Exploring the Academic Motivation and Performance of First Year Psychology

Students of Don Mariano Marcos Memorial State University Mid La Union Campus
under the New Normal Mode of Learning

In partial fulfillment of requirements

for the subject Psychological Statistics

Researchers
ANGELES, Alyanna Bianca
BASA, Marie Ysabelle
BRIONES, Samantha
DELIMA, Jonalyn
DUCUSIN, Harhon Bricx A.
DUCUSIN, Joenela
DULATRE, Edna
JAPSON, Diane Cris
JUDAN, Jairah
KARGANILLA, Erlene Jhen
LACANARIA, Sandra
LARANANG, Ana Marie

December 2016

i
 TABLE OF CONTENTS

Acknowledgement………………………………………………………………………………iv

Presentation, Analysis and Interpretation of Data……………………………...……………1

Descriptive Statistics

Table 1…………………………………………………………………………………..6

Table 2 & Table 3………………………………………………………………………7

Table 4…………………………………………………………………………………..8

Table 5 & Table 6………………………………………………………………………9

Table 7…………………………………………………………………………………10

Table 8………………………………………………………………………………...11

Table 9…………………………………………………………………………………12

Histograms

Figure 1……………………………………………………………………………….13

Figure 2……………………………………………………………………………….14

Figure 3……………………………………………………………………………….15

Figure 4……………………………………………………………………………….16

Figure 5……………………………………………………………………………….17

Figure 6……………………………………………………………………………….18

Figure 7……………………………………………………………………………….19

Figure 8……………………………………………………………………………….20

Inferential Statistics

Chi-square (Test of Independence)………………………………………………..21

ii
 Table 1……………………………………………………………………….21

Figure 1……………………………………………………………………...22

T-Test (Independent Sample T-Test)…………………………………………….24

Table 2 & Table 3…………………………………………………………..24

Figure 2……………………………………………………………………...26

Figure 3………………………………………………………………………27

Correlation…………………………………………………………………………..29

Table 4………………………………………………………………………29

Figure 3……………………………………………………………………..30

References………………………………………………………………………………….32

iii
 Acknowledgment

Indeed, it is a genuine pleasure to greatly express the researchers their most

undying, heartfelt gratitude to the following people who contributed their precious time,
impactful skills and sincere efforts which have seen and felt by the researchers along their
journey to complete accurately the mini research possible. Here are as follows:

To the mentor, worthwhile inspirer, and empowered instructor, Ms. Coleen

Beatrice Casiano, RPm, who provided the necessary basic skills and vibrant ideas to
help all the students to finish the final requirement as much as possible. Her dedication
in motivating, keeping the interest of, and shaping the students especially the researchers
was surprisingly incredible and utmost appreciated for. More so, her timely advice and
statistical approach have enabled the rest of the researchers to accomplish the task given
in a great extent of time.

Secondly, the Teen Center located at Barangay Ilocanos Sur, City of San
Fernando, La Union which accommodated the needs of the researchers through
augmenting as a venue to execute the process and ultimately, finalize the required data
in fulfilling the final requirement. With the help of strong internet connection rendered by
the said facility, the mini-research was successfully finished and furnished, owing the
Teen Center Ilocanos Sur founded by Hon. Mark Anthony A. Ducusin a million-fold
thanks. Furthermore, the overtime given by the facility was a great help to the researchers
to further finish the necessary things needed in the study.

The researchers would like also to thank themselves for the efforts, time being
consumed, hardships, and dedication to finally finished the said requirement needed in
the subject Psychological Statistics. It was a great pleasure and honor to conduct the
study accurately and well prepared in achieving a good flow of the mini-research with the
help of each researcher.

Above all, the researchers would like to express the warmest and genuine
gratitude to make all these things even more possible to completely finished. All glory to
Him.

iv
 Presentation, Analysis and Interpretation of Data

I. Profile

Name (optional): _________________

Sex: Male Female

Age: _______________

Enrollment Status:

Regular

Shiftee

Transferee

Birth Order:

First child

Middle child

Last child

Only child

Socio-economic Status:

High (above Php 41,000 monthly income)

Middle (Php 21,000 - Php 40,000 monthly income)

Low (Php 10,000 – Php 20,000 monthly income)

Status of Internet Connection:

WIFI Hotspot

Mobile Data

Broadband

Cable

1
SHS Academic Strand:
Accountancy, Business and Management (ABM)

Science, Technology, Engineering and Mathematics (STEM)

Humanities and Social Sciences (HUMSS)

General Academic Strand (GAS)

Technical-Vocational-Livelihood (TVL)

N/A

Midterm: _______________

II. Academic Motivation Scale responses:

Why do you go to college (CEGEP)?

Using the scale below, indicate to what extent each of the following items presently
corresponds to one of the reasons why you go to college (CEGEP).

7-point Academic Motivation Scale:

Academic Motivation 1 2 3 4 5 6 7
Questions
1. Because with only a high-
school degree I would not find
a high-paying job later on.
2. Because I experience
pleasure and satisfaction
while learning new things.

2
3. Because I think that a
college (CEGEP) education
will help me better prepare for
the career I have chosen.
4. For the intense feelings I
experience when I am
communicating my own ideas
to others.
5. Honestly, I don’t know; I
really feel that I am wasting
my time in school.
6. For the pleasure I
experience while surpassing
myself in my studies.
7. To prove to myself that I am
capable of completing my
college (CEGEP) degree.
8. In order to obtain a more
prestigious job later on.
9. For the pleasure I
experience when I discover
new things never seen before.
10. Because eventually it will
enable me to enter the job
market in a field that I like.
11. For the pleasure that I
experience when I read
interesting authors.
12. I once had good reasons
for going to college (CEGEP)

3
however, now I wonder
whether I should continue.
13. For the pleasure that I
experience while I am
surpassing myself in one of
my personal accomplishment.
14. Because of the fact that
when I succeed in college
(CEGEP) I feel important.
15. Because I want to have
“the good life” later on.
16. For the pleasure that I
experience in broadening my
knowledge about subjects
which appeal to me.1
17. Because this will help me
make a better choice
regarding my career
orientation.
18. For the pleasure that I
experience when I feel
completely absorbed by what
certain authors have written.
19. I can’t see why I go to
college (CEGEP) and frankly I
couldn’t care less.
20. For the satisfaction I feel
when I am in the process of
accomplishing difficult
academic activities.

4
21. To show myself that I am
intelligent person.
22. In order to have a better
salary later on.
23. Because my studies allow
me to continue to learn about
many things that interest me.
24. Because I believe that a
few additional years of
education with improve my
competence as a worker.
25. For the “high” feeling that I
experience while reading
about various interesting
subjects.
26. I don’t know; I can’t
understand what I am doing in
school.
27. Because college (CEGEP)
allows me to experience a
personal satisfaction in my
quest for excellence in my
studies.
28. Because I want to show
myself that I can succeed in
my studies.

5
For Descriptive Statistics, present the:

1) Profile of the respondents in terms of: Sex, Socio-economic Status (SES), Status
of Internet Connection, Age, Midterm Grade, Birth Order, SHS Academic Strand,
Enrollment Status (regular/shiftee/transferee)

DESCRIPTIVE STATISTICS

Table 1

Summary of the Profile of First Year Psychology Students

Note. Run from SPSS.

The table above shows that the mean in terms of: Sex (M = 1.83), Socio-economic
Status (M = 2. 69), Status of Internet Connection (M = 1.68), Age (M = 18.75), Midterm
Grade (M = 86.36), Birth Order (M = 2.05), SHS Academic Strand (M = 2.87) and the
Enrollment Status (M = 1.08).

6
Table 2

Sex of First Year Psychology Students

Note. Adapted from Online Sources, by Bugler M., et.al., 2012 & Ha, G., et. al. 2021.

The table shows that the number of male respondents is lower than the number of
female respondents. Moreover, the cumulative frequency for male 17.0 is lower than the
cumulative frequency result for female 100.0. According to a research finding, both males
and females, in terms of their academic motivation, there is an identification with feminine
traits that is more closely associated with academic motivation than identification with
masculine traits. Furthermore, most of the observed sex differences in research
productivity can be attributed to sex differences in personal characteristics, structural
positions, and marital status. These results suggest that sex differences in research
productivity stem from sex differences in structural locations and as such respond to the
secular improvement of women's position in science.

Table 3

Socio-economic Status of First Year Psychology Students

Note. Adapted from Online Sources, by Islam, M., et.al., 2017 & American psychological
association, 2017.

7
 The table above contains data about the Socio-economic Status of the
respondents. Whereas, low has a higher cumulative frequency 100.0 than high 4.0 and
27.0 middle. On a research intended to examine and explore the impact of Socio-
economic Status on Academic Achievement of Senior Secondary School Students, it
showed that there is positive correlation exist between Socio-economic Status and
Academic Achievement of Senior Secondary School students and highlights their
significance. Moreover, it was said by a study that the prospective college students from
low socioeconomic status backgrounds are less likely to have access to informational
resources about college.

Table 4

Status of Internet Connection of First Year Psychology Students

Note. Adapted from Online Sources by Asio, J., et.al., 2021 & Salac, R., et.al., 2016.

The table above shows that the Status of Internet Connection of students is more
frequent in WFI Hotspot with 47 users and mobile data with 42 users is higher than those
students who are using broadband and cable internet connection which denotes that the
number of students with WIFI Hotspot exceeds the number of students with mobile data.
This is verified by the findings in a survey that 70% of students have internet access at
their homes. In relation, a comparison of the current global ICT situation shows that the
country's Internet infrastructure lags behind among those of contemporary developing
countries in Asia, particularly in terms of Internet connectivity.

8
Table 5

Age of First Year Psychology Students

Note. Adapted from Online sources, by The Hamilton Project., 2017 & Billari, F., et.al.,
2011.

As can be inferred from the table, the ages 18 and 19 are higher than the other
respondents' ages, respectively having 48 frequency and 41 frequency. It is notable that
the students' average age among college students are between 18 to 24 as can be
supported by the age distribution by the type of institution, specifically in public institutions
in 2015 where the plurality of undergraduate students is between the age 18 to 24.
Moreover, in a study in the relation of differences in academic performance, it was found
out that the youngest students in a cohort perform slightly better in cognitive tests and
also appear to have less active social lives, particularly regarding romantic relationships.

Table 6

Birth Order of First Year Psychology Students

9
Note. Adapted from Online Sources, by Ha. S., & Tam. C., 2011 & Draughn. A., 2016.

The table shows that the first child has the highest number of respondents which
are 38 frequencies, while the second child has 28 frequencies, the third child has a
frequency of 25, and the only child has 9 frequencies. In the study, it was found out that
psychological birth order predicted student motivation in the area of fun seeking. Also,
psychological birth order predicted student motivation in the area of reward
responsiveness and that the pioneer of birth order research, according to Alfred Adler,
had theorized that each birth position has a set of personality traits.

Table 7

SHS Academic Strand of First Year Psychology Students at DMMMSU-MLUC

Note. Adapted from Online Sources, by AMA University Online Education, (n.d.) &
Tuarez, J, 2020.

The result in the table shows that most of students is HUMSS while few are the
STEM, TVL, ABM, GAS, as their SHS academic strand however, the 3 of them has no
answer. According to AMA University Online Education, the HUMSS strand shapes senior
high school students with the necessary skills and knowledge from the converging subject
matter of Psychology, Sociology, and Communication to develop an open mind set and
a good understanding of the sociological and cultural nuances of the world around them,
and how these shape and mold society’s ideas and sentiments in media, art, and many
more manifestations. However, the National Science Foundation recognizes psychology

10
as a STEM field and a science given its scientific nature and the technological
contributions it has made to the world of knowledge.

Table 8

Enrollment Status of First Year Psychology Students at DMMMSU-MLUC

Note. Adapted from Online Sources, by Matthews, O., 2015 & Smith, A, 2021.

The table shows that only 4 of the students are transferee and 96 of the students
are regular Therefore, the frequencies of the regular students are higher than the
frequencies of the transferee students. One-third of all students transfer at least once
during their college years, with 25% of the students who transfer changing institutions two
or more times (Marling, 2013). Recent research conducted by Miller (2013) at four-year
institutions in Texas supported this assertion; “data collected show that native students
always graduate at higher rates than their transfer peers”. Moreover, Smith (2021) stated
the report details that few students who want to transfer are following this path. The
transfer rates are low because navigating the process can be “cumbersome, confusing
and a time-consuming experience for far too many students, despite reforms to improve.”

11
Table 9

Midterm Grade of First Year Psychology Students at DMMMSU-MLUC

Note. Adapted from Online Sources, by Alley. V, 2002 & Ulmer. J., 2019.

As can be seen in the Table above, the midterm grades of 88 and 89 are both the
highest gained by the respondents among the other midterm grades, more likely achieved
for the first semester. In a study, it is said to be effective if the report of midterm grades
is given to students as an encouragement for completion of course works and to have a
desired grade. This is certified also by the research finding that states the combination of
intrinsic and extrinsic motivation factors appears to be apparent when students are
assessed for a given midterm grade notification category.

12
 HISTOGRAMS

Figure 1

Males and Females of First Year Psychology Students

Note. Number of males = 17, number of females = 83, total N = 100.

Interpretation:

The result shows that it is “skewed left” since it looks like a lopsided mound, and
its tail is going to the left. The number of males is less than the number of females.

13
Figure 2

High, Low and Middle Income of First Year Psychology Students

Note. High = 4, Middle = 23, Low = 73, total N = 100.

Interpretation:

The result signifies a “skewed left” histogram as the tail is going off to the left. Low
economic status is the highest while the high economic status is the lowest.

14
Figure 3

WIFI Hotspot, Mobile Data, Broadband and Cable as Status of Internet Connection of
First Year Psychology Students

Note. WIFI Hotspot = 47, Mobile Data = 42, Broadband = 7, Cable = 4, total N = 100.

Interpretation:

The graph which shows the Status of Internet Connection is “skewed right”.
Students use between WIFI Hotspot and Mobile Data the most. A few are using
Broadband, and a handful are using Cable as their Internet Connection.

15
Figure 4

Ages ranges from 17 to 26 of First Year Psychology Students

Note. 17 = 1, 18 = 48, 19 = 41, 20 = 4, 21 = 3, 23 = 2, 26 = 1, total N = 100.

Interpretation:

The graph shows a “skewed right” data set. On the right side, there are few
students whose ages are older than the rest. Most of the students are between 17 and
20 years of age.

16
Figure 5

First, Middle, Last and Only child as Birth Order of First Year Psychology Students

Note. First child = 38, Middle child = 28, Last child = 25, Only child = 9, total N = 100.

Interpretation:

This graph shows the birth of order of the said students is “skewed right”. On the
right side, there are handful who are only child. Most students claim that they are first
child, and the rest are between middle child and the youngest.

17
Figure 6

ABM, STEM, HUMSS, GAS, TVL and N/A as SHS Academic Strand of First Year
Psychology Students

Note. ABM = 7, STEM = 26, HUMSS = 52, GAS = 6, TVL = 6, N/A = 3, total N = 100.

Interpretation:

The graph which shows the SHS Academic Strand, is “skewed right”. On the right
side, a handful has no answer (N/A). Most students are between HUMSS and STEM
while few are ABM, GAS and TVL as their SHS Academic Strand.

18
Figure 7

Regular, Shiftee and Transferee of First Year Psychology Students

Note. Regular = 96, Shiftee = 0, Transferee = 4, total N = 100.

Interpretation:

The graph, which shows the Enrollment Status of the First Year Psychology
students of DMMMSU-MLUC, is “skewed right”. On the right side, it shows the last
number, which are the transferees. Most of them are regular students and there are no
shiftees.

19
Figure 8

Midterm grade ranges from 75 to 95 of First Year Psychology Students

Note. 75 = 1, 76 = 1, 77 = 1, 78 = 4, 79 = 1, 80 = 5, 81 = 2, 82 = 3, 83 = 4, 84 = 10, 85 =
5, 86 = 7, 87 = 8, 88 = 12, 89 = 12, 90 = 8, 91 = 9, 92 = 4, 93 = 0, 94 = 2, 95 = 1, total N
= 100.

Interpretation:

The graph shows symmetric data set; it represents the midterm grades of the First
Year Psychology students of DMMMSU-MLUC. Thus, the result is close symmetric
distribution.

20
For Inferential Statistics, construct 1 null and 1 alternative hypothesis for each
statement below (two-tailed):

2) Relationship between Status of Internet Connection and Status of Midterm Grade

CHI-SQUARE (Test of Independence)

Table 1

Difference of status of Internet Connection and status of Midterm Grade

Note: Adapted from Online Sources, by Adegoke, 2013. Research Gate.

The study results of Adegoke supports this finding. Correlation analysis on

students' access to the internet and performance found no significant relationship
between students' access to the internet (Adegoke, 2013). Furthermore, another study
conducted by Cener et al. (2015) concluded that the internet connection does not affect
students' achievement scores.

21
Figure 1

Relationship between Status of Internet Connection and Status of Midterm Grade

Null Hypothesis:

Note. WIFI Hotspot = 47, Mobile Data = 42, Broadband = 7, Cable = 4, total N = 100.

Null Hypothesis:

There is no significant relationship between the status of Internet Connection and

status of Midterm Grade in the Academic Performance of First Year Psychology Students
of Don Mariano Marcos Memorial State University under the New Normal Mode of New
Learning.

Alternative Hypothesis:

There is a significant relationship between the status of Midterm grade in the

Academic Performance of First Year Psychology Students of Don Mariano Marcos
Memorial State University under the New Normal Mode of New Learning.

22
APA Format:

A chi-square test of Independence appropriately used and was examined the

relationship between the status of Internet Connection and status of Midterm Grade (pass
or fail). Therefore, the relationship between these variables was non-statistically
significant, (3, N=100) = 0.00, p > 0.05. More so, results showed that all First Year
Psychology Students of Don Mariano Marcos Memorial State University Mid La Union
Campus have passed in the preferred status of Internet Connection.

23
 3) Difference in Academic Motivation in terms of: Sex and Socio-economic Status

T-TEST (Independent Sample T-Test)

Table 2

Difference in Academic Motivation in terms of: Sex

Note: Adapted from Online Journal, by Camus et al., 2018, p 6. Journal of Social Studies
Education Research.

Table 3

Difference in Academic Motivation in terms of: Socio-economic Status

Note: Adapted from Online Journal, by Camus et al., 2018, p 6. Journal of Social Studies
Education Research.

24
 In this study, the researchers have found out that there is no relationship between
Academic motivation and Sex and Socioeconomic status of the First-year Psychology
students of DMMMSU-MLUC. This finding is supported by the study of Sivrikaya (2019),
stating that according to gender, there was no significant difference in terms of academic
motivation scale scores and sub-dimensions. In terms of socioeconomic status, a study
by Camus et al. (2018) found out that there is no significant relationship between
socioeconomic status and motivation. In their study, it was concluded that the
socioeconomic status of college students does not have any relationship with three types
of academic motivation. From these results, it can be inferred that the socioeconomic
status of college students will not affect their academic motivation.

25
Figure 2

Difference in Academic Motivation in terms of: Sex

Note. Number of males = 17, number of females = 83, total N = 100.

26
Figure 3

Difference in Academic Motivation in terms of: Socio-economic Status

Note. High = 4, Middle = 23, Low = 73, total N = 100.

Null Hypothesis:

There is no significant difference in academic motivation in terms of the sex and

socio-economic status of First Year Psychology Students of Don Mariano Marcos
Memorial State University Mid La Union Campus under the New Normal Mode of
Learning.

Alternative Hypothesis:

27
 There is a significant difference in academic motivation in terms of the sex and
socio-economic status of First Year Psychology Students of Don Mariano Marcos
Memorial State University Mid La Union Campus under the New Normal Mode of
Learning.

APA Format:

There is no significant difference between the sex and the academic motivation
scale, t (98) = .427, df = 98, p>0.05, which indicates a very weak relationship between
the two said variables, despite females, (M=145.0602, SD=1870200) having higher
numbers, than males (M=147.2353, SD=21.11732).

28
 4) Relationship between actual Midterm Grade and Academic Motivation (include the
scatterplot)

CORRELATION

Table 4

Relationship between actual Midterm Grade and Academic Motivation

Note: Adapted from Online Journal, Javadi et al.,2016. Scientific Journal of Education
Strategies in Medical Sciences.

In this study, the researchers have found out that there is no relationship between
actual midterm grades and academic motivation. This finding is supported by the study
of Tasir et al. (2020), stating a weak, positive correlation between motivation level and
academic achievement, but it was not statistically significant. Another study conducted
by Javadi et al. (2016) found that intrinsic and extrinsic motivational factors did not have
any significant correlation with academic performance. However, being non-motivated
had a significant relationship with academic performance.

29
Figure 4
Relationship between actual Midterm Grade and Academic Motivation

Note. 75 = 1, 76 = 1, 77 = 1, 78 = 4, 79 = 1, 80 = 5, 81 = 2, 82 = 3, 83 = 4, 84 = 10, 85 =
5, 86 = 7, 87 = 8, 88 = 12, 89 = 12, 90 = 8, 91 = 9, 92 = 4, 93 = 0, 94 = 2, 95 = 1, total N
= 100.

Null Hypothesis:

There is no significant relationship between the actual midterm grade and academic motivation
of First Year Psychology Students of Don Mariano Marcos Memorial State University Mid La Union Campus
under the New Normal Mode of Learning.

Alternative Hypothesis:

30
 There is a significant relationship between the actual midterm grade and academic
motivation of First Year Psychology Students of Don Mariano Marcos Memorial State
University Mid La Union Campus under the New Normal Mode of Learning.

APA Format:

There was a significant correlation between actual Midterm Grade and Academic
Motivation of the First Year Psychology Students of DMMMSU-MLUC, r(100) =0.21,
p<0.05. Moreover, this implies that the two variables, actual Midterm Grade and
Academic Motivation are weakly associated with each other.

31
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