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Bayot, Thelma R. |
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The relationship between motivational factors and academic achievement of students in special science classes in the National Capital Region, SY 2000-2001 / |
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Thelma R. Bayot. |
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Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2001.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration. |
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ABSTRACT: This study aimed to find out the motivational factors that influence the academic achievement of students in the Special Science Classes in the node Schools of the Capital Region in school year 2000-2001. Specifically, the study answered the following questions: 1. What is the profile of the respondents in terms of: 1.1 age, 1.2 gender 1.3 family size, 1.4 order of birth in the family, 1.5 educational attainment of parents, 1.6 profession/occupation of parents, 1.7 average monthly family income, and 1.8 average in science 2. How do the group of achievers in science compare in terms of the following motivational factors: 2.1 family related factors, 2.2 teacher related factors, 2.3 school and other environment related factors, and 2.4 student related factors 3. Is there a relationship between achievement in science and each of the following ` motivational factors? 3.1 family related factors, 3.2 teacher related factos, 3.3 school and other environment related factors, and 3.4 student related factors 4. Is there a significant relationship between the respondent' profile variables and motivational factors? Hypotheses This study tested the following null hypotheses at 0.05 level of significance that: 1. The groups of science achievers do not differ significantly in their level of motivational factors? 1.1 family related factors, 1.2 teacher related factors, and 1.3 school related factors, 1.4 student related factors 2. There is no significant relationship between the student's science achievement and the following motivators: 2.1 family related factors, 2.2 teacher related factors, 2.3 school and environment related factors, and 2.4 student related factors, 3. No significant relationship exists between the students profile variables and each of the following: 3.1 science achievement and 3.2 motivational factors METHODOLOGY: The study utilized the descriptive method of research. The respondents of this study consisted of the students of the Special Science Classes (SSC) of the public secondary schools in the National Capital Region (NCR), which belong to the National network of 110 science and technology oriented High Schools. A sample of 386 students was used in this study. Random sampling was used to select 3 students from the top 10 ( to comprise the high achievers), another 3 students from the bottom 10 (considered the low achievers) and 4 students (to comprise the average achievers) not belonging to either groups from the class based on their average grade in science for the first and second grading periods. Hence for each class there was at least 10 students and from each school there were at least 40 students. Data management and statistical analysis was done using the Statistical Package for the Social Sciences (SPSS) Version 9. Frequencies, means, charts, Anova and multiple comparison tables, and correlation coefficients were generated using SPSS. FINDINGS: The significant findings of the study were as follows: 1. The mean age of the student respondents was 14.32 years, about 66% were female, coming from a family of 5 to 6 members and who were either the youngest or eldest in the family. The parents of the respondents were mostly college graduates and working in mostly college graduates and working in mostly non-scientific fields, and with estimated monthly income of less than P15,000. It was also found out that mean grade in science was 88.5. 2. Comparison, using ANOVA and Tukey's test, of the various groups of science achievers revealed that generally the low achievers had lower motivational levels to the Average and High Achievers in most of the motivational variables studied. 3. Correlation analysis between achievement in science and the motivational factors showed that there were motivational factors which are significantly positively related and some which are significantly negatively related to achievement in science. It was noted that there were signigficant difference in the science achievement among the students from the various science high schools. Manuel A. Roxas High School in Manila and Rizal High School in Pasig City have higher science achievement compared to the other schools. 4. Correlation analysis between the profile variables, motivational variables and achievement in science indicated the following: . Age and sec are significantly related to achievement . The students' age was significant negatively related to Family, Teacher and Student variables . Males were significantly less motivated by the various motivational variables compared to female . The students' family size was significantly negatively related to family related variables. . Only child and eldest children were significantly positively motivated by the various variables compared to the other children in the family. . Educational attainment of the parents were significantly positively to the family-related motivational variables . Students' father's occupation was significant positively related to teacher-related variables but significantly negatively related to the mother's occupation . The student's estimated family income was significantly negatively related to school related factors and to student related factos. CONCLUSIONS: Based on the above findings, the following are the conclusions of the study: 1. The profile of the respondents are typical of those in any high school except that achievement in science, at 88.5, is significantly higher and normally distributed, compared to the regular high school classes which usually have a mean of 80 to 85 and usually skewed o the right. 2. There are significant differences in the level of motivation among the various groups of achievers in science. Low achievers are significantly different from Average and High Achievers. 3. The relationship motivational factors to achievement in science showed that these factors can be related negatively or positively. 4. There are student characteristics or profile variables which are related significantly, both positive and negative, to the various motivational variables. RECOMMENDATIONS: Based on the findings of this study, the following recommendations are forwarded: 1. The present program of special science classes should be expanded to involve all non-science high schools so as not to limit science education on the science high school and regional science high schools. This will ensure better opportunities for science to the disadvantage groups and possible search points for science talents. 2. Special science teachers should be continuously trained in summer science institutes in selected Regional Teaching Centers so that the teachers will be updated in science content and strategies. 3. Management of high schools which have special science classes should formulate and implement an orientation program, for parents and students. A regular parent-teacher-principal dialogue to inform the parents/guardians of the academic program. Parents who participate actively in school activities are a big help to students who are average in class. Parental involvement means concern to the students welfare. Parent-Teachers Associations can extend financial and other logistical report. 4. The school facilities should be enhanced to provide a peaceful, quiet orderly and conducive environment for study, the science laboratories should be always well equipped with scientific equipment, apparatus, and reagents. The instructional media center should be provided with up-to-date audio-visual aids and interactive equipment to individual exploration. 5. Teachers should be encourage to prepare workbooks and modules for science instruction. Incentives could be provided by DECS and DOST. 6. Scientific Career Path System which provides higher salaries to science oriented employees (working on science related jobs) should be applied to the schools involved in special science classes. 7. |
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Career guidance should be more intensive so as to ensure that students in special science classes will continue on a science career. 8. The assistance of tri-media should be elicited so that there will be more TV and radio programs and print materials on science and technology. 9. Science competitions like Mathematics Olympiads, contests and investigatory projects, and the like should be widely publicized and promoted. |
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| Abbreviated title |
|
| 775 ## - OTHER EDITION ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 776 ## - ADDITIONAL PHYSICAL FORM ENTRY |
|---|
| Uniform title |
|
| -- |
|
| Main entry heading |
|
| Place, publisher, and date of publication |
|
| Edition |
|
| International Standard Book Number |
|
| Relationship information |
|
| Title |
|
| International Standard Serial Number |
|
| Physical description |
|
| Qualifying information |
|
| Record control number |
|
| 780 ## - PRECEDING ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Main entry heading |
|
| Related parts |
|
| Title |
|
| Record control number |
|
| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |