PAGE \* MERGEFORMAT 27

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

“Motivation is the art of getting people to do what you want them to do because they

want to do it.” — According to Dwight D. Eisenhower, which precisely defines the spirit of

motivation.

Motivation emerges from the complex interplay of biological and cognitive factors,

influencing individuals' drives, emotions, and decision-making processes according to Nolen-

Hoeksema (2020). This definition incorporates biological and cognitive influences and

recognizes the multifaceted nature of motivation, citing a resource on abnormal psychology.

According to Afzal, S. et al. (2019), motivation can be broadly categorized into

intrinsic and extrinsic types. Intrinsic motivation stems from the enjoyment and satisfaction

of the learning process itself. Students are driven by curiosity, a desire for mastery, and the

inherent value of knowledge. Extrinsic motivation, on the other hand, arises from external

factors such as rewards, grades, or pressure from parents and teachers.

Intrinsic motivation refers to be in an activity for itself, and the pleasure and

satisfaction derived from participation (Deci, 1975). Academic intrinsic motivation plays a

significant role in achievement, competency and academic learning. Deci and Ryan (1985)

posit that intrinsic motivation stems from the innate psychological needs of competence and

self-determination. Literature suggests intrinsic motivation reveals the presence of three types

of intrinsic motivation: to know, to experience stimulation, and to accomplish things.

Extrinsic motivation, as described by Deci (1975), refers to behaviors undertaken as a

means to an end rather than for their inherent enjoyment. According to self-determination
 PAGE \* MERGEFORMAT 27

theory, there are four types of extrinsic motivation: external regulation, introjection, and

identification. External regulation involves regulating behavior through external incentives or

constraints. People start to internalize the motivations behind their behavior when they

engage in introjected regulation. Moreover, identification controls the internalization of

extrinsic motives when the behavior is seen as one that was individually selected and

cherished.

Research suggests that students with a positive level of intrinsic motivation tend to

achieve better academic results and experience higher levels of satisfaction (Ayub, 2017).

Literature advocates for fostering intrinsic motivation in students to facilitate their academic

progress. However, many actions are not inherently driven by intrinsic motivation,

necessitating the introduction of rewards or external incentives. Consequently, extrinsic

motivation pertains to actions performed to obtain rewards or incentives (Coetzee, 2019).

Students who derive their motivation from external factors tend to gauge their

performance standards based on societal norms and conventions, often exhibiting greater

sociability and friendliness. Teachers can leverage these inclinations of externally motivated

students to enhance their academic performance and effectiveness (Coetzee, 2019). A

motivation, on the other hand, refers to a lack of motivation, wherein students demonstrate

neither intrinsic nor extrinsic motivation (Coetzee, 2011). Such students harbor negative

attitudes toward the learning process, leading to minimal contribution to their own learning

endeavors (Ayub, 2017).

This study anchored on Self-Determination Theory (SDT) by Reagan and Deci

(1985). Innately motivated students interested in the study process itself rather than the

reward of academic success due to the reasons they like the process of learning without

focusing on rewards from outside sources. Student believes that it is crucial to develop new
 PAGE \* MERGEFORMAT 27

talents and enhance personal knowledge. It is generally accepted that intrinsic motivation has

a positive impact on students learning.

Intrinsic and extrinsic motivation have a profound impact on human behavior,

performance, and overall well-being. Both forms of motivation can influence individuals’

attitudes, effort, and persistence in tasks and activities. However, it is essential to consider the

positive and negative aspects of both intrinsic and extrinsic motivation.

This study primarily aims to determine how Intrinsic and Extrinsic Motivation impact

the students’ academic performance. Moreover, aims to provide insights on how these

academic motivation can improve students’ academic performance of High School Students

in the dynamic educational environment of 21st century.

Theoretical Framework

This study is anchored on Self– determination theory by Ryan and Deci (1985)

acknowledge the role of extrinsic motivations, such a rewards but suggests that these external

influence may undermine intrinsic motivation if they impede individual’s autonomy or

competence.

This theory emphasized that when the needs are satisfied, individual are more likely

to experience intrinsic motivation, characterized by genuine interest and enjoyment in their

activities. Intrinsic motivation in turn leads to higher level of engagement, persistence and

well- being.

In this study, the Self-Determination Theory (SDT), will be places a strong emphasis

on the value of promoting intrinsic motivation through enhancing people’s relatedness,

competence and autonomy. Unfulfilled requirements can result in restricted motivation,

 PAGE \* MERGEFORMAT 27

which negatively impact an individual’s well- being and cause emotions such as pressure,

resentment, or disengagement.

Furthermore, SDT sheds light on how motivation, behavior, and psychological

functioning are influenced by the social environment, which includes elements like autonomy

support, feedback, and social relationships. It can be used in a variety of settings, including as

the workplace, parenting, sports, healthcare, and education.

Conceptual Framework

This research aims to determine the relationship of intrinsic and extrinsic motivation

on the students’ academic performance in science in one of the public High School in

Norzagaray.

The paradigm below represents the conceptual framework’s process.

INPUT PROCESS OUTPUT

A. What is the a. Survey * Proposed Action

perception of the Questionnaire Plan
BSED Students in b. Statistical
terms of: treatment of
1. Intrinsic data
motivation c. Data
2. Extrinsic
gathering
motivation
procedures.
B. Academic d. Analysis,
Performance Interpretation
and
Presentation
of data
 PAGE \* MERGEFORMAT 27

Figure 1. Input Process Output

The researcher adapted the Input Process Output (IPO) model. The input showed the

perception of the students in terms of intrinsic and extrinsic motivation. The objective is to

determine the academic performance of the students, the significant relationship, and propose

recommended strategies. The process is composed of data gathering and analysis such as

survey questionnaires, data gathering procedures, and statistical treatment of data. The output

after the study is an action plan.

Statement of the Problem

This study aims to know the possible relationship of Intrinsic and Extrinsic

Motivation in students’ Academic Performance. It aimed to examine whether using Intrinsic

and extrinsic motivation can improve students' academic achievement in Science.

The study has the specific objective of addressing the following inquiry:

1. What is the perception of the High School Students in terms of:

1.1. Intrinsic motivation

1.2. Extrinsic motivation

2. What is the academic performance of High School Students when intrinsic and extrinsic

motivation is applied?

3. Is there a significant relationship between intrinsic and extrinsic Motivation and students’

academic performance?

4. What strategies can be recommended to optimize the integration of intrinsic and extrinsic

motivation in grade 10 students for improvement of the academic performance?

 PAGE \* MERGEFORMAT 27

Hypothesis

There is no significant relationship between intrinsic and extrinsic motivation and

academic performance of students.

Scope and limitation of the Study

This study focuses exclusively on Grade 10 High School Students. The primary

emphasis is placed on the exploration and understanding of the subject of Science. Assessing

academic performance, intrinsic perception involves evaluation in terms of students' self-

reported levels of enjoyment, curiosity, and personal fulfillment in their studies, while

extrinsic perception entails measuring external factors such as grades, awards, and

recognition.

The research specifically aims to determine the relationship of intrinsic and extrinsic

motivation and the academic performance of students. This study will be conducted a

teaching session in one of the Secondary school in Norzagaray Bulacan.

The researcher also involved collecting data from multiple sources, such as survey

questionnaires, and researcher-made Post- assessment. The PowerPoint presentation,

questionnaires, and Post- assessment test will be provided and presented by the researcher to

the respondents that will gather the data and information needed for the study.

Significance of the Study

The significance of studying the relationship of Intrinsic and Extrinsic Motivation on

the academic performance of students can be beneficial to various stakeholders such as

students, teachers, stakeholders, and future researchers.

 PAGE \* MERGEFORMAT 27

Students. It will be important for students because it could assist them improve their

academic performance. Academic motivation, such as intrinsic and extrinsic motivation,

encouraged students to perform well and remain motivated, resulting in a greater

understanding of the subject matter. Furthermore, students can improve their learning skills

by participating in activities that will benefit their future academic and professional

undertakings.

Teachers. It will help educators better understand the impact of academic motivation on

students' academic performance. It may also provide teachers with insights into the most

effective strategies to provide a fun and engaging educational experience for their students.

Understanding the benefits of intrinsic and extrinsic motivation in class allows teachers to

incorporate it into their teaching methods and improve their students’ academic achievement.

Stakeholders. It will be useful for stakeholders such as parents, administrators, and

policymakers in making informed educational decisions. Understanding whether or not

intrinsic and extrinsic motivation have a substantial impact on students’ academic

achievement. Sponsors can also utilize the study's findings to make educational policy

decisions.

Future Researchers. It will be significant to future researchers because it could provide a

foundation for future research about the impact of Academic motivations. Researchers could

conduct more investigations on how academic motivation influence the students’

performance and engagement. Other researchers could also utilize this study to generate fresh

ideas or information to support their study.

Definition of Terms

The following are some terms used to further understand this study;
 PAGE \* MERGEFORMAT 27

Intrinsic Motivation Refers to engaging in an activity for its inherent satisfaction rather than

for any distinct external outcome according to (Ryan and Deci, 2000). In this study this type

of motivation will be applied by making engaging learning presentation and activities.

Extrinsic Motivation Refers to define as the impetus to act in specific ways stemming from

external influences, leading to the anticipation of external rewards (Deci and Ryan, 1985). In

this study this type of motivation will be applied by giving tangible and intangible rewards to

the students the moment they participate in class.

Academic Performance Refers to the acquisition of knowledge that is assessed by a teacher

through grading or educational goals that students and teachers establish and must achieve

within a specific timeframe (Narad and Abdullah, 2016). In this study, the academic

performance it was measured using quizzes and activities given by the researchers.
 PAGE \* MERGEFORMAT 27

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This section provides an overview of the relevant literature and studies that were

found by the researchers through an in-depth and comprehensive search. It included a

synthesis of the associated literature and studies reviewed. The information presented in this

chapter aids in familiarizing readers with crucial details related to this study.

Intrinsic Motivation

In the theme intrinsic motivation, the following studies below likely explore different

ways teachers can harness this internal drive to create a more engaging and effective learning

environment.

Recent research has delved into understanding the factors that influence intrinsic

motivation. One study by Vallerand and colleagues (2019) explored the role of basic

psychological needs satisfaction in fostering intrinsic motivation. Their findings underscored

the significance of autonomy, competence, and relatedness in promoting intrinsic motivation

across different contexts, including education, work, and sports.

Vansteenkiste et al. (2020) conducted a study within the framework of Self-

Determination Theory (SDT), revealing that students with higher levels of intrinsic
 PAGE \* MERGEFORMAT 27

motivation demonstrated greater academic achievement and psychological well-being

compared to those with lower levels of intrinsic motivation.

Moreover, the impact of environmental factors on intrinsic motivation has been

investigated. Deci and Ryan (2017) examined the effects of autonomy-supportive versus

controlling environments on intrinsic motivation. Their meta-analysis revealed that

autonomy-supportive environments consistently facilitate intrinsic motivation, emphasizing

the importance of fostering autonomy in various settings.

According the study of Ketonen, E. E., Haerens, L., & Soini, M. (2017), they explored

how students' perceptions of autonomy support in education lessons influenced their intrinsic

motivation and academic performance. Their findings indicated that greater autonomy

support was associated with higher levels of intrinsic motivation and better academic

performance.

As stated by Van Uden, J., Ritzen, H., & Pieters, J. (2019) in their study entitled

“Engaging students: The role of teacher beliefs and autonomy support. Learning and

Individual Differences” investigated the impact of teacher beliefs and autonomy support on

student engagement, this study showed that teachers who fostered autonomy support in their

classrooms had students with higher levels of intrinsic motivation and academic performance

across various subjects.

Moreover, based on the research conducted in Peru found a significant correlation

between intrinsic motivation and students’ achievement (Yarin et al. 2022). In line with the

findings of a study in China by Wang et al. (2020) demonstrated that intrinsic motivation had

a moderate positive effect on students' academic growth. Lazarides and Gaspard (2016) found

a positive association between intrinsic motivation and cognitive engagement in mathematics,

which predicted higher levels of mathematics achievement over time.

 PAGE \* MERGEFORMAT 27

Ratelle et al. (2015) delineated different types of academic motivation and highlighted

the importance of nurturing intrinsic motivation to enhance academic success. Building upon

these findings. Park and Holloway (2017) emphasized the mediating role of student

engagement in the relationship between intrinsic motivation and academic performance,

further emphasizing the importance of fostering intrinsic motivation in educational settings.

As Patall, Cooper, and Robinson (2008) conducted a meta-analysis, they found that

providing learners with autonomy and choice significantly enhanced intrinsic motivation,

leading to improved academic performance and overall well-being. Similarly, Kaplan and

Madjar (2020) delved into the mechanisms through which teacher foster intrinsic motivation,

emphasizing the pivotal role of autonomy-supportive teaching practices.

Additionally, Niemiec and Ryan (2009) proposed practical strategies for educators to

create autonomy-supportive environments that promote students' intrinsic motivation,

ultimately enhancing academic performance and well-being.

Extrinsic Motivation

Recent research has underscored the enduring influence of extrinsic motivation on

student academic performance. While intrinsic motivation remains a primary focus, studies

have highlighted the nuanced role of extrinsic motivators in shaping student engagement and

achievement. One key aspect is the duality of extrinsic rewards, where their effectiveness

depends on design and implementation.

The impact of extrinsic motivation on academic performance appears to be more

complex. While some studies, like Yarin et al. (2022), show a positive correlation, the effect

may be weaker compared to intrinsic motivation. Interestingly, Wang et al. (2020) found that

extrinsic motivation could even be detrimental for students with high intrinsic motivation.
 PAGE \* MERGEFORMAT 27

Their research suggests a potential crowding-out effect, where extrinsic rewards undermine

students' internal desire to learn.

Lin et al. (2017) found that tangible rewards, when tied to mastery experiences and

clear learning goals, positively impacted student engagement and performance, particularly

among younger learners. This suggests that extrinsic rewards can act as stepping stones,

initiating motivation that may evolve into intrinsic forms over time.

Moreover, strategic implementation of extrinsic reinforcement has been emphasized

in recent literature. Zhang and Sun (2020) highlighted the effectiveness of combining rewards

with clear feedback and goal setting. Effective feedback enables students to understand their

progress, fostering a sense of competence that can fuel intrinsic motivation. Similarly, well-

defined goals provide students with a roadmap for success, enhancing their self-efficacy and

motivation to persist.

Furthermore, the effectiveness of extrinsic rewards may vary across student

demographics and learning styles. Luo et al. (2019) suggested that extrinsic rewards can be

particularly beneficial for students with low initial intrinsic motivation, providing a

temporary boost that helps them tackle challenging tasks and experience a sense of

accomplishment. However, the overreliance on extrinsic motivation can have negative

consequences. Deci and Ryan (2017) warn of potential burnout, decreased creativity, and

reduced autonomous motivation when extrinsic pressures dominate. Research by Przybylski

et al. (2019) explores the concept of "habitualization," where extrinsic rewards become

necessary to maintain engagement, even if the activity itself is no longer enjoyable.

Academic performance

Understanding the factors that influence student academic performance is a central

concern in education research. Recent years have seen a growing focus on the role of
 PAGE \* MERGEFORMAT 27

motivation, particularly the interplay between intrinsic and extrinsic motivation. This review

explores this theme, examining studies published recently to shed light on how these

motivational forces impact student achievement.

In recent educational research, the intricate relationship between intrinsic and

extrinsic motivation and its relationship on students' academic performance has garnered

significant attention. Defined as engaging in activities for inherent satisfaction or external

rewards, respectively, both forms of motivation play pivotal roles in shaping students'

behaviors and achievements (Deci & Ryan, 2000).

The vital role of intrinsic and extrinsic motivation was supported by the study of

Leong Kwan Eu, Tan Pei, Lau Poh, Yong Sook Lu, et al., (2018), the results of their study

provide empirical validation for the correlation between eighth-grade students' academic

performance in science and motivation. Higher academic achievement is believed to be

correlated with higher motivation, as suggested by the cross-country analysis. That is why it

is stated in the study of Unamba Eugene, (2018), educators should investigate and apply this

tactic to help pupils become more motivated and successful students. In order to help students

understand how what they learn relates to their daily lives, teachers should also make an

effort to connect mathematical concepts to the experiences of their students. This will help

students find the material more interesting and applicable.

According to the study of Manansala, A. J., Jimenez, (2020) it was demonstrated the

substantial variance in motivation levels among the respondents and the substantial

correlation between the respondents' academic performance and motivation level. Results

show that respondents are mostly performed fairly or very satisfactorily in class. They have

moderate extrinsic motivation for learning science, despite having a strong intrinsic

motivation. The academic performance of the Grade 11 students were above average. The
 PAGE \* MERGEFORMAT 27

students’ academic performance and intrinsic motivation, in all of its forms, showed a

middling association. However, there is little evidence linking students' academic

performance to extrinsic motivation. Among other things, it was suggested that teachers start

by encouraging their students to read by looking into extrinsic incentive. Students may be

periodically awarded merits, such as Awards or recognition, following an evaluation of their

achievement in the tasks related to science.

According to a study by Ayub, N. (2018), that students do better academically when

they are motivated. These results imply that children tend to be driven to succeed and to

expect it when teachers are kind and encouraging, prioritize the teaching-learning process

over performance objectives, and provide feedback.

Academic Intrinsic Motivation variables have a considerable favorable impact on

students' academic performance, according to a study by Venjie Oclaret (2021). Moreover,

notable distinctions were discovered between the Academic Intrinsic Motivation scale's

intrinsic and extrinsic components. Ultimately, the study discovered that individuals in their

senior year of high school who exhibit a strong mastery orientation and a strong need for

accomplishment Academic Intrinsic Motivation are more likely to receive good final grades.

The findings' implications are examined.

While studies have consistently highlighted the positive association between intrinsic

motivation and academic performance, acknowledging its role in fostering engagement,

persistence, and creativity (Deci et al., 2017), the influence of extrinsic motivation,

particularly when tied to meaningful goals and recognition, cannot be overlooked (Vallerand,

2017).

According to Yuan Liu, et al. (2019) extrinsic motivation was detrimental to academic

performance for students with high levels of intrinsic motivation, as demonstrated by the
 PAGE \* MERGEFORMAT 27

multiplication relationship between intrinsic and extrinsic motivations. However, extrinsic

motivation enhanced academic achievement for students lacking in intrinsic motivation. Not

to mention, academic performance was somewhat improved by intrinsic drive as well.

Interest is not the primary driving force behind learning for learners. When students lack

enthusiasm in a subject, external factors may help them learn. Only students who are

extremely intrinsically motivated suffer from extrinsic motivation.

However, it's crucial to recognize the complex interplay between these motivation

types; while extrinsic rewards may initially enhance performance, an overreliance on external

reinforcements can undermine intrinsic motivation over time (Reeve, 2018). Cultural and

contextual factors further shape the manifestation of motivation in academic settings,

necessitating tailored interventions to diverse student populations (Chirkov et al., 2018).

Effective motivational strategies, such as autonomy support, mastery goal orientation, and

providing meaningful feedback, have shown promise in improving student academic

performance (Hulleman & Harackiewicz, 2019).

Moreover, technological advancements offer innovative avenues for enhancing

motivation, with gamification, virtual rewards, and adaptive learning platforms capitalizing

on both intrinsic and extrinsic motivational factors (Kumar & Sharma, 2020). Teachers play a

crucial role in shaping students' motivational experiences through their instructional practices

and the creation of a supportive learning environment (Ruzek et al., 2021).

Beyond academic achievement, fostering intrinsic motivation contributes to students'

overall well-being and psychological fulfillment, highlighting the broader implications of

motivation in education (Wang & Eccles, 2018). Parental involvement, particularly in

fostering a supportive home environment, further enhances both intrinsic and extrinsic

motivational factors (Mistry et al., 2019).

 PAGE \* MERGEFORMAT 27

Furthermore, understanding motivational dynamics in special populations and online

learning environments is essential for designing inclusive and effective educational practices

(Zusho et al., 2017; Richardson et al., 2020).

Ultimately, recognizing the multifaceted nature of motivation and its profound impact

on student academic performance underscores the importance of cultivating a motivational

climate conducive to fostering students' success across diverse educational contexts (Wigfield

& Tonks, 2018).

The Relationship of Intrinsic and Extrinsic Motivation

Certain types of extrinsic rewards, like informative feedback or recognition of

progress, can actually support intrinsic motivation, as shown by Cameron and Pierce (2017)

and Amabile (2019). However, tangible rewards or rewards perceived as controlling can

crowd out intrinsic motivation, as highlighted by Deci et al. (1999) and Lepper et al. (2018).

It is evident that students with low levels of intrinsic motivation can gain from using

an extrinsic reward system. Even though the entire sample in this study did not intrinsically

gain from getting the reward, the research raises some significant issues that merit further

investigation. Among the study's drawbacks were the few incentives offered to the pupils and

the brief duration of the intervention, neither of which created an environment that

encouraged greater student autonomy in their learning. Future studies on this subject should,

at the very least, concentrate on diversification with rewards and a longer time horizon for

data collection. This could not only result in improved sample data but also enable autonomy

to develop in the required setting. (Bilbrey, Joshua, 2016)

According to a local study entitled “Intrinsic and Extrinsic Motivation among School

of Education Students of Universidad De Zamboanga“, the researchers found that students

 PAGE \* MERGEFORMAT 27

have moderate level of extrinsic aspirations but very high level of intrinsic motivation.

Further, the study concluded that there is no correlation between extrinsic aspirations and

academic performance but there is extensive correlation between intrinsic aspirations and

academic performance

The optimal approach seems to lie in understanding the interaction between intrinsic

and extrinsic motivators. Lederer et al. (2020) propose a multi-phasic model, suggesting that

extrinsic rewards can initially ignite interest and later be internalized to fuel intrinsic

motivation.

According to research conducted by Reeve (2017) and Cheong et al. (2019) explores

the concept of "supportive autonomy," where extrinsic motivators are designed to cultivate a

sense of agency and choice, leading to enhanced intrinsic motivation.

The effectiveness of different motivational strategies can vary depending on

individual characteristics and the context. Chirpaz et al. (2018) found that students with

higher initial intrinsic motivation were less susceptible to the undermining effects of extrinsic

rewards.

Age can also play a role. Jang et al. (2020) suggest that younger children may rely

more on extrinsic motivators, while older children find intrinsic motivation more compelling.

The cultural context also influences how motivation is perceived and nurtured. Chirpaz

(2019) highlights the importance of considering cultural values when designing motivational

interventions.

The notion of a strict dichotomy between intrinsic and extrinsic motivation is

increasingly challenged. Some researchers propose a continuum where the two types interact

and influence each other. Vansteenkiste et al. (2020) suggest the concept of "integrated
 PAGE \* MERGEFORMAT 27

regulation," where extrinsic motivators become seamlessly integrated with intrinsic goals,

leading to sustained motivation.

This review underscores the importance of understanding the intricate relationship

between intrinsic and extrinsic motivation. Further research is needed to explore how to

design optimal motivational strategies for different individuals, contexts, and goals.

Educational settings can benefit from incorporating methods that foster autonomy,

competence, and relatedness, while avoiding the pitfalls of over-reliance on controlling

extrinsic rewards. Understanding how to promote integrated regulation can lead to more

sustained and fulfilling motivation across various domains.

Synthesis of the Reviewed Related Literature and Studies

The literature on intrinsic and extrinsic motivation provides a comprehensive

understanding of how these motivational factors influence academic performance and student

engagement. Deci and Ryan's Self-Determination Theory (SDT) identifies autonomy,

competence, and relatedness as fundamental psychological needs driving intrinsic motivation.

Empirical studies by Vaezi et al. (2018), Pelletier et al. (2017), and Leong Kwan Eu et al.

(2018) validate this framework, emphasizing the positive association between intrinsic

motivation and academic success.

In contrast, extrinsic motivation, rooted in external rewards or pressures, presents a

more intricate relationship. While some extrinsic rewards, such as informative feedback, can

bolster intrinsic motivation (Cameron & Pierce, 2017), others may hinder it if perceived as

controlling (Deci et al., 1999). Additionally, research suggests age-related differences in

motivational preferences, with younger students relying more on extrinsic motivators,

whereas older students are more inclined towards intrinsic motivation (Jang et al., 2020).
 PAGE \* MERGEFORMAT 27

The optimal approach involves recognizing the interplay between intrinsic and

extrinsic motivators. Lederer et al. (2020) propose a multi-phasic model wherein extrinsic

rewards can initially spark interest and later internalize to enhance intrinsic motivation.

Moreover, Cheong et al. (2019) advocate for "supportive autonomy," suggesting that

extrinsic motivators fostering agency and choice can augment intrinsic motivation.

Furthermore, the effectiveness of motivational strategies varies across individuals and

contexts. Chirpaz et al. (2018) found that students with higher initial intrinsic motivation are

less vulnerable to the undermining effects of extrinsic rewards, underscoring the need for

tailored interventions. Cultural values also play a crucial role, emphasizing the necessity of

culturally sensitive approaches to motivation (Chirpaz, 2019).

Recent research underscores the enduring impact of both intrinsic and extrinsic

motivation on academic performance. While intrinsic motivation promotes engagement and

persistence, strategically implemented extrinsic motivators can complement intrinsic drives.

However, an excessive reliance on extrinsic rewards may lead to burnout and diminished

autonomous motivation (Deci & Ryan, 2017).

In addition to the synthesis provided, it's essential to highlight the broader

implications and avenues for further exploration in the field of intrinsic and extrinsic

motivation in education.

Firstly, while the literature review emphasizes the importance of autonomy,

competence, and relatedness in fostering intrinsic motivation, it's crucial to acknowledge that

these factors can manifest differently across cultural contexts. Cultural values, norms, and

expectations shape individuals' perceptions of motivation and influence the effectiveness of

motivational strategies (Chirpaz, 2019). Therefore, future research should delve deeper into
 PAGE \* MERGEFORMAT 27

how cultural diversity impacts motivational dynamics in educational settings and how

educators can adapt their approaches accordingly.

Moreover, the role of technology in motivation deserves attention. With the

proliferation of digital learning platforms and gamified educational tools, there's an

opportunity to harness technology to enhance both intrinsic and extrinsic motivation (Kumar

& Sharma, 2020). Virtual rewards, adaptive learning systems, and gamification techniques

can provide engaging experiences that motivate students while also offering opportunities for

personalized feedback and mastery learning. Exploring the effectiveness of these

technological interventions in different educational contexts can provide valuable insights

into designing innovative motivational strategies.

Furthermore, the literature review emphasizes the need for a balanced approach to

intrinsic and extrinsic motivation. While intrinsic motivation is associated with deeper

engagement and long-term academic success, extrinsic motivators can serve as valuable tools

for initiating interest and providing tangible incentives. However, the potential negative

consequences of overreliance on extrinsic rewards, such as decreased autonomous motivation

and burnout, highlight the importance of strategic implementation and the cultivation of

intrinsic motivation (Deci & Ryan, 2017).

Additionally, the synthesis underscores the importance of understanding individual

differences in motivational preferences and the varying effectiveness of motivational

strategies across diverse student populations (Chirpaz et al., 2018). Tailoring interventions to

meet the unique needs and characteristics of students, such as their age, cultural background,

and level of intrinsic motivation, is essential for optimizing motivational outcomes.

Finally, while much of the existing research focuses on the relationship between

motivation and academic performance, future studies could explore the broader impact of
 PAGE \* MERGEFORMAT 27

motivation on students' overall well-being and psychological fulfillment (Wang & Eccles,

2018). Understanding how motivation influences aspects such as self-esteem, resilience, and

mental health can provide valuable insights into the holistic development of students and

inform comprehensive educational interventions.

In conclusion, while the synthesis provides a comprehensive overview of the current

understanding of intrinsic and extrinsic motivation in education, there are still numerous

avenues for further exploration. By delving deeper into cultural influences, leveraging

technology, tailoring interventions to individual differences, and exploring the broader impact

of motivation, researchers and educators can continue to refine and enhance motivational

strategies to support student success and well-being in diverse educational contexts.

 PAGE \* MERGEFORMAT 27

CHAPTER 3

METHODOLOGY

This chapter provides an overview of the study's procedures, the studies demographic

and sample, a description of the respondents, the research instrument used, the technique for

gathering data, and the methods used for data processing and statistical analysis.

Methods of Research

The study employed a correlational research design. A correlational research strategy

explores the relationships between variables, without allowing the researcher to manipulate or

control any of these factors. Correlation quantifies both the strength and the direction of the

relationship between two or more variables, which can be either positive or negative

(Bhandari, 2023).

Correlational research design is bound to determine the relationship of intrinsic and

extrinsic motivation and the academic performance of students in science.

In addition, a questionnaire is a method of gathering information from a subset of

persons by asking them a series of questions (Check & Schutt, 2012). In this study, the

researchers will use a survey questionnaire as a technique handed over to all selected

respondents.
 PAGE \* MERGEFORMAT 27

Population, Sample Size, and Sampling Technique

The study will focus on Grade 10 High School Students with the total population of

40 respondents who will be currently enrolled in one of public high school in Norzagaray,

Bulacan. The population will be clearly defined to ensure that the sample accurately

represents the population.

The respondents of the survey will be grade 10 students at North Hills Village High

School. The sampling technique to be used in this study will be the purposive sampling

method, as Grade 10 students will be selected specifically because they will be currently

taking science subjects.

The researchers will select 40 respondents to participate in answering the

questionnaires based on the criteria and the population that the study requires. Moreover, the

chosen respondents will be asked for their consent.

Description of Respondents

The study will involve 40 respondents, specifically grade 10 who are enrolled at

North Hills Village High School, a secondary school in the Municipality of Norzagaray,

Bulacan. Their participation in the research project will signify commitment to advanced

knowledge and contributing to the field of science education.

Research Instruments

The study will use a survey questionnaire that will be adapted to determine the

relationship between intrinsic and extrinsic motivation and the academic performance of the

students. Also, the researchers will also administer a researcher made assessment to test the

level of academic performance of the students. The prevalence of questionnaire surveys

 PAGE \* MERGEFORMAT 27

attests to their usefulness and simplicity, according to Buckingham and Saunders (2014), who

define it as a technique for gathering statistical data about the characteristics, attitudes, or

behaviors of a population by distributing standardized questions to some or all its members.

The instrument in this study will comprise inquiries produced by the researchers

based on relevant study papers. The researchers will ensure that the set of questions is plenty

to yield the necessary information for the investigation. Additionally, these questions will

undergo rigorous scrutiny to ensure their efficacy and will be adjusted to encompass all the

aspects related to each subject. The questions will be adapted to the related research of

researchers from Polytechnic University of the Philippines and Xavier University – Ateneo

De Cagayan.

The following questions in the survey questionnaire will be formulated by the

researchers consisting of close-ended questions with provided choices and instructions to

follow students' learning and participation.

Furthermore, the survey questionnaire will be presented to experts and statisticians for

validation and to help ensure that the questions are reliable enough to give the needed data for

the study.

The questionnaire will employ a five-point Likert scale. Regarding the questions, a

mean score of 5 will indicate strong agreement from the respondent, a score of 4 will indicate

agreement, a score of 3 will indicate partial agreement, a score of 2 will indicate

disagreement, and a score of 1 will indicate strong disagreement.

Numerical
Description
Equivalent

5 Strongly Agree

4 Agree

3 Neither Agree nor Disagree

 PAGE \* MERGEFORMAT 27

2 Disagree

1 Strongly Disagree

Table 1. Verbal interpretation of perception of the students in terms of intrinsic and

extrinsic motivation

Mean Verbal Interpretation

4.21 – 5.00 Strongly agree

3.41 – 4.20 Agree

2.61 – 3.40 Neither agree or disagree

1.81 – 2.60 Disagree

1.00 – 1.80 Strongly disagree

Data Gathering Procedure

The following process will be undertaken by the researchers to gather the needed data

for the study.

The researchers will secure an approved validated questionnaire to survey Grade 10

high school students. After securing the letter, the researchers will immediately work on the

revision of the research questionnaire instrument which will be validated by some experts in

the field. Before going to the testing proper, the researchers will create a request letter for a

teaching session.

Upon approval, the researchers will return the request letter. After that, the students

will undergo for students’ consent. The subject teacher will check the detailed lesson plan

proposed by the researchers that will be integrated during the teaching session. The teaching

session will then be conducted for 1 day with 40 students.

 PAGE \* MERGEFORMAT 27

When all the data have been gathered, the researchers will calculate the scores and

employ statistical analysis in conjunction with the tabulated and tallied survey, and with the

assistance of a statistician.

Statistical Treatment of Data

The study will analyze the data that will be collected from the survey questionnaires

using the adapted questionnaire, and to answer the general problem of the study that will be

focused on getting the relationship of intrinsic and extrinsic motivation and students’

academic performance.

1. Sample Mean

The mean is calculated by dividing the total number of values by the average from the

data set's summary. This was used to get the overall weighted mean of the responses as well

as the average perception of the students who responded to the survey.

Formula:

μ = mean

= number of its responses

N = number of respondents

2. Frequency and Percentage Distribution

Frequency and percentage distribution can be referred to as a data presentation that

shows the percentage of observations for each data point or set of data points. It is a widely

used method for representing the relative frequency of survey replies and other data.

Formula:
 PAGE \* MERGEFORMAT 27

% is the percentage

f is the frequency

N is the total of respondents

3. Spearman’s Rho. Spearman rank correlation coefficient (Spearman ρ) is a non-parametric

statistical measure used in research to assess the strength and direction of the relationship

between two sets of data by considering their ranks rather than their actual values (Lasser &

Winter, 1961).

Where:

ρ = Spearman's rank correlation coefficient

= difference between the two ranks of each observation

n = number of observations