online information and online learning opportunities.
Higher education plays an important role in the holistic development of the learners in
preparation for their future professional careers and is also the foundation for national economic
development. Philippine education was forced to adopt an online learning mode of education to
rightfully address the worsening issues on education in the Philippines brought about by the
COVID-19 pandemic. All of the academic institutions in the Philippines were tested on how well
they can handle this educational crisis by using online and digital tools in education brought upon
by the COVID-19 pandemic.
Online learning is the use of the internet and some other important technologies to develop
materials for educational purposes, instructional delivery, and management of programs (Fry,
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2001, as cited by Adedoyin, 2020). According to Hrastinski (2008), as cited in the study of
Adedoyin (2020), the two types of online learning are asynchronous online learning and
synchronous online learning. In traditional or conventional learning, academic or learning
motivation is one of the key components that makes learning meaningful and effective.
Motivation came from the Latin word moveo, meaning to move, stir, agitate, provoke, or
affect. Motives are causes that result in specific effects or action, which also includes inaction
(Morris, D. & Usher, E., 2012). Researchers have explored motivation from various theoretical
perspectives, such as behavioral (Skinner, 1978), social (Bandura, 1997), cognitive, and
humanistic standpoints. There are different levels (low to high) and types (intrinsic, extrinsic, and
amotivation) of motivation. Intrinsic motivation refers to a desire to engage in a task derived from
an individual's interest or pure pleasure, whereas extrinsic motivation refers that individuals
engage in tasks due to external reinforcements or rewards, such as wealth, power, fame, and
popularity (Alan, 2019, Trevino & DeFreitas, 2014, as cited by Koyuncuoglu, 2021).
Learning theorists recognize the beneficial effects of students' interest in and desires for
learning on their success in the learning process. Two concepts, "learning motivation" and
"academic motivation”, can explain the variables that enable students to engage in learning with
interest and enthusiasm. When a student's competency is assessed against a standard of
performance or excellence, academic motivation is described as their passion for academic
subjects (as demonstrated by their approach, persistence, and level of interest). Self-efficacy,
determination, resilience, and other ideas that researchers have researched are all included in the
wide concept of academic motivation.
In the nature aspect of the learner, whatever he is born with affects the learning experiences
he experiences (e.g., socioeconomic status). As defined by Baker (2014), socioeconomic status
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(SES) is a measure of one’s combined economic and social status. The three common measures of
socioeconomic status are education, income, and occupation. While education is frequently seen
to be more important in higher socioeconomic families because it is spread throughout the family
and the local community, it is given less importance in impoverished areas where survival and
security are more important. It is apparent that people in urban areas or with high socioeconomic
positions frequently provide their children with excellent offices and high-quality education. A
person with a high socioeconomic status longs to fulfill a high-class calling. A person with a
medium socioeconomic status considers fulfilling a calling with a typical increment, and a person
with a low socioeconomic status may fulfill a calling for low-level classifications.
With this, the level of academic motivation of students and their socioeconomic status are
the factors to consider in the online learning during the COVID-19 pandemic. This study aims to
investigate the correlation between academic motivation and socioeconomic status in online
learning of education students of PHINMA University of Pangasinan.
Statement of the Problem
The study aims to determine the correlation between academic motivation and
socioeconomic status in online learning of science education students. This study will be
conducted to obtain answers to the following questions cited below.
1. What is the profile of the respondents in terms of the following:
a. age;
b. number of siblings;
c. educational attainment of parents; and
d. socioeconomic status
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Income Cluster
Monthly Income
Poor
Less than ₱12,082
Low-income class (but not poor)
Between ₱12,082 and ₱24,164
Lower middle-income class
Between ₱24,164 and ₱48,328
Middle middle-income class
Between ₱48,328 and ₱84,574
Upper middle-income class
Between ₱84,574 and ₱144, 984
Upper-income class (but not rich)
Between ₱144, 984 and ₱241,640
Rich
₱241,640 and above
2. On a Likert scale, how academically motivated are they in online learning? (Blais, M.,
et al., 1992)
a. Intrinsic Motivation (to know, toward accomplishment, or to experience
stimulation)
b. Extrinsic Motivation (identified, introjected, and external regulation)
c. Amotivation
3. How often do they study in a week? Answers must be expressed in hours.
4. Is there a significant correlation between academic motivation and socioeconomic
status in online learning?
5. Does socioeconomic status predict the intensity of academic motivation of science
education students in online learning?
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Conceptual Framework
INPUT
PROCESSES
OUTPUT
1. Profile of the
Respondents
a. Age
b. Number of
Siblings
c. Educational
Attainment of
Parents
d. Socioeconomic
Status
2. Academic
Motivation
a. Intrinsic
Motivation
b. Extrinsic
Motivation
c. Amotivation
The assessment of
the academic
motivation and the
socioeconomic
status of the
education students
through:
1. Survey
Questionnaire
2. Tabulation of
Responses
Correlation between
Academic
Motivation and
Socioeconomic
Status among
Education Students
3. Statistical
Analysis
3. Study Hours in
Weekly Basis
Figure 1. The Conceptual Framework
Figure 1 shows the conceptual framework of the study on the correlation between academic
motivation and socioeconomic status in online learning among education students of PHINMA
University of Pangasinan
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The first frame presents the input of the study being conducted which includes the profile
of the respondents such as age, number of siblings, educational attainment of parents, and
socioeconomic status. Also included in the first frame is the academic motivation status of the
respondents such as extrinsic motivation, intrinsic motivation, and amotivation. Lastly, the study
hours in weekly basis of respondents is also included in the first frame of the conceptual
framework.
The second frame presents the process of the study being conducted that involves
assessment of the academic motivation and the socioeconomic status of education students of
PHINMA University of Pangasinan through gathering data with the use of survey questionnaire,
tabulation of responses, and the statistical analysis of the quantitative data and its respective
description.
The third frame presents the output of the study being conducted which includes the
correlation of academic motivation and socioeconomic status of education students of PHINMA
University of Pangasinan.
The arrows from the input pointing at the process and to the output show the connection
and the interconnectedness of the profile and other inputs with the specific actions that will be
taken into the results that are being considered as the output.
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Research Hypothesis
The following hypotheses generated will be tested in the study:
H0: There is no significant correlation between academic motivation and socioeconomic
status in online learning among science education students.
Ha: There is a significant correlation between academic motivation and socioeconomic
status in online learning among science education students.
Scope and Delimitation
The scope of this study is to investigate the correlation between academic motivation and
socioeconomic status in online learning among science education students at PHINMA University
of Pangasinan. This study will be conducted in the academic year 2022-2023 and the respondents
of this study will be those science education students who are officially enrolled during the 1st
semester of the academic year 2022-2023. The aspects that will be investigated are the significance
of the correlation between academic motivation and socioeconomic status in online learning, the
extent of correlation, the socioeconomic status, the academic motivation status, how often learners
study on a weekly basis, and the profile of respondents in terms of the specific components as cited
in the statement of the problem.
The study different factors to know and to consider in order to know whether a correlation
exists between academic motivation and academic motivation in online learning, therefore, the
accuracy of this study may be affected due to the factors considered to be explored by the
researcher. The study is limited in terms of time to accomplish the study. Also, the limitation of
this study will not determine the cause and effect of the correlation of the two variables in online
learning.
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Significance of the Study
The study will focus on investigating the correlation between academic motivation and
socioeconomic status among science education students at PHINMA University of Pangasinan.
The result of the study will be of great benefit to the following:
A. Science Education Students. The result of this study will give the students the
knowledge and an understanding of the correlation between academic motivation and
socioeconomic status in online learning and the extent of this correlation if it will be found that it
is scientifically correlated.
B. Teachers. This study will give teachers pieces of information and necessary data about
the correlation between academic motivation and socioeconomic status in online learning among
science education students. With this, they will be able to modify or adjust content and pedagogy
in the teaching-learning process that is more suited to the diverse academic needs of learners and
to promote and achieve inclusive learning.
C. Schools. The study will be of benefit to schools because they will be given knowledge
about the correlation between academic motivation and socioeconomic status in online learning
among education students. Furthermore, they will be able to know and to address and act
accordingly about the arising issues relative to the study.
E. Researcher. This study will help the researcher in understanding in an in-depth manner
the underlying concepts, theories, related literatures, and related studies that will be of use in
making the study.
F. Future Researchers. The study will be helpful to future researchers who want to
conduct studies related to this study because this can be used as a useful reference in gaining
knowledge relative to the study.
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Definition of Terms
The words and terminologies used in the study have been either conceptually defined or
operationally defined to better understand the study. Here are the following words and terms used:
A. Academic Motivation. Academic motivation is described as their passion for academic
subjects (as demonstrated by their approach, persistence, and level of interest). Self-efficacy,
determination, resilience, and other ideas that researchers have researched are all included in the
wide concept of academic motivation.
B. Asynchronous Learning. Asynchronous online learning allows students to view
instructional materials each week at any time they choose and does not include a live video lecture
component.
C. External Motivation. External motivation means that motivation arises from external
factors (e.g., rewards, praise, recognition, etc.)
D. Internal Motivation. Internal motivation comes from within the self which is
determined by your own values, principles, and goals.
E. Middle middle-income class. Families who earn between four and seven times the
poverty line as set by the Philippine Statistics Authority which is between ₱48,328 and ₱84,574
every month.
F. Online Learning. A type of distance learning where education happens with the aid of
the Internet. This may be synchronous learning or asynchronous learning depending on the factor
present in both types of online learning.
G. Poor. Families who earn less than the official poverty threshold as set by the Philippines
Statistics Authority. They are those who earn less than ₱12,082 every month.
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H. Rich. Families who earn at least 20 times the poverty line as set by the Philippine
Statistics Authority which is ₱241,640 and above per month.
I. Socioeconomic Status. Socioeconomic status is a way of describing people based on
their education, income, and type of job.
J. Synchronous Learning. Synchronous learning means that the students are required to
log in and participate in class at a specific time each week.
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter includes a rundown of the articles, academic journals, studies, and other
literary works that are of high relevance to the central theme of the study. These literary works
have been comprehensively analyzed and summarized in order to enrich the study and have a better
understanding of the study.
I.
Related Literature
A. Foreign
According to Chen, C., et al. (2020), other important factors influencing
undergraduate learning include the experience and knowledge provided during the
learning process, as well as the positive attitudes generated toward active
participation and learning engagement. Learning engagement is critical among
these for students to truly internalize the experience and use it to supplement their
own knowledge and abilities. According to studies, students' learning methods
adequately reflect the essence and connotation of teachers' teaching.
But with the shift from traditional learning to online/digital learning because
of pandemic, the contents of the curriculum and the pedagogies of teachers were
modified to cater the need of learners despite this shift. In supporting this, Adnan,
M., 2020, a measure of organizational agility was created by the sudden shift to
online learning with several academic institutions are largely concerned with
transferring instructional materials to the digital age rather than specifically on
online delivery and teaching techniques. It served as a reminder of the lack of
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resources in academic institutions and the social marginalization of students, where
the inability to access the internet widely enough and the lack of cutting-edge
technology limited organizations' ability to respond to the needs of their clients and
the ability of their clients' students to engage in digital learning.
To rightfully address this issue, academic motivation is vital to ensuring that
all students are engaged in every lesson to be taught in the academic year. Peng, C.
(2021) stated that most people think of motivation as a stimulating energy that
controls how people behave. Academic motivation, or student motivation to study,
refers to a person's desire "to make certain academic decisions, participate in
classroom activities, and persevere in pursuing the difficult process of learning."
B. Local
Monexmax (2022) argued that the current issues in education in the
Philippines are not to be dismissed. People now have concerns, and as a parent, it
goes beyond figuring out how to pay for their children's education. Aside from
money, they should consider what the best education method is for them—whether
it's in-person, virtual, or any other type of learning available.
Because the Philippines was also forced to adopt online/digital learning, it
created issues beyond the traditional setup. In an article by Philippines Education
(2020), they stated that Distance education has traditionally been defined as any
educational or learning procedure in which the guide and student are geographically
separated. There is no interaction among the students. Distance education, also
known as distance learning, distributed learning, or remote education, has been
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around for quite some time. It entails obtaining information through methods other
than the traditional method of acquiring knowledge - attending institutions. Some
recent definitions have emphasized it as a novel development involving cuttingedge technology. Like any other students, Filipino students need academic
motivation in order for them to learn. According to Navales, K. (2021), almost
every aspect of human behavior requires motivation (Muraya, 2018). According to
Priest and Yandell (2019), motivation continues to have a strong influence on
human behavior. Students are frequently motivated by their desire to learn or earn
a grade. These learning- and grade-based interpretations of motivation aid in
orchestrating student behavior. Because college courses place a strong emphasis on
group work, students rarely demonstrate these academic motivations on their own.
Following that, one study looked into the relationship between academic
motivations and group dynamics.
II.
Related Studies
A. Foreign
Relation between Socio-economic Status and Motivation of Learners in Learning
English as a Foreign Language
“The motivation and socioeconomic status of are the real factors in
promoting the knowledge of language learners” (Jafarizadegan et al., 2016, p. 743).
In this study conducted by Jafarizadegan et al. (2016), they did a correlation
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research design to know whether their two identified variables have correlation to
each other.
Since English language is the most universal language as of today, it is
taught as second or foreign language. This is the reason why Iranian educational
system used English as foreign language taught in schools. The aim of their study
was to investigate whether socioeconomic status has any relationship with
motivation in English as Foreign Language (EFL). In this study, they included three
types of motivation, which are intrinsic motivation (internal motivation), extrinsic
motivation, and social motivation. Iranian families were very determined to help
their children learn English language, but their socioeconomic status were diverse.
With this, the researchers identified four research objectives which they followed
and these were to study the background variables around socioeconomic and the
EFL achievement of the learners, to study the motivation status in FL among the
learners, to study the differential class and achievement motivation in EFL, and to
investigate the relationship between the background variables of learners and their
respective attitudes toward learning English as foreign language. A total of 230
third grade high school Iranian students in Bushehr City were selected to become
participants in their study. The distribution of the sample is 130 female students
and 100 male students. In their instruments of the study, they made two
questionnaires about the role of motivation in Iranian EFL setting. The first
questionnaire was written in English and the second was translated in Persian
language on the basis of Gardener’s Attitude/Motivation Test Battery (AMTB) in
1985. The AMTB is a 4-point Likert scale (agree, strongly agree, disagree, and
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strongly disagree) which consists of 38 items and to be answered by the identified
respondents. These items were created in order to accurately measure the objectives
laid out by the researchers and these are the integrative component, motivation
component, and orientation component. On the other hand, the researchers
borrowed from Lifrieri (2005) the tripartite conceptualization of capital, which is
based from Bourdieu (1986). They concluded their study with the results being
there is significant correlation between socioeconomic factors with motivation in
language learning. In addition, their study showed that positive relation exists
between social class and motivation. The higher the social class is, the motivation
in learning English is also high.
The study of Jafarizadegan et al. (2016) and the study being conducted by
the researcher is almost identical, but their key differences are identified in terms
of the topic, which is online learning, not learning English as foreign language, the
respondents, and the methodology.
B. Local
A Study of Socio-economic Status and Academic Motivation
Academic motivation can be affected by many factors like socioeconomic
status. With this, the socioeconomic status can impact the motivation levels of
learners in an institution. Agregado, et al., (2018) aimed to investigate the impact
of socioeconomic status to motivation levels of learners in Our Lady of Fatima
University (OLFU). Also, the purpose of their study was to explore the correlation
between academic motivation and socioeconomic status of undergraduate students.
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Since the researcher’s purpose was to investigate the correlation between
academic motivation and socioeconomic status among OLFU undergraduate
students, they identified in their statement of the problem the demographic profile
of the respondents, the mean and the standard deviation of the respondents in terms
of socioeconomic status and academic motivation, and if there is or there is no
significant difference on academic motivation between male and female
respondents. Their first variable, the socioeconomic status, were assessed and
measured through MORES Socioeconomic Classification. On the other hand, their
second variable, the academic motivation, were examined through the Academic
Motivation Scale (AMS-C28) College Version. They used quantitative descriptive
correlation design as their research design. Their respondents will be chosen
through non-probability sampling technique and the locale of their study where it
was conducted is the Our Lady of Fatima University – Valenzuela. The researcher’s
chosen participants have a total of 100 and these participants were selected using
the convenience-purposive sampling which is a type of non-probability sampling
technique. The researchers used MORES Socio-economic Classification and the
Academic Motivation Scale (AMS-C 28) in their instrumentation in order to gather,
measure, and analyze the data from the respondents or participants. In their
conclusion, their finding was there is no relationship between socioeconomic status
of undergraduate students and the three types of academic motivation (e.g.,
intrinsic, extrinsic, and amotivation). And because of this, the researchers inferred
that socioeconomic status of undergraduate will not affect their academic
motivation.
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The study of Agregado, et al. (2018) and the study being conducted by the
researcher has similarities and differences. The similarities of their research and the
research being are the two variables, the socioeconomic status and the academic
motivation, are the same variables used. Also, the research design is also correlation
and the academic motivation scale used is also the same. On the other hand, the
differences of their research and the study being conducted are the respondents and
its respective locale, the instrument of the study, and the scale to use in measuring
the socioeconomic status of respondents/participants.
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Chapter 3
RESEARCH METHODOLOGY
This chapter presents the methodology that will be used for collecting the data of the study.
In addition, this chapter explains the research design, chosen respondents, sample and sampling
techniques or procedures, instrument of the study, and statistical treatment of data.
I.
Research Design
For this study being conducted, the researcher will use a quantitative research
design, specifically the descriptive-correlational research design. In this study, it aims to
describe the two variables, the socioeconomic and the academic motivatiom, and the
naturally occurring relationships that exist between them in online learning among
education students of PHINMA University of Pangasinan. This is the best research design
to choose because it is convenient in determining the socioeconomic status of Science
education students and its correlation to the academic motivation of these students in online
learning.
II.
Locale of the Study
As stated in the scope and delimitations of the study, the study will be conducted at
the PHINMA University of Pangasinan which is located at Arellano Street, Dagupan City.
In this same university, the respondents will be chosen.
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III.
Respondents of the Study
As stated in the scope and delimitations of the study, the respondents or the
participants of the study will be the education students, major in Science, who are currently
enrolled at PHINMA University of Pangasinan. The total number of participants will be 30
Science education students.
IV.
Data Gathering Procedure
The Science education students are chosen to be the respondents, and 30 of the
Science education students will be the sample from the population of the education
students, to participate in the study. These respondents will be chosen using the
convenience sampling, which is one of the types of non-probability sampling technique.
The researcher chose this because the availability and the willingness of the Science
education students to participate in the study were taken into consideration, in order to
achieve the objectives and the purpose of the study.
The respondents will be asked of their availability and their permission to answer
the two questionnaires and they will be reminded by the researcher that every input that
they provide will be taken care of with high responsibility and confidentiality. After this,
the researcher will proceed in administering the questionnaires among the respondents of
the study. After they are done answering, the researcher will gather the data and will
proceed to scoring, interpreting, and analyzing the respondent’s data.
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V.
Instrument of the Study
In order to gather data from each of the participants involved in the study, the
researcher will make use of and adopt scales generated by other researchers. The scales
that will be provided includes questions relevant to the correlation between academic
motivation and socioeconomic status of Science education students in online learning.
Types of Social Class in the Philippines
For the researcher to know the socioeconomic status of each respondents, the social
class in the Philippines were provided. This social class scale includes the income cluster
and the monthly income (for a family of 5) of each Filipino families. The indicators from
this scale where socioeconomic status of the respondents are classified into the following
seven (7) clusters and its corresponding monthly income:
Poor
-
Less than ₱12,082
Low-income class (but not poor)
-
Between ₱12,082 and ₱24,164
Low middle-income class
-
Between ₱24,164 and ₱48,328
Middle middle-income class
-
Between ₱48,328 and ₱84,574
Upper middle-income class
-
Between ₱84,574 and ₱144, 984
Upper-income class (but not rich)
-
Between ₱144, 984 and ₱241,640
Rich
-
₱241,640 and above
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Academic Motivation Scale (AMS-C 28)
The Academic Motivation Scale (AMS) created by Blais, et al. (1992), will be used
in this study. The scale uses 28 items and these presently correspond to why they go to
college. Also, seven (7) subscales were included, three of which are intended for intrinsic
motivation, three subscales are intended for extrinsic motivation, and one subscale is
intended for amotivation.
The following key answer for AMS-28 is stated below:
VI.
Numbers 2, 9, 16, 23
-
Intrinsic motivation – to know
Number 6, 13, 20, 37
-
Intrinsic motivation – toward accomplishment
Numbers 4, 11, 18, 25
-
Intrinsic motivation – to experience simulation
Numbers 3, 10, 17, 24
-
Extrinsic motivation - identified
Numbers 7, 14, 21, 28
-
Extrinsic motivation – introjected
Numbers 1, 8, 15, 22
-
Extrinsic motivation – external regulation
Numbers 5, 12, 19, 26
-
Amotivation
Statistical Treatment of Data
The data that will be gathered will be subjected to interpretation and analysis
accordingly based on the results of the statistical treatment.
Frequency and Percentage Distribution
This treatment will be used in this study to describe the profile or the demographic
profiles of the respondents pertaining to age, number of siblings, educational attainment of
parents, and socioeconomic status.
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Mean
This will be used to calculate the average score of the data collected by the
researcher in the test that they will administer to the Science education students of
PHINMA University of Pangasinan.
x̅ =
∑x
N
where: x̅ is the mean
∑x is the summation of the scores
N is the number of respondents
Standard Deviation
This will be used by the researcher to quantify the amount of variation or dispersion
in a set of academic motivation and socioeconomic status information values.
∑𝑓(𝑥−𝑥1 )2
𝑠=√
𝑛−1
where: s is the standard deviation
f is the frequency
x is the class mark
𝑥1 is the mean
n is the number of respondents
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Pearson’s r Correlation Coefficient
In this study, the Pearson’s r correlation coefficient will be used to determine the
correlation between academic motivation (three types of academic motivation) and
socioeconomic status.
where:
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A QUESTIONNAIRE ON
THE CORRELATION BETWEEN ACADEMIC MOTIVATION AND
SOCIOECONOMIC STATUS IN ONLINE LEARNING AMONG EDUCATION
STUDENTS OF PHINA UNIVERSITY OF PANGASINAN
Note: All of the information provided will be kept confidential and will be treated with
utmost respect and responsibility.
1. PROFILE OF THE RESPONDENTS
Read the following items carefully and supply the information required by the item or put
a check mark (/) on the space provided that best corresponds to your answer.
Name (optional):
Age: ___ 18-20
___ 21-23
Number of Siblings: ___ None
___ 24-26
Others, please specify: ___
___1-2
___ 3-4
___ 5-6
Others, please specify: ___
Socioeconomic Status:
Income Cluster
Monthly Income
Poor
Less than ₱12,082
Low-income class (but not poor)
Between ₱12,082 and ₱24,164
Lower middle-income class
Between ₱24,164 and ₱48,328
Middle middle-income class
Between ₱48,328 and ₱84,574
Upper middle-income class
Between ₱84,574 and ₱144, 984
Upper-income class (but not rich)
Between ₱144, 984 and ₱241,640
Rich
₱241,640 and above
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2. ACADEMIC MOTIVATION (Blais, M., et al., 1992)
WHY DO YOU GO TO COLLEGE?
Using the scale below, indicate to what extent each of the following items presently
corresponds to one of the reasons why you go to college? Encircle the number that corresponds to
you answer.
Does not
correspond at
all
1
Corresponds
a little
2
3
Corresponds
moderately
4
Corresponds
a lot
5
Corresponds
exactly
7
6
Why do you go to college?
1. Because with only a high-school degree I
would not find a high-paying job later on.
1
2
3
4
5
6
7
2. Because I experience pleasure and
satisfaction while learning new things.
1
2
3
4
5
6
7
3. Because I think that a college education
Will help me better prepare for the career I
have chosen.
1
2
3
4
5
6
7
4. For the intense feelings I experience when
I am communicating my own ideas to
others.
1
2
3
4
5
6
7
5. Honestly, I do not know; I really feel I am
Wasting my time in school.
1
2
3
4
5
6
7
6. For the pleasure I experience while
surpassing myself in my studies.
1
2
3
4
5
6
7
7. To prove myself that I am capable of
completing my college degree.
1
2
3
4
5
6
7
8. In order to obtain a more prestigious
job later on.
1
2
3
4
5
6
7
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9. For the pleasure I experience when I
discover new things never seen before.
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
12. I once had good reasons for going to
college; now I wonder whether I should
continue.
1
2
3
4
5
6
7
13. For the pleasure that I experience while
I am surpassing myself in one of my personal
accomplishments.
1
2
3
4
5
6
7
14. Because of the fact that when I succeed
in college, I feel important.
1
2
3
4
5
6
7
15. Because I want to have “the good life”
later on.
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
21. To show myself that I am an intelligent
person.
1
2
3
4
5
6
7
22. In order to have a better salary later on.
1
2
3
4
5
6
7
10. Because eventually it will enable me to
enter the job market in a field that
I like.
11. For the pleasure that I experience when
I read interesting authors.
16. For the pleasure that I experience in
broadening my knowledge about subjects
which appeal to me.
17. Because this will help me make a better
choice regarding my career orientation.
18. For the pleasure that I experience when I
feel completely absorbed by what certain
authors have written.
19. I cannot see why I go to college and frankly,
I could not care less.
20. For the satisfaction, I feel when I am in the
process of accomplishing difficult academic
activities.
Page | 26
23. Because my studies allow me to continue to
learn about many things that interest me.
1
2
3
4
5
6
7
24. Because I believe that a few additional years
of education will improve my competence
1
as a worker.
2
3
4
5
6
7
25. For the “high” feeling that I experience
while reading about various interesting subjects. 1
2
3
4
5
6
7
26. I do not know; I cannot understand what
I am doing in school.
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
27. Because college allows me to experience
a personal satisfaction in my quest for
excellence in my studies.
28. Because I want to show myself that I can
succeed in my studies.
3. STUDY HOURS
Read the following question and put a check mark (/) on the space provided that best corresponds
to your answer.
How often do you study in a week? ___ 1-2 hours
___ 3-4 hours ___ 5-6 hours ___ 7-8 hours
Others, please specify: ___
Page | 27
REFERENCES
Electronic References:
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Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students’ Perspectives.
https://files.eric.ed.gov/fulltext/ED606496.pdf
Agregado, et al. (2018). A Study of Socio-economic Status and Academic Motivation.
https://www.researchgate.net/publication/345995994_A_Study_of_SocioEconomic_Statu
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Baker, H. (2014, February ). Socioeconomic Status, Defintion.
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Blais, M., et al. (1992). Academic Motivation Scale (AMS-C 28). https://www.lrcs.uqam.ca/wpcontent/uploads/2017/08/emec_en.pdf
Chen, C., et al. (2020). Exploring the Influence of Learning Motivation and Socioeconomic
Status on College Students’ Learning Outcomes Using Self-Determination Theory.
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Jafarizadegan, et al. (2016, April). Relation between Socio-economic Status and Motivation of
Learners in Learning English as Foreign Language.
http://dx.doi.org/10.17507/tpls.0604.11
Koyuncuoğlu, Ö. (2021). An investigation of academic motivation and career decidedness
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Moneymax. (2021). Is Distance Learning in the Philippines the Best Option for Your Kid?.
https://www.moneymax.ph/lifestyle/articles/distance-learning-philippines
Morris, B., & Usher E. (2012). Academic Motivation: In: Seel, N.M. (eds) Encyclopedia of the
Sciences of Learning. https://doi.org/10.1007/978-1-4419-1428-6_834. pp 36-39
Ohio University. (n.d.). Internal vs. External Motivation. https://www.ohio.edu/universitycollege/sites/ohio.edu.university-college/files/Internal-vs-External-Motivation.pdf
Philippines Education. (n.d.). Distance Education – Philippines.
https://www.philippineseducation.info/distance-education
Scheiderer, J. (2022, July). What’s the Difference Between Asynchronous and Synchronous
Learning?. https://online.osu.edu/resources/learn/whats-difference-betweenasynchronous-and-synchronous-learning
Zoleta, V. (2022, May). Understanding Social Classes in the Philippines: Which Class Do You
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