PracticalResearch2 - Perception of Students On Online Learning

1.
INTRODUCTION
This chapter includes the Background of the Study, Statement of the
problem, Hypothesis, Objectives of the study, Scope and limitation,
Theoretical framework, Conceptual framework, Significance of the study and
the Definition of terms used.
1.1 Background of the Study
The COVID-19 epidemic has brought up a brand-new set of difficulties
in all facets and areas of schooling. The COVID-19 pandemic's impact on the
educational sector results in widespread closures of schools and universities
around the world. Teachers and professors have to employ a variety of tools
for online communication and collaboration as well as quickly create online
teaching processes.
Online learning was a choice made to best meet a person's lifestyle or
restrictions before to the COVID-19 lockdowns. Today, a student's motivation
to learn can be significantly impacted by the mix of forced online learning and
the new normal. According to Favale (2020) In order to facilitate remote work,
online learning, online collaboration, and other activities, the Internet is crucial
role. The Internet makes it possible for learning to occur on a many-to-many
basis rather than a one-to-many basis, supporting socio-constructivist learning
and cognitive development that are profoundly social and cultural in nature.
According to Panigrahi (2018) Online training and learning make full
use of the benefits provided by advancements in Internet technology,
overcoming time and location restrictions and creating a new learning
paradigm that is distinct from face-to-face learning. You can communicate
with your classmates while taking classes online in a variety of ways,

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including through email, video conferencing, your virtual classroom (also
known as a learning management system, or LMS), and more. According to
Ganesh (2015) Students can freely connect with teachers as they study using
a virtual classroom that is hosted on an online learning platform. In order to
guarantee that students, receive the education they deserve, communication
is essential. Teachers and students can connect more successfully in real
time when using interactive video lectures. Some may actually benefit from
remote learning if it caters to their specific way of learning, personality, and
health status. However, some students are negatively affected by this change
in environment and are experiencing a lack of motivation.
According to Deci &Ryan (2014) Positive life outcomes are heavily
influenced by motivation, which can also have an impact on academic
performance. It was suggested that high attrition rates are poor measures of
motivation. Furthermore, because of the diverse ways that students and
teachers interact in online learning settings, students may have different
motivations that have an impact on their academic achievement.
1.2 Theoretical framework
Self-Determination Theory (SDT) is a psychological theory that aims to
explain the psychological basis of human motivation. It was developed by
psychologists Edward Deci and Richard Ryan and has been widely applied to
the study of human behavior and motivation in a variety of domains, including
education.
SDT posits that human motivation is driven by three basic
psychological needs: autonomy, competence, and relatedness. Autonomy
refers to the need for control over one's own life and decisions. Competence
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refers to the need to feel capable and effective in one's activities. Relatedness
refers to the need to feel connected to others and a sense of belonging.
According to SDT, when these three needs are satisfied, individuals are likely
to engage in activities in a self-determined and intrinsically motivated manner,
which leads to higher levels of well-being and engagement. On the other
hand, when these needs are not met, individuals are likely to experience
lower levels of motivation and well-being.
In the context of education, SDT suggests that educational
environments that support autonomy, competence, and relatedness are likely
to lead to higher levels of academic motivation and engagement among
students. For example, online learning environments that allow students to
make choices about their own learning, provide opportunities for them to
develop skills and knowledge, and create opportunities for social interaction
and connection with others, are likely to be more motivating for students.
1.3 Conceptual framework
Figure 1. Shows the relationship between online learning and
academic motivation of the senior high students in Xavier Academy of Initao.
INDEPENDENT VARIABLE DEPENDENT VARIABLE
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Online Learning Academic Motivation
1.3.1 Statement of the problem
1. What are the demographic profiles of the respondents?
a. Age
b. Gender
c. Online Platform
2. What is the students’ perception in online learning?
3. What is the profile of the academic motivation of the respondents in
terms of:
3.1 intrinsic; and
3.2 extrinsic?
4. Is there a significant relationship between online learning and
academic motivation of the SHS in Xavier Academy of Initao?
1.3.2 Hypothesis
Ho1: There is no significant relationship between online learning and
academic motivation of the senior high students in Xavier Academy of Initao.
1.4 Objectives of the study
1.4.1 General objectives

- To find out if there is significant relationship between online learning
and academic motivation of the senior high students in Xavier
Academy of Initao.
1.4.2 Specific objectives:

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- To determine the demographic profile of the respondents.
- To determine the perception of the students in online learning.
- To determine how academic motivated are the senior high students in
terms of: intrinsic and extrinsic.
- To determine if it there is a significant relationship between online
learning and academic motivation of SHS in Xavier Academy of Initao.
1.5 Significant of the study
The study aims to investigate the impact of online learning on
academic motivation of students, specifically examining the relationship
between students’ use of online learning platforms and their engagement,
interest, and persistence in their studies.
The results of the study will be of great benefit to the following:
To the teachers – This study will help you to deeper understanding about the
impact of online learning on academic motivation of the senior high students.
To the parents – The parents too will understand why their children skip
classes through the given data.
To the future researcher – This study will serve as a baseline and reference
material in conducting the same research topic.
To the Xavier Academy of Initao – This study will be published in this
institution then serve as a baseline and reference material.
1.6 Scope and limitations
The respondents of this study are the senior high students in Xavier
Academy of Initao. Fifty (50) senior high students participated in the present
study, twenty-five (25) of them are Grade 11 students and twenty-five (25) are
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from Grade 12 students. The researchers chose the SHS in Xavier Academy
of Initao since they are the best respondents for this study. Then the study
conducted in Xavier Academy of Initao at Purok 8, Poblacion, Initao, Misamis
Oriental.
1.7 Definition of terms
Adolescence – Transitional phase of growth and development between
childhood and adulthood. The World Health Organization (WHO) defines an
adolescent as any person between the ages of 10 and 19. This age range
falls within WHO’s definition of young people, which refers to individuals
between ages 10 and 24.
E-learning - E-learning, or electronic learning, refers to the delivery of
education and learning through electronic means, such as the internet or
computer-based technologies. It can include online courses, virtual
classrooms, digital textbooks, and other forms of educational technology.
COVID-19 – Coronavirus disease (COVID-19) is an infectious disease caused
by the SARS-CoV-2 virus. Most people infected with the virus will experience
mild to moderate respiratory illness and recover without requiring special
treatment (WHO, 2020).
Extrinsic motivation – Involves performing an act that you expect to receive
a reward or avoid punishment.
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Intrinsic motivation – Is when you act in a way because you find it satisfying.
Instead of doing something because you want an outside reward, you are
doing it because you enjoy it.
Motivation – Is the word derived from the word ’motive’ which means needs,
desires, wants or drives within the individuals It is the process of stimulating
people to actions to accomplish the goals (Pascua, 2018).
Online learning – An education that takes place over the Internet. It is often
referred to as “e- learning” among other terms. However, online learning is
just one type of “distance learning” (Joshua Stern, 2018).
Pandemic - A pandemic is a widespread occurrence of a new or previously
unknown illness that affects a large number of people over a large
geographical area, leading to a global health emergency. This is typically
caused by the spread of an infectious agent.
Self-determination - Self-determination refers to the capacity of individuals or
groups to make choices that impact their own lives and shape their own
future.
Social interactions – Usually it refers to face-to-face encounters in which
people are physically present with one another for a specified duration (Smith,
2014).
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2. REVIEW RELATED LITERATURE
This chapter represents the works of other authors who conducted the
same or related study about the impacts of online learning on academic
motivation of students. The literature and studies cited helped the researchers
to have proof or evidence about their study.
A descriptive correlational quantitative study of Siemens (2015) titled
“A Learning Theory for the Digital Age” according to Siemens there is a strong
relationship between online learning and academic motivation. Studies have
shown that students who participate in online learning environments are often
more motivated and engaged in their coursework than those who do not. For
example, a study published in the Journal of Computer Assisted Learning
found that students who took online courses reported higher levels of
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motivation and engagement than those who took traditional face-to-face
courses.
A descriptive correlation study conducted by Kim et al. (2017) titled
“The roles of academic engagement and digital readiness in students’
achievements in university e-learning environments.” found that online
learners had a higher level of intrinsic motivation compared to traditional
classroom learners. The study also showed that online learners had a higher
level of self-determination, which is a key factor in academic motivation.
A descriptive quantitative study by Chen and Jang (2016) the study
explored the effects of online learning on students’ academic motivation and
found that online learners had a higher level of academic motivation
compared to traditional classroom learners. The study attributed this to the
increased flexibility and control that online learner have over their learning
environment, which allows them to tailor their learning experience to their
individual needs and preferences.
Another descriptive correlational study “Development of a new model
on utilizing online learning platforms to improve students’ academic
achievements and satisfaction” published in the journal Distance Education,
“online learning can enhance academic motivation by providing learners with
flexibility, control, and the opportunity to learn at their own pace” (Zhang &
Goodyear, 2014). The authors also found that “students who are highly
motivated are more likely to engage in self-regulated learning and complete
online courses” (Zhang & Goodyear, 2014).
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A descriptive correlational study by Zaidatun, et.al (2020) titled
“Relationship between Academic Performance and Motivation Level in e-
Learning among Thailand University Students” according to his findings the
students who participated in online learning were more intrinsic motivated to
learn than those who did not. This may be because online learning allows
students to learn at their own pace, which can increase their sense of control
over the learning process. Additionally, online learning can provide students
with a sense of autonomy and self-direction, which are important factors in
motivation.
According to Ernie A. & Ana G. (2020) a descriptive correlational
quantitative study titled “Motivation and Learning Strategies of Education
Students in Online Learning during Pandemic” found that online learning can
also have a negative effect on academic motivation. This is because students
who participate in online learning may feel a lack of social support and
connection with their peers, which can lead to a lack of motivation.
Additionally, students who participate in online learning may have difficulty
managing their time and staying on track with their studies, which can lead to
decreased motivation and engagement.
According to the descriptive correlational quantitative study of Maggie
Cruz & Alison Medina (2014) titled “Examining Motivation in Online Distance
Learning Environments: Complex, Multifaceted, and Situation-Dependent”
found that students who participated in online learning reported higher levels
of intrinsic motivation, or the desire to learn for the sake of learning, compared
to their peers in traditional classroom settings. This may be due to the ability
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of online learning to provide students with a personalized learning experience,
allowing them to work at their own pace and choose their own learning paths.
A descriptive correlation study titled “Online Learners’ Motivation in
Online Learning: The Effect of Online-Participation, Social Presence, and
Collaboration” by Andree Roxas (2017) according to his findings the students
who participated in online learning reported higher levels of self-
determination, which is another key component of academic motivation. The
study found that online learning allows students to learn at their own pace and
in their own time, which can help them to feel more in control of their learning
and more motivated to succeed.
According to the descriptive correlational study of Pedimor D.
Cabansag (2020) titled “Students’ Motivation toward Online Learning: Basis
for Policy Making” the study used numerical analysis and interpretation of
results, while the Likert scale was used in the survey questionnaire. The study
found that there is no significant difference when the respondents’ attention
span is paired with their ready for online learning, but there is a significant
difference in the respondents’ motivation levels when grouped according to
their readiness for online learning.
According to the descriptive correlational quantitative study in
“Motivation and satisfaction of students in E-learning environment” by Sam
Paculan and Marize Pascua (2015). They found out that students in the online
courses had significantly higher levels of intrinsic motivation, self-
determination, and perceived control than those in the face-to-face courses.
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However, they also found that students in the online courses had lower levels
of extrinsic motivation and perceived social support.
According to Manca, S., & Ranieri, M. (2016) a qualitative study
“Students’ perceptions of online learning” found that both intrinsic and
extrinsic motivations were important factors that influenced students’
academic motivation in online courses. Intrinsic motivation was related to
factors such as the perceived relevance of the course content to students’
future goals, while extrinsic motivation was related to external factors such as
grades or job requirements.
A descriptive correlational study by Wang and Chen (2012) “The
impact of online learning on students’ intrinsic and extrinsic motivation.” The
results showed that online learning had a positive effect on intrinsic
motivation, but a negative effect on extrinsic motivation.
Another study by Papastergiou M. (2013) used descriptive correlational
and interviews to explore “How students’ motivation was affected by online
learning.” The results showed that online learning increased students’ intrinsic
motivation but decreased their extrinsic motivation, as the lack of immediate
feedback and social interaction reduced their sense of accountability and
connectedness.
Another study that looked at this relationship is "Online learning and
student motivation: A comparative study of online and face-to-face instruction"
by S. Chen and M. Bryer. This study was published in the Journal of
Educational Technology Development and Exchange in 2012. This study
found that online learning environments can provide students with greater
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control and flexibility, which can lead to increased motivation and
engagement. The authors also found that the level of social presence and
interaction in online learning environments was positively related to students'
motivation levels.
3. RESEARCH METHODOLOGY
3.1 Research design
The researchers are using the descriptive correlational quantitative
research design. The descriptive correlational research design aims to identify
if the two variables have a relationship. To gather the data and the information
needed for this study, survey research method was employed using a
structured questionnaire was given to the desired respondents of the study. A
structured questionnaire was distributed to the target respondents of the study
in order to collect the data and information required for this study.
3.2 The respondents
Senior high students at Xavier Academy were the focus of the
research. The given questionnaires were completed by 50 students. This
served as the respondents of the study in Grade 11 and Grade 12 students in
Xavier Academy. This study was being conducted at Poblacion, Initao,
Misamis Oriental, Xavier Academy of Initao, which is located near the church
and about 350 meters from the national highway.
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Figure 2. Map showing the location of Poblacion, Initao, Misamis
Oriental, Xavier Academy of Initao.
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3.3 Sampling procedure
The researchers will ask permission to the principal/director of Xavier
Academy of Initao by sending an approval letter about the study that will be
conducted on the senior high students. The said questionnaires will be
distributed during the student’s free time in order to avoid disturbing their busy
schedules. The researchers used simple random sampling to make
generalizations to a population.
Impact of online learning on academic motivation of the senior high students in

Xavier Academy of Initao
Senior high students in Xavier Academy

N= 50
5-Point Likert Scale questionnaire

(Online learning)
5-Point Likert Scale questionnaire

(Intrinsic and Extrinsic motivation)
Organization of data
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Data Analysis
• Pearson correlation
• Mean
• Percentage
Figure 3. Shows the flowchart of sampling procedure use in this study.
3.4 Research Instrument
The researchers used survey method in gathering the data. The
questionnaire is adopted from the study of “Amidst Online Learning: The Self-
Efficacy and Academic Motivation of the College Students from the Public
Higher Education Institutions in the Philippines” and "The Effect of Online
Learning Environments on College Students' Motivation and Learning
Outcomes". The first part of the questionnaire determined the demographic
profiles of the respondents in terms of Gender and Online Platform they use in
online learning. The second of the questionnaire determined the online
learning of the respondents where the researchers provided 5-point Likert
scale consist of 10 items related in online learning, the numerical number 5 of
the scale has a corresponding description of five (5) as Strongly Agree, four
(4) as Agree, three (3) as Neutral, two (2) as Disagree, and one (1) as
Strongly Disagree. The third set of the questionnaire presented another 5-
point Likert Scale that consist of 12 items related in Academic motivation. The
numerical number 5 of the scale has a corresponding description of five (5) as
Strongly Agree, four (4) as Agree, three (3) as Neutral, two (2) as Disagree,
and one (1) as Strongly Disagree. The last set of the questionnaire is an
essay type.
Mean Description Interpretation
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1:00 - 1:49 Strongly Disagree Very low
1:50 - 2:49 Disagree Low
2:50 – 3:49 Neutral Moderate
3:50 – 4:49 Agree High
4:50 – 5:00 Strongly Agree Very high
Table 1. Score interpretation instrument use in the study.
3.5 Statistical Treatment
This study uses the following statistical tools:
1. To represent the distribution of demographic profiles, percentages
were used.
f
%= 100
n
Where:
f =¿ frequency of the respondents
n=¿ total number of respondents
2. To identify the perception of the respondents on online learning,
mean (Warpole, 2009) was used.
∑∋¿ 1 xi
x̅ =
n
Where:
n=¿ number of questions
xi=¿ the number of responses from the
respondents.
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3. To identify the total motivation level of the students, mean
(Warpole, 2009) was used.
∑∋¿ 1 xi
x̅ =
n
Where:
n = number of questions
xi = the number of responses from the
respondents.
4. To determine if there is a significant relationship between online
learning and academic motivation of SHS in Xavier Academy.
r =n ¿ ¿
Where:
r =¿computed value of Pearson product moment
correlation
n=¿is the total number or respondents
5. The interpretation of the relationship existing between online
learning and academic motivation of the SHS in Xavier Academy.
Size of Correlation Interpretation

.90 to 1.00 (-.90 to -1.00) Very high positive (negative) correlation
.70 to .90 (-.70 to -.90) High positive (negative) correlation
.50 to .70 (-.50 to -.70) Moderate positive (negative) correlation
.30 to .50 (-.30 to -.50) Low positive (negative) correlation
.00 to .30 (.00 to -.30) Negligible correlation
Table 2. The Pearson Correlational Coefficient Table
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4. RESULT AND DISCUSSION
This chapter will show the results gathered about the study conducted
by the respondents regarding the research titled, “Impact of online learning on
academic motivation of the senior high students in Xavier Academy of Initao.”
4.1 Demographic Profile of the Respondents
The first statement of the problem requires the demographic profiles of
the selected Grade – 12 and Grade – 11 students in Xavier Academy of Initao
in terms of Age and Gender.
Age Percentage Frequency

17 yrs.old 50% 25
18 yrs.old 46% 23
19 yrs old 2% 1
20 yrs.old 2% 1
Total 100% 50
Table 3. Shows the Percentage distribution of the Demographic Profile

of the respondents in terms of Age.
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Table 2 indicates that the researchers conducted the study to
respondents aging from 17 to 20 years old wherein 50% of the respondents
are 17 years old, 46% of the respondents are 18 years old, 2% of the
respondents are 19 years old and 2% of the respondents are 20 years old.
38%
Female
Male
62%
Gender
Figure 4. Shows the Percentage distribution of the Demographic Profile
of the respondents in terms of Gender
Figure 4 indicates that 62% (31 out of 50) of the respondents are
female and 38% (19 out of 50) of the respondents are male.
Figure 5. Shows the Percentage distribution of the Demographic Profile

of the respondents in terms of online platform they used.
100%
90%
80%
70%
60%
60%
50%
40%
30%
20%
20% 16%
10% 4%
0%
Quipper Zoom Google Meet Tiktok
Online Platform
Figure 5 shows the percentage distribution of the Demographic Profile
of the respondents in terms of online platform they used for education
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purposes. The results shows that 60% (30 out of 50) of the students used
Quipper, while 20% (10 out of 50) of the students used Zoom, 4% (2 out of
50) of the students used Google Meet, and 16% (8 out of 50) of the
respondents used Tiktok.
4.2 Students’ Perception in Online Learning
Table 4. Students’ perception in online learning
Students’ perception in online learning Mean SD Description
Negative Statement 3.55 0.70 Agree

1. I find it hard to stick to a study schedule for online class. 3.40 0.61 Neutral
2. I find it hard to access online learning material because
3.74 0.83 Agree
of poor internet.
3. I often find that I don’t spend very much time on this
3.44 0.76 Neutral
online course because of other activities.
4. It takes time for me to understand the text lesson. 3.60 0.70 Agree
5. I am having a hard time concentrating during lector. 3.56 0.61 Agree
Positive Statement 3.40 0.73 Neutral
6. I make sure I keep up with the weekly readings and
3.86 0.70 Agree
assignments for this online class.
7. I feel that the online learning format is effective for my
3.10 0.79 Neutral
learning style.
8. I feel like I am making progress in my learning. 3.46 0.73 Neutral
9. The online learning format was flexible and allowed me
3.28 0.67 Neutral
to learn at my own pace.
10. The online classes were well organized and easy to
3.30 0.74 Neutral
understand.
Overall 2.93 0.73 Neutral
Note: 1.00-1.49=Strongly Disagree 1.50-2.49=Disagree 2.50-3.49=Neutral
3.50-4.49=Agree 4:50-5.00=Strongly Agree
Table 3 shows the perception of the students towards online learning.
In negative statement the highest statement was “I find it hard to access
online learning material because of poor internet (mean=3.74, SD=0.83,
Agree) while the lowest statement “I find it hard to stick to a study schedule for
online class (mean=3.40, SD=0.61, Neutral). Thus, overall claim in negative
statement of students’ perception in online learning were Agree (mean=3.55,
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SD=0.70) thus the result implies that their perception on online learning were
positive high.
In positive statement the highest statement was “I make sure I keep up
with the weekly readings and assignments for this online class (mean=3.86,
SD=0.70, Agree) while the lowest statement “I feel that the online learning
format is effective for my learning style (mean=3.10, SD=0.79, Neutral). Thus,
the overall claim in positive statement of students’ perception in online
learning were Neutral (mean=3.40, SD=0.73) the result implies that their
perception on online learning were moderate.
The overall claim in both statements in the perception of students on
online learning were Neutral (mean=2.93, SD=0.73) thus the result implies
that their perception on online learning were moderate.
4.3 Respondents' Academic Motivation under Intrinsic and Extrinsic
Table 4 represents the mean distribution from the data gathered from
the questionnaire about the motivation levels of the respondents in terms of
intrinsic and extrinsic. In Intrinsic Motivation the highest statement was “I feel
a sense of accomplishment when I complete an online activity (mean=4.06,
SD=0.65, Agree) while the lowest statement “I am motivated to learn online
because it helps me improve my skills and knowledge (mean=3.30, SD=0.73,
Neutral). Thus, overall claim for Intrinsic Motivation were Agree (mean=3.59,
SD=0.65) thus the result implies that they are positive high in intrinsic
motivated.
In Extrinsic Motivation, the statement “Because I want to have "the
good life" later (mean=3.96, SD=0.80, Agree) got the highest mean while the
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statement “I am motivated to learn online because it helps me impress others
(mean=3.04, SD=0.80, Neutral) got the lowest mean. Thus, the overall claim
for Extrinsic Motivation were Neutral (mean=3.41, SD=0.80) the result implies
that they are moderately motivated in extrinsic motivation.
The overall claim of both intrinsic and extrinsic were Agree
(mean=3.50, SD=0.72) the result implies that they are positively high in
academic motivation.
Table 5. Respondents' motivation

Respondents' motivation Mean SD Description
Intrinsic Motivation 3.59 0.65 Agree
1. For the pleasure that I experience in
broadening my knowledge. 3.44 0.58 Neutral
2. I feel a sense of accomplishment when I
complete an online activity. 4.06 0.65 Agree
3. I am motivated to learn online because it helps
me improve my skills and knowledge. 3.30 0.73 Neutral
4. Because my studies allow me to continue to
learn about many things that interest me. 3.60 0.70 Agree
5. For the pleasure, I experience when I discover
new things
never seen before. 3.74 0.63 Agree
6. I find online learning to be a meaningful and
worthwhile activity. 3.44 0.64 Neutral
Extrinsic Motivation 3.41 0.80 Neutral
1. To show myself that I am an intelligent person. 3.34 0.80 Neutral
me get a better job. 3.50 0.762 Agree
me gain respect from my superiors. 3.40 0.73 Neutral
4. Because I want to have "the good life" later. 3.96 0.80 Agree
me impress others. 3.04 0.80 Neutral
me fulfill the expectations of others. 3.26 0.90 Neutral
Overall 3.50 0.72 Agree
Note: 1.00-1.49=Strongly Disagree 1.50-2.49=Disagree 2.50-3.49=Neutral
3.50-4.49=Agree 4:50-5.00=Strongly Agree
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4.4 The relationship between the online learning and academic
motivation of SHS in Xavier Academy of Initao.
Table 6. Shows the Correlation between the Online Learning and Academic
Motivation
Relationship n r value p value remarks
Online learning 50
0.659 0.00000019443 Significant
Academic motivation 50
With 0.05 level of significance
The tabular data above is the analysis made to test and verify the claim
of researchers about the not significant relationship. The statistical analysis
recorded relationship value (r value) 0.659 and a probability value (p-value) of
0.00000019443 which is less than 0.05 levels of significance. Findings
showed that there is a significant relationship between the online learning and
academic motivation of senior high students in Xavier Academy of Initao.
According to the study that looked at this relationship is "Online
learning and student motivation: A comparative study of online and face-to-
face instruction" by S. Chen and M. Bryer. This study was published in the
Journal of Educational Technology Development and Exchange in 2012. This
study found that online learning environments can provide students with
greater control and flexibility, which can lead to increased motivation and
engagement. The authors also found that the level of social presence and
interaction in online learning environments was positively related to students'
motivation levels.
Another study by Papastergiou M. (2013) used descriptive correlational
and interviews to explore “How students’ motivation was affected by online
learning.” The results showed that online learning increased students’ intrinsic
24
motivation but decreased their extrinsic motivation, as the lack of immediate
feedback and social interaction reduced their sense of accountability and
connectedness.
5. SUMMARY of FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
5.1 Summary of Findings
1. The results gathered from the questionnaire about the demographic profile
of the respondents showed that:
a) The percentage distribution in terms of Gender of the
respondents where 62% (31 out of 50) of the respondents are
female and 38% (19 out of 50) of the respondents are male.
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b) That the respondents’ age ranges from 17 to 20 years old. 50%
of the respondents are 17 years old, 46% of the respondents are
18 years old, 2% of the respondents are 19 years old and 2% of
the respondents are 20 years old.
c) The percentage distribution of the respondents in terms of online
platform they used. The results show that 60% (30 out of 50) of
the students are using Quipper, while 20% (10 out of 50) of the
students are using Zoom, 4% (2 out of 50) of the students are
using Google Meet, and 16% (8 out of 50) of the respondents
are using Tiktok.
2. The overall claim in negative statement of students’ perception in online
learning were Agree (mean=3.55, SD=0.70) thus the result implies that their
perception on online learning were positive high while the overall claim in
positive statement were Neutral (mean=3.40, SD=0.73) the result implies that
their perception on online learning were moderate. The overall claim in both
statements in the perception of students on online learning were Neutral
(mean=2.93, SD=0.73) thus the result implies that their perception on online
learning were moderate.
3. The overall claim for Intrinsic Motivation were Agree (mean=3.59, SD=0.65)
thus the result implies that they are positive high in intrinsic motivation while
the overall claim for Extrinsic Motivation were Neutral (mean=3.41, SD=0.80)
the result implies that they are moderately motivated in extrinsic motivation.
The overall claim of both intrinsic and extrinsic were Agree (mean=3.50,
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SD=0.72) the result implies that they are positively high in academic
motivation.
4. Online learning can affect a student’s academic motivation. The results said
that there is a significant relationship between the online learning and the
academic motivation of SHS in Xavier Academy of Initao since the
relationship value (r-value) which is 0.659 which corresponds to the
probability value (p-value) of 0.00000019443 is less than 0.05 level of
significance. Therefore, the null hypothesis is rejected.
5.2 Conclusion
The study found out that there is significant relationship between online
learning and academic motivation of SHS in Xavier Academy of Initao. Thus,
the online learning does affect the academic motivation of the students
because in the statement “I feel a sense of accomplishment when I complete
an online activity” the respondents agreed.
5.3 Implication
1. Online learning has a positive effect on student’s academic motivation.
2. The respondents are moderately motivated in extrinsic motivation.
3. The respondents are intrinsically motivated.
5.4 Recommendations
The researchers would like to recommend the following:
To the students
27
1. To avoid being lazy and always settle for higher when it comes to
your studies so that you can have a better future.
2. To remember the reason why you’re working hard to be motivated
and be more productive in your work.
To the parents
1. To give their children the support they need.
2. To the parents they should motivated our children to become more
progressive in their studies.
3. To the parents we should motivated our children to become more
progressive in their studies.
To future researchers
1. Cite more articles that discusses about online learning and
academic motivation to provide a wider thought about the topic.
2. Add more local related studies.
Appendix A: Questionnaires used in the study
Name:
28
Grade:
Instruction: Kindly answer the questions below by filling in the most suitable
answer or choosing from the answers provided. Answer each question as
honestly and accurately as possible.
Part 1. Demographic
1.1. Age:
1.2. Gender:
 Male
 Female
1.3. Online Platform
 Quipper  TikTok
 Zoom  Google meet
Part 2. Perception of students in online learning

Each question has the answer options of:
Strongly agree - 5 Agree – 4 Neutral – 3 Disagree – 2
Strongly disagree – 1
Strongly Agree Neutral Disagre Strongly
agree e disagre
(5) (4) (3) e
(2) (1)
1. I find it hard to stick to a study
schedule for online class.
2. I find it hard to access online

learning material because of
poor internet.
3. I often find that I don’t spend

very much time on this online
course because of other
activities.
4. It takes time for me to
understand the text lesson.
5. I am having a hard time

concentrating during lector.
6. I make sure I keep up with the

weekly readings and
assignments for this online class.
29
7. I feel that the online learning
format is effective for my learning
style.
8. I feel like I am making progress

in my learning.
9. The online learning format was

flexible and allowed me to learn
at my own pace.
10. The online classes were well

organized and easy to
understand.
Total
Part 3. Respondents' motivation

Each question has the answer options of:
Strongly agree - 5 Agree – 4 Neutral – 3 Disagree – 2
Strongly disagree – 1
Academic Strongly Agree Neutra Disagree Strongly
Motivation-Intrinsic agree l disagree
(5) (4) (3) (2) (1)
1. For the pleasure that I

experience in broadening my
knowledge.
2. I feel a sense of
accomplishment when I
complete an online activity.
3. I am motivated to learn online

because it helps me improve my
skills and knowledge.
4. Because my studies allow me to

continue to learn about many
things that interest me.
5. For the pleasure, I experience

when I discover new things
never seen before.
30
6. I find online learning to be a
meaningful and worthwhile
activity.
Total
Academic Strongly Agree Neutral Disagree Strongly

Motivation-Extrinsic agree disagree
(5) (4) (3) (2) (1)
1 To show myself that I am an

. intelligent person.
2 I am motivated to learn online

. because it helps me get a
better job.
. because it helps me gain
respect from my superiors.
4 Because I want to have "the
. good life" later.

. because it helps me impress
others.
. because it helps me fulfill the
expectations of others.
Total
Appendix B: Letter of request to the principal of Xavier Academy of
Initao to conduct the study.
31
XAVIER ACADEMY
Formerly: Xavier High School
Poblacion, Initao, Misamis Oriental
January 13, 2023
Rev. Fr. Mark Harvey T. Elloren

School Principal/Director
Zone – 9 Poblacion, Initao, Misamis Oriental
Dear Rev. Fr. Mark Harvey T. Elloren,

Praise be Jesus, Mary, and Joseph!
We are the GAS Students at Xavier Academy of Initao and we are
presently conducting a research paper entitled ‘’ Impacts of Remote
Learning on Academic Motivation of Senior High Students in Xavier
Academy of Initao ‘’ as a partial fulfillment for the requirements of the subject
Practical Research 2.
In this regard, we are seeking your consent to request the students

participation by answering our questionnaire. Rest assured that all information
derived will be treated with outmost confidentiality.
Thank you and God Bless.
Respectfully Yours,
The Researchers:
Maureen Abecia
Denice Roselyn Acain
Junnel Dejoras
Althea Lim
Kent Valdez
Maylith Vedra
Princess Dawn Velez
Approved by: Noted by:
Rev. Fr. Mark Harvey T. Elloren, SSJV Mr. Guilbert A.

Cabillan
Director/Principal Subject Instructor
Appendix C: Letter of request to the grade 12 St. Therese of Lisieux
adviser of Xavier Academy of Initao to conduct the study.
32
XAVIER ACADEMY
January 13, 2023
Doreen T. Galono
G-12 Adviser
Dear Doreen T. Galono,


Respectfully Yours,
The Researchers:
Maureen Abecia
Junnel Dejoras
Althea Lim
Kent Valdez
Maylith Vedra
Princess Dawn Velez
Doreen T. Galono Mr. Guilbert A.

Cabillan
G-12 Adviser Subject Instructor
33
Appendix D: Letter of request to the grade 12 St. Christine adviser of
Xavier Academy of Initao to conduct the study.
XAVIER ACADEMY
January 13, 2023
Rayjin Echavez
G-12 Adviser
Dear Rayjin Echavez,


Respectfully Yours,
The Researchers:
Maureen Abecia
Junnel Dejoras
Althea Lim
Kent Valdez
Maylith Vedra
Princess Dawn Velez
Rayjin Echavez Mr. Guilbert A.

Cabillan
34
Appendix E: Letter of request to the grade 11 Immaculate conception

adviser of Xavier Academy of Initao to conduct the study.
XAVIER ACADEMY
December 13, 2022
Henny Kate Paglinawam

G-11 Adviser
Dear Henny Kate Paglinawam,


Respectfully Yours,
The Researchers:
Maureen Abecia
Junnel Dejoras
Althea Lim
Kent Valdez
Maylith Vedra
Princess Dawn Velez
35
Henny Kate Paglinawam Mr. Guilbert A. Cabillan
References
Ana G. & Ernie A., (2020). “Motivation and Learning Strategies of Education
Students in Online Learning during Pandemic”. Psychology and
Education Journal, https://doi.org/10.17762/pae.v57i9.506
Cabansag P.,(2020). “Students’ Motivation toward Online Learning: Basis for
Policy Making”. The ASTR Research Journal. vol. 4 no. 1.
https://www.ejournals.ph/article.php?id=16464
Chen K., Jang S. (2016). “Motivation in online learning: Testing a model of
self-determination theory.”. Computers in Human Behavior, 26, 741-
752.
https://www.researchgate.net/publication/223059546_Motivation_in_on
line_learning_Testing_a_model_of_self-determination_theory
Cruz M. & Medina A., (2014). “Examining Motivation in Online Distance
Learning Environments: Complex, Multifaceted, and Situation-
Dependent”. International Review of Research in Open and Distance
Learning 12(6):20-38.
https://www.researchgate.net/publication/263425499_Examining_Motiv
ation_in_Online_Distance_Learning_Environments_Complex_Multiface
ted_and_Situation-Dependent
Kim et al., (2017). “ The roles of academic engagement and digital readiness
in students’ achievements in university e-learning environments.”.
36
International Journal of Educational Technology in Higher Education
16, no. 21.
https://www.researchgate.net/publication/333931838_The_roles_of_ac
ademic_engagement_and_digital_readiness_in_students’_achievemen
ts_in_university_e-learning_environments
Manca, S., & Ranieri, M. (2016). “It is just like being there”: A qualitative study
on students’ perceptions of attending university courses at a distance.
Journal of Computer Assisted Learning, 32(4), 225-240.
https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12154
Papastergiou, M. (2013). Digital Game-Based Learning in High School
Computer Science Education: Impact on Educational Effectiveness and
Student Motivation. Journal of Educational Technology Development
and Exchange, 2(1).
https://www.researchgate.net/publication/223301305_Digital_Game-
Based_Learning_in_high_school_Computer_Science_education_Impa
ct_on_educational_effectiveness_and_student_motivation
Paculan S. & Pascua M., (2015). “Motivation and satisfaction of students in
E-learning environment”. Applied Technologies and Innovations
11(2):82-89.
https://www.researchgate.net/publication/305293721_A_study_of_moti
vation_and_satisfaction_of_students_in_E-learning_environment
Roxas A., (2017). “Online Learners’ Motivation in Online Learning: The Effect
of Online-Participation, Social Presence, and Collaboration”. Learning

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Technologies in Education: Issues and Trends (pp.72-93).
https://www.researchgate.net/publication/321992187_Online_Learners’
_Motivation_in_Online_Learning_The_Effect_of_Online
Participation_Social_Presence_and_Collaboration
Siemens G., (2015). “A Learning Theory for the Digital Age”. International
Journal of Instructional Technology and Distance Learning, 2.
https://www.scirp.org/(S(351jmbntvnsjt1aadkozje))/reference/reference
spapers.aspx?referenceid=148504
Wang, Q., Chen, W., Liang, Y., & Liang, R. (2012). The relationship between
online learning and student motivation. Computers & Education, 58(2),
765-774. https://scholarsarchive.jwu.edu/mba_student/5/
Zaidatunn, et.al., (2020). “Relationship between Academic Performance and
Motivation Level in e-Learning among Thailand University Students”.
International Journal of Information and Education Technology
10(3):181-185.
https://www.researchgate.net/publication/340381440_The_Relationshi
p_between_Academic_Performance_and_Motivation_Level_in_e-
Learning_among_Thailand_University_Students
Zhang & Goodyear, (2014). “Development of a new model on utilizing online
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satisfaction”. International Journal of Information 10(6):47-85.
https://educationaltechnologyjournal.springeropen.com/articles/10.1186
/s41239-020-00216-z
38
CURRICULUM VITAE
PERSONAL DATA
Althea G. Lim
09534821081
Zone 7 Pob. Initao Mis.Or
Limalthea378@gmail.com
Date of Birth: May 6, 2005

Age: 17
39
Place of Birth: Initao Hospital
Parents: Amor Lim
Levan Lim
Parents address: Zone 7 Pob. Initao Mis.Or
Religion: Roman Catholic
Sex: Female
Civil Status: Single
Language/dialect spoken: Bisaya
EDUCATIONAL BACKGROUND
Junior High School
Poblacion, Initao Misamis Oriental
Batch 2020 – 2021
Elementary
Initao Central School
Batch 2016 – 2017
Denice Roselyn B. Acain

09128962451
Deniceacain0@gmail.com
PERSONAL DATA
Date of Birth: November 25, 2004
Age: 17
Place of Birth: Cagayan de oro City
Parents: Vicmar D. Acain
40
Teresa B. Acain
Parents address: Poblacion, Initao Misamis Oriental
Sex: Female
Junior High School
Batch 2020 – 2021
Elementary
Batch 2016 – 2017
Junnel A. Dejoras
09639635035
Purok 4,aluna Mis, Or
junneldejoras@gmail.com
PERSONAL DATA
Date of Birth: June 11, 2004
Age: 18
Parents: Michael Dejoras
41
Parents address: Purok 4,aluna Mis, Or
Sex: Male
Junior High School
Batch 2020 – 2021
Elementary
Aluna Elementary School
Aluna, Initao Misamis Oriental
Batch 2016 – 2017
Princess Dawn Velez

09066549198
Purok 13 Initao, Mis, Or
bhebhevelez@gmail.com
PERSONAL DATA
Date of Birth: November 29, 2004
Age: 18
Parents: Lyrma Velez
42
Parents address: Purok 13 Initao, Mis, Or
Sex: Female
Junior High School
Batch 2020 – 2021
Elementary
Batch 2016 – 2017
Maylith M. Vedra
09678774451
vedramaylith@gmail.com
PERSONAL DATA
Date of Birth: May 2, 2005
Age: 17
Place of Birth: Aluna, Initao Misamis Oriental
Parents: Billy Aluna
43
Parents address: Aluna, Initao Misamis Oriental
Sex: Female
Junior High School
Batch 2020 – 2021
Elementary
Aluna Elementary School
Batch 2016 – 2017
Kent D. Valdez
09362085542
kentvaldezexb@gmail.com
PERSONAL DATA
Date of Birth: October 21, 2003
Age: 18
Place of Birth: Poblacion, Initao Misamis Oriental
Parents: Rosemay Dulalas
44
Parents address: Poblacion, Initao Misamis Oriental
Sex: Male
Junior High School
Batch 2020 – 2021
Elementary
Batch 2016 – 2017
Maureen Abecia
09365131201
Purok Matinabangon Gimangpang,
Initao Mis. Or
Maureenabecia76@gmail.com
PERSONAL DATA
Date of Birth: August 16, 2004
Age: 18
Parents: Grace A. Quimod
45
Parents address: Gimangpang Initao, Misamis Oriental
Sex: Female
Junior High School
Batch 2020 – 2021
Elementary
Gimangpang Integrated School
Gimangpang, Initao Misamis Oriental
Batch 2016 – 2017
46

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1.

This chapter includes the Background of the Study, Statement of the

problem, Hypothesis, Objectives of the study, Scope and limitation,

Theoretical framework, Conceptual framework, Significance of the study and

the Definition of terms used.

1.1 Background of the Study

The COVID-19 epidemic has brought up a brand-new set of difficulties

educational sector results in widespread closures of schools and universities

for online communication and collaboration as well as quickly create online

Online learning was a choice made to best meet a person's lifestyle or

restrictions before to the COVID-19 lockdowns. Today, a student's motivation

role. The Internet makes it possible for learning to occur on a many-to-many

basis rather than a one-to-many basis, supporting socio-constructivist learning

According to Panigrahi (2018) Online training and learning make full

use of the benefits provided by advancements in Internet technology,

overcoming time and location restrictions and creating a new learning

paradigm that is distinct from face-to-face learning. You can communicate

with your classmates while taking classes online in a variety of ways,

known as a learning management system, or LMS), and more. According to

a virtual classroom that is hosted on an online learning platform. In order to

guarantee that students, receive the education they deserve, communication

is essential. Teachers and students can connect more successfully in real

remote learning if it caters to their specific way of learning, personality, and

in environment and are experiencing a lack of motivation.

According to Deci &Ryan (2014) Positive life outcomes are heavily

influenced by motivation, which can also have an impact on academic

motivation. Furthermore, because of the diverse ways that students and

teachers interact in online learning settings, students may have different

motivations that have an impact on their academic achievement.

1.2 Theoretical framework

Self-Determination Theory (SDT) is a psychological theory that aims to

explain the psychological basis of human motivation. It was developed by

the study of human behavior and motivation in a variety of domains, including

SDT posits that human motivation is driven by three basic

psychological needs: autonomy, competence, and relatedness. Autonomy

refers to the need to feel connected to others and a sense of belonging.

to engage in activities in a self-determined and intrinsically motivated manner,

which leads to higher levels of well-being and engagement. On the other

lower levels of motivation and well-being.

In the context of education, SDT suggests that educational

environments that support autonomy, competence, and relatedness are likely

to lead to higher levels of academic motivation and engagement among

students. For example, online learning environments that allow students to

1.3 Conceptual framework

Figure 1. Shows the relationship between online learning and

academic motivation of the senior high students in Xavier Academy of Initao.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

1.3.1 Statement of the problem

1. What are the demographic profiles of the respondents?

2. What is the students’ perception in online learning?

3. What is the profile of the academic motivation of the respondents in

3.1 intrinsic; and

4. Is there a significant relationship between online learning and

academic motivation of the SHS in Xavier Academy of Initao?

Ho1: There is no significant relationship between online learning and

academic motivation of the senior high students in Xavier Academy of Initao.

1.4 Objectives of the study

1.4.1 General objectives

and academic motivation of the senior high students in Xavier

1.4.2 Specific objectives:

- To determine the perception of the students in online learning.

- To determine how academic motivated are the senior high students in