THE INFLUENCE OF THE INTRINSIC MOTIVATION AND SELF - DIRECTED LEARNING ON

THE ACADEMIC OF BEED STUDENTS

A RESEARCH PROJECT PROPOSAL

Presented to the Faculty of College of Education

DIVINE WORD COLLEGE OF SAN JOSE

In Partial fulfillment for the requirements for the Degree

BACHELOR OF ELEMENTARY EDUCATION

Sheila Mae S. Amancio

Student Researcher, Divine Word College of San Jose

Email address: sheilamaeamancio047@gmail.com

Contact number: 09658039554

Jevy Rose D. Paz

Student Researcher, Divine Word College of San Jose

Lynda Christine V. Diaz, EdD**

Research Adviser, Divine Word College of San Jose

Email address: dwcsj.rgaa@gmail.com

Contact number: 099618268447

INTRODUCTION
The mission statement of the Faculty of Medical Science at the University of the West Indies (UWI) is
the train health professionals to meet the needs and improve the care of those whom they serve.
Graduates are expected to strive for professional excellence while contributing to the social economic
and cultural development of the Caribbean, and to embrace an attitude of lifelong learning ethical
conduct and excellence in service and research. A key questions is whether this vision of creating
lifelong learners is actually met by programme. It is hoped that students through problem- based
learning and clinical reasoning develop a more self- regulated approach to learning. Review of the
literture indicates that a self- directed approach of lerning and intrinsic motivation are important factors
influencing the desired outcome of the programme of developing lifelong learners. The aim of the study
is to investigate the effect of self- directed learning and intrinsic motivtion on student performance.

The majority of students entering the programme come from a high school background. Which has a
traditionally not supported a self-directed learning style and students at this level are dependent on
extrinsic factors for their performance outcomes. The undergraduate medical programme is a five - year
course of study offering a Bachelor of Medicine, Bachelor of Surgery ( MBBS) with admission of students
mainly from a high school programme with a minority of students.

Self - directed learning is the initial process of self - regulated learning involving the active
management of student's learning (Loyens, Madga and Rikers, 2008). In reviewing the literature there is
substantial evidence that problem - based learning ( PBL) fosters the development of self - directed
learning ( Walker and Leary, 2009). However it has been difficult to tangibly measure this difference over
entire cirricula. Harvey, Rothman and Frecker (2003) studied self - directed learning ( SDL) in medical
students. The study examined the self - directed styles of 250 students (approximately 60 per academic
year) of a four - year programme using the following SDL instruments Gugheilimino's 58 - item SDL
readiness scale and Oddi's 24 - item continuous learning inventory. The researchers comcluded that
there was no significant difference of SDL being positively enhanced by the curriculum. Pintrich (1999)
concluded that self - regulated learning could be facilitated by the adoption of instrinsic motivational
factors. Positive self - efficacy and task value beliefs promote self - regulated behaviour. In the self -
regulation process the student goes through four phases.

1. Planning - goal setting and activation of perceptions and knowledge of the task.

2. Monitoring - process in which metacognitive awareness between self and task.

3. Control and regulation of the previous phases.

4. Regulation and reflection of the learning outcome.

One can then look at the different facets of these phases - cognition, motivation/ affect,
behavior and context. For the motivation/ affect, in phase I the learner may be goal oriented and adopt
a good efficacy of judgements which clear perceptions of the task with values and interest activation. In
phase 2 learner's must be aware and monitor their motivation and levels of interest in relation to the
task. For phase 3 selection and adaptation of strategies for managing, motivation and affect for the task.
Finally in phase 4 the learner reflects on the affective reactions ( Pintrich, 2004). Motivational factors are
therefore important to student's learning and performance.

OBJECTIVES
  Students do their task to make and put themselves on top.
 Pursuing their plans and meet their own expectation in life

STATEMENTS OF THE PROBLEM

This topic The influence Instrinsic Motivation and Self Directed Learning lead us to conduct this research
to allow each individual to open their minds and go for a futher investigation.

a. How does Instrinsic Motivation affect student learning?

b. What are the problem of motivation in learning?

c. What could be the impact of Intrinsic Motivation and self directed learning to the academic of the
students?

d. Do you believe that if students has the intelligence, they will succeed in their future?

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

 Motivating students to learn in school is a topic of great concern for educationist today and
motivating students so that they can succeed in school is one of the greatest challenges of this century
( Awan, Noureen & Nas, 2011). Getting students to learn and sustaining their interest in what they are
learning therefore should be the sole objective of teachers in the classroom. Motivation is a significantly
important factor for academic learning in the classroom. Motivation is a significanly important factor for
academic learning and achievement (Ellice & Dweck, 2005). Moula (2010) observe that motivation is one
of the factors that contribute to academic success; that direct an energize the behaviour of humans and
other organisms, while Wood (2002) sees, motivation as a process that initiates directs, and sustains
behaviours to satisfy physiological or physchologic needs. Motivation is also seen as what gets one
giving, keeps one going, and determines where one is going ( Slarin, 2006). According to self-
determination theory (Ryan & Dect. 2000) there are two types of motivation i.e. extrinsic motivation and
intrinsic motivation.

Intrinsic motivation is an inner force that motivates students to engage in academic activities, because
they are interested in learning and they enjoy the learning process as well (Schiefele., 1991). Garter
(1978) explained that instrinsic motivation is the true drive in human nature, which drives individuals to
search for and to face new challenges. Their abilities are put the test and they are eager to learn even
when there are no external rewards to be won. Students with learning goals of seeking understanding
for mastery of science content and skills are said to be intrinsically motivated ( Cavallo, Rozman,
Blinkenstaff & Walker, 2003).

Csiksezentmihalyi and Nakamura (1989) stated that intrinsically motivated individuals possess the
following characteristics; They engage in both mental and physical activities holistically they remain
highly focused throughout these activities with clearly defined goals, they are self - critical they Self-
reflect on their own actions realistically, and they are usually relaxed and not affraid to fail during
learning. A research study does by Stipek (1988) concluded that intrinsically motivated students. Learn
independently and always choose to do challenging tasks. They persevere to complete the tasks they
have undertaken. They integrate the knowledge acquired in school with their experiences gained from
outside school. They often ask questions to broaden their knowledge and learn regardless of my
external push factors or help from teachers and they take pride in their work and express positive
emotions during the learning process. Highly intrinsically motivated students are able to learn new
concepts successfully and show better understanding of the subject matter (Stipek, 1988). Unlike
instrinsic motivation extrinsic motivation drives students to engage in academic tasks for external
reason.

Extrinsic motivations include parental expectations of the other trusted role models, earning
potential to enroll in a course later and and good grades. According to Benabou and Tirole
(2003), extrinsic motivation promotes effort and performance with rewards serving as positive
reinforces for the desired behavior. Extrinsic motivation typically produces immediate results
and requires less effort in comparison to intrinsic motivation ( Ryan & Deci, 2000). The down
side of it is that extrinsic motivators can often distract students from true independent learning.
Another problem with extrinsic motivation is that they typically do not work over the long term.
Once the reward are removed students lose their motivation (Dealing & Winter, 2002). As
extrinsically motivated students tend to focus on earning higher grades and obtaining rewards.
Biehler and Snowman (1990) believed that extrinsic motivational factors can diminish students
instrinsic motivation. Such observation has also been reported by Bain. Concluded that extrinsic
rewards have negative impacts on instrinsic motivation. Gender differences in the motivation to
learn science has attracted much attention during the last decade ( Eeecles & Blumenfield,
1985; Greene & DeBacker, 2004; Greenfield. Morrell & Lederman 1998).

THEORITICAL FRAMEWORK

Relationship between self - directed learning and student performance. There was a significant
difference between student performance and all subscales of SDLRS. With the strongest association in
the self - management subscale, where there was a significant difference in the scores for students
attaining a failing grade (F) and students attaining all passing grades ( A to C). The metacognitive
substacle of the MSLQ also supports thin. Self - regulation in students learning style involves goal setting,
self - monitoring and self - efficacy as important contributes to there academic performance
( Zimmerman, 1996). The data implies that the students in control of their learning will have active and
constructure learning with a deeper approach to learning. In conclusion higher self - management scores
and learning style scores have a positive effect on student performance.

Motivation and self - directed learning over the academic years of the programme. Analysis for
motivation and subscales by academic year in the programme showed that there was no significant
association between the total motivation scores and the academic year. However a significant
 Academic performance
association was noted for extrinsic goal orientation between the preclinical year 1-3 and the clinical
 Independent pre - class learning
years and 4-5. This
Intrinsic is interesting
Motivation since
and Self although the preclinical years had higher SDLR scores compared
- directed  In class discussion and peer
to students in the clinical years the external goal orientation was higher. This finding many need to be
learning interaction
explored further by looking at the curriculum for both the preclinical year which are PBL based and the
 ItSelf-
pedagogical practice in the clinical years, which may vary in the different darkships. was evaluating
postulatedlearning outcome
that as the students progre as through the clinical years, where their learning style is  expected
Pre- class
to knowledge
be sharing
more self - directed through unsupervised patient contact and continues use of critical reasoning that
the SDRL scores may be significantly higher than the preclinical years. This was not borne out by the
study, in fact the SDLR scores were higher for the preclinical years compared to those scores for the
clinical years. With the scores for the clinical years falling below the acceptable level suggested by
( Fisher, Tague and king,2001) of greater than 150. Further analysis for the subscales did not aid in
clucidating any particularly domain for this observation but it certainly requires further investigation.
Looking at similar substacles in the MSLQ did not support this finding noted in the SDLR. Other studies
looking at SDL (Harvey, Rothman and Frecker, 2003; Samarakoon, L., Fernando, T., Rodrigo C. and
Rajapakse, S., 2013). This may be due to the assumption that students in a particular year will have
similar SDLR scores. This is not the case in reviewing the data in this study. It is essential therefore to
conduct a longitudinal study to truly investigate the effect of a curriculum on SDL. It may be the case
that students enter the programme with a set of learning skills and the curriculum has little effect on
there skills. Also of interest it was assumed that students entering the programme from high school had
lower SDLR scores this could not be fully addressed by this study as the study was conducted in the
second semester.

CONCEPTUAL FRAMEWORK
 Independent Variables Dependent Variables

The purpose of this study was to identify the impact of instrinsic motivation and self - directed learning
to the academic of the BEED students. The LMS (learning Management System) implement " TES
Blendspace" to promote students self directed learning and intrinsic motivation in EFL flipped class
instruction. The professior or instruction should develop activities in and around the LMS with a number
of benefits and rewards. Hence, the students will be motivated to log in the LMS for learning purposes

Chapter III

RESEARCH METHODOLOGY

This chapter contains the method used, subjects, data gathering instrument and procedure.

RESEARCH ENVIRONMENT
This research will be conducted in BEED students. All BEED students courses are allowed to participate in
the study.

RESEARCH RESPONDENTS/STUDENTS

This study deals on Intrinsic Motivation and Self Directed Learning among the BEED students.

RESEARCH INSTRUMENTS

The researchers looked for an information about their topic at social medias with genuine study and all
are facts information. They also read and get from the published articles of different author's and sites.

RESEARCH PROCEDURES

In gathering information needed in the study, the researchers will ask the permission of the BEED
students to be their respondents.Upon the approval of the students,the researchers will automatically
conducted the researcher instrument ( Surveys form) using the questions given that they need to
answer in regards with the research topic " The influence of Intrinsic Motivation and self directed
learning on the academic of BEED students.

SIGNIFICANCE OF THE STUDY

Every research study has significance to the people, the society,the country,and the world. This
research is made with the aim to provide crucial information and knowledge regarding the chosen topic
from the respondents,recent studies or theses, and related site needed for the expected importance to
the individuals as follow:
Students - In this study the students will identify the importance of the use of internet and books to
their performance.

Teachers - The teachers can also gain significance in this study. For their, they would assess the needs of
the students and compare and contrast the use of internet and books in the educational books.

Parents - The parents will able to demonstrate the significance of the use of the internet and books.

Future Researchers - Being a novice for this kind of topic is a challenge for the upcoming educators like
us researchers. So this will be an instrument that will guide and navigate them in discovering credible
and reliable factors that are known as indispensable data for further understanding on the topic. Indeed,
this research is going to be the chief source of enlightenment that they will surely need in their future
studies .

The Respondents - this research will be help each individual to understand what

Instrinsic motivation and self directed learning mean. thus, It will development the psychological
concept of one's student .

Future Researchers

SAMPLE OF RESEARCH QUESTIONNAIRE

Part 1. Respondents Profile

Name:

Address:

Age:

Gender:

School:
Part II.

Instructions: Kindly answer the survey questionnaire honestly.

1. How does Instrinsic Motivation and Self - directed learning affect the academic performance of the
students?

2. How can a student handle their emotions when they felt so down when do not meet their
expectations?

3. What could be the possible outcome if the students put their best in their studies?

4. What are the advantages and disadvantages of instrinsic motivation and self - directed learning to the
academic of the students?

5. Explain what are the effects of instrinsic motivation and self - directed learning to the academic
performance of the students?
 What is instrinsic motivation? A typology of computational....
(https:// www.frontiersin.org)
 What is Self - Directed learning / GIGLOBAL
( htpps:// www.igi-global. com<self - directed learning)
 Intrinsic Motivation and Self directed Learning Relationship: Strive for adult learning
character formation
SAkbar, MClaramita-southEastAsianJournal,2017
(https:// seajme.sljol.info/articles/10.4038/seajme.v11i1.5/
 Motivational factors in Self-Directed informal learning from online learning
resources
Article: 1205838| received 06 Apr.2016, Accepted 22 June 2016, Published online:
05Jul2016
(https://www.tandfonline.com/doi//full/10.1080/2331186X.2016.1205838
 Self directed learning: Faculty and student perceptions
Article: April2001
OlaLunyk -child_Daunal Crocks. PatriciaJ
(https://journals.healio.com/doi/abs/10.3928/0148-4834-20010301-06