STUDENTS’ PREFERENCES FOR FORMATIVE FEEDBACKS AND

THEIR LEVEL OF ACADEMIC MOTIVATION

A Quantitative Research

Presented to
FACULTY OF THE SENIOR HIGH SCHOOL DEPARTMENT
Andres Bonifacio College
College Park, Dipolog City

In Partial Fulfillment of the Requirements of the Applied Subject:

Inquiries, Investigations, and Immersion

Presented by:

Absari, Abdussakur
Amandac, Marian
Aleta, Jeth Raven
Alferez, Carl Harley
Aring, Eula
Agustin, Charlene
Buganutan, Gwynney
Duterte, Phoebe Ann
Guillena, Benedik Reniel
Imperial, Trisha
Japon, Quennie Luth
Tulabing, Vanessa
Nozado, Brent Zoi

HUMSS–D
MAY 2022
STUDENTS’ PREFERENCES FOR FORMATIVE FEEDBACKS AND
THEIR LEVEL OF ACADEMIC MOTIVATION

A Quantitative Research

Presented to
FACULTY OF THE SENIOR HIGH SCHOOL DEPARTMENT
Andres Bonifacio College
College Park, Dipolog City

In Partial Fulfillment of the Requirements of the Applied Subject:

Inquiries, Investigations, and Immersion

Presented by:

Absari, Abdussakur
Amandac, Marian
Aleta, Jeth Raven
Alferez, Carl Harley
Aring, Eula
Agustin, Charlene
Buganutan, Gwynney
Duterte, Phoebe Ann
Guillena, Benedik Reniel
Imperial, Trisha
Japon, Quennie Luth
Tulabing, Vanessa
Nozado, Brent Zoi

HUMSS–D

MAY 2022
 ANDRES BONIFACIO COLLEGE
College Park, Dipolog City

APPROVAL SHEET

This is to certify that I have supervised the preparation of and read the research paper
prepared by Abdusshakur Absari, Marian Amandac, Jeth Raven Aleta, Carl Harley
Alferez, Eula Aring, Charlene Agustin, Gwynney Buganutan, Phoebe Ann Duterte,
Benedik Reniel Guillena, Trisha Imperial, Quennie Luth Japon, Vanessa Tulabing, and
Brent Zoi Nodado, entitled STUDENTS’ PREFERENCES FOR FORMATIVE
FEEDBACKS AND THEIR LEVEL OF ACADEMIC MOTIVATION and the said
research paper has been submitted for final examination by the Panel of Experts.

FAITH LANIE Q. LUMAYAG, LPT

Research Adviser

As members of the Panel of Experts, we certify that we have examined this research paper,
presented before the committee on May 11, 2022, and hereby recommend that it be
accepted as fulfillment of the requirement for the Inquiries, Investigations, and
Immersion.

SHIRLEY G. BELLINO, EdD

Panel Chairperson

VAN OLEM E. BENITEZ LEO D. NAPAROTA, PhD

Panel Member Panel Member

This research paper is hereby approved and accepted by Andres Bonifacio College – Senior
High School Department as fulfillment of the requirement for the course Inquiries,
Investigations, and Immersion.

ANGIE V. ATENTA, MAEM

Principal

ii
 Dedication

The study is dedicated to the loving parents who have consistently provided

financial, mental, and spiritual support to their children. This research project would not

have been accomplished without their affection and support, which provided the

researchers with the motivation and discipline to tackle their various jobs with enthusiasm

and dedication.

Furthermore, this study is dedicated to the teachers and school staff, serving as

mentors to the researchers, with their unwavering support and encouragement for every

query and academic endeavor. In addition, the researchers dedicate this study to their

fellow classmates and students who participated and provided them with assistance during

times of scholastic difficulties and emotional difficulties.

Finally, the researchers thank the Almighty God for providing them with the power,

talents, enlightenment, and protection they needed, especially during this pandemic.

iii
 Acknowledgement

Miss Faith Lanie Q. Lumayag, the Practical Research teacher and supervisor,

together with the other school staff and principal, who made this research possible with

their assistance, guidance, comments, and recommendations, is acknowledged and thanked

by the researchers in the Humanities and Social Sciences. Their unwavering support for

the researchers' every query carried them through all stages of paper writing.

The researchers would want to express their gratitude to their parents for their

unending financial, moral, and spiritual support. For their patience with the researchers'

schedules and for providing adequate support. Their prayers and support had gotten the

researchers this far.

And mostly, praise and appreciation to God, the Almighty, for providing wisdom,

guidance, and peace of mind to the researchers, allowing the research to be completed

successfully.

iv
 Abstract

At the start of the pandemic: Coronavirus Disease 19 (COVID -19), Philippines’

executive department, who is mainly responsible for the education of the country, called

Department of Education (DepEd), has opted that all the schools must switch to distance

learning methods: either it be modular or blended learning. In a research conducted by

Shotsky (2020), the students struggled with focusing: ranging from distractions, lack of

motivation, and anxiety to limited internet access and lack of communication with

teachers.

This paper utilized descriptive and inferential statistics, specifically the arithmetic

mean, standard deviation, and Somers’ D in determining the relation between students’

preferences towards formative feedback and their level of academic motivation. The survey

instruments used were Sat’s (2013) ‘Preferences towards Formative Feedback’ and

Vallerand (1985) Academic Motivation Scale –Senior High. The stratified random

sampling was utilized and the study gathered 182 respondents, and their data were

analyzed. The results showed that there is a significant relation between the two variables

and it was a weak positive relation.

Keywords: feedback, formative feedback, academic motivation, preferences

v
 TABLE OF CONTENTS

Page

Title Page ……………..………...……………………………………………………….i

Approval Sheet ……………………………..…………………………………………ii

Dedication …………………………………..…………………………………...……,iii

Acknowledgment …………………………..………………………………………….iv

Abstract …….……………………………..……………………………………………v

Table of Contents ………………………...……………………………………………vi

List of Figures ……………………………..…………………...…………………….viii

List of Tables ……………………………….………………...……………….………ix

CHAPTER 1. PROBLEM AND ITS SCOPE

Introduction………………………………………………………….…….1

Background of the Study…………………………………………………..2

Statement of the Problem………………………………………………….5

Theoretical Framework…………………….………………………………5

Conceptual Framework………………………………………………........6

Hypothesis of the Study………………………………………….…...……7

vi
 Significance of the Study…………………………………………….…….8

Scope and Delimitations of the Study………….…………………….……8

Definition of Terms…………………………………………….……….....9

CHAPTER 2. REVIEW OF RELATED LITERATURES AND STUDIES

Review of Related Literatures and Studies………………...……………...10

CHAPTER 3. RESEARCH METHODOLOGY

Research Design……………………….……………………………...…..17

Respondents and Sampling Procedures…………………...………………17

Research Instrument……………………….………………………..……..19

Data Gathering Procedures………………………………………………..21

Statistical Treatment of Data..……………………………………………..22

Data Analysis Procedures…………………………………………………23

Research Ethics…………………………………………...……………….23

Limitation of the Study……………………………………….……….…..24

Validity and Reliability of the Study………………………………….…...24

CHAPTER 4. PRESENTATION, ANALYSIS, AND INTERPRETATION

Preferences towards Formative Feedback..………………………………26

Level of Academic Motivation…………………...………………………28

vii
 Relationship between Formative Feedback and Academic Motivation….31

CHAPTER 5. CONCLUSION AND RECOMMENDATIONS

Findings………………………………………………….………….…..32

Conclusion……………………………….……………………………...33

Recommendation……………………………….……………………….34

REFERENCES

References………………………..………………….………………......36

APPENDICES

Appendix A. Letter of Permission ……………………………………….41

Appendix B. Letter of Consent …………………………………………..43

Appendix C. Letter of Assent……………………………………...……..44

Appendix D. Survey Questionnaires ………………..…………………...45

Curriculum Vitae……………………………….…...……………………50

LIST OF FIGURES

Pages

Figure 1. Dweck’s Self-Theories……………….…………………..……………..…..6

Figure 2. The Conceptual Framework of the Study…………………….……….…....7

viii
 LIST OF TABLES

Pages

Table 1. The Strata and Sample size of the Study……….……………...……….....…18

Table 2. The Results and Interpretation of the ‘Preferences towards

Formative Feedback’ (elaborated feedback) Questionnaire………………...................26

Table 3. The Results and Interpretation of the ‘Preferences towards

Formative Feedback’ (verification feedback) Questionnaire……………..…...............27

Table 4. The Results and Interpretation of the Academic Motivation

Scale Questionnaire………….………………………………………….…..................28

Table 5. The Dimensions of the Academic Motivation

Scale Questionnaire …………………………………….……………..……….…… ..30

Table 6. The Results and Interpretation of the Correlation

Computation of the Study…………………………………….……………..….……...31

ix
 1

CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

At the start of the pandemic: Coronavirus Disease 19 (COVID -19), Philippines’

executive department, who is mainly responsible for the education of the country, called

Department of Education (DepEd), has opted that all the schools must switch to distance

learning methods: either it be modular or blended learning. These methods were most

preferred by the parents (Bernardo, 2020), however the same things cannot be said for the

students. In a research conducted by Shotsky (2020), the students struggled with focusing:

ranging from distractions, lack of motivation, and anxiety to limited internet access and

lack of communication with teachers.

According to Briones, the Secretary of Education (2020), the Philippine government

have introduced the Calabarzon Enhanced Basic Education-Learning Continuity Plan (BE-

LCP) as an instruction for the DepEd on alternative approaches on delivering education in

the face of the COVID-19 pandemic while ensuring the health, safety, and welfare of all

students, teachers, and DepEd personnel as part of the Philippines' short and long-term

strategies. Yet still, many students struggled to cope with the new learning method.

Lack of communication with teachers is one of the causes that have negatively

affected students’ learning development because important information is withheld from

students (Albalawi & Nadeem, 2020). These could be feedback set on improving a student's

progress or learnings. And the Philippines, as one of the countries that still have not
 2

resumed face-to-face classes (Magsambol, 2021) still experience high levels of limited

interactions and affected students.

Formative feedback is a widely used type of feedback – included in teacher-student

interactions because the goal of it is to determine the students’ progress. These feedbacks

are important tools that contribute to a well-planned curriculum, however given the

situation today many students experience lack of feedback (Castroverde & Alcala, 2021).

Along with other barriers that came with distance learning, like having the lack of drive to

study or engage (Baticulon et al. 2021). Thus, enhancing motivations for students through

giving those feedbacks can greatly counter said barriers because through motivations the

students will be more interested in engaging with school activities resulting in better

academic achievements (Soltanzadeh et al. 2013).

Increasing students’ academic motivations, therefore, can play a crucial role in

assisting students. Hence, with the said issue: students struggling and lack of feedback, the

researchers conducted a study to find whether there is a significant relation between

preference towards formative feedback and the level of academic motivations within

students.

Background of the Study

Feedback is an essential tool for people to enhance and improve the accuracy of the

information provided by an experienced provider. This has been widely used in work and

school settings. And in the context of school, formative feedback is a direct response to

students’ actions with the goal of engaging, informing, and increasing knowledge therefore

assisting them in deepening their learnings (Markovic, 2021). And thus, a lack of feedback

can be harmful to the students’ learning and can cause additional anxiety (Fritz et al. 2000;
 3

Paulos & Mahony, 2008). However, not only lack of feedback but also bad feedback can

have negative effects.

There can also be feedback that are disliked by the students or are not their

preference. In a study done by Biggs and Tang (2011) one teacher dampened the student’s

motivation due to providing neither developmental nor encouraging feedback.

Two types of feedback mainly used in schools are summative and formative

feedback. Summative feedback is the evaluation of a student’s learning progress. Whereas,

formative feedback is meant to be given throughout the duration of the course so it can

help students be aware of their level of understanding, what they could be missing, and

how they can improve their learning (Stanford University, 2021). Formative feedback helps

both the students and teachers in monitoring the limits of the students’ knowledge so it can

be further improved (Miller, 2018).

During 2012-2013, the Philippines implemented a new curriculum (K to 12

Curriculum) and shifted their primary focus: from summative assessment to formative

assessment (IPL, 2013).

Additionally, formative feedback can be categorized into many types. But, the study

of this research will focus on the two main features or types of formative feedbacks,

considered by Shute (2008) to be widely used: verification Feedback , which informs the

students to what extent do they have it correct ; and elaborated Feedback, which refers to

explaining why the student’s response was either correct or wrong.

Motivation is an internal process that drives a person to do things. It is present within,

but not limited to, people doing their hobbies to athletics aiming for trophies, and so
 4

therefore it is considered to be an important source of influence. There are mainly two types

of academic motivation: extrinsic and intrinsic. Extrinsic refers to external goals which

brought out the motivation to engage while intrinsic refers to the inner satisfaction.

Whereas amotivation is defined as the lack of motivation (Self-determination Theory,

2020).

The level of academic motivation of a student can determine to what extent the

student will engage in their learnings. Multiple studies have shown that high levels of

academic motivation have relation with better academic achievements. In one study, the

level of motivation was found to be the link on why students are able to achieve better

academic performance, self-esteem, and social adjustment; higher academic satisfaction;

and lower dropout rates (Gottfried, 2009; Ryan & Deci, 2009; Ryan & Deci, 2000).

In 2021, even after more than a year of using distance learning methods, students

still struggle with coping. As shown by the World Bank (2021) report, where more than

80% of the students in the Philippines are falling below minimum level of proficiency,

expected for the respective grades. Concluding that the Philippines is performing more

poorly than other neighboring countries (de Vera, 2021).

The intentions of this study were then finding the relation between students’

preference for formative feedback and their level of academic motivations.

 5

Statement of the Problem

The main goal of this study was to find students’ preferred formative feedback and

whether this can have a relation between their academic motivations. Specifically, the

researchers of this study aims to answer the following:

1. What is the perceive level of preference towards formative feedback in terms of:

A. Elaborated Feedback

B. Verification Feedback

2. What is the level of academic motivation students have in terms of:

A. Extrinsic Motivation

B. Intrinsic Motivation

3. Is there a significant relation between students’ preferred formative feedback and their

level of academic motivation?

Theoretical Framework

The research of this study is anchored by Carol Dweck’s “Self-Theories: Their

Role in Motivation, Personality, and Development” (2000). In his study, Carol

explained that when students receive feedbacks there would be mainly two responses:

negative and positive response.

According to Dweck (2000), students who responded poorly, were inhabiting a fixed

view where they deemed their ability as lacking or limited and would not be enough to

accomplish school tasks. Whereas in students who responded positively, led to a positive
 6

change in their performance because of the motivation and efforts they have gathered. The

central idea of Dweck’s theory is that feedback can either be taken negatively or positively

depending on their way internalizing, either they become more resilient and motivated in

difficult situations and are more likely to become high achievers, or the opposite.

Dweck’s theory supports the study of this research by showing that students can

become more motivated when presented with feedback that they prefer, its shows a

significant relation between the two variable. The illustration below highlights Dweck’s

theory and variables.

Figure 1. Dweck’s Self-Theories

Conceptual Framework

The illustration below presents that the independent variable of the study, which is

preference for formative feedback, is shown to have a relationship with academic

motivations, the dependent variable of this study. Specifically, formative feedbacks in

 7

terms of: verification and elaborated that are received by students have a weak positive or

direct link to high levels of academic motivations in terms of: extrinsic, intrinsic, and

amotivation.

Moreover, according to the computations done by the statistician, it was found out

that there was indeed a significant relation. In the results, the values gathered from the data

interprets that the relation between the two variables was a weak positive relation.

According to Zach (2020), the closer the Somers’ d value is to -1 the weaker the

relationship is. And in this study, it was shown that the value was closer to -1.

Independent Variable Dependent Variable

Preferred Formative Feedbacks Level of Academic Motivation

A. Elaborated Feedback A. Extrinsic Motivation

B. Verification Feedback B. Intrinsic Motivation

Figure 2. The Conceptual Framework of the Study

Hypothesis of the Study

H There is no statistically significant relation between students’ preference for

0,

formative feedback and their level of academic motivation.

 8

Significance of the Study

This study was undertaken to find suitable feedback practices that can be done by

the teaching staff for the students’ academic motivations and academic achievements.

Furthermore the study could be of importance to the following:

Students – the results of this study can be implemented to the students so that their

academic motivations will increase, enabling them to have academic autonomy and better

academic performances.

Teachers – the results of this study can help them to understand what feedback students

prefer and give them efficient strategies and usable feedback practices.

The school – the results of this study will assist the administrators to have a better

understanding of feedback approaches/practices that motivates students, giving them

appropriate strategies to act upon.

Future Researchers – the ideas and results presented in this study may be used as a

reference for them when conducting their own research.

Scope and Delimitations

The goal of this study is to determine whether there is a link between students'

preference for formative feedback and their levels of academic motivation.

The study is limited in that it does not take into account teachers' availability or

perceptions of using and giving formative feedback. This study will focus on Grade 12

senior high school students rather than all pupils.

 9

This study is likewise limited to a nonsecretarian private school in Dipolog City. This

will not cover all sorts of feedback, simply formative feedback in terms of elaborated and

verification feedback.

There were 182 respondents selected but due to the sample size and complications

with schedules along with hesitations and rejections, it was expected that the collection of

data and responses will be hindered.

Definitions of Terms

Feedbacks – defined as return of information about a result

Formative Feedback– a type of feedback that occurs during learning to monitor students’

progress.

Motivation – defined as the desire to accomplish something

Academic Motivations – defined as the student’s desire to accomplish something relating

to school achievements
 10

CHAPTER 2

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter presents relevant literature and studies that were considered by the

researchers of this study, as significant to supporting the claim and importance of the study.

Feedback

Feedback is a tool widely used and can be found especially in many school settings

because it can serve as a great foundation to creating a well-designed curriculum. In a

teacher’s view, it can be an information generated to respond to the students’ performance

with the goal of improvement

Feedback is also considered as a method to inform and guide towards improvements

(Hattie & Timperley, 2007) it is said that feedback opens a door for increasing progress

that will then lead to a better way of opportunities. Although on the other hand, it can have

its own strengths and limitations for each, which affects the readers in making their

decisions or evaluations. Feedback may impact the understanding and performance of

students. And it helps students and teachers understand to not read between the lines of a

certain thing; and it simplifies the improvement process of someone's self-assessment or

reflection in learning.

Importance and Benefits of Feedback to Students

Students, being in the receiving part, can also value and benefit from these. This was

shown when the researchers monitored students who were attending a speaking class,
 11

where at the same time they (students) were being given oral corrective feedbacks, after

the class they admitted that they have become more conscious to their mistakes and is

willing to be more attentive in correcting and improving their inputs (Suryoputro &

Amaliah, 2016).

In Baticulon’s (2021) research where he conducted a national survey on medical

students, the results show that one of the many complaints was the lack of feedback and

communications between teachers and students. These complaints came from the barriers

of distance learning and were called Institutional barriers, where they focus on the

administrative issues, lack of organization, poor communication, limited interaction and

more. These were the negative findings that resulted from the shifting of learning methods.

Furthermore, in another study where the respondents were Grade 12 students, it was

shown that they valued the timely responses and feedback from teachers; and how this

helped them during their synchronous and asynchronous learning (Pinar, 2021).

Additionally, even most of the teachers, in Bacolod City, have admitted that during the

new distance learning method, sometimes they lack attentiveness to engage emotionally

with students resulting in lack of immediate feedback (Junsay Jr. & Madrigal 2021).

Feedback, therefore, is an important aspect in learning only if done suitably.

However, in the Philippines, where students have abruptly changed to distance learning,

the level of communication between students and teachers have become significantly low.

Role of Formative Feedbacks

Feedbacks can be varying in forms (informal feedback, formal feedback, summative

feedback, i.e.) as it can serve different purposes. One form of feedback this study will be
 12

focusing on is formative feedback. Formative feedback is done when a formative

assessment is given to the student to monitor their progress and provides ongoing feedback.

According to Shute (2008), this type of feedback is an information given to the learner to

modify and improve his or her learning.

Students can highly benefit from formative feedback because teachers use this

feedback to prevent students from repeating a mistake. They make use of this feedback to

make the students be aware of their limitations but still try to help them on how to be

capable of further improvement. For Nicol and McFarlane-Dick (2006), students can be

capable of reducing their uncertainty by being aware of their misconceptions and the use

of inappropriate task strategies.

There are two main features of formative feedback: verification and elaboration.

Verification is the simple judgment of whether the answer was correct, whereas elaboration

provides relevant cues to guide the student to a correct answer.

Furthermore, in a descriptive correlational study done by Paz (2021), it was

confirmed that one of the biggest contributing factors that improved learning was the use

of formative assessment and formative feedback.

Elaborated Feedback

Elaborated feedback or elaboration refers to the various ways where the goal is to

explain why a student’s answer is correct or wrong. The teachers can sometimes indicate

what the correct answer is or should be. Elaborated feedback includes not only the correct
 13

answer but also a supplementary information designed to deepen students’ understanding

and learning (Finn et al, 2018)

According to the results in a study conducted by Meyer and other researchers (2011),

students who received elaborated feedback had better performance on a standardized test

compared to students who only received simple feedback.

Verification Feedback

Verification feedback can refer to confirming whether an answer is either correct or

wrong. This can be when teachers simply state “correct” or “incorrect.” More informative

options exist—some of which are direct while some more implicit. Among the direct

verifications are highlighting or otherwise marking a response to indicate its correctness

can convey the information. Implicit verification can occur when, for instance, a student’s

answer yields either one of the expected or unexpected results.

In an exploration study conducted by Marsh and other researchers (2012), where they

explored the effectiveness of verification feedback on students, their results have shown

that verification feedback conveyed information that can have practical and theoretical

implications.

The Significance of Learning Students’ Preference

Preference is defined as having greater likeness over something compared to its

alternative. It is part of increasing students’ motivations because students tend to be more

encouraged if they have a favorable view of something.

 14

Hence it was important to value students’ perspective and preference when giving

feedback, according to Lizzio and Wilson (2008). In their study, results show that students,

who received good and timely formative feedback, tend to be more motivated in doing

academic tasks because they have assessed that the feedback they received as valuable

(Lizzio & Wilson, 2008).

Similar to Paterson’s review (2020), she concluded that using the evidence-based

preferences feedbacks, which they have gotten from students, have significantly helped

students because the students were able to feed forward in their own individual learning

journeys (multimodality feedback).

Thus, giving good feedback that students prefer and value rather than arbitrary ones

is important in igniting the students’ motivation to correct their mistakes.

Academic Motivation

There are many definitions about motivation due to the complexity of its concept but

researchers have proposed different theories of achievement motivation, like self-

determination theory and other more. Although, motivation is said to be the involvement

of biological, emotional, social, and cognitive forces that activate actions.

Academic motivation can range from students having desires for engaging in

academic tasks, interest in putting more effort in their school works or in learning, having

goals of better learnings, to successfully achieving even challenging tasks. Therefore, this

has been considered as a crucial role in students’ learning. This is why there are many
 15

researchers that are interested in finding how the relation between academic motivation

and academic performance works.

Extrinsic and Intrinsic Motivation

There are two concepts for motivations: (1) Intrinsic motivation, when the

motivation is driven by inner enjoyment for the task; and (2) Extrinsic motivation, when

the motivation is driven by an external pressure.

According to Self-determination Theory (2020), extrinsic motivation is known as

the motivations brought by external rewards such as money or prizes. Whereas intrinsic

motivation focuses on internal motivation, such as the need to gain knowledge or the

pursuit of internal satisfaction.

In a study where students were observed to have higher intrinsic motivation, results

show that this has led to better academic engagements and performances (Wu, et al. 2020).

Furthermore, in a correlational study done by Amrai (2011), students who had high

extrinsic and intrinsic motivations achieved better academic performances compared to

their other peers.

Formative Feedback and Academic Motivations

Formative feedback is highly used because this can provide students an awareness

for their mistakes and other times can positively encourage and increase their academic

motivations (Nicol & McFarlane-Dick, 2006).

 16

According to Koenka’s study (2021) results, students who received comments and

formative feedback influenced their motivations more positively, when compared to those

who were not given. While in Biggs and Tangs’ study (2011), it was vital that students

were provided with efficient formative feedback when being given summative feedback as

this appropriately prepared the students.

Furthermore, in a situation where interactions can be done live virtually and the

teachers facilitate student’s questions and give formative feedback in real time, this can

provide students motivations and opportunities to brainstorm, thereby assisting them in

improving their learning (Heift & Caws, 2000). Consequently, it is important to note that

feedback that are written just to be corrective of the mistakes may sometimes be, not only

disliked by students, but can make the student a passive learner, that can then lead to a

decreased in their academic motivations (Papi et al., 2020).

 17

CHAPTER 3

METHODOLOGY

This chapter will discuss the methods used by the researchers of this study: research

design, sampling method, research instruments, and the research setting. It will describe

how the researchers will gather necessary data for the study of this research.

Research Design

For the purposes of this study, a quantitative approach was selected to address the

research questions. Specifically, the researchers utilized the correlational research design.

According to Creswell, researchers use correlational research design to define and assess

the degree of association between two or more variables or sets of scores (2014). As such,

the researchers used this research design to determine the relation between the variables:

students’ preferences towards formative feedback and their level of academic motivation.

Respondents and Sampling Procedures

The target group of this study were the Grade 12 students (2021-2022) of Andres

Bonifacio College (ABC). The researchers chose these students because they have enough

school experience to provide valid data needed for this study.

Their Senior High School program consisted of nine sections and four different

strands, namely: Science, Technology, Engineering, and Mathematics (STEM);

Accountancy Business and Management (ABM); Humanities and Social Studies

(HUMSS); and Technology, Vocational and Livelihood (TVL).

 18

With the senior high school students having the total population size of 345, the

researchers determined a sample size of 182. The researchers then determined all nine

sections: STEM-D, STEM-D1, STEM-E, STEM-E1, STEM-F, HUMSS-D, HUMSS-E,

ABM, and TVL, as the strata for this study.

Sequentially, the researchers took samples from each section, utilizing the stratified

random sampling techniques. Stratified random sampling technique is a probability

sampling technique where the total population is divided into strata or sub-groups (Thomas,

2018). This sampling technique was chosen to ensure that students from different sections

had an equal chance of being represented.

The table below illustrates the students’ demographics (sections), sample size

determined from each stratum and the percentage.

Section Layer Size/Population Sample Size Percentage

STEM-D 43 23 12.64%
STEM-D1 48 25 13.74%
STEM-E 48 25 13.74%
STEM-E1 34 18 9.89%
STEM-F 45 24 13.19%
HUMSS-D 39 21 11.54%
HUMSS-E 41 21 11.54%
ABM 40 21 11.54%
TVL 7 4 2.20%
Total = 345 182 100%
Table 1. The Strata and Sample size of the Study
 19

Lastly, the researchers used a random number generator when randomly

selecting the respondents.

Research Instrument

The first questionnaire that was used to answer the first research question was

Sat’s ‘Preferences towards Formative Feedback’ (2013). It is a 22 items with a 5

point Likert scale. The basis for scoring is shown below:

Interpretation Range Mean

Very Frequently 4.3 – 5 5

Frequently 3.5 – 4.2 4

Occasionally 2.7 – 3.4 3

Rarely 1.9 – 2.6 2

Never 1 – 1.8 1

This questionnaire measure the level of preference towards two types of formative

feedback: elaborated feedback (items 1-14) and verification feedback (items 15-22).

The purpose of this questionnaire was to determine what formative feedback

students usually prefer in terms of: verification and elaborated feedback. As such this

questionnaire was the basis for measuring the independent variables.

This was examined for reliability and validity in 2013, when Sat was investigating

CEIT undergrad students’ perceptions and preferences pertaining to formative feedback

and has been approved by different professional researchers and professors (Sat, 2013).
 20

Then the last questionnaire used to measure the students’ academic motivation was

the Academic Motivation Scale (AMS-HS 28), by Vallerand and others (1993). This is

consisted of 28 items and is 5 point Likert scale. The illustration below was the basis for

scoring.

Interpretation Range Mean

Corresponds exactly 4.3 – 5 5

Corresponds a lot 3.5 – 4.2 4

Corresponds moderately 2.7 – 3.4 3

Corresponds a little 1.9 – 2.6 2

Does not correspond at all 1 – 1.8 1

This questionnaire measures seven dimensions of academic motivation as shown below:

 intrinsic motivation –to know (items 2,9,16, and 23)

 intrinsic motivation –towards accomplishment (items 6, 13, 20, and 27),

 intrinsic motivation –to experience stimulation (items 4, 11, 18, and 25),

 extrinsic motivation –identified (items 3,10,17, and 24),

 extrinsic motivation –interjected (items 7, 14, 21 and 28),

 extrinsic motivation –external regulation (items 1,8,15, and 22), and

 amotivation (items 5,12,19, and 26).

The purpose of using this questionnaire was to measure the students’ level of

academic motivation.
 21

Despite the questionnaire being old, it is still one of the most widely used

questionnaires when measuring academic motivation. According to Algharaibeh (2021)

this questionnaire was built on the basis of self-determination theory, and therefore has

added to its validity and reliability. Moreover, the questionnaires will be slightly adjusted

to match with the characteristics of senior high students.

Lastly, at the beginning of the survey, there would be general directions and

explanations that will guide the students on how to fill up the form.

Data Gathering Procedure

In this study two survey instruments were used for the collection of the quantitative

data: ‘Preferences towards formative feedback’ developed by Sat (2013), and Academic

Motivation Scale developed by Vallerand et, el (1993). The process for gathering and

collecting data for this study is listed below in consecutive steps:

1. The researchers sought out permissions from the principal and obtained support

from the school staff.

2. The researchers then distributed the questionnaires to the randomly selected

samples on the date permitted by the school staff.

3. The questionnaires were retrieved on the same date as they were given.

4. The responses retrieved were then analyzed by the statistician.

Additionally, due to the constraint of the pandemic, the researchers utilized an online

survey. The data gathering and collection centered on Google Forms, as the researchers

used this website when forming and distributing the online survey.
 22

Statistical Treatment of Data

The research questions under the study were treated using descriptive and

inferential statistics. Arithmetic mean and standard deviation measured the data about the

respondents’ perceive levels of preference towards formative feedbacks and level of

academic motivation. The weighted mean determined the average of all the data gathered.

According to CFI (2015), mean is the representation of the sum of all values in a dataset

divided by the total number of values or also known as average.

Whereas in the last research question Somer’s D was utilized. According to Zach

(2020), Somers’D or known as Somer’s Delta is the measure of strength and direction of

the relationship between an ordinal independent variable and ordinal dependent variable.

The range of value for Somers’ D is between -1 and 1 where:

 -1 indicates that all pairs of the variables disagree

 1 indicates that all pairs of the variables agree

Specifically if the value is closer to 1 it indicates that there is a strong positive link between

the variables, likewise if the value is closer to -1 it indicates that there is a weak link.

Another tool used was the, this was utilized to determine if there is a significant

relation and to test the hypothesis of the study. According to Beers (2022), p-value is the

statistical measurement used to validate a hypothesis. Moreover, it is considered

statistically significant if the p-value is 0.05 or lower. Meaning the lower the p-value, the

greater the statistical significance of the variables (Beers, 2022).

Data Analysis Procedure

 23

To answer the first and second research questions, descriptive statistics was utilized.

The data gathered from the survey instruments was analyzed and summarized to get the

central tendency –such as the arithmetic mean and standard deviations were computed.

This was done so to obtain the weighted mean which became the basis of interpretation.

For the last research question, inferential statistics was used, because it focuses on

testing a hypothesis: whether the two variables of this study have a significant relation. The

results and analysis gathered from the second and third survey questionnaire were the basis

of comparison. To determine the magnitude and direction of the relationship between the

two variables (preferences for formative feedback and level of academic motivation),

which were considered ordinal variables, the Somer’s D formula was used for

computations.

Research Ethics

This research study was done with maximum efforts with the cooperation of all group

members under the guidance of the subject teacher. The full support and considerations

given by the school, school staff and principal. All research data, instruments, and materials

were extensively gathered and modified to fit with the study’s main goal.

During the data gathering, student participation was needed and utilized to gather the

needed data. These respondents were asked whether they had the willingness to cooperate

and give their consent through the survey questionnaires; and consent and assent forms. It

was also made clear to all the respondents that their participation will not spark any sort of

movement or riot. And that this was only a research whose purpose was to contribute

information and serve as a reference for future research.

 24

Precautionary measures were conducted to secure the confidentiality of the

respondents and their responses. Their privacy and anonymity were secured and so was

their rights to withdraw anytime.

Limitation of the Study

This research study focuses on students’ perceptions towards formative feedback and

their level of academic motivation. Specifically, if there is a significant relation between

the two. Correlational research methods were used in analyzing the study to determine the

relation. The target population for this study was the Grade 12 students of Andres Bonifacio

College (ABC), Dipolog City. About 182 samples were taken from the overall target

population and were randomly selected. Furthermore, the researchers only focused on

Grade 12 students in ABC and their perceptions through survey instruments.

Therefore, this study is limited due to its quantitative nature and its limited

respondents focusing only in one setting. And is not suitable for describing or generalizing

the majority of the students.

Validity and Reliability

The validity and reliability of the instruments were already confirmed by the original

authors as this has been used before in their studies. The instruments used were tested by

multiple experts when undergoing their study. Sat’s ‘Preferences towards formative

feedback’ questionnaire was examined for reliability and validity by experts in 2013.

Whereas the AMS-SHS questionnaire has long been developed in 1985, but despite being
 25

old this instruments is still being widely used by many researcher when measuring

academic motivation (Algharaibeh, 2021).

 26

CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter discussed the presentations, analysis and interpretation of data gathered

according to the arrangements of the research questions shown in Chapter 1.

Table 2. The Results and Interpretation of the ‘Preferences towards Formative

Feedback’ (elaborated feedback) Questionnaire
Preferences towards Formative
M s.d INTERPRETATION
Feedback (elaborated feedback)
1. explain how to revise in detail 3.7 0.879 Frequently
2. shows me clearly the place where revision
4 0.824 Frequently
is needed
3. gives direction during revision process 3.9 0.831 Frequently
4. is long but relevant to the topic and the
3.6 0.917 Frequently
problem

5. includes suggestions about how to further

4 0.818 Frequently
improve strong sides of performance

6. provides what needs to be done to improve

3.9 0.857 Frequently
weak sides of performance
7. gives me good and bad examples when
3.8 0.868 Frequently
needed
8. is easy to understand 4 0.922 Frequently
9. indicates the reason why I receive a
3.9 0.915 Frequently
particular grade
10. negative points are given with their
3.7 1.113 Frequently
justifications
11. recognizes the effort I have made 4 0.946 Frequently
12. goes into details 2.9 1.208 Occasionally
13. shows that instructor cares about the work
4 0.913 Frequently
I have done
14. has positive tone and manner when
4.1 0.963 Frequently
explaining
Overall mean 3.8 0.93 Frequently
 27

The means for students’ preferences for formative feedback in terms of elaborated

feedback that are listed above ranges from 0.818 to 1.208 indicating that students have an

above average preference toward formative feedback –elaborated type as indicated in the

table above. Specifically, formative feedback that primarily elaborates or explains in details

are very frequently preferred by 27.04% of the students and frequently preferred by 38.9%

of the students. The overall mean value computed was 3.8, indicating that students

frequently prefer elaborated type of formative feedback.

In a study conducted done by Meyer and other researcher (2011), students who

received elaborated feedback strongly motivated the students resulting in better

performance compared to their peers who only received simple feedback during a

standardized test.

Table 3. The Results and Interpretation of the ‘Preferences towards Formative

Feedback’ (verification feedback) Questionnaire

Preferences towards Formative

M s.d INTERPRETATION
Feedback (verification feedback)
1. makes me think 3.7 0.851 Frequently
2. is a simple yes or no 3.5 1.007 Frequently
3. is short 3.5 0.864 Frequently
4. encourages me to find the correct
3.8 0.882 Frequently
answer
5. states only what is wrong 3.1 0.973 Occasionally

6. tries to motivate me to look for

3.8 0.929 Frequently
the right answer
7. does not explain 3.5 0.839 Frequently
8. does not oversimplify 3.5 0.865 Frequently

Overall mean 3.6 0.9013 Frequently

 28

Table 3 shows that the mean for students’ preferences towards formative feedback in

terms of verification ranges from 0.839 to 1.007, indicating that the respondents perceive

levels of preference towards verification feedback are above average. Specifically, 18.9%

of the students very frequently prefer verification feedback while 26.8% of students

frequently prefer it. Whereas, more than half of the students, specifically 56.4%,

occasionally prefer the verification feedback. The overall mean computed is 3.6, indicating

that the average student frequently prefer formative feedback in terms of verification.

According to Marsh and other researchers (2012), the use of verification feedback

significantly implicated beneficial results because this conveyed information that have

practical uses to students.

Table 4. The Dimensions of the Academic Motivation Scale Questionnaire

Academic Motivation Scale M s.d INTERPRETATION

1. Because I need at least a high-school
degree in order to find a high-paying job later 3.5 1.191 Corresponds a lot
on.
2. Because I experience pleasure and
3.7 1.02 Corresponds a lot
satisfaction while learning new things.
3. Because I think that a high-school
education will help me better prepare for the 4.2 0.907 Corresponds a lot
career I have chosen.

4. Because I really like going to school. 3.4 1.151 Corresponds a lot

5. Honestly, I don't know; I really feel that

2 1.137 Corresponds a little
I am wasting my time in school

6. For the pleasure I experience while Corresponds

3.4 0.887
surpassing myself in studies moderately

7. To prove to myself that I am capable of

3.9 1 Corresponds a lot
completing my high-school degree
 29

8. In order to obtain a more prestigious

4.2 0.899 Corresponds a lot
job later on.

9. For the pleasure I experience when I

3.8 1.056 Corresponds a lot
discover new things never seen before.

10. Because eventually it will enable me to

4.2 0.905 Corresponds a lot
enter the field that I like
Corresponds
11. Because for me, school is fun. 3.4 1.081
moderately
12. I once had good reasons for going to
school; however, now I wonder whether I 2.5 1.269 Corresponds a little
should continue.
13. For the pleasure that I experience while I
am surpassing myself in one of my personal 3.5 0.961 Corresponds a lot
accomplishments.
14. Because of the fact that when I succeed
3.7 1.167 Corresponds a lot
in school I feel important.
15. Because I want to have "the good
4.2 0.966 Corresponds a lot
life" later on.
16.For the pleasure that I experience in
broadening my knowledge about subjects 3.8 0.964 Corresponds a lot
which appeal to me.

17. Because this will help me make a better

4.1 0.869 Corresponds a lot
choice regarding my career orientation.

18. For the pleasure that I experience when I

am taken by discussions with interesting 3.6 1.042 Corresponds a lot
teachers.
19. I can't see why I go to school and frankly,
2.1 1.211 Corresponds a little
I couldn't care less.
20. For the satisfaction I feel when I am in
the process of accomplishing difficult 3.5 1.049 Corresponds a lot
academic activities.
21. To show myself that I am an intelligent Corresponds
3.1 1.115
person. moderately
22. In order to have a better salary later
4.1 0.964 Corresponds a lot
on.

23. Because my studies allow me to continue

3.8 1.029 Corresponds a lot
to learn about many things that interest me.
 30

24. Because I believe that my high school

education will improve my competence as a 3.9 0.935 Corresponds a lot
worker.
25. For the "high" feeling that I experience
Corresponds
while reading about various interesting 3.4 1.006
moderately
subjects.
26. I don't know; I can't understand what I
2.2 1.184 Corresponds a little
am doing in school.
27. Because high school allows me to
experience a personal satisfaction in my quest 3.5 1.044 Corresponds a lot
for excellence in my studies.
28. Because I want to show myself that I can
3.9 1.049 Corresponds a lot
succeed in my studies.
Overall mean 3.5 1 Corresponds a lot

In the Table 4, the mean for students’ level of academic motivation ranges from 2 to

4.2. There were seven dimension of academic motivation mentioned and the table below

presents that the dimension “extrinsic motivation –identified” has the highest mean,

whereas the dimension “amotivation” has the lowest mean, indicating that students’ have

a high level of academic motivation in terms of extrinsic motivation –identified.

Table 5. The Results and Interpretation of the Academic Motivation Scale Questionnaire
Dimension Mean Interpretation

intrinsic motivation –to know 3.775 Corresponds a lot

intrinsic motivation –towards accomplishment 3.475 Corresponds a lot

intrinsic motivation –to experience stimulation 3.45 Corresponds a lot

extrinsic motivation –identified 4.1 Corresponds a lot

extrinsic motivation –interjected 3.65 Corresponds a lot

extrinsic motivation –external regulation 4 Corresponds a lot

amotivation 2.2 Corresponds a little

 31

According to Tipon et al. (2021), senior high school students who have high self-

efficacy and academic motivation (intrinsic and extrinsic) have performed exceedingly in

their school works. Whereas in a study done by Rowell and Hong (2013), lack of

motivation can cause students to be disengaged and sometimes can lead to

underachievement and dropping out of school.

Table 6. The Results and Interpretation of the Correlation Computation of the Study
Variables Somer’s D P
Interpretation
value value
Formative Feedbacks and Academic
Motivation 0.305 0.000 Significant

P-value was computed to evaluate the null hypothesis of the study, specifically if

there is no relation between the variables. The result of the p-value indicates that there is a

significant link between preferred formative feedbacks and academic motivation. The

Somer’s D value having 0.305 implies that the relation is a weak positive relation.

Thus, under these significant evidences, the null hypothesis of this study which states

that there is no significant relation between the two variable will be rejected. Therefore,

students receiving their preferred formative feedback have a highly significant relation with

their level of academic motivation.

Students who got comments and formative feedback influenced their motivations

more positively than those who did not, according to the findings of Koenka's study (2021).
 32

CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary and conclusions drawn from the analysis and

interpretations discussed in the preceding chapter. Recommendations and gaps for further

study are also discussed based on the conclusions made.

Findings

This study was conducted for the main purpose of determining a significant

relationship between students’ preferences towards formative feedback and their level of

academic motivations. The instruments used were three survey questionnaires, which were

all a 5-point Likert scale. 182 Grade 12 students of the Andres Bonifacio College were

used as the respondents. To get the accurate results, Descriptive and Inferential Statistical

method were used. This study was conducted during the school year 2021-2022.

In this study, there were two types of feedback primarily focused on: elaborated

and verification. To summarize the findings, the overall mean value for students perceive

levels of preference towards formative were 3.8 for elaborated feedback and 3.6 for

verification feedback. This indicates that students’ frequently preferred formative feedback

listed in the ‘Preferences towards formative feedback’ instrument.

Whereas, seven dimensions were identified as indicators for academic motivation.

In summary, the overall mean from the six dimension of both extrinsic and intrinsic ranges

from 3.45 to 4.1, indicating that students corresponds a lot to the listed statements in the
 33

AMS-HS instrument. Whereas, the overall mean for the dimension –amotivation was 2.2

indicating that students corresponds a little to the statements in the survey instrument.

The correlational analysis presented a positive weak relationship between students’

preferences for formative feedback and level of academic motivation. An analysis on the

p-value showed that the relation of the two variables was highly significant.

Conclusion

According to the data gathered and analyze by the researchers, the following

conclusions are drawn:

The type of formative feedback that elaborates and verifies are frequently preferred

by the students. Receiving formative feedback that students perceive as useful or generally

preferred has enabled students to perform exceedingly in their academic works (Lizzio &

Wilson, 2008). Elaborated feedbacks helped students understand their lessons and their

mistakes, while verification feedback generally enabled students to pursue the correct

answers on their own (Fin et. al, 2018; Marsh et. al 2012).

The dimension extrinsic motivation –identified have the highest mean among the

dimensions and therefore the most significant. This indicates that the behavior of engaging

with school works is valued and is judged importantly by the student because external

(extrinsic) motivation is internalized by the student by personally identifying with it.

Learner driven by this dimension of academic motivation will say “I will study tonight for

tomorrow’s exam because it is an important activity according to me” (Chakraborty, 2016).

The dimensions which follows as next in importance are extrinsic motivation –external
 34

regulation, intrinsic motivation –to know, extrinsic motivation –interjected, intrinsic

motivation –towards accomplishment, and intrinsic motivation –to experience stimulation.

Amotivation is considered as the least significant dimension, indicating that majority of

the students do not lack low levels of academic motivation.

The positive, weak correlation implies that students with high perceived levels of

preference towards formative feedbacks tend to have higher levels of academic motivation,

though if the preferences towards formative feedback instrument is fulfilled. The lack of a

strong relationship between the two variables shows that there are also other factors that

correlates with academic motivation. According to Tipon and other researchers (2021) and

Self-determination Theory (2020), academic motivation can be facilitated with different

kinds of approaches, this includes feedbacks, self-regulation, self-efficacy and more.

Recommendations

The researchers have tried to determine whether students’ preferences for formative

feedback have a significant relation between their levels of academic motivation.

Through gathering data and analyzing the results, the following recommendations were

drawn:

1. It is recommended to add more types of formative feedback to the study due to the

formative feedbacks having various types.

2. It is recommended that to also use summative feedback, which is another type of main

feedback that is widely used like formative feedback.

3. Add other students from different year levels.

4. It is also recommended to involve the teachers’ perceptions.

 35

5. The researchers would recommend the future researchers to further study other factors that

can affect the students’ academic motivation.

 36

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APPENDICES

Appendix A. Letter of Permission

Andres Bonifacio College

College Park, Dipolog City
www.abcollege.edu.ph
March 14, 2022

ANGIE V. ATENTA, MAEM

SHS Department Principal

Greetings!

We, the students of the senior high school: HUMSS D of Andres Bonifacio College,

would like to ask for permission to conduct a research survey entitled “Students’

Preferences for Formative Feedbacks and Their Level of Academic Motivations”.

This is a research project for our Inquiries, Investigation, and Immersion subject, which we

would like to pursue in order to gain high achievements.

The goal of our study is to determine a significant relationship between students’

preferences for formative feedbacks and their level of academic motivation. Therefore, we

need the active participation of students to gather the necessary data for this study.
 42

There are three questionnaires namely: "Feedback Provided by the School” by Sat,

“Preferences for Formative Feedback" by Rowe and Wood and "Academic Motivation

Scale" by Vallerand, that will be used and a total of 59 items, all with a 5-point Likert scale.

The survey will only last about 5-6 minutes and will be sent to students during their free

time. Participation in the survey will only be voluntary and both their identity and responses

will be held with outmost confidentiality. Copies will be sent to our Research Instructor.

To conduct such a survey, we need to have your full support and approval for us to

bring this thought into reality. We will be greatly honored if you give us this permission so

we hope you will understand the need for this research.

Yours truly,

GWYNNEY C BUGANUTAN
Research Team Leader

Attested by:

MISS FAITH LANIE Q. LUMAYAG, LPT

Research Instructor
 43

Appendix B. Letter of Consent

Gwynney Buganutan

Research Team Leader

Andres Bonifacio College

College Park, Dipolog City

March, 2022

Greetings Students!

We, the students of senior high: HUMSS D of Andres Bonifacio College, would like
to ask for your consent to take part of our research study entitled “STUDENTS’
PREFERENCES FOR FORMATIVE FEEDBACKS AND THEIR LEVEL OF
ACADEMIC MOTIVATIONS”. The goal of our study is to determine a significant
relation between students’ preferences for formative feedbacks and their level of
academic motivation. Therefore, we ask for your participation so we can gather the
necessary data for this study.

Your identity and answers will be held with outmost confidentiality as soon as you
agree to participate. So we kindly ask for your understanding and consent.

Yours truly,

Research Team
 44

Appendix C. Letter of Assent

March, 2022

Greetings!

We are asking you to take part in our research survey that aims to examine your
preferences and motivations. This study will mainly ask your formative feedback
experiences and a measurement of your academic motivation.

If you voluntarily accept to proceed, you will take three (3) questionnaires:
"Feedback Provided by the School, “Preferences for Formative Feedback", and
"Academic Motivation Scale". These are a total of 59 items with a 5-point Likert
scale. It will last for about 5-6 minutes.

There are no questions that will make you uncomfortable or foreseeable risks
associated. However, if you feel any discomfort while participating the test, you can
skip the item or you can withdraw your participation and choose not to take the test
at any moment.

This study determines to benefit the school, students, teachers, and also the future
researchers since this study will be undertaken to find suitable feedback practices
that can be done by the teaching staffs for the students’ academic motivations and
academic achievements. In addition, the results will be used as basis to further
understand students, to enhance awareness and for further improvements. Your
identity and responses will be kept with outmost confidentiality because we greatly
care for your privacy and safety.

Yours truly,

Research Team
 45

Appendix D. Survey Questionnaires

1. ‘Preferences towards Formative Feedback’ questionnaire.

This questionnaire aims to measure on what kind of formative feedback: elaboration, and

verification, do you prefer. Items 1-14 will be about elaboration feedback while items 15-

22 will be about verification feedback. Choose only one description that closely

corresponds to what you think.

Very
I prefer formative Never Rarely Occasionally Frequently
Frequently
feedback which... (1) (2) (3) (4)
(5)
1. explain how to
o o o o o
revise in detail

2. shows me clearly
the place where o o o o o
revision is needed

3. gives direction
o o o o o
during revision process

4. is long but relevant

to the topic and the o o o o o
problem
5. includes
suggestions about how
to further improve o o o o o
strong sides of
performance
6. provides what
needs to be done to
o o o o o
improve weak sides of
performance
7. gives me good and
bad examples when o o o o o
needed
 46

8. is easy to
o o o o o
understand
9. indicates the
reason why I receive a o o o o o
particular grade
10. negative points are
given with their o o o o o
justifications
11. recognizes the
o o o o o
effort I have made

12. goes into details o o o o o

13. shows that
instructor cares about o o o o o
the work I have done
14. has positive tone
and manner when o o o o o
explaining

15. makes me think o o o o o

16. is a simple yes or

o o o o o
no

17. is short o o o o o

18. encourages me to
o o o o o
find the correct answer

19. states only what is

o o o o o
wrong
20. tries to motivate me
to look for the right o o o o o
answer

21. does not explain o o o o o

22. does not

o o o o o
oversimplify
 47

2. Academic Motivation Scale questionnaire

This section will measure your academic motivation. The starting statement of every item

begins with "I go to school....", choose only one description that closely corresponds to

what you think.

Corresp
Does not Corres Corresp Corres
onds
I go to school…. correspon ponds onds a ponds
moderat
d at all a little lot exactly
ely
1. Because I need at least a
high-school degree in order
o o o o o
to find a high-paying job
later on.
2. Because I experience
pleasure and satisfaction o o o o o
while learning new things.
3. Because I think that a
high-school education will
o o o o o
help me better prepare for
the career I have chosen.
4. Because I really like going
to school.
o o o o o

5. Honestly, I don't know; I

really feel that I am wasting o o o o o
my time in school
6. For the pleasure I
experience while surpassing o o o o o
myself in studies
7. To prove to myself that I
am capable of completing o o o o o
my high-school degree
8. In order to obtain a
more prestigious job later o o o o o
on.
9. For the pleasure I
experience when I discover
o o o o o
new things never seen
before.
 48

10. Because eventually it

will enable me to enter the o o o o o
field that I like
11. Because for me, school
o o o o o
is fun.
12. I once had good
reasons for going to
school; however, now I o o o o o
wonder whether I should
continue.
13. For the pleasure that I
experience while I am
surpassing myself in one o o o o o
of my personal
accomplishments.
14. Because of the fact that
when I succeed in o o o o o
school I feel important.
15. Because I want to have
"the good life" later on.
o o o o o
16. For the pleasure that I
experience in broadening
o o o o o
my knowledge about subjects
which appeal to me.
17. Because this will help me
make a better choice regarding o o o o o
my career orientation.
18. For the pleasure that I
experience when I am taken
o o o o o
by discussions with
interesting teachers.
19. I can't see why I go to
school and frankly, I o o o o o
couldn't care less.
20. For the satisfaction I
feel when I am in the
o o o o o
process of accomplishing
difficult academic activities.
21. To show myself that I
o o o o o
am an intelligent person.
22. In order to have a better
o o o o o
salary later on.
 49

23. Because my studies

allow me to continue to
o o o o o
learn about many things that
interest me.
24. Because I believe that
my high school education
o o o o o
will improve my
competence as a worker.
25. For the "high" feeling that
I experience while reading
about various interesting
o o o o o
subjects.
26. I don't know; I can't
understand what I am doing o o o o o
in school.
27. Because high school
allows me to experience a
personal satisfaction in my o o o o o
quest for excellence in my
studies.
28. Because I want to show
myself that I can o o o o o
succeed in my studies.
 50

CURRICULUM VITAE

Address: Labason, Zamboanga Del Norte

Mobile Number: 09675191100

Email: gbuganutan@gmail.com

GWYNNEY C. BUGANUTAN
________________________________________________________________________

PERSONAL DATA

Date of Birth:
August 30, 2004

Place of Birth:
Dapitan City

Sex:
Female

Citizenship: Filipino

Religion:
Catholic

Height:
4`11 ft

Weight:
47 kg

Father`s Name:
Juvy Buganutan

Mother`s Name:
Christy Caermare
 51

CURRICULUM VITAE

Address: Sigayan, Dapitan City

Mobile Number: 09657754113

Email: quennieluth.japon1205@gmail.com

QUENNIE LUTH P. JAPON

________________________________________________________________________

PERSONAL DATA

Date of Birth:
December 5, 2003

Place of Birth:
Dumaguete City

Sex:
Female

Citizenship: Filipino

Religion:
Catholic
Height:
5’2 ft

Weight:
59 kg

Father`s Name:
Jeff Japon

Mother`s Name:
Marissa Plaza
 52

CURRICULUM VITAE

Address: Sta. Isabel, Dipolog City

Mobile Number: 09616883647

Email: eullaharing@gmail.com

Eula Santiago Aring

________________________________________________________________________

PERSONAL DATA

Date of Birth:
April 25, 2003

Place of Birth:
Roxas

Sex:
Female

Citizenship: Filipino

Religion:
Christian Alliance

Height:
5 ft

Weight:
40 kg

Father`s Name:
Claudio Lagala Aring

Mother`s Name: Robelyn Santiago

Aring
 53

CURRICULUM VITAE

Address: Sta. Isabel, Dipolog City

Mobile Number: 09519397125

Email: cagustin0305@gmail.com

Charlene Grace P. Agustin

________________________________________________________________________

PERSONAL DATA

Date of Birth:
March 5, 2004

Place of Birth:
Manila

Sex:
Female

Citizenship: Filipino

Religion:
Born Again Christian

Height:
5’4 ft

Weight:
40 kg

Father`s Name:
Pacifico F. Agustin Jr.

Mother`s Name:
Mary Grace P. Agustin
 54

CURRICULUM VITAE

Address: Upper Punta, Dipolog City

Mobile Number: 09518367352

Email: tulabingvanesa@gmail.com

Vanesa D. Tulabing
________________________________________________________________________

PERSONAL DATA

Date of Birth:
November 20, 2003

Place of Birth:
Dipolog City

Sex:
Female

Citizenship: Filipino

Religion:
AJNC Pentecostal

Height:
4'11 ft

Weight:
60 kg

Father`s Name:
Pepito C. Tulabing

Mother`s Name:
Elvie D. Tulabing
 55

CURRICULUM VITAE

Address: Gulayon, Dipolog City

Mobile Number: 09171246067

Email: brentzoilnodado@gmail.com

Brent Zoi L. Nodado

________________________________________________________________________

PERSONAL DATA

Date of Birth:
October 8, 2003

Place of Birth:
Dipolog City

Sex:
Male

Citizenship: Filipino

Religion:
Catholic

Height:
6’5 ft

Weight:
60 kg

Father`s Name: Elpidio H. Nodado

jr

Mother`s Name: Chona L. Nodado

 56

CURRICULUM VITAE

Address: Katipunan st. Brgy Miputak

Mobile Number: 09554025960

Email: timperial@gmail.com

Trisha Joy A. Imperial

________________________________________________________________________

PERSONAL DATA

Date of Birth:
October 9, 2003

Place of Birth:
Dipolog City

Sex:
Female

Citizenship: Filipino

Religion:
Catholic

Height:
5'2 ft

Weight:
45 kg

Father`s Name:
Joy C. Imperial

Mother`s Name:
Marissa A. Imperial
 57

CURRICULUM VITAE

Address: Katipunan, Zamboanga Del Norte

Mobile Number: 09305178606

Email: mamandac01@gmail.com

Marian Jean D. Amandac

___________________________________________________________________________

PERSONAL DATA

Date of Birth:
December 5, 2003

Place of Birth:
Dipolog City

Sex:
Female

Citizenship: Filipino

Religion:
Catholic

Height:
5'2 ft

Weight:
64kg

Father`s Name:
Vicente L. Amandac Sr.

Mother`s Name:
Marilyn D. Amandac
 58

CURRICULUM VITAE

Address: Olingan, Dipolog City,

Mobile Number: 09468960328

Email: bguillena03@gmail.com

Benedik Reniel C. Guillena

___________________________________________________________________________

PERSONAL DATA

Date of Birth:
January 3, 2003

Place of Birth:
Dipolog City

Sex: Male

Citizenship: Filipino

Religion:
Catholic

Height:
5'6 ft

Weight:
76 kg

Father`s Name:
Rouel Guillena

Mother`s Name:
Ma. Dulce Guillena
 59

CURRICULUM VITAE

Address: Craser, Poblacion South Polanco

Mobile Number: 09683814785

Email: pduterte12@gmail.com

Phoebe Ann E. Duterte

___________________________________________________________________________

PERSONAL DATA

Date of Birth:
March 3, 2003

Place of Birth:
Dipolog City

Sex: Female

Citizenship: Filipino

Religion:
Catholic

Height:
5'3 ft

Weight:
46 kg

Father`s Name:
Benjamin J. Duterte Jr.

Mother`s Name:
Melody Esteves
 60

CURRICULUM VITAE

Address: Purok Riverside, Olingan, Dipolog City

Mobile Number: 09383076897

Email: jaleta022@gmail.com

Jeth Raven Verano Aleta

___________________________________________________________________________

PERSONAL DATA

Date of Birth:
May 22, 2003
Place of Birth:
Dipolog City
Sex: Male

Citizenship: Filipino

Religion:
Catholic
Height:
5’8 ft
Weight:
60 kg
Father`s Name:
Ronnie T. Aleta
Mother`s Name:
Grace V. Aleta
 61

CURRICULUM VITAE

Address: Purok San Roque, Sicayab, Dipolog City

Mobile Number: 09984650247

Email: Aabsari00@gmail.com

Abdussakur Panganoron Absari

___________________________________________________________________________

PERSONAL DATA

Date of Birth:
October 3, 2003

Place of Birth:
Dipolog City

Sex: Male

Citizenship: Filipino

Religion:
Islam

Height: 5'6 ft

Weight: 57 kg

Father`s Name:
Julmakin A Absari

Mother`s Name:
Radzmina P Absari
 62

CURRICULUM VITAE

Address: New Tambo, Katipunan

Mobile Number: 09687168254

Email: calferez09124284918@gmail.com

Carl Harley Alferez

___________________________________________________________________________

PERSONAL DATA

Date of Birth: March 6, 2005

Place of Birth: Paliwas Obando Bulacan

Sex: Male

Citizenship: Filipino

Religion: Catholic

Height: 5'6 ft

Weight: 89 kg

Father`s Name: Carmelo. Alferez

Mother`s Name: Wendellyn Alferez

63