Exploratory analysis of learners’ motivation on learning Mathematics in Philippines

https://doi.org/10.35912/jshe.v5i1.2115
Published: Nov 18, 2024

Abstract:

Purpose: The primary objective of this study was to investigate how motivation explains learners’ performance in mathematics.

Research methodology: This study analyzed learners' age, sex, parents' educational attainment, siblings, occupation, and motivation using Mubeen and Reid's (2014) measurement. It also tested their relationship with mathematics achievement, and determined a regression model for predicting high school mathematics performance.

Results: The study revealed a male-dominated population of Grade 9 learners at Matucay National High School, with satisfactory mathematics performance and four siblings. They align their personal goals with learning, and their motivation is crucial for positive study habits and academic achievement, particularly in mathematics.

Limitations: This study examined learner motivations in mathematics among Grade 9 students at Matucay National High School, focusing on factors such as expectations, learning outcomes, development track, future career success, and test-taking ability.

Contribution: Given that the pandemic has had a significant impact on the municipality, this study will benefit students by offering strategies for staying motivated to learn mathematics to manage and regulate the impact of the outbreak on their academic performance.

Novelty: This study explores learners' motivation in mathematics among Grade 9 students at Matucay National High School in the Philippines. It uses Mubeen and Reid's motivation measurement and analyzes demographic factors, motivational attributes, and their correlations with academic achievement. The study revealed that mothers' educational attainment and motivation significantly predicted their mathematics performance. This study provides insights into improving mathematics education and learner outcomes.

Keywords:
1. Academic Performance
2. New Normal
3. Motivation on Learning Mathematics
4. Learners’ Motivation
Authors:
Norveen S. Campanilla
Matucay National High School, Matucay, Allacapan, Cagayan, Philippines
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How to Cite
Campanilla, N. S. (2024). Exploratory analysis of learners’ motivation on learning Mathematics in Philippines. Journal of Social, Humanity, and Education, 5(1), 37–59. https://doi.org/10.35912/jshe.v5i1.2115
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Issue & Section
Vol. 5 No. 1 (2024): November
Articles
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References

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    Almagro, R. E., & Edig, M. M. (2024). Mathematics learning motivated by computer attitudes and social media engagement. Journal of Social, Humanity, and Education, 4(2), 79–97. https://doi.org/10.35912/jshe.v4i2.1575

    Aryani, N. M. R., & Suarjana, I. M. (2022). Students’ Motivation for Learning Mathematics during the Covid-19 Pandemic. International Journal of Elementary Education, 6(1), 38–47. https://doi.org/10.23887/ijee.v5i4.39982

    Artino, Anthony. (2008). Motivational beliefs and perceptions of instructional quality: Predicting satisfaction with online training. Journal of Computer-Assisted Learning. 24. 260 - 270. 10.1111/j.1365-2729.2007.00258.x.

    Bekele, T. A. (2010). Motivation and satisfaction in Internet-supported learning environments: A review. Journal of Educational Technology & Society, 13(2), 116-127.

    Berlyana, M.D. P., & Purwaningsih, Y. (2019). Experimentation of STAD and Jigsaw Learning Models on Learning Achievements and Learning Motivation. International Journal of Educational Research Review, 4(4), 517–524. https://doi.org/10.24331/ijere.628311

    Buttimer, C. J., Colwell, R., Coleman, D., Faruqi, F., Larke, L., & Reich, J. (2022). What is lost, what is left, what is next: Lessons learned from the lived experiences of teachers during the pandemic. Berkeley Review of Education, 11(2).

    Chulsum, U. (2017). Pengaruh Lingkungan Keluarga, Kedisiplinan Siswa, Dan Motivasi Belajar Terhadap Hasil Belajar Ekonomi Siswa Di Sma Negeri 7 Surabaya. In Jurnal Ekonomi Pendidikan Dan Kewirausahaan (Vol. 5, Nomor 1, hal. 5). https://doi.org/10.26740/jepk.v5n1.p5-20.

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    Hartnett, M., St. George, A. & Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted, and situation-dependent. International review of research in open and distributed learning, 12(6), 20-38.

    Heinze, Aiso & Reiss, Kristina & Franziska, Rudolph. (2005). Mathematics achievement and interest in mathematics from a differential perspective. ZDM The International Journal on Mathematics Education, 37(3), 212-220. ZDM. 37. 212-220. 10.1007/s11858-005-0011-7.

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  1. Aduayi-Akue, J., Lotchi, K., Parveen, S., Onatsu, T., Pehkonen-Elmi, E. (2017). Motivation of online learners. JAMK Open Access Online Magazines, Evolving Pedagogy — Greetings from Finland. https://verkkolehdet.jamk.fi/ev-peda/2017/01/25/motivation-of-online-learners/
  2. Al Husaini, Yousuf & Ahmad Shukor, Nur Syufiza. (2023). Factors Affecting Students' Academic Performance: A Review. 12. 284-294.
  3. Almagro, R. E., & Edig, M. M. (2024). Mathematics learning motivated by computer attitudes and social media engagement. Journal of Social, Humanity, and Education, 4(2), 79–97. https://doi.org/10.35912/jshe.v4i2.1575
  4. Aryani, N. M. R., & Suarjana, I. M. (2022). Students’ Motivation for Learning Mathematics during the Covid-19 Pandemic. International Journal of Elementary Education, 6(1), 38–47. https://doi.org/10.23887/ijee.v5i4.39982
  5. Artino, Anthony. (2008). Motivational beliefs and perceptions of instructional quality: Predicting satisfaction with online training. Journal of Computer-Assisted Learning. 24. 260 - 270. 10.1111/j.1365-2729.2007.00258.x.
  6. Bekele, T. A. (2010). Motivation and satisfaction in Internet-supported learning environments: A review. Journal of Educational Technology & Society, 13(2), 116-127.
  7. Berlyana, M.D. P., & Purwaningsih, Y. (2019). Experimentation of STAD and Jigsaw Learning Models on Learning Achievements and Learning Motivation. International Journal of Educational Research Review, 4(4), 517–524. https://doi.org/10.24331/ijere.628311
  8. Buttimer, C. J., Colwell, R., Coleman, D., Faruqi, F., Larke, L., & Reich, J. (2022). What is lost, what is left, what is next: Lessons learned from the lived experiences of teachers during the pandemic. Berkeley Review of Education, 11(2).
  9. Chulsum, U. (2017). Pengaruh Lingkungan Keluarga, Kedisiplinan Siswa, Dan Motivasi Belajar Terhadap Hasil Belajar Ekonomi Siswa Di Sma Negeri 7 Surabaya. In Jurnal Ekonomi Pendidikan Dan Kewirausahaan (Vol. 5, Nomor 1, hal. 5). https://doi.org/10.26740/jepk.v5n1.p5-20.
  10. Darko-Adjei, N. (2019). USE AND EFFECT OF SMARTPHONES IN STUDENTS'LEARNING ACTIVITIES: EVIDENCE FROM THE UNIVERSITY OF GHANA, LEGON. Library Philosophy and Practice, 1-37.
  11. Davadas, Shamila, and Lay, Yoon. (2017). Factors affecting students’ attitudes toward Mathematics: A Structural Equation Modeling Approach. Eurasia Journal of Mathematics, Science and Technology. 14. 10.12973/ejmste/80356.
  12. De Claro, W. N. D. (2021). Challenges and barriers encountered by g10-Agoncillo learners in the implementation of modular distance learning at Taal National High School. International Journal of Research in Engineering, Science and Management, 4(7), 409-413.
  13. Deci, E. L. & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268.
  14. Diaco, S. B. (2014). The effects of noise pollution in the learning environment on cognitive performance. Liceo Journal of Higher Education Research, 10(1), 83.
  15. Drane, C., Vernon, L., O’Shea, S. (2020). The impact of ‘learning at home on the educational outcomes of vulnerable children in Australia during the COVID-19 pandemic.
  16. Doyan, A., Taufik, M., & Anjani, R. (2018). Pengaruh Pendekatan Multi Representasi Terhadap Hasil Belajar Fisika Ditinjau Dari Motivasi Belajar Peserta Didik. Jurnal Penelitian Pendidikan IPA, 4(1). https://doi.org/10.29303/jppipa.v4i1.99.
  17. Ferreira, M., Cardoso, A. P., Abrantes, J. L. (2011). Motivation and relationship of the student with school as factors involved in perceived learning. Procedia-Social and Behavioral Sciences, 29, 1707-1714.
  18. Finkel, A. (2020). Learning outcomes online vs. in-class education. Paper presented at the Rapid Research Information Forum.
  19. Flack, C. B. Walker, L. Bickerstaff, A. Earle, H. Margetts, C. (2020). Educator perspectives on the impact of COVID-19 on teaching and learning in Australia and New Zealand. Pivot Professional Learning.
  20. Gray, Heather & Gray, Kurt & Wegner, Daniel. (2007). Dimensions of Mind Perception. Science (New York, N.Y.). 315. 619. 10.1126/science.1134475.
  21. Gueta, M. F., Janer, S. S. (2021). Distance-learning challenges in the use of a self-learning module. United International Journal for Research & Technology, 2(07), 58-71.
  22. Hamilton, L. S., Diliberti, M. K., & Kaufman, J. H. (2020). Teaching and leading through a pandemic: Key findings from the American educator panel spring 2020 COVID-19 survey.
  23. Hannula, Markku & Di Martino, Pietro & Pantziara, Marilena & Zhang, Qiaoping & Morselli, Francesca & Heyd-Metzuyanim, Einat & Lutovac, Sonja & Kaasila, Raimo & Middleton, James & Jansen, Amanda & Goldin, Gerald. (2016). Attitudes, Beliefs, Motivation and Identity in Mathematics Education. 10.1007/978-3-319-32811-9.
  24. Hartnett, M., St. George, A. & Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted, and situation-dependent. International review of research in open and distributed learning, 12(6), 20-38.
  25. Heinze, Aiso & Reiss, Kristina & Franziska, Rudolph. (2005). Mathematics achievement and interest in mathematics from a differential perspective. ZDM The International Journal on Mathematics Education, 37(3), 212-220. ZDM. 37. 212-220. 10.1007/s11858-005-0011-7.
  26. Hossain, M.A. and Yasmin, F. (2022). The Emergency Online Teaching-Learning Model in the Context of Higher-level Education due to the COVID-19 Pandemic. Journal of Social, Humanity, and Education, 2(4), 327–341. https://doi.org/10.35912/jshe.v2i4.1109
  27. J. O. Akinboye, How to Study and Pass Important Examination. A Psychological Approach, Maritime Printers, Ibadan, Nigeria, 1980.
  28. Khaneghahi, S., Pudineh, A., Zehi, M.A. M. (2022). Investigating the effect of intellectual computer games on creative thinking skills and increasing concentration in divorced children Journal of Social, Humanity, and Education, 2(4), 283–293. https://doi.org/10.35912/jshe.v2i4.946
  29. Khaneghahi, S., Sefatgol, S., & Siyasar, M. (2022). Investigating the relationship between school culture and academic enthusiasm with academic hope and motivation among high school students. Journal of Social, Humanity, and Education, 3(1), 29–41. https://doi.org/10.35912/jshe.v3i1.940
  30. Khayati, Safiyeh, Ali Payan. “Effective Factors Increasing the Students’ Interest in Mathematics in the Opinion of Mathematic Teachers of Zahedan.” World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering 8 (2014): 3077-3085.
  31. Kocakaya, Serhat and Kocakaya, Ferit. (2014). Structural equation modeling on factors of how experienced teachers affect students’ science and mathematics achievements. Education Research International. 2014. 1-8. 10.1155/2014/490371.
  32. Köller, Olaf & Baumert, Jürgen & Schnabel, Kai. (2001). Does Interest Matter? The relationship between academic interest and mathematics achievement Journal for Research in Mathematics Education. 32. 448-470. 10.2307/749801.
  33. Legault, Lisa. (2017). Self-Determination Theory. 10.1007/978-3-319-28099-8_1162-1.
  34. Lichauco, T. A. N., Molina, A., Tengco, D., & Vidallo, M. F. (2023). Academic dishonesty in online classes: Investigating self-reports using McCabe’s Academic Integrity Survey. Journal of Social, Humanity, and Education, 4(1), 1–19. https://doi.org/10.35912/jshe.v4i1.1500
  35. Lim, D. H., & Kim, H. (2003). Motivation and learner characteristics affecting online learning and learning application. Journal of Educational Technology Systems, 31(4), 423-439.
  36. Mohammad, Aryana. (2010). Relationship between self-esteem and academic achievement among pre-university students. The Journal of Applied Sciences. 10. 10.3923/jas.2010.2474.2477.
  37. Mubeen, S., and Norman, R. L. (2014). Measurement of motivation among science students. European Journal of Educational Research, volume-5-2016494(volume3-issue3.html), 129-144. https://doi.org/10.12973/eu-jer.3.3.129
  38. Murphy, E., & Rodríguez-Manzanares, M. A. (2009). Teachers’ perspectives on motivation in high school education. International Journal of E-Learning & Distance Education/Revue internationale du e-learning et la formation à distance, 23(3), 1-24.
  39. Muenks, Katherine & Yang, Ji & Wigfield, Allan. (2017). Associations between grit, motivation, and achievement among high school students. Motivation Science. 4. 10.1037/mot0000076.
  40. Musso, G, Cassader, M, Rosina, F, and Gambino, R. (2012). Impact of current treatments on liver disease, glucose metabolism, and cardiovascular risk in non-alcoholic fatty liver disease (NAFLD): A systematic review and meta-analysis of randomized trials. Diabetologia. 55. 885-904. 10.1007/s00125-011-2446-4.
  41. Naderi, Habibollah and Abdullah, Rohani and Hamid, Tengku and Jamaluddin, Shahrir. (2009). Self Esteem, Gender and Academic Achievement of Undergraduate Students. American Journal of Scientific Research. 3.
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  43. Otoo, Dominic & Wahab Abdul, Iddrisu & Kessie, Justice & Larbi, Ernest. (2018). Structural Model of Students’ Interest and Self-Motivation to Learning Mathematics. Education Research International. 2018. 1-10. 10.1155/2018/9417109.
  44. Pe Dangle, Ysthr Rave. (2020). The Implementation of Modular Distance Learning in the Philippine Secondary Public Schools. 10.33422/3rd.icate.2020.11.132.
  45. Qamar, Asifa & Parveen, Qaisara & Yousuf, M.. (2017). Relationship between Parenting Styles and Academic Self-efficacy of Students. The Anthropologist. 28. 123-129. 10.1080/09720073.2017.1316611.
  46. Quílez-Robres, A.; Moyano, N.; Cortés-Pascual, A. Motivational, Emotional, and Social Factors Explain Academic Achievement in Children Aged 6–12 Years: A Meta-Analysis. Educ. Sci. 2021, 11, 513. https://doi.org/10.3390/educsci11090513
  47. Padmapriya, P. V. (2015). Effectiveness of self-learning modules on achievement in biology among secondary school students. International Journal Of Education and Psychological Research (IJEPR), 4(2).
  48. Panganiban, G. L., & Madrigal, D. V. (2021). Grappling with the learning modules: Experience of public elementary pupils attending English written modular classes. Technium Soc. Sci. J., 20, 263.
  49. P. F. Adeyanju, “Self-concept, study habits and academic performance in school studies among secondary school students in Oyo State,” University of Ado-Ekiti, Ado-Ekiti, Nigeria, 2006, Ph.D. thesis.
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