000			11890nam a2201237Ia 4500
000			09729ntm a2200205 i 4500
001			68983
003			0
005			20250920174307.0
008			171029n 000 0 eng d
010			_z _z _o _a _b
015			_22 _a
016			_2 _2 _a _z
020			_e _e _a _b _z _c _q _x
022			_y _y _l _a2
024			_2 _2 _d _c _a _q
028			_a _a _b
029			_a _a _b
032			_a _a _b
035			_a _a _b _z _c _q
037			_n _n _c _a _b
040			_e _erda _a _d _b _c
041			_e _e _a _b _g _h _r
043			_a _a _b
045			_b _b _a
050			_a _a _d _b2 _c0
051			_c _c _a _b
055			_a _a _b
060			_a _a _b
070			_a _a _b
072			_2 _2 _d _a _x
082			_a _a _d _b2 _c
084			_2 _2 _a
086			_2 _2 _a
090			_a _a _m _b _q
092			_f _f _a _b
096			_a _a _b
097			_a _a _b
100			_e _e _aBayot, Thelma R. _d _b4 _u _c0 _q16
110			_e _e _a _d _b _n _c _k
111			_a _a _d _b _n _c
130			_s _s _a _p _f _l _k
210			_a _a _b
222			_a _a _b
240			_s _s _a _m _g _n _f _l _o _p _k
245		0	_a _aThe relationship between motivational factors and academic achievement of students in special science classes in the National Capital Region, SY 2000-2001 / _d _b _n _cThelma R. Bayot. _h6 _p
246			_a _a _b _n _i _f6 _p
249			_i _i _a
250			_6 _6 _a _b
260			_e _e _a _b _f _c _g
264			_3 _3 _a _d _b _c46
300			_e _e _c28 cm. _axx, 138 pages _b
310			_a _a _b
321			_a _a _b
336			_b _atext _2rdacontent
337			_3 _30 _b _aunmediated _2rdamedia
338			_3 _30 _b _avolume _2rdacarrier
340			_2 _20 _g _n
344			_2 _2 _a0 _b
347			_2 _2 _a0
362			_a _a _b
385			_m _m _a2
410			_t _t _b _a _v
440			_p _p _a _x _v
490			_a _a _x _v
500			_a _aThesis (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. _d _b _c56
504			_a _a _x
505			_a _a _b _t _g _r
506			_a _a5
510			_a _a _x
520			_b _b _c _aABSTRACT: 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.
520			_a 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. _u
521			_a _a _b
533			_e _e _a _d _b _n _c
540			_c _c _a5
542			_g _g _f
546			_a _a _b
583			_5 _5 _k _c _a _b
590			_a _a _b
600			_b _b _v _t _c2 _q _a _x0 _z _d _y
610			_b _b _v _t2 _x _a _k0 _p _z _d6 _y
611			_a _a _d _n2 _c0 _v
630			_x _x _a _d _p20 _v
648			_2 _2 _a
650			_x _x _a _d _b _z _y20 _v
651			_x _x _a _y20 _v _z
655			_0 _0 _a _y2 _z
700			_i _i _t _c _b _s1 _q _f _k40 _p _d _e _a _l _n6
710			_b _b _t _c _e _f _k40 _p _d5 _l _n6 _a
711			_a _a _d _b _n _t _c
730			_s _s _a _d _n _p _f _l _k
740			_e _e _a _d _b _n _c6
753			_c _c _a
767			_t _t _w
770			_t _t _w _x
773			_a _a _d _g _m _t _b _v _i _p
775			_t _t _w _x
776			_s _s _a _d _b _z _i _t _x _h _c _w
780			_x _x _a _g _t _w
785			_t _t _w _a _x
787			_x _x _d _g _i _t _w
800			_a _a _d _l _f _t0 _q _v
810			_a _a _b _f _t _q _v
830			_x _x _a _p _n _l0 _v
942			_a _alcc _cBK
999			_c27642 _d27642