1

“The Relationship Between Students' Motivation and Academic Success and

Research-Based Learning”
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ABSTRACT
Title: The Relationship Between Students'
Motivation and Academic Success and
Research-Based Learning

Author(s):
No. of pages
Name and Address of Institution:
Year Completed:

The goal of this research is to discover how research-based learning impacts

students' academic performance and motivation. As respondents, students took part in

this survey. The researchers designed questionnaires to collect data for the students'

action plan and to analyze the benefits of research-based learning.

According to the data, respondents believed that research-based learning may

motivate students to enhance their academic performance. They believed that research-

based learning helped youngsters acquire focus and determination. Furthermore,

respondents provide and respond to questions using all of their subject-related

expertise.
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Chapter I

Problem and its Background

This chapter presents the introduction, background of the study, statement of the

problem, significance of the study, hypothesis of the study, scope and delimitation, and

the definition of terms.

Introduction

In school life we cannot deny that in this stage where you can encounter many

different hard works. This is the time also where you are going to have a thesis or

research. We all know, it is one of the hardest tasks that we need to accomplish in our

Senior high school osar even in college.

Research is a process of systematic inquiry that entails collection of data and

information and interviewing. It is defined as how we study a particular concern or a

problem using scientific method. It is a systematic and organized method of finding

answers to questions. It is also a process broken up into clear steps that help to easily

answer questions and organized because it shows how to present an organized and

good work.

It is also the process of executing various mental acts for discovering and

examining facts and information to prove the accuracy. There are two types of research,

the qualitative research and quantitative research. In researching you need to spend

more of your hours. Because it is a serious thing, you need to be focus while doing it.

You also need to manage your time because if you don’t know how to your time, you

cannot complete all of your tasks.

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Research-based learning can be generally defined as range of learning methods

that we determined by process of inquiry. It generates other Problem-based learning,

project work, fieldwork, and case studies can be classified as research-based learning.

The characteristics of Research-based learning include learning particular disciplinary

research methodologies. On the other hand, research is a part of curriculum which also

comprises learning research methodologies and producing research that imitates the

forms of knowledge’s invention and dissemination in a specific field. Integrating

research-based learning in the curriculum is, therefore, becoming increasingly

embraced. In this integration is further defined as research-based learning.

The benefits of research-based learning for senior high school students are

increasing student interest in knowledge, confidence, learning spirit, learning

achievement, management, communication, and organizational skills, motivation and

enthusiasm, interest in continuing studies to a higher level, developing leadership skills,

and English proficiency. Students who actively participate in the learning process in

encouraging research ideas that, if acted upon, will result in publication. In contrary,

some students are less motivated to participate in research- based learning. In addition,

undergraduate students have difficulty in finding the updated research topic for their

undergraduate thesis. Therefore, students come to faculty adviser thesis without

preparation research ideas. Some students submit thesis titles around topics that has

done by senior students. This is due to students having less knowledge about research

in a particular field because they are less familiar with scientific articles.

The research-based learning has different impacts to the students especially to

their motivation and academic performance. It is good if the research to the students is
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positive but it is bad if it is negative. Some are motivated to do it because they believe

that it is relevant in life. However, some of the students consider it as a cumbersome in

their lives and it is not important. Moreover, some believes that it is just a requirement

need to be done. These are the students’ beliefs that greatly affects their motivation.

Statement of the Problem

1. How might research-based learning relate to the students' academic

performance and motivation?

2. What does research-based learning do in terms of improving students' academic

performance?

3. Why is research-based learning essential for students' academic success?

4. What purpose does research-based learning serve?

5. Why is research-based learning a prerequisite for students in high school and

college?

Hypothesis of the Study

Null:

There is no strong correlation between the genders in this study. Additionally, it was

expected that research-based instruction has positive correlation with students'

motivation and academic achievement.

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Alternative:

In this study, there is a significant association between the genders. It was also

anticipated that there would be no favorable relationship between academic

accomplishment and research-based education and student motivation.

Significance of the Study

This is important to the following persons:

This study is relevant to the student, the learners will be motivated in doing their

academic requirements and through this; it will improve the academic performance of

the students.

This research may be a guide to the performance of the curriculum to have

motivated students. In addition, through this research they can explain to their students

the relevance of research-based learning.

This research is essential to the parents in a way that their children will improve

the values of integrity. Lastly, it would enhance the interest of their children to be

effective researchers.

The future researchers can also be beneficiaries of this research. In a way that it

will boost their confidence in doing their research in the future. Moreover, they will know

the essence of the research-based learning.

Scope and Delimitation

This research needs 50 students to be the respondents to complete the

research. Questionnaires will be released and give to the respondents to be answer.

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The research states the impacts of research-based learning to the student’s motivation

and academic performance.

Definition of Terms

Academic Research. It is can be as well defined, independent from teaching activities

and aimed directly at making knowledge

Conceptual. definition in terms of concepts, such as the one found in a dictionary,

instead of in terms of the results of measuring procedures.

Concurrent. It means existing, happening, or done at the same time. Meeting at or

tending toward one point.

Experiment. It is a scientific procedure undertaken to make a discovery, test a

hypothesis, or demonstrate a known fact.

Framework. it is an essential supporting structure of a building, vehicle, or object. A

basic structure underlying a system, concept, or text.

Inquiry. Any process that has the aim of augmenting knowledge, resolving doubt, or

solving a problem. A theory of inquiry is an account of the various types of inquiry and a

treatment of the ways that each type of inquiry achieves its aim.

Motivation. It is the reason or reasons one has for acting or behaving in a particular

way. the general desire or willingness of someone to do something.

Practical Research. The activities are integrate into the work and are typically

concurrent to parallel project activities that aim at making something beneficial and

relevant
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Research based Leaning. It is a teaching concept that encourages students to assume

the role of researchers. Ideally, students learn by passing through all stages of a

research process.

Theoretical. it is concerned with or involving the theory of a subject or area of study

rather than its practical application.

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Chapter II

Review of Related Literature and Studies

This chapter represents the Review of Related Literature and Studies and the

Synthesis.

Related literature

According to the module, academic research is can be as well defined,

independent from teaching activities and aimed directly at making knowledge. In

practical research, the activities are integrate into the work and are typically concurrent

to parallel project activities that aim at making something beneficial and relevant.

Hence, the knowledge gained in practical research is to some extent, both a tool

usedfor advancing the work of the practice and a buy product of the design process.

(Perkes and Zeiber, 2010)

A research usually begins to work by an asking question. The rocket scientist

ask. Can I create a better fuel? The doctor ask. Can cancer cells grow? Some research

need to read books other may have to conduct may work in libraries, laboratories,

museum or even school.

Research is the careful search for information. A person who carries but the

search is a researcher.

Most of this type of research make use of standard format having few minor inter-

disciplinary differences in generating a hypothesis to be proven or disproven. This

hypothesis must be proven by mathematical and statistical means in the entire

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experiment from which findings can be designed and based from this type of research

should also constructed in a manner that allows others to repeat the experiment and get

similar results (Shuttleworth, 2008)

According to this book, research-based learning in a practice is showcase

approaches to engaging students with active research and inquiry across multiple

disciplines, including art, history, biochemistry, education and many more. (Developing

the higher education curriculum, 2017)

To develop a title for research is not easy as it might seem. It requires a serious

thought. In fact, it may come as a surprise to most people that even successful writers

may experience a black while attempting to compose a title for their research paper. On

the other hand, although most writers have already possessed comprehensive details of

the research paper, they are still perplexed in terms of making their research paper title

concise without sacrificing any relevant elements. (Kulkami, 2013)

Base on the book it says that motivation is hypothesized cause of behavior the

determinant of behaviors arousal, vigor, direction, and persistence. Motivation is often

consider an answer to the question why an action is performed (Encyclopedia of

knowledge)

According to a study, research-based-learning is a teaching concept that

encourages students to assume the role of researchers. Ideally, students learn by

passing through all stages of a research process. Before formulating a hypothesis,

students make initial investigations in their topic, then conduct a study and finally
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evaluate the findings. They work autonomouslyand actively shape these phases

(Technology Arts Sciences, 2015)

According to a research, research-based learning aims to develop and enhance

student’s skills and capabilities such as critical and analytic thinking, information

retrieval, evaluation and problem solving, and most especially motivation. (MS Ramaiah

University, 2016)

Vuori and Okkonen (2012) stated that motivation helps to share knowledge

through an intra-organizational social media platform which can help the organization

to reach its goals and objectives.

According to an article, in the body of literature various frameworks are used by

the researchers based on theory of motivation, with only few dimensions of motivation.

(Global Business Perspective, 2013)

Related studies

According to a study, research-based learning is a teaching concept that

encourages students to assume the role of researchers. Ideally, students learn by

passing through all stage of a research process. Before formulating a hypothesis,

students make initial investigations in their topic, the conduct a study and finally

evaluate the findings. They work autonomously and actively shape these phases

(Technology arts science,2015)

According to a research, research based learning aims to develop and enhance

students skills and capabilities such as critical and analytic thinking, information,

retrieval and evaluation and problem solving (MS Ramiah University,2016)

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When students see task value positively they are more likely to be engage with

the content. Students are eager to learn, focus on understanding concepts and make

an effort to produce higher quality work (brophy,2010)

Those students can fortify their own motivation by engaging in a number of self-

strategies, such as setting appropriate and achievable goals, applying learning

strategies and monitoring and evaluating progress towards goals (Shunk and

Zimmerman)

In a study conducted by more (2017). Motivation is deemed self per pupating.

Students who are motivated conduct themselves in ways that maximize learning and

success in academia. Motivated students attend class on a regular basis without a

need for external rewards. They seek additional help when needed, and they turn on

quality work on time. On the other hand, unmotivated students minimize the effort they

exert which result in continued performance.

So the notion then is how to think positively about learning so that they are

motivated learn. One notion to do with how students perceive intelligence. According

to (Dweck, 2008). Students who believe intelligence. Is fixed tend to shy away from

tasks that challenge them. Their belief is that if they are challenge. They are not smart

enough to complete the task. So why bother, whereas students who believe in a

growth mindset thrive on opportunities to learn. Growth mindset students understand

the concept of hard work and how through hard work your abilities grow and further

develop. A technique is to explain and show students that the brain is muscle that can

get stronger with use.

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Synthesis

The studies and some literatures that’ve been researched are saying that the

research-based learning has a lot of positive things that can do to the students. The

students have eagerness in their mind to learn different things especially if it will be

good to them.The literature review shows that, research helps or motivates students to

gain knowledge by asking questions to some people and also by investigation. It also

says that when students are motivated, they can find a way how to seek for some

informations that could help themselves in learning. Through research, the students can

be given a chance to learn a new technique in gaining informations regarding to a

problems.

According to Dweck (2008), students who believe intelligence is fixed tend to shy

away tasks that challenge them. Their belief is that if they are challenge they are not

smart enough to complete the task. So why bother, whereas students who believe in

growth mindset thrive on opportunities to learn. Growth mindset students understand

the concept of hard work and how through hard work your abilities grow further develop.

A technique is to explain and show students that the brain is muscle that get stronger

with use.

Research-based learning will be a great help for everybody especially to the

students. With this, it can help them to be motivated to learn new things. From this, they

can learn new ways on how to seek information. They will be motivated to study hard

because of the knowledge that they gain. Research-based learning will be a good help

to them and be motivated for being a good researcher that can seek or find solutions for

the things around them.

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Chapter III

Research Methodology

This chapter contented about research design, participants and respondents,

materials and instrument, data collection and analysis and statistical treatment of data.

Research Design

The study is a descriptive type of research will utilize qualitative approach to

impacts of research-based learning to the student’s motivation and academic

performance. Qualitative research will be used to determine impacts of research-based

learning to the student’s motivation and academic performance. This method will be

used as it involves the description, gathering, analysis and interpretation of the present

nature composition and processes of phenomena.

Participants and Respondents

Students will give response to the questionnaires. Purpose or Judgemental

sampling is used in choosing the respondents of the study. All the respondents were

given questionnaires to find out the impacts of research-based learning to the student’s

motivation and academic performance. An equal of 30 students will be needed to

answer the given questionnaire. The researchers distributed the questionnaires and

then explain to them the purpose of the study.

Materials and Instruments

The questionnaires that are being used in the survey went on a process to have

a good result that can help their research. The respondents that will answer should
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have some knowledge about the study. The researchers ask permission to the

coordinator according to the survey that will happen. The result of their survey will help

the researchers to finish their study.

Data Collection and Analysis

The researcher gathers all the questionnaires that been given to some of the

students. The result in the survey will help the researchers. The result are computed,

calculated and analyzed with understanding.

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Chapter IV

Presentation, Analysis, and Interpretation of the Data

This chapter presents the tabulation, analysis, and interpretation of the data.

I. Identifying the Problems

Table 1.1 Distribution of the Frequency of the Respondents in Students if they

agree that Research based-learning bring problems to the students

This presents the frequency of the respondents in students who thinks that

research based-learning bring problems to the students. Most of the respondents

slightly agreed that research based-learning only bring problems to the students.

Meanwhile, some of the respondents strongly agreed to this statement. Then, the least

number of the respondents disagreed that research based-learning brings problems.

Table 1.2 Distribution of the Frequency of the Respondents in Students if they

give more time to Research than the other subjects

This shows the rate of the respondents who respond to the question if they give

more time to research than the other subjects do. The highest data that the researchers

gather is that the respondents agreed that they give more time in research than the

other subjects. Then, few of them answers that they are slightly agreed to the

statement. Still, there are least number of respondents who disagreed.

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Table 1.3 Distribution of the Frequency of the Respondents in Students who

believes that through research based-learning the students become focus and

determine

This shows the amount of the respondents in students who believe that research

based-learning the become focus and motivated. The greater part of the respondents

said that they are slightly agreeing that because of the research based-learning they

can be motivated and responsible. Not many of them answered they were strongly

agreed to the statement. Lastly, the slightest of the respondents respond that they

disagreed on research based-learning can make the students motivated and

responsible.

Table 1.4 Distribution of the Frequency of the Respondents in Students who

believes that through research based-learning the students can be motivated

and responsible

This illustrates the number of the respondents in students who believe that research

based-learning can make the students motivated and responsible. The majority of the

respondents said that they are slightly agreeing that because of the research based-

learning they can be motivated and responsible. Several of them answered they were

strongly agreed to the statement. Lastly, the minority of the respondents respond that

they disagreed on research based-learning can make the students motivated and

responsible.
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Table 1.5 Distribution of the Frequency of the Respondents in Students who

agree that through research the researchers become irresponsible in other

things

This present the rate of the respondents who respond to the question if they give

more time to research than the other subjects. The uppermost data that the researchers

gather is that the respondents slightly agreed that through research the researchers

become irresponsible in other things. Then, little of them answers that they are slightly

agreed to the statement. However, there is still minimum number of respondents who

disagreed.

II. Finding the Causes

Table 2.1 Distribution of the Frequency of the Respondents in Students who

agree that research based learning can cause a motivation to the students in

terms of academic performance

This shows that research based learning can make the students motivated

in terms of academic performance. The mainstream of the respondents agreed

and some of them strongly agreed. Meanwhile, the least number of the

respondents slightly agreed on the statement.

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Table 2.2 Distribution of the Frequency of the Respondents in Students who

agree that research based learning can cause relevance of time and patience

in doing research paper

This presents that research based learning can cause relevance of time. Most of the

respondents had agreed and several respondents slightly agree. The minimum rate of

the respondents strongly agreed in this statement.

Table 2.3 Distribution of the Frequency of the Respondents in Students who

agree that research based learning can cause different attitudes on students’

performance in doing research

This shows the frequency of the respondents saying research based learning can

cause different attitudes to the students. Many of the students had agreed and some of

respondents slightly agreed to this. Meanwhile, few of them strongly agreed and least of

them disagreed.

Table 2.4 Distribution of the Frequency of the Respondents in Students who

agree that research based learning can cause different attitudes on students’

performance in doing research

This illustrates the number of the respondents saying that research based learning

can cause enhancement of students’ knowledge. Most of the respondents agreed and

not many of them strongly agreed. Then, the fewest rate of the respondents slightly

agreed to this statement.

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Table 2.5 Distribution of the Frequency of the Respondents in Students who

agree that research based learning can cause banishment of lack of self-

motivation

This shows the number of the respondents saying that research based learning can

cause banishment of lack of self-motivation. The majority of the respondents had

agreed and some respondents strongly agreed. However, few of them slightly agreed

that research based learning can cause banishment of lack of self-motivation. Then, the

least number of the respondents disagreed to this statement.

III. Evaluating Effects

Table 3.1 Distribution of the Frequency of the Respondents who says that

research-based learning can improve students’ academic performance

This result will prove that the research-based learning can improve the academic

performance of the students. Most of the respondents agreed that research-based

learning can help in improvement of the academic performance of the students and

some strongly agreed. There are few students who both slightly agreed and

disagreed.

Table 3.2 Distribution of the Frequency of the Respondents who says that

research-based learning finds solutions to the problem most especially social

problems

This will present the number of the students who says that research-based

learning can help find solutions to the problems. There are many students agreed that it

can help us in our problems and some of them strongly agreed. However, there are only
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few students who slightly agreed and those who disagreed have the least number of

respondents.

Table 3.3 Distribution of the Frequency of the Respondents who says that you

can learn different strategies on how to investigate in research-based learning

This will show the number of students that says that they can learn strategies in

investigating. Most of them says that they agreed that they can learn strategies and only

some of them strongly agreed. Not many students slightly disagree on this and there

are only least student who do not agree.

Table 3.4 Distribution of the Frequency of the Respondents who says that

research-based learning can enhance students’ knowledge, learning spirit,

confidence, and communication

It illustrates the number of respondents who says that they can enhance skills. The

highest number of respondents agreed and some strongly agreed. The number of

respondents that disagreed is lesser than who agreed.

Table 3.5 Distribution of the Frequency of the Respondents who says that

research-based learning can teach the students to be critical thinker

The number of respondents are shown on those who says it can teach them to be

critical thinker. The number of respondents of those who agree are the highest next are

those who strongly agree. There are only few students who agree and the number of

those who disagree are least.

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Plan of Action

PERSON EXPECTED
OBJECTIVES PROGRAM/ACTIVITY STRATEGIES
INVOLVED OUTCOME

A program will be
To promote the The students
organized and there
essence of Students, will know and
were expert
research to the Research Symposium Teachers, and realized the
researchers that will
lives of the Speakers importance of
share talks about the
students research.
relevance of research.

To translate the
student’s
growing
knowledge of
something hard Students will
By having an activity
into a concrete Creating a Research Research be more
in research class
form and you’re Notebook teacher and excited about
about making a
more likely to students doing
research notebook.
keep investing research.
the mental
energy needed
to keep
learning

The student
To assess if the There will be monthly
will be
students excel assessment by the Teacher and
Assessment assessed in
on doing teacher. These can be students
terms of their
research. through exams, etc.
research skills.

Chapter V
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SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the Summary, Findings of the data, Conclusion, and

Recommendation.

Summary

The point of this research is to cite the impacts of research-based learning

to the student’s motivation and academic performance. In addition, this can also

be a help for those who experience lack of confidence and needed to be

motivated in doing their research. It will promote the importance of research

based learning in doing their research projects.

In order to come up with different information and data about the topic, the

researchers conducted a data gathering process by the use of books, internet,

articles, and many more published write ups. After studying the collected

information, the researchers made a survey questionnaire that will be their basis

in concluding the impacts of research-based learning to the student’s motivation

and academic performance.

After the questionnaire geared up, the researchers picked the students

based on their availability to answer. These students will be the respondents of

the survey. After gathering the answered questionnaire, the researchers

computed the results by means of getting the frequency of the respondents who

answered each item, then, converted to its right percentage by means of

percentage formula. Using the data gathered, the researchers will be able to

know the impacts of research-based learning to the student’s motivation and

academic performance.
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Findings of the study

After the data were gathered, tabulated, analyzed and interpreted the study

revealed the following findings:

1. The answer of the respondents if research-based learning could

affect them.

In the first rank, the students were asked if it can help them to be

focus and determine, 67% of the respondents agreed with it. Next, 57%

also agreed that they can be motivated and responsible through this.

2. The answer of the respondents if research-based learning could

have an impact to them.

In the first rank, 3% of the respondents do not agree that research-

based learning brings problem to the students. The next one is, there are

also 7% of the respondents who do not agree that this can help them to be

motivates and responsible.

3. The answer of the respondents about the common causes of

research-based learning.

In the first rank, 70% of the respondents agreed that research-

based learning can cause a motivation to the students in terms of

academic performance. Meanwhile, there are 67% of the respondents

who also agreed that it can cause different attitudes on student’s

performance in doing a research.

4. The answer of the respondents about the common factors of

research-based learning.
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In the first rank, there are 3% of the respondents who disagreed that it can

cause different attitudes on student’s performance in doing a research. Then,

there are 10% of the respondents who says that they slightly agreed that it

can cause a motivation to the students in terms of academic performance and

who disagreed that can cause banishment of lack of self-motivation.

5. The answer of the respondents about the effects of research-based

learning to their academic performance.

In the first rank, the students who agreed that research-based learning

could improve students’ academic performance are 63%. On the other hand,

there are 57% of the respondents who agreed that research-based learning

can enhance students’ knowledge, learning spirit, confidence, and

communication.

6. The answer of the respondents about the impact of research-based

learning to their academic performance.

In the first rank, there are 3% of the respondents who slightly agreed that

research-based learning can improve students’ academic performance. There

are also 3% who do not agree that research-based learning can improve

students’ academic performance, finds solutions to the problem most

especially social problems, can learn different strategies on how to

investigate, can enhance students’ knowledge, learning spirit, confidence,

and communication and can teach the students to be critical thinker. Then,

there 7% of the respondents who slightly agreed that you can learn different

strategies on how to investigate in research-based learning and who says

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that research-based learning can enhance students’ knowledge, learning

spirit, confidence, and communication.

Conclusion

1. There are five causes that can affect student’s performance: banishment of lack

of self-motivation, different attitudes on students’ performance in doing

research, different attitudes on students’ performance in doing research,

relevance of time and patience in doing research paper and a motivation to the

students in terms of academic performance

2. Research-based learning is definitely needed in each school to conduct

different research and help other. Most of our respondents say that it can help

us to be motivated in terms of our academic performance. This only means that

it is proven that research-based learning can integrate good impacts to the

students and may bring positive outcomes in their academic performances.

3. The respondents agree that research-based learningcause different attitudes on

their performance in doing research. This will show the attitude of each

researcher if they know how to be patient and honest in doing their task.

Through this activity, they will know how time is important for them. It is

important if they will know how to manage and balance their time so that they

can perform their other subjects well.

Recommendation

Through the conclusions that are drawn, the following recommendations

are presented.
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1. Students must be aware of the importance of research-based learning

in their academic performance. Also, through research-based learning

they will know the value of patience and perseverance.

2. Parents must guide their children in doing their research. They need to

provide proper guidance for their children in gathering information.

3. Teachers should be a guide of the students in conducting a research.

They must encourage every student to be motivated and have integrity

in doing their research.

4. This research can use by the future researchers to be their guide in

making a new research. The future researchers can know process on

how to make research.

Bibliography
I. In Books

Developing the higher education curriculum. (2017).

 28

Encyclopedia of knowledge. (2007).

Global Business Perspective. (2013).
Kulkami. (2013).
Perker and Zeiger. (2010). Creativity and Innovation.
Shuttleworth. (2008). Essay on Explorable: Scientific Method and Quantitative Research
Design.
Technology Arts Sciences,. (2015).
University, M. (2016). Research Brouchure.
Vuori and Okkonen. (2012). Knowledge Sharing Motivational Factors of Using an
Intraorganizational social media Platform.

II. In Website
Borphy. (2010). Motivating Students to Learn. Retrieved from
http://www.erasmusgrobina.lv/images/motivation/JereE.Brophy.Motivating-Students.pdf
Developing the higher education curriculum. (2017).
Dweck. (2008). Retrieved from https://www.usma.edu/cfe/Literature/Nguyen_08.pdf
Encyclopedia of knowledge. (2007).
Global Business Perspective. (2013).
Kulkami. (2013).
More. (2017). Retrieved from https://literacyconnects.org/img/2013/03/Motivation-The-
Key-to-Academic-Success-LD-Online.pdf
Perker and Zeiger. (2010). Creativity and Innovation.
Shuttleworth. (2008). Essay on Explorable: Scientific Method and Quantitative Research
Design.
technology arts science. (2015). Retrieved from research-in-studies-and-teaching:
https://www.th-koeln.de/en/research-in-studies-and-teaching_29777.php
Technology Arts Sciences,. (2015).
University, M. (2016). Research Brouchure.
Vuori and Okkonen. (2012). Knowledge Sharing Motivational Factors of Using an
Intraorganizational social media Platform.
 29

Zimmerman. (2015). Retrieved from https://www.ericdigests.org/2002-4/goal.html

Name (Optional):____________________________________
Grade and Section:_________________________________
 30

Directions: Read each question and answer choice carefully then choose put check (√)
on the blank beside of the best answer. Try to answer all questions. In general, if you
have some knowledge about a question, it is better to try to answer it. You will not be
penalized for guessing.
4- Strongly Agree 2- Slightly Agree
3- Agree 3- Disagree
I.
4 3 2 1
1. Research-based learning
can cause motivation to the
students in terms of
academic performance.
2. Research-based learning
can cause relevance of time
and patience in doing
research paper.
3. Research-based learning
can cause different attitudes
on students’ performance in
doing research
4. Research-based learning
can cause enhancement of
students’ knowledge.
5. Research-based learning
can cause banishment of
lack of self-motivation.
II.
4 3 2 1
1. Research-based learning bring
problems to the students.
2. Students give more time to
Research so they only have
less time in doing other
subjects.
3. Through research-based
learning students become focus
and determine
4. Research based learning can
make students motivated and
 31

responsible.
5. Researcher become
irresponsible in other things.

III.
4 3 2 1
1. Research-based learning can
improve students’ academic
performance.
2. Research-based learning finds
solutions to problem most
especially social problems.
3. You can learn different
strategies on how to investigate
in research-based learning.
4. Research-based learning
enhance students’ knowledge,
learning spirit, confidence, and
communication.
5. In research-based learning, it
teaches the students to be
critical thinker.