Multivariate Analysis: Teachers' Attitudes, Students' Interests, Intrinsic Motivation on Students' Learning Outputs
Main Article Content
Keywords
teachers' attitudes, interests, intrinsic motivation, learning outputs
Abstract
This study examined how teachers' attitudes, students' interests, and intrinsic motivation influence students' learning outputs in mathematics. It addressed the challenge of improving learning outputs amidst the Philippines' education crisis, shaped by traditional teaching methods and socioeconomic barriers. Using a descriptive-correlational design, 156 first-year mathematics students were selected through purposive random sampling. Data were collected via an adapted questionnaire and analyzed using multiple regression, Pearson correlation, standard deviation, and mean. Results revealed a significant positive relationship between supportive teacher attitudes, increased student interest, and intrinsic motivation in enhancing learning outputs. The findings highlight the need to foster learner-centered, interest-driven, and intrinsically motivating environments. Education practitioners should adopt strategies encouraging autonomous thinking and engagement. Future research could explore targeted interventions to strengthen motivation and interest across diverse educational contexts.
References
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Brandmiller, C., Schnitzler, K., & Dumont, H. (2023). Teacher perceptions of student motivation and engagement: longitudinal associations with student outcomes. European Journal of Psychology of Education, 39(2), 1397–1420. https://doi.org/10.1007/s10212-023-00741-1
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Dunlosky, J., Badali, S., Rivers, M. L., & Rawson, K. A. (2020). The role of effort in understanding educational achievement: objective effort as an explanatory construct versus effort as a student perception. Educational Psychology Review, 32(4), 1163-1175. https://doi.org/10.1007/s10648-020-09577-3
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Fadilah, D., & Alwi, M. (2020). Increased student interest in learning through the application of active learning methods in the thematic learning. Journal of Physics Conference Series, 1539(1), 012050. https://doi.org/10.1088/1742-6596/1539/1/012050
Fuad, M., Suyanto, E., & Muhammad, U. (2021). Can 'Reward and Punishment' improve student motivation? European Online Journal of Natural and Social Sciences, 10 (1) https://european-science.com/eojnss/article/view/6144
Galabo, N. R., Abellanosa, G. G., & Gempes, G. P. (2018). The level of readiness in mathematics of first year high school students of cluster 6 tugbok secondary schools: basis for intervention program. International Journal of Humanities, Arts & Social Sciences, 4(1). https://dx.doi.org/10.20469/ijhss.4.10005-1
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Hafızoglu, A., & Yerdelen, S. (2019). The role of students' motivation in the relationship between perceived learning environment and achievement in science: A mediation analysis. Science Education International, 30(4), 51-260. https://doi.org/10.33828/sei.v30.i4.2
Han, J., Kelley, T., & Knowles, J. G. (2021). Factors influencing student STEM learning: Self-efficacy and outcome expectancy, 21st-century skills, and career awareness. Journal for STEM Education Research, 4(2), 117-137. https://doi.org/10.1007/s41979-021-00053-3
Howard, J. L., Bureau, J. S., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student motivation and associated outcomes: a meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300-1323. https://doi.org/10.1177/1745691620966789
Kahveci, H. (2023). The positive and negative effects of teacher attitudes and behaviors on student progress. Journal of Pedagogical Research, 7(1), 290-306. https://doi.org/10.33902/JPR.202319128
Ladrero, H., Villanueva, A. V., & Mirasol, M. (2020). Factors that cause low academic performances among Grade 12 HUMSS strand students in Bestlink College of the Philippines. Ascendens Asia Singapore-Bestlink College of the Philippines Journal of Multidisciplinary Research, 2(1). https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/2645
Liu, Y., Hau, K.‐T., Liu, H., Wu, J., Wang, X., & Zheng, X. (2020). Multiplicative effect of intrinsic and extrinsic motivation on academic performance: A longitudinal study of Chinese students. Journal of Personality, 88(3), 584–595. https://doi.org/10.1111/jopy.12512
Liu, Y., Ma, S., & Chen, Y. (2024). The impacts of learning motivation, emotional engagement and psychological capital on academic performance in a blended learning university course. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1357936
Malmberg, J., Haataja, E., & Järvelä, S. (2022). Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations. Metacognition and Learning, 17(3), 793-811. https://doi.org/10.1007/s11409-022-09320-z
Meng, X., & Hu, Z. (2022). The relationship between student motivation and academic performance: the mediating role of online learning behavior. Quality Assurance in Education, 31(1), 167-180. https://doi.org/10.1108/qae-02-2022-0046
Mohamoud, A. M. (2024). The impact of growth mindset interventions on students' motivation, resilience, and academic achievement. Multidisciplinary Journal of Horseed International University (MJHIU), 2(1), 102-125. https://doi.org/10.59336/7adj0850
Moneva, J., & Gonzaga, J. (2020). Parental motivation and students' interest in their studies. Asia Pacific Journal of Academic Research in Social Sciences, 5(1), 71-76. https://research.lpubatangas.edu.ph/wp-content/uploads/2021/01/APJARSS-2020.010.pdf
Pinquart, M., & Ebeling, M. (2020). Students expected and actual academic achievement - A meta-analysis. International Journal of Educational Research, 100, 101524. https://doi.org/10.1016/j.ijer.2019.101524
Rone, N. A., Guao, N. a. A., Jariol, M. S., Jr, Acedillo, N. B., Balinton, K. R., & Francisco, J. O. (2023b). Students' lack of interest, motivation in learning, and classroom participation: how to motivate them? Zenodo (CERN European Organization for Nuclear Research). https://doi.org/10.5281/zenodo.7749977
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Saavedra, J., & Del Toro Mijares, A. T. (2024, March 16). A focus on improving the learning experience in the classroom. World Bank Blogs. https://blogs.worldbank.org/en/education/focus-improving-learning-experience-classroom
Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students' motivation for their academic achievement – replicating and extending previous findings. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01730
Tan, J., Mao, J., Jiang, Y., & Gao, M. (2021). The influence of academic emotions on learning effects: A systematic review. International Journal of Environmental Research and Public Health, 18(18), 9678. https://doi.org/10.3390/ijerph18189678
Thomas, D., & Zubkov, P. (2023). Quantitative research designs. Andrews University. https://www.researchgate.net/publication/370630979_Quantitative_Research_Designs
Wu, B., & Xin, Y. (2019, April). Investigation and study on the causes of college students' poor academic performances and intervention mechanism taking college students in Xi'an as an example. In 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019) (pp. 1649-1658). Atlantis Press. https://doi.org/10.2991/iccese-19.2019.364
Wu, X., Liu, H., Xiao, L., & Yao, M. (2024). Reciprocal relationship between learning interest and learning persistence: Roles of strategies for self-regulated learning behaviors and academic performance. Journal of Youth and Adolescence. https://doi.org/10.1007/s10964-024-01994-9
Alasqah, S. S. (2022). Goal orientation and its impact on university students' academic achievement during the COVID-19 pandemic. SAGE Open, 12(2), 215824402210936. https://doi.org/10.1177/21582440221093617
Bernardo, A. B. I., Cordel, M. O., II, Lapinid, M. R. C., Teves, J. M. M., Yap, S. A., & Chua, U. C. (2022). Contrasting profiles of low-performing mathematics students in public and private schools in the Philippines: Insights from machine learning. Journal of Intelligence, 10(3), 61. https://doi.org/10.3390/jintelligence10030061
Brandmiller, C., Schnitzler, K., & Dumont, H. (2023). Teacher perceptions of student motivation and engagement: longitudinal associations with student outcomes. European Journal of Psychology of Education, 39(2), 1397–1420. https://doi.org/10.1007/s10212-023-00741-1
Bullen, P. B., & Bullen, P. B. (2022). How to choose a sample size (for the statistically challenged). Tools4dev. https://tools4dev.org/resources/how-to-choose-a-sample-size/
Chan, T. W., Looi, C. K., Chang, B., Chen, W., Wong, L. H., Wong, S. L., … & Chou, C. Y. (2019). IDC theory: creation and the creation loop. Research and Practice in Technology Enhanced Learning, 14, 1-29. https://10.1186/s41039-019-0120-5
Cordero, J. M., & Gil-Izquierdo, M. (2018). The effect of teaching strategies on student achievement: An analysis using TALIS-PISA-link. Journal of Policy Modeling, 40(6), 1313-1331. https://doi.org/10.1016/j.jpolmod.2018.04.003
Crossman, A. (2020, March 19). Understanding purposive sampling. ThoughtCo. https://www.thoughtco.com/purposive-sampling-3026727
Dunlosky, J., Badali, S., Rivers, M. L., & Rawson, K. A. (2020). The role of effort in understanding educational achievement: objective effort as an explanatory construct versus effort as a student perception. Educational Psychology Review, 32(4), 1163-1175. https://doi.org/10.1007/s10648-020-09577-3
Essien, Essien & Akpan, Okon & Obot, Imo. (2015). Students' interest in social studies and academic achievement in tertiary institutions in Cross River State, Nigeria. 2. 35-40.
Fadilah, D., & Alwi, M. (2020). Increased student interest in learning through the application of active learning methods in the thematic learning. Journal of Physics Conference Series, 1539(1), 012050. https://doi.org/10.1088/1742-6596/1539/1/012050
Fuad, M., Suyanto, E., & Muhammad, U. (2021). Can 'Reward and Punishment' improve student motivation? European Online Journal of Natural and Social Sciences, 10 (1) https://european-science.com/eojnss/article/view/6144
Galabo, N. R., Abellanosa, G. G., & Gempes, G. P. (2018). The level of readiness in mathematics of first year high school students of cluster 6 tugbok secondary schools: basis for intervention program. International Journal of Humanities, Arts & Social Sciences, 4(1). https://dx.doi.org/10.20469/ijhss.4.10005-1
Gan, Z., An, Z., & Liu, F. (2021). Teacher feedback practices, student feedback motivation, and feedback behavior: how are they associated with learning outcomes? Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.697045
Garcia, R. C. (2020). The relevance of values, skills, and learning outcomes indicators for the employment of business administration graduates: a case study of an international higher education institution. International Journal of Learning and Intellectual Capital, 17(2), 165. https://doi.org/10.1504/ijlic.2020.108882
Hafızoglu, A., & Yerdelen, S. (2019). The role of students' motivation in the relationship between perceived learning environment and achievement in science: A mediation analysis. Science Education International, 30(4), 51-260. https://doi.org/10.33828/sei.v30.i4.2
Han, J., Kelley, T., & Knowles, J. G. (2021). Factors influencing student STEM learning: Self-efficacy and outcome expectancy, 21st-century skills, and career awareness. Journal for STEM Education Research, 4(2), 117-137. https://doi.org/10.1007/s41979-021-00053-3
Howard, J. L., Bureau, J. S., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student motivation and associated outcomes: a meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300-1323. https://doi.org/10.1177/1745691620966789
Kahveci, H. (2023). The positive and negative effects of teacher attitudes and behaviors on student progress. Journal of Pedagogical Research, 7(1), 290-306. https://doi.org/10.33902/JPR.202319128
Ladrero, H., Villanueva, A. V., & Mirasol, M. (2020). Factors that cause low academic performances among Grade 12 HUMSS strand students in Bestlink College of the Philippines. Ascendens Asia Singapore-Bestlink College of the Philippines Journal of Multidisciplinary Research, 2(1). https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/2645
Liu, Y., Hau, K.‐T., Liu, H., Wu, J., Wang, X., & Zheng, X. (2020). Multiplicative effect of intrinsic and extrinsic motivation on academic performance: A longitudinal study of Chinese students. Journal of Personality, 88(3), 584–595. https://doi.org/10.1111/jopy.12512
Liu, Y., Ma, S., & Chen, Y. (2024). The impacts of learning motivation, emotional engagement and psychological capital on academic performance in a blended learning university course. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1357936
Malmberg, J., Haataja, E., & Järvelä, S. (2022). Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations. Metacognition and Learning, 17(3), 793-811. https://doi.org/10.1007/s11409-022-09320-z
Meng, X., & Hu, Z. (2022). The relationship between student motivation and academic performance: the mediating role of online learning behavior. Quality Assurance in Education, 31(1), 167-180. https://doi.org/10.1108/qae-02-2022-0046
Mohamoud, A. M. (2024). The impact of growth mindset interventions on students' motivation, resilience, and academic achievement. Multidisciplinary Journal of Horseed International University (MJHIU), 2(1), 102-125. https://doi.org/10.59336/7adj0850
Moneva, J., & Gonzaga, J. (2020). Parental motivation and students' interest in their studies. Asia Pacific Journal of Academic Research in Social Sciences, 5(1), 71-76. https://research.lpubatangas.edu.ph/wp-content/uploads/2021/01/APJARSS-2020.010.pdf
Pinquart, M., & Ebeling, M. (2020). Students expected and actual academic achievement - A meta-analysis. International Journal of Educational Research, 100, 101524. https://doi.org/10.1016/j.ijer.2019.101524
Rone, N. A., Guao, N. a. A., Jariol, M. S., Jr, Acedillo, N. B., Balinton, K. R., & Francisco, J. O. (2023b). Students' lack of interest, motivation in learning, and classroom participation: how to motivate them? Zenodo (CERN European Organization for Nuclear Research). https://doi.org/10.5281/zenodo.7749977
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Saavedra, J., & Del Toro Mijares, A. T. (2024, March 16). A focus on improving the learning experience in the classroom. World Bank Blogs. https://blogs.worldbank.org/en/education/focus-improving-learning-experience-classroom
Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students' motivation for their academic achievement – replicating and extending previous findings. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01730
Tan, J., Mao, J., Jiang, Y., & Gao, M. (2021). The influence of academic emotions on learning effects: A systematic review. International Journal of Environmental Research and Public Health, 18(18), 9678. https://doi.org/10.3390/ijerph18189678
Thomas, D., & Zubkov, P. (2023). Quantitative research designs. Andrews University. https://www.researchgate.net/publication/370630979_Quantitative_Research_Designs
Wu, B., & Xin, Y. (2019, April). Investigation and study on the causes of college students' poor academic performances and intervention mechanism taking college students in Xi'an as an example. In 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019) (pp. 1649-1658). Atlantis Press. https://doi.org/10.2991/iccese-19.2019.364
Wu, X., Liu, H., Xiao, L., & Yao, M. (2024). Reciprocal relationship between learning interest and learning persistence: Roles of strategies for self-regulated learning behaviors and academic performance. Journal of Youth and Adolescence. https://doi.org/10.1007/s10964-024-01994-9
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Dec 29, 2024
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Enriquez, M., Alvarado, M., Apit, M., & Nituda, J. J. (2024). Multivariate Analysis: Teachers’ Attitudes, Students’ Interests, Intrinsic Motivation on Students’ Learning Outputs. The Normal Lights, 18(2). Retrieved from https://po.pnuresearchportal.org/ejournal/index.php/normallights/article/view/2779
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