MOTIVATION ACTIVITIES: THE LEVEL OF SATISFACTION OF INTERMEDIATE

SCIENCE CLASS STUDENTS

BELLEZA, BABY ROSE C.

LUMASAC, JHESSICA O.
AGOY, XYRA ROSE D.

A Thesis presented to the Faculty of the School of Education

Aurora State College of Technology, Baler, Aurora in
partial fulfillment of the requirements for the
degree

BACHELOR OF ELEMENTARY EDUCATION

March 2024
 INTRODUCTION

Motivation plays a vital role in every sphere of life and various phases of

activities. Our success and achievement in life depends on motivation. It is, in one form

or other, always present at the root of all human activities. Motivation is said to be the

‘heart of learning’, ‘golden road to learning’ and ‘potent factor in learning’, as all learning

is motivated learning. Adequate motivation results in promoting reflection, attention,

interest and effort in the pupils and hence promotes learning. Motivation is the reason

why people behave the way they do. Motivated behavior is energized, directed and

sustained. Motivation is concerned with the inculcation and stimulation of the learner’s

interest in the learning activities. Motivation is the result of the interaction of the

individual and the situation. It is a move towards set goals. It is a force that energizes

behavior of individuals. It is an art of inculcating stimulating interest in different activities

in the pupils. Motivation can be defined as an inspiration that propels someone into an

action. Motivation is a process by which the learner’s internal energies are directed

toward various goal objects in his/her environment (Reeve, 2013).

According to Narca & Caballes (2021), expressed that educational activity can be

defined as educating or instructing activities that impart knowledge or skill. Thus, this

should always be the reference point of educators or teachers on how they can help their

students learn well and reach their goals in the future. Some learning activities are

passive but designed to present important information to students in an efficient way.

Common examples would include lecture-discussion, watching videos, demonstration,

and having some readings. These are the most traditional teaching methods that have

truly been a part of the students’ lives while educating themselves in the classroom.

Motivation is seen as a prerequisite of and a necessary element for student

engagement in learning, where this type of learning is not only an end itself, but it is also
a means to the end of students achieving good academic outcomes. An instructor also

noted that motivation is a state that energizers, directs and sustains behavior. Motivation

involves goals and requires activity. Goals provide the impetus for and sustains direction

of action, while action entails effort: persistence to sustain an activity for a long time.

Situational motivation is a phenomenon in which aspects of the immediate environment

enhance motivation to learn particular things or behave in particular ways. Educators can

do many things to do create classroom environment that motivates students to learn and

behave to promote their long-term success (Narca & Caballes, 2021).

Student’s motivation and engagement as two prime instances of positive

academic behaviors serve a facilitative function in their learning success raising

students’ academic motivation and engagement has been among the top priorities of all

effective instructors. Student’s academic motivation or motivation to learn generally

refers to “their primary impetus for initiating learning as well as the reason for continuing

the prolonged and tedious process of learning (Peng, 2021).

Through motivational activities in the classroom can change the learning

environment. In the teaching process, motivation activities a is part of learning students

in engaging in all activities in a lesson. It encourages students to participate in class and

also it catches the attention of the class before proceeding in a lesson. So that, teachers

and students can build up interaction through conducting motivation activity in learning

process. The purpose of this study is to determine how may the level of satisfaction of

Motivational Activities in teaching and learning process.

Theoretical Framework

Self-Determination Theory (SDT) is a motivational theory of personality,

development and, and social processes that examines how social contexts and

individual differences facilitate different types of motivation, especially autonomous

motivation and controlled motivation, and in turn predict learning, performance,

experience and psychological health. SDT proposes that all human beings have three

basic psychological needs for competence, autonomy, and relatedness – the satisfaction

of which are essential nutrients for effective functioning and wellness. Satisfaction of

these basic needs promotes the optimal motivational traits and states of autonomous

motivation and intrinsic aspirations, which facilitate psychological health and effective

engagement with the world (Deci and Ryan 2000).

The study’s outputs focus on the level of satisfaction among intermediate class

students who enrolled at Baler Central School (BCS) concerning motivation activities.

These activities implemented within the school’s curriculum, serve to engage, and

involve students in various interactive sessions. The process involves utilizing a

quantitative approach through a descriptive survey, administering survey questionnaires

and conducting data analysis. The analysis will delve into aspects such as motivation,

engagement, concentration, autonomy, relatedness, and competence engendered by

these activities, providing insights to the overall impact on their satisfaction levels within

the learning environment at Baler Central School.

Statement of the problem

In this study, the researchers aim to determine the Level of Satisfaction with

Elementary Students at Baler Central School towards Motivation Activities.

Specifically, it seeks to answer the following questions.

1. What are the motivation activities used by the teacher?

2. How may the level of satisfaction of motivation activities be described in terms of;

2.1 motivation;

2.2 engagement;

2.3 concentration;

2.4 autonomy;

2.5 relatedness; and

2.6 competence?
 Significance of the study

This study is all about the level of satisfaction of students through Motivation

Activities. The findings of this study will provide importance and benefits to the following:

Students. This study will benefit the students to enhance their motivation,

engagement, and concentration in all activities in a lesson and to their achievement in

learning process through the use of motivation activities that used by the teacher.

Teachers. This study will benefit teachers when it comes to their teaching

process in the classroom. This will help them by conducting a game activity through the

use of motivation activities that students catch their attention before proceeding in a

lesson.

Parents. This study will help parents who enrolled their children in schools to

practice their children in motivation, engagement and to concentrate on the goals of

children in their learning.

Researchers. This study will help the researchers to determine how the students

enhance through motivation activities and how may the level of satisfaction of student in

their learning.

Future Researchers. This will enlighten future researchers to conduct further

study about motivation activities.

Practice Teachers. This study will help practice teachers to access the student’s

prior knowledge about the subject or lesson.

Scope and Delimitation of Study

This study will focus on the level of satisfaction of students through Motivation

Activities. This study’s respondents include Elementary Students from grade 4,5, and 6

at Baler Central Elementary School.

Definition of terms

Autonomy refers to engaging in a behavior because it is perceived to be

consistent with intrinsic goals or outcomes and emanates from the self.

Competence refers to a theory that centers on the idea that people are driven to

engage in activities to develop or demonstrate their skills.

Concentration refers to the ability to give something our undivided attention to

the exclusion of other distractions.

Engagement refers to the participation, the time spent and the negative and

positive effect during the activity.

Motivation refers to the cognitive and affective force that initiates, sustains and

directs engagement-predictive behaviors.

Motivation Activities refers to the strategies used to encourage students to

learn an achieve their goals.

Relatedness refers to component of motivation that involves feelings of

closeness and belonging to a social group.

 REVIEW OF RELATED LITERARTURE AND STUDIES

This chapter aims to provide a reader with a comprehensive review of relevant

literature and research related to the level of satisfaction of students using motivation

activities. The information presented in this chapter will provide an understanding of the

related literature.

Utilization of Motivation Activities in Learning

Motivation is defined as the cognitive and affective force that initiates, sustains

and directs engagement-predictive behaviors (Landers et al., 2014).

According to Yu et al., (2020), motivation is positively correlated with

engagement; i.e. higher motivation tends to lead to higher engagement and vice versa.

Numerous studies have reported the essential role of engagement in educational game

assisted learning.

Student engagement is defined and operationalized in many ways. Student

engagement includes very generic behaviors like attending school or participating in

different school activities. However, when observing student engagement within lessons,

a more situational focus related to the specific engagement of students within a

particular lesson is taken. In general, three aspects of engagement are distinguished:

emotional; behavioral; and cognitive engagement (Yu et al., 2020).

Henry et al., (2017), found out that students who had received teaching which,

among other things, included the strategies of making tasks more attractive by adding

new and humorous elements and relating content and tasks to students’ backgrounds

and everyday experiences were more motivated than those in a control group.

According to Alsawaier (2018), she stated most activities for the young learners

have to involve the physical movement and their sense. The teacher needs to prepare a
lot of visual, pictures, objects, and reality. Playfulness and meaningful should be the key

word when describing the teacher’s approach. Playing with the language is a natural way

a language learning for young learners. Since the children’s concentration and attention

spans are short, especially at the early stages of language learning, the teachers have

created variety of activities, a variety activity of classroom organization, a variety of

space, and of course a variety of techniques and method.

Quality teaching has become the focus of many education systems across the

globe emphasizes that more attention should be given to teacher motivation as this

motivation pertains to quality teaching and improved learning outcomes in school.

Therefore, the motivation of teachers is very important as it directly affects the learner’s

performance which is closely related to the quality of education that the learners

received Salifu (2013).

According to Lozano-Jiménez et al., (2021), incorporating activities in the

classroom based on providing autonomy support can lead to a better student perception

of classroom instruction, giving the teacher a higher grade, improving both their

motivation and learning.

Regarding autonomy, the action of choosing voluntarily, in a self-determined way,

promotes intrinsic motivation and greater effort in tasks (Lozano-Jiménez et al., 2021).

Teachers support autonomy, students have more opportunities to take initiative

and play a leadership role (Lozano-Jiménez et al., 2021). In this same sense,

Leenknecht et al. (2017) state that teachers who support autonomy promote their

students’ intrinsic motivation and achievement.

According to Landers et al., (2014). Relatedness in the classroom involves the

development of meaningful relationships with significant others, such as teachers and

peers, through a sense of shared purpose and meaning.

 Teaching behaviors are the concrete presentation and realization of teaching

competence in specific contexts. The success of which is heavily dependent upon how

teachers carry out teaching activities. Studies have found that EFL teachers’ teaching

behavior can influence students’ English learning motivation largely affected by factors

such as the medium of instruction and teaching activities (Zhang & Zhang, 2020).
 METHODOLOGY

This chapter briefly presents the different method and procedures use in the

study. It comprises the research design, the locale of the study, the instruments use and

the statistical tools in processing and analyzing the data.

Research Method

The researchers will use the quantitative descriptive research method. The

quantitative research methodology was used in this study to measure the level of

student satisfaction in terms of the education quality aspect to obtain results that can be

used by higher education institutions. The quantitative method allows for the

measurement of many subjects' reactions to a set of questions, because each question

has a limited set of answers, the results can be compared and analyzed statistically, they

also can be generalized to a larger population within known limits of error (Johnson &

Christensen,

2022).

Locale of the Study

This study will be conducted at Baler Central School (BCS). Baler central School

is located at Burgos cor. Recto Sts. Baler, Aurora.

Respondents of the Study

A Total of one hundred sixty-nine (169) Elementary Students serves as

respondents and the primary source of data and information in the study. The

researchers use a population sampling to get the respondents needed.

Table 1.

The number of respondents per grade

GRADE NUMBER OF STUDENTS SAMPLE SIZE

4 51 35
5 59 42
6 59 42

TOTAL 169 119

Based on the table, there are 169 students were enrolled during the academic

year 2023-2024 at Baler Central School. After applying the Slovin’s formula, the final

number of the respondents are 119.

Data Gathering Procedure

This section will discuss the instrument that will be used in gathering the needed

data in this study. Before the actual gathering of data, the researchers write a letter

asking permission from the Dean of School of Education. Afterward, the researchers also

asked permission from the School Principal of Baler Central School to conduct the study.

The researchers adopted the questionnaires from the study of León et al., (2021) and

Hyun et al., (2017). For the validation of the questionnaires, the researchers presented

the questionnaires to the committee for validation and approval. And after the letter of

request for permission, the researchers will manually administer the adopted

questionnaires to the Intermediate Science Class Students.

The researchers used an option based on the following: 3 - Agree, 2 - Neutral, and

1 - Disagree.

Rating Scale Response Category

3 Agree
2 Neutral
1 Disagree

The respondents were given a sufficient time to finish the presented

questionnaires to obtain the needed for the study. The retrieval and collection of

responses were done automatically after they finish answering the questionnaires

personally and after the data has been gather, the researchers encode and analyze it.

Research Instrument

The researchers will use a survey questionnaire to gather the needed information

for the study. In constructing the questionnaire for this study, the researchers adopted

the questionnaire constructed by León et al., (2021).

The questionnaire consists of two parts. The first part of the questionnaire

consisted of a checklist that included the possible Motivation Activities used by the

teacher and the second part is how may the level of satisfaction using Motivation

Activities in terms of motivation, engagement, concentration, autonomy, relatedness, and

competence.
Data Analysis

Data analysis can be defined as the process of analyzing data that is number-

based or data that can easily be converted into numbers. It is based on describing and

interpreting objects statistically and with numbers as it aims to interpret the data

collected through numeric variables and statistics. Quantitative data analysis methods

typically work with algorithms, mathematical analysis tools, and software to gain insights

from the data, answering questions such as how many, how often, and how much. Data

for quantitative data analysis is usually gotten from avenues like surveys, questionnaires,

polls, etc. data can also come from sales figures, email click-through rates, number of

website visitors, and percentage revenue increase Ofem Eteng (2022).

To describe the level of satisfaction of students using Motivation Activities,

descriptive statistics such as frequency distribution and average (weighted mean).

Obtained weighted means from the respondents are interpreted using the following

intervals and verbal interpretations. To illustrate the mean and standard deviation of the

level of satisfaction of motivation activities used by the teacher, the highest mean rating

is 3.00 with the verbal interpretation of “Agree”. While the lowest mean rating is 1.66

which is verbally interpreted as “Disagree” .

Likert Scale

Range of Scale Verbal Interpretation

2.34 – 3.00 Agree

1.67 – 2.33 Neutral
1.00 – 1.66 Disagree
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 SURVEY QUESTIONNAIRES

We. the 3rd year BEED students from ASCOT School of Education are
currently conducting our research. With this, we ask for your time and
cooperation in answering the questions that would greatly help with our data
gathering. Rest assured that your responses will be treated with utmost
confidentiality. Thank you and God bless.
The Researchers

Direction: Please put a check (/) on the statements that you think applies to you.

Part I. What are the Motivational Activities used by your teacher?

Storytelling and reading ( ) Experiments and Demonstration ( )

Balagtasan ( ) Role-playing ( )

Creative Writing ( ) Dancing ( )

Games of numbers ( ) Drawing ( )

Puzzles ( ) Singing ( )

Virtual Field Trips ( ) Watching videos ( )

Lecture discussion ( )

If others (please specify) __________________________

Agree Neutral Disagree

3 2 1
Part II. How do you feel when given motivational activities?

No. Statements 3 2 1
1. I have enjoyed the playful nature of the activity.
2. I would love repeating these types of activities.
3. I felt motivated in doing the activities.
4. My knowledge improved a lot because of the activity we do.
5. My interest in the subject has increased.
6. I noticed that the activity format has been appropriate in checking
my knowledge of the subject.
7. I can identify my weaknesses of the subject with the help of the
activity.
8. I can easily understand the content of the subject because of the
activity.
9. I learned more than in traditional classes with this kind of activity.
10. I feel like I was able to connect with my teammates to learn.
11. I learned from my classmates during the activity.
12. I have found the game elements fun.
13. I felt motivated to carry out the proposed activity.
14. I become aware of what was happening around me while we are
playing.
15. I felt capable carrying out the proposed activities.
16. I found the activities comforting and valuable.
17. I develop my professional skills and can be transferred to the real
world because of the activity.
18. I learned to define issues or challenges and identify possible
solutions with the help of the activity.
19. My understanding of a specific field of study deepens because of
the activity we do.
20. I have learned to facilitates multiple types of learning activities.
21. I have gained confidence in working in small groups during the
activity.
22. I have promoted my knowledge during discussions.
23. I actively participate during the activity with my classmates.
24. I have made a good connection with my classmates through these
activities.