FINAL MANUSCRIPT SYS 2024-2025

Page 1: Introduction to Achievement Motivation

Background of the Study

  • Achievement motivation is vital in education, influencing private and professional success (Forbes, 2015).

  • Recognized by Werdhiastutie et al. (2020) as crucial for enhancing organizational human resources.

  • Defined as an internal drive towards high goals and performance, correlating with individual needs.

Influencing Factors

  • Factors include:

    • Personal goals

    • Self-expectations

    • Independence

    • Learning environment

    • Support systems

Educator Strategies

  • Strategies to enhance motivation:

    • Setting clear goals

    • Providing constructive feedback

    • Creating supportive environments

    • Implementing interactive learning methods (Haru, 2023)

Challenges to Motivation

  • Numerous difficulties, both inside and outside the classroom, result in low levels of achievement motivation:

    • Lack of long-term goals

    • Romantic relationships

    • Technology access

    • Peer pressure

    • Substance abuse

    • Family stress (Aippunny & War, 2021)

Page 2: Effects of Low Motivation

Impact on Performance

  • Students' poor performance linked to low achievement motivation (Chen, 2023).

  • Frustration from low marks and lack of guidance leads to further underperformance.

Academic Stress

  • High stress levels correlate with low motivation, negatively affecting academic performance (Yogie et al., 2021).

  • Teacher-student and peer relationships can impede motivation (Efendy et al., 2023).

COVID-19 Effects

  • Pandemic introduced challenges like poor digital skills and online material preparation, further impacting motivation (Vrapi & Dervishi, 2023).

  • Disadvantaged students face specific challenges affecting aspirations and motivation (Sula, 2021).

Page 3: Studies in Motivation

Insights from Previous Research

  • Study by Tolero & Echaure (2021) found low motivation in Filipino students relying primarily on extrinsic factors.

  • Stress negatively affects subjective well-being and motivation (Galang, 2023).

  • Various domain challenges account for significant performance variance (Dagdag et al., 2019).

  • Personal issues and teacher quality also affect motivation levels (Visillas, 2022).

The Role of Parents

  • Parental attention is vital for motivation; both maternal and paternal engagement boosts academic outcomes (Nofrizal et al., 2020).

Page 4: Statement of the Problem

Study Objectives

  • The study seeks to explore the relationship between study habits and achievement motivation among ABM students at Tagum City Regional Academy.

Research Questions

  1. What is the level of study habits concerning:

    • Delay avoidance

    • Work method

  2. What is the level of achievement motivation regarding:

    • Verbal rewards

    • Non-verbal rewards

    • Tangible rewards

  3. Is there a significant relationship between study habits and achievement motivation?

Page 5: Scope and Delimitation of the Study

Background

  • Focuses on ABM students at Tagum City Regional Academy during the 2024-2025 academic year.

Inclusion Criteria

  • Participants must be bona fide students aged 16-21 in the ABM strand.

Exclusions

  • Students from Humanities and Social Sciences, General Academic Strand, and any non-ABM related groups are excluded.

Page 6: Conceptual Framework

Variables

  • Independent Variable: Study Habits

    • Indicators: Delay avoidance, work method

  • Dependent Variable: Achievement Motivation

    • Indicators: Verbal, non-verbal, tangible rewards

Page 7: Definitions of Terms

Key Terms

  • Study Habits: Decisions regarding learning processes (Zhou et al., 2020).

  • Delay Avoidance: Efficient study techniques, managing time to avoid procrastination (Tus, 2020).

  • Work Method: Completing tasks efficiently and systematically (Tus, 2020).

  • Achievement Motivation: Willingness to direct energy towards learning goals despite challenges (Andriani et al., 2018).

  • Verbal Rewards: Acknowledgment and praise for achievement (Zhao et al., 2022).

  • Non-verbal Rewards: Gestures or positive affirmations (Iriwati & Syafei, 2016).

  • Tangible Rewards: Non-cash incentives such as gifts or recognitions (Choi, 2020).

Page 8: Null Hypothesis

  • Ho: No significant relationship exists between study habits and achievement motivation among ABM students.

Page 9: Literature Review

Study Habits

  • Study habits affect academic performance (Sharma & Vyas, 2016).

  • Demographic factors influence study habits and performance (Salva et al., 2022).

  • High-achieving students demonstrate superior study habits (Kaur & Pathania, 2015).

Page 10: Research Findings on Study Habits

  • Research highlights various factors promoting good study habits:

    • Time management, note-taking skills, reading ability predict success (Looyeh et al., 2017).

  • Effective study habits significantly improve academic performance across age groups (Elango & Manimozhi, 2021).

Page 11: Study Habits in Mathematics

  • Good study habits correlate with higher math achievement (Verma et al., 2022).

  • Importance of fostering effective study habits emphasized (Ahangar, 2021).

Page 12: Impact of COVID-19 on Study Habits

  • Difficulty studying and increased stress reported during the pandemic (Clarke et al., 2021).

Page 13: Findings on Study Habits and Academic Achievement

  • Students with better study habits consistently outperform their peers (Sreelekha et al., 2016).

Page 14: Delay Avoidance and Academic Performance

  • Delay avoidance strategies linked to improved academic results (Santelli et al., 2020).

Page 15: Research on Delay Avoidance

Delay Avoidance Overview

  • Active delay versus procrastination behavior identified (Lindt et al., 2014).

Page 16: Delay Avoidance Practices

  • Affects academic procrastination; self-regulation skills necessary (Bembenutty, 2015).

Page 17: Work Method: Importance and Impact

  • Efficient work methods are predictors of academic success (Tus, 2020).

Page 18: Work Method Influences

  • High parental involvement positively correlates with student study habits (Rani, 2020).

Page 19: Achievement Motivation Overview

  • The significance of achievement motivation in various contexts, emphasizing intrinsic values (McClelland's Theory).

Page 20: Key Findings on Achievement Motivation

  • Achievement motivation significantly enhances student learning (Muchlis & Muhlis, 2020).

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Page 21: Motivation through Rewards

  • The role of positive reinforcements in developing effective study habits (Siraj et al., 2021).

Page 22: Verbal Rewards and Motivation

  • Strong positive effects of verbal reinforcement on motivation (Zhao et al., 2022).

Page 23: Non-verbal Rewards

  • Non-verbal cues have a powerful impact on student engagement and motivation (Irungu et al., 2019).

Page 24: Tangible Rewards and Student Performance

  • Material incentives drive academic motivation, emphasizing the importance of reward systems (Choi, 2020).

Page 25: Summary of Findings

Summary

  • Tangible rewards are effective motivators for academic improvement.

Page 26: Correlation between Study Habits and Achievement Motivation

Correlation Overview

  • Positive correlation between study habits and achievement motivation (Pearson r-value: 0.576).

Page 27: Conclusions

Key Findings

  • Strong, effective study habits correlate to high motivation levels.

Page 28: Recommendations

Suggestions for Improvement

  • Enhance time management skills, utilize diverse reward types to support motivation.

Page 29: Summary and Closing

Overall Summary

  • A comprehensive understanding of how study habits and achievement motivation intertwine in educational contexts.