Intrinsic motivation, academic engagement and academic achievement of senior high school students in a government funded university in Luzon SY 2017-2018

Date of Award

2018

Document Type

Thesis

Degree Name

Master of Arts in Edcuation, major in Guidance and Counseling

Department

Education

First Advisor

Veloso, Marites R., M.A.

Abstract

This research was aimed to determine the relationships that exist between intrinsic motivation, academic engagement and academic achievement of the senior high school students of a government funded university in Luzon. Specifically, it aims to answer the following questions: 1. What is the level of intrinsic motivation of the respondents based on the following subscales across the academic strands: 1.1 Interest/Enjoyment 1.2 Perceived Competence 1.3 Effort/Importance 1.4 Pressure/Tension 1.5 Perceived Choice 1.6 Value/Usefulness 1.7 Over-all 2. What is the level of academic engagement of the respondents based on the following domains across the academic strands: 2.1 Affective 2.2 Behavioral 2.3 Cognitive 2.4 Over-all 3. What is the level of academic achievement of the respondents in terms of general average across the academic strands? 4. What, if any, is the relationship between and among intrinsic motivation, academic engagement and academic achievement of the respondents? 5. What, if any, are the differences on intrinsic motivation and academic engagement across the following strands: 5.1 Accountancy, Business and Management (ABM) 5.2 Science, Technology, Engineering and Mathematics (STEM) 5.3 Humanities and Social Sciences (HUMSS) 6. Are intrinsic motivation and academic engagement predictors of academic achievement? 7. What implications can be drawn from the results of the study in formulating intervention programs of the universitys guidance office? Analyses revealed that university students were intrinsically motivated, academically engaged and obtained high academic grades. Measure of relationship showed a moderate positive correlation between intrinsic motivation and academic engagement as well as between intrinsic motivation and academic achievement. Meanwhile, a strong positive correlation was found between academic engagement and intrinsic motivation. This implies that intrinsically motivated students are bound to be more engaged in their classroom activities which ultimately results to higher academic grades. Accordingly, intrinsic motivation and academic engagement were also found to positively predict the students academic achievement. This study thus demonstrated a positive unidirectional predictive relationship between intrinsic motivation, academic engagement and academic achievement. Significant differences on the students level of intrinsic motivation and academic engagement across the academic strands were also evident in this study.

Comments

The E3.M35636 2018

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