“EXTRINSIC MOTIVATION OF LEARNERS AND ITS IMPACT TO THEIR ACADEMIC PERFORMANCE”

A research in partial fulfillment of the requirements in Practical Research 2

• INTRODUCTION:

In education, the growing emphasis on performance and outcomes has led to a surge in the use of
extrinsic motivation as a means to drive academic performance. While extrinsic motivation, which
originates from external rewards or punishments, can yield short-term results, excessive reliance on it
may have detrimental effects on learners’ intrinsic goals and long-term academic achievements.

Extrinsic motivation primarily centers around the utilization of rewards and punishments to induce
desired behavior. Students may work harder to obtain good grades, praise from teachers, or material
rewards like certificates or gifts. However, when learners focus solely on these external reinforcements,
they may lose sight of the inherent value of learning and personal growth.

Extrinsic motivation often breeds unhealthy competition among learners, with grades becoming the sole
measure of success. This competitive mindset can foster academic dishonesty, encourage students to
resort to shortcuts, and discourage collaboration and cooperative learning. By creating an environment
obsessed with rewards, education fails to cultivate important life skills such as empathy, teamwork, and
leadership, which are crucial in preparing students for the challenges of the real world.

The overreliance on extrinsic motivation can also distort the perception of failure. When learners are
fixated on external rewards, they may view setbacks and failures as personal shortcomings rather than
opportunities for growth. The fear of failure can engulf students, leading to risk aversion and a
reluctance to explore new ideas or take creative risks. Consequently, their academic performance
plateaus, hindering their ability to adapt to new challenges and stifling their potential for personal
development. Extrinsic motivation can undeniably yield short-term improvements in academic
performance, its long-term consequences on learners’ intrinsic motivation and overall development are
concerning. It is imperative for educators and policymakers to strike a balance between external
incentives and fostering students’ internal drive for learning. By cultivating a love for knowledge,
encouraging independent thinking, and emphasizing the intrinsic value of education, we can inspire
students to surpass mere rote learning and unleash their true potential, ensuring their success both
within and beyond the confines of the classroom.

This research aims to highlight the problem of extrinsic motivation and shed light on its adverse impact
on learners’ academic performance. This tunnel vision can undermine their curiosity, creativity, and
critical thinking skills, resulting in a surface-level understanding of subjects and a lack of genuine
enthusiasm for education.

• STATEMENT OF THE PROBLEM

1. Identify Profile
A. Family Background (broken family, complete family, or single mom/dad)
B. Status (single, in a relationship, married, or widowed)
C. Gender
 2. Is there any significant difference on the extrinsic motivation of learners and its impact to their
academic performance when group according to family background (broken family, complete
family, or single mom/dad)?
3. Is there any significant difference on the extrinsic motivation of learners and its impact to their
academic performance there when group according to status (single, in a relationship, married,
or widowed)?
4. Is there any significant difference on the extrinsic motivation of learners and its impact to their
academic performance when group according to gender?

• HYPOTHESIS

1. There is no significant difference on the extrinsic motivation of learners and its impact to
their academic performance when group according to family background (broken family,
complete family, or single mom/dad).
2. There is no significant difference on the extrinsic motivation of learners and its impact to
their academic performance when group according to status (single, in a relationship,
married, or widowed).
3. There is no significant difference on the extrinsic motivation of learners and its impact to
their academic performance when group according to gender.

• SIGNIFICANT OF THE STUDY

1. Teachers
-benefit from extrinsic motivation as it helps them maintain discipline and create a
structured learning environment.
2. Parents
-gain from extrinsic motivation as it encourages their children to set goals and work
hard towards achieving them.
3. Employers
-benefit from extrinsic motivation as it prepares learners for future careers by
instilling a sense of competition and the desire to succeed.
4. Society
-benefits from extrinsic motivation as it contributes to the overall development and
progress of individuals, leading to a more prosperous and educated community.

• SCOPE AND DELIMITATION

This study will only focus to those teenagers especially students, with regards to gender and status
(single, in a relationship, married, or widowed). This research will also include the family background
that is either broken family complete family or single mom/dad.

• DEFINITION OF TERMS
Extrinsic motivation refers to the external factors that drive learners towards achieving academic
success. These factors include rewards, punishments, and praise from teachers or parents. Such
motivations can greatly impact a student’s academic performance. Research conducted by Vallerand, et
al. (2020) and Wigfield, et al. (2019) indicates that extrinsic motivation can lead to increased effort,
persistence, and engagement in learning activities. Moreover, a study by Deci and Ryan (2019) and
Vansteenkiste, Lens, and Deci (2020) suggest that extrinsic motivators can positively influence students’
academic achievements, as well as their attitude towards learning. A research by Meece, et al. (2020) on
achievement motivation emphasizes that extrinsic rewards can prompt students to become more
focused and driven, leading to better comprehension, retention, and application of knowledge. Extrinsic
motivation is often regarded as more beneficial in the long run as it fosters self-directed learning, critical
thinking, and a lifelong love for education (Ryan & Deci, 2021). When students become overly reliant on
external rewards, they may lose their intrinsic curiosity and enthusiasm for learning, which may
ultimately hinder their ability to become independent and self-motivated learners. Extrinsic motivation
refers to the external factors that drive learners towards achieving academic success. It can positively
impact students’ academic performance by increasing effort, persistence, engagement, and goal-setting.
However, it is crucial to strike a balance between extrinsic and intrinsic motivation to ensure long-term
intrinsic motivation is not compromised. Teachers and parents should consider using extrinsic motivators
judiciously alongside strategies that nurture intrinsic motivation to create a holistic learning environment
where students can thrive academically and develop a genuine passion for knowledge.

•THEORETICAL FRAMEWORK

The theoretical framework emphasizes the role of external factors that influence learners’ motivation.
According to Skinner’s behaviorist theory, extrinsic motivation arises from external reinforcements,
rewards, or punishments, whereas Bandura’s social cognitive theory suggests that learners can be
motivated by observing others receiving positive outcomes. Self-Determination Theory (SDT) posits that
extrinsic motivation lies on a continuum, ranging from controlled to autonomous regulation, and
learners’ autonomy in making choices affects their motivation. Additionally, Achievement Goal Theory
states that individuals’ motivation is influenced by their goal orientations and the context in which they
function.

Research Paradigm:

This study adopts a descriptive research paradigm. Descriptive research provides a systematic approach
for understanding and investigating phenomena accurately, describing their characteristics, and
exploring relationships between variables. The researcher will employ surveys, observation, and
interviews to collect relevant data from learners and educators. The collected data will then be analyzed
and interpreted to draw conclusions and make generalizations about the impact of extrinsic motivation
on academic performance.

Conceptual Framework:

The conceptual framework explains the relationship between extrinsic motivation and academic
performance. It posits that when learners are extrinsically motivated, they are driven by external factors
such as rewards, recognition, and praise. This motivation can directly impact their academic
performance, as it encourages them to engage in behaviors such as studying, completing assignments,
and actively participating in class.