Chapter 1

INTRODUCTION

Rationale

Student learning motivation plays a crucial role in determining academic

performance, skill acquisition, and overall engagement, particularly in technical

vocational education where both theoretical understanding and hands-on competence

are required. In the Bachelor of Technical Vocational Teacher Education (BTVTED)

Automotive department of Marvelous College of Technology Inc., concerns have been

observed regarding students’ varying levels of motivation toward learning automotive

subjects. Some students demonstrate enthusiasm and persistence, while others show

minimal participation, low interest, or difficulty sustaining focus during classes and

practical activities. These inconsistencies raise questions about the factors that may be

influencing students’ motivation and how these factors affect their learning experiences.

The existence of this problem is evident in classroom observations, instructors’

feedback, and students’ academic behaviors within the department. Instances such as

irregular attendance, incomplete performance tasks, limited class participation, and

declining academic outcomes suggest that motivational challenges are present among

BTVTED Automotive students. Given the demanding nature of automotive education

which requires discipline, problem-solving skills, and continuous practice low motivation

can significantly hinder students’ ability to develop the competencies expected of future

technical-vocational educators. These observable conditions indicate that the problem is

not merely assumed but is occurring within the actual learning environment.
 Several studies and educational theories support the claim that learning

motivation is influenced by multiple factors, including teaching strategies, learning

environment, availability of facilities, students’ personal interests, and perceived

relevance of the course to future careers. Previous research in technical-vocational and

automotive education highlights that students tend to be more motivated when

instruction is engaging, resources are adequate, and learning activities are aligned with

real-world applications. Additionally, motivation theories such as Self-Determination

Theory and Expectancy-Value Theory emphasize the importance of autonomy,

competence, and perceived value in sustaining students’ motivation. These theoretical

and empirical bases affirm the significance of examining motivational factors within a

specific institutional and program context.

In view of these concerns, the researchers aim to identify and analyze the factors

influencing students’ learning motivation in the BTVTED Automotive department of

Marvelous College of Technology Inc. This study seeks to provide a clearer

understanding of how internal and external factors affect students’ motivation toward

learning automotive subjects. The findings of this research are intended to serve as a

basis for improving instructional practices, developing supportive learning environments,

and formulating interventions that can enhance students’ motivation and academic

engagement. Ultimately, the study aspires to contribute to the improvement of technical-

vocational education and the effective preparation of future automotive educators.

Statement of the Problem

This study aims to determine the factors influencing the learning motivation of

BTVTED Automotive students at Marvelous College of Technology Inc.

 Specifically, it seeks to answer the following questions:

1. What is the learning motivation of BTVTED Automotive students in terms of;

1.1 teaching strategies

1.2 learning environment

1.3 availability of facilities

1.4 personal interest

2. What factors significantly influence the learning motivation of BTVTED

Automotive students when grouped according to the identified motivational

factors?

3. What is the overall learning motivation of BTVTED Automotive students?

4. What implications can be profound based on the result of the study?

Review of Related Literature

The Role of Social and Environmental Factors in Learning Motivation

Student motivation plays a central role in academic success, particularly in

technical and vocational education where practical engagement and skill mastery are

essential. Mukti and Wijanarka (2024) examined factors influencing the learning

motivation of vocational high school students in Surakarta City and found that both

internal and external factors, such as family support, peer influence, and interest in

learning, significantly shape students’ motivation. Although their findings indicated that

personal interest did not directly influence motivation, the study emphasized the

importance of social and environmental contexts in shaping students’ willingness to

engage in learning activities. This insight aligns with the present study’s focus,

suggesting that BTVTED Automotive students’ motivation may similarly be affected by

the classroom and social environment provided by their school.

Motivational Teaching Strategies in Vocational Education

Nguyen and Tran (2025) investigated the perceptions of motivational teaching

strategies among teachers and students in a vocational school setting. They found that

strategies emphasizing supportive teacher behavior, consistent encouragement, and

recognition of student achievement significantly enhanced learning motivation. This

research highlights the importance of instructional approaches that create a positive and

motivating classroom atmosphere. For your study, this implies that teaching strategies—

such as clear explanations, hands-on activities, and constructive feedback—can directly

impact BTVTED Automotive students’ engagement and willingness to participate in

learning tasks.

Learning Environment as a Determinant of Motivation

The influence of the learning environment on motivation has been further

explored by Held et al. (2024), who studied motivational trajectories in vocational

education. Their research demonstrated that environments promoting self-regulated

learning, autonomy, and competence are closely linked to positive motivational

outcomes. When students perceive their learning environment as supportive and

conducive, they are more likely to take initiative, persist in challenging tasks, and remain

engaged. This finding supports the current study’s framework, which considers the
learning environment as a key input influencing students’ motivation in practical and

technical learning settings.

Interaction of Intrinsic and Extrinsic Motivational Factors

External and intrinsic motivational factors interact in complex ways, as discussed

by Zhong Yan (2025) in a study on extrinsic learning motivation within vocational

education. The study found that different forms of external regulation, such as rewards,

evaluations, and peer expectations, affect students differently depending on their

internal drives and personal interests. This underscores the need to examine both

internal factors, like personal interest, and contextual or environmental factors, such as

teaching strategies and facility availability, to gain a comprehensive understanding of

motivation among BTVTED Automotive students.

Personal Interest as an Intrinsic Motivator

Personal interest, as a critical intrinsic motivator, has been shown to influence

vocational pathways. Mohamad Zhurad Haron and Mohd Nasrun Sumeri (2023) found

that automotive technology students with high levels of interest demonstrated stronger

career intentions toward the automotive service industry. This suggests that when

students perceive a subject as meaningful and relevant to their future goals, they are

more likely to engage persistently and develop motivation to learn. For the present

study, this highlights the importance of including personal interest as a variable to

understand how internal motivation affects learning outcomes in automotive education.

Student Readiness, Self-Efficacy, and Motivation

Nordin and Omar (2024) examined TVET readiness and identified positive

correlations between student interest, self-efficacy, and motivation. Their findings

indicate that personal interest and a sense of competence are not only linked to

motivation but also influence students’ preparedness for technical learning

environments. This reinforces the importance of assessing how personal interest can

enhance learning motivation, particularly in the context of hands-on, skill-based

vocational programs like the BTVTED Automotive department.

Instructional Approaches and Student Engagement

Teaching strategies remain a central factor in motivating learners. Zhang (2024)

explored the impact of teachers’ instructional approaches on student engagement and

found that methods combining clear explanations, active participation, and emotional

support increase learners’ involvement and persistence. This aligns with the current

study’s operationalization of teaching strategies, suggesting that thoughtful instructional

design and teacher behavior can stimulate both intrinsic and extrinsic motivation among

vocational learners.

Physical and Social Learning Environment

The physical and social components of the learning environment also play a

significant role. Hazrati and Mujakiah (2023) conducted a literature review that

emphasized the relationship between classroom environment and student motivation.

Their research demonstrated that well-structured learning spaces, collaborative

interactions, and supportive teacher guidance positively affect student motivation and
engagement. These findings support the inclusion of the learning environment as a key

variable in this study, indicating that both social and physical conditions are crucial in

enhancing BTVTED Automotive students’ motivation.

Facility Availability and Hands-On Learning

Facility availability in vocational education is another critical factor influencing

motivation. In a 2025 empirical study on TVET facilities, Maarof found that students’

engagement and motivation were higher when they had access to authentic, hands-on

equipment and tools. The study concluded that practical resources allow learners to

apply theoretical knowledge, thereby increasing interest, confidence, and persistence.

This aligns directly with the present study, which examines how the availability of

automotive tools and facilities can facilitate motivation among students in the BTVTED

program.

Teacher Behavior and Motivational Support

Teacher behavior and instructional support are closely linked to student

motivation. Research on motivational support in classrooms indicates that teachers who

actively engage, provide encouragement, and acknowledge student effort significantly

enhance learning motivation. This demonstrates that teaching strategies and teacher

behavior function synergistically with other factors, such as facilities and personal

interest, to sustain motivation in vocational settings (Nugroho, 2024).

Motivation as a Multifaceted and Context-Dependent Construct

Finally, studies examining broader educational contexts indicate that motivation

is multifaceted and context-dependent. Research on student engagement and learning

satisfaction shows that both environmental and instructional factors, including perceived

performance, participation, and support, predict students’ motivation and academic

outcomes (Lee & Kim, 2023). These findings reinforce the current study’s premise that

motivation among BTVTED Automotive students is influenced by a combination of

teaching strategies, learning environment, facility availability, and personal interest,

each interacting to shape overall engagement and learning persistence.

Implications for BTVTED Automotive Students

Collectively, these studies suggest that multiple factors, both intrinsic and

extrinsic, influence vocational students’ motivation. Understanding how teaching

strategies, learning environment, facilities, and personal interest interact can provide

educators and administrators with actionable insights to enhance motivation,

engagement, and academic success. This is particularly relevant for BTVTED

Automotive students who require both theoretical knowledge and practical skills to

succeed in their field.

Motivational Trajectories in Vocational Education

Held and Mejeh (2024) examined motivational trajectories among vocational

students and found that learning environments promoting self-regulated learning (SRL)

significantly influenced students’ motivation over time. Their comparative study of

traditional and SRL classrooms revealed that motivational changes occur across both

dispositional and situational domains. Results indicated that satisfying students’

psychological needs for relatedness, competence, and autonomy improved motivation,

highlighting the critical role of learning environment design in shaping vocational

learners’ engagement.

Vocational Students’ Perception of Demotivating Teaching Strategies

Mauludin (2024) explored perceptions of motivational and demotivational

teaching strategies among vocational students in online English for Specific Purposes

(ESP) classes. Findings revealed that certain instructional approaches, such as

unchallenging tasks or lack of feedback, discouraged student motivation. This study

emphasizes the importance of teachers adopting strategies that actively stimulate

student engagement, underscoring the need for carefully structured teaching methods

in vocational contexts.

Motivational Teaching Strategies in Vocational Classrooms

Nguyen and Tran (2025) investigated vocational school teachers’ and students’

perceptions of motivational teaching strategies. Their study found that supportive

teacher behavior, consistent encouragement, structured tasks, and promotion of learner

autonomy significantly enhanced student motivation. The findings highlight that tailoring

instructional strategies to meet learners’ needs positively influences engagement,

providing practical implications for teaching BTVTED Automotive students.

Systematic Review on Improving Engagement in Blended Vocational Learning

Chen et al. (2024) conducted a systematic review on factors influencing

vocational students’ engagement in blended learning environments. The analysis

identified motivational interventions and instructional techniques that enhance learner

autonomy, collaboration, and feedback. This demonstrates that blended learning

approaches, when combined with motivational strategies, can effectively improve

students’ involvement, particularly in technical and hands-on vocational programs.

Analysis of Influencing Factors on Vocational Students’ Motivation

A 2024 study examining learning motivation among vocational school students in

Surakarta City found that curriculum structure, teaching practices, and student interest

significantly affected motivation. This research underscores the multifaceted nature of

vocational learners’ motivation, suggesting the necessity of evaluating both internal and

external factors to provide a comprehensive understanding of student engagement.

Learning Motivation in Vocational versus University Students

Olmedo-Moreno et al. (2021) compared motivation between vocational training

and university students, finding differences in intrinsic needs such as competence,

autonomy, and relatedness. While not strictly limited to vocational education, the study

demonstrates the relevance of intrinsic motivational constructs and reinforces the

importance of satisfying psychological needs to ensure engagement in vocational

learners.

Teaching Quality and Student Engagement

Villocino and Villocino (2025) explored the influence of teaching quality on

student learning experiences and engagement. Although the study focused on primary
education, findings revealed that high-quality teaching—through clear instruction,

positive teacher–student interaction, and supportive learning practices—significantly

enhanced engagement. This has important implications for vocational education, where

effective teaching strategies can foster motivation and skill development.

TVL Teaching Strategies and Self-Efficacy

Sumbilon and Valmorida (2023) examined the relationship between teaching

strategies, parental involvement, and technical-vocational learners’ performance.

Results indicated that effective teaching approaches improved students’ self-efficacy

and academic success. This study highlights that motivational teaching not only

encourages learning engagement but also strengthens students’ confidence in practical

skills essential for technical programs.

Student Satisfaction and Learning Environment Factors

Han, Ryu, and Nadarajan (2024) investigated factors affecting student learning

satisfaction during the COVID-19 pandemic. Their study emphasized that learning

environment components—such as classroom participation, instructional design, and

physical learning space—significantly influence both satisfaction and motivation. These

findings support the inclusion of the learning environment as a critical variable in

vocational education research.

Educational Technology and Vocational Engagement

 Song (2025) analyzed the effects of blended learning and educational technology

in vocational education. Findings revealed that integrating technology enhances

students’ competencies and sustains motivation through innovative instructional

approaches. This underscores the role of modern learning modalities in supporting

engagement, particularly in programs requiring both theoretical knowledge and practical

application.

TVET Readiness, Interest, and Motivation

Nordin and Omar (2024) examined the relationship between TVET readiness,

personal interest, self-efficacy, and motivation. Results indicated that students with

higher personal interest and confidence exhibited stronger motivation toward technical

learning. This reinforces the significance of internal motivational factors in vocational

education, aligning with the study’s focus on personal interest as a key variable.

Active Teaching Methods and Student Outcomes

Álvarez Ariza (2024) investigated the implementation of active learning and

hands-on experimentation in engineering education. Findings demonstrated that

participatory learning methods increased motivation, improved self-efficacy, and

reduced learning-related anxiety. This evidence highlights the importance of experiential

teaching methods in promoting engagement, relevant to BTVTED Automotive students’

practical learning experiences.

Social Network Use for Motivation

 Guerrero and Jaume-i-Capó (2024) explored the use of social networks to

motivate engineering students in self-assessment activities. Results suggested that

digital platforms could enhance student motivation similarly to traditional

encouragement methods. This study indicates that technology-mediated engagement

can support motivational strategies in vocational programs, especially for digitally native

learners.

School Support and Teacher Innovation Motivation

Frontiers (2025) examined vocational teachers’ motivation to innovate in

supportive school environments. The study found that motivated and supported

teachers fostered innovative practices, which indirectly enhanced student learning

outcomes and motivation. This highlights the role of school culture and administrative

support in creating a motivational ecosystem for students.

Motivation, Strategy, and Academic Outcomes

Diseth (2025) investigated links between intrinsic motivation, learning strategies,

and academic performance among upper secondary students. Findings indicated that

intrinsic motivation and strategic learning behaviors strongly predicted engagement and

academic success. Although not exclusively vocational, the study supports the

integration of motivational and cognitive strategies as essential components of effective

technical education.
Theoretical Framework

This study is anchored on Self-Determination Theory (SDT) developed by Deci

and Ryan, which explains that students’ learning motivation is influenced by the

satisfaction of three basic psychological needs: autonomy, competence, and

relatedness. According to the theory, students are more motivated to learn when they

feel capable of performing tasks, supported by their learning environment, and

personally interested in what they are learning.

In the context of this study, teaching strategies and the learning environment

support students’ sense of autonomy and relatedness by encouraging participation,

interaction, and engagement in automotive classes. The availability of facilities

contributes to students’ sense of competence by allowing them to practice skills and

perform tasks effectively. Meanwhile, personal interest reflects intrinsic motivation,

which plays a vital role in sustaining students’ willingness to learn. Through this

theoretical lens, the study explains how these factors influence the learning motivation

of BTVTED Automotive students at Marvelous College of Technology Inc.

Conceptual Framework
INPUT PROCESS OUTPUT

• Teaching Strategies • Survey

Questionnaire
• Learning Program
Environment • Data Collection Interventions
• Availability of • Statistical Analysis
Facilities
• Interpretation of
• Personal Interest Results
 Figure 1.1 Conceptual Framework of the study

The conceptual framework of the study is based on the Input–Process–Output

(IPO) model. The input includes the factors influencing the learning motivation of

BTVTED Automotive students, such as teaching strategies, learning environment,

availability of facilities, and personal interest. These inputs are examined through a

process that involves the use of a survey questionnaire, data collection, and statistical

analysis using descriptive methods. The output of the study is the identification of the

learning motivation of BTVTED Automotive students and the determination of the

factors that influence it, which may serve as a basis for improving teaching practices

and the overall learning environment.

Scope and Delimitation of the Study

This study focuses on identifying the factors influencing the learning motivation of

BTVTED Automotive students at Marvelous College of Technology Inc. The respondents

of the study are limited to students currently enrolled in the BTVTED Automotive

department during the academic year in which the study is conducted. The research

examines learning motivation in terms of teaching strategies, learning environment,

availability of facilities, and personal interest using a descriptive quantitative approach.

The study is delimited to the perceptions of students only and does not include

the perspectives of instructors or administrators. It also does not measure academic

performance or learning outcomes, nor does it establish cause-and-effect relationships.

The findings are limited to the context of Marvelous College of Technology Inc. and may

not be generalized to other institutions or programs.

Significance of the Study

The findings of this study will be beneficial to various stakeholders, particularly

those involved in technical–vocational education.

BTVTED Automotive department. Will gain a better understanding of the

factors that influence their learning motivation, including teaching strategies, learning

environment, availability of facilities, and personal interest. This awareness may help

students reflect on their learning behaviors, improve their engagement in both

theoretical and practical activities, and develop a more positive attitude toward

automotive education, which is essential for their academic and professional growth

Instructors. May benefit from the results of this study as these can serve as a

basis for evaluating and improving their teaching strategies and classroom practices. By

identifying which factors most influence students’ learning motivation, instructors can

adopt more engaging teaching methods, enhance hands-on learning experiences, and

create a more supportive and motivating classroom environment. This, in turn, may lead

to improved student participation, better learning outcomes, and stronger teacher–

student interaction.

School administrators. May use the findings of this study as a guide in planning

and implementing institutional programs and policies that promote student motivation.

The results may assist administrators in identifying areas that require improvement,

particularly in terms of learning facilities, instructional support, and overall learning

environment. Furthermore, the study can serve as a reference in decision-making

processes related to resource allocation, curriculum development, and faculty training to

ensure the delivery of quality technical–vocational education.

Future researchers. May find this study valuable as a reference for conducting

related research on learning motivation, especially in the context of technical–vocational

and automotive education. The findings and methodology of this study may provide

useful insights and serve as a foundation for further investigations that explore

additional factors, different populations, or alternative research designs. Through this,

the study contributes to the existing body of knowledge on student motivation and

technical–vocational education.

Definition of Terms

Learning Motivation

 Conceptual Definition: The internal drive that stimulates a student to engage,

persist, and achieve in learning activities.

 Operational Definition: The degree of enthusiasm, interest, and effort

demonstrated by BTVTED Automotive students, measured through responses on

a survey questionnaire using a 4-point Likert scale.

Teaching Strategies

 Conceptual Definition: Methods and techniques employed by instructors to

facilitate learning and promote student engagement.

  Operational Definition: The effectiveness of teaching methods as perceived by

students, measured through survey items on clarity of lessons, hands-on

activities, and engagement techniques.

Learning Environment

 Conceptual Definition: The physical, social, and psychological conditions in

which learning occurs.

 Operational Definition: Students’ perception of classroom atmosphere,

interaction, and comfort in learning automotive subjects, assessed through

survey responses.

Availability of Facilities

 Conceptual Definition: The presence and accessibility of tools, equipment, and

resources necessary for effective learning.

 Operational Definition: Students’ assessment of the adequacy and usefulness

of automotive tools, equipment, and learning materials, measured via survey.

Personal Interest

 Conceptual Definition: A student’s intrinsic motivation and curiosity toward a

subject or activity.

 Operational Definition: Students’ self-reported interest and enthusiasm in

learning automotive subjects, measured using survey statements.

BTVTED Automotive Students

 Conceptual Definition: Students enrolled in the Bachelor of Technical-

Vocational Teacher Education program specializing in Automotive technology.

 Operational Definition: Respondents of this study who are currently taking

automotive courses at Marvelous College of Technology Inc.

Survey Questionnaire

 Conceptual Definition: A research instrument used to collect information about

perceptions, attitudes, or behaviors.

 Operational Definition: A structured set of statements with a 4-point Likert scale

administered to students to measure learning motivation and its influencing

factors.

Descriptive Method

 Conceptual Definition: A research design that describes characteristics, trends,

or relationships without manipulating variables.

 Operational Definition: The method used to analyze survey data to describe

students’ learning motivation and the influence of various factors.

Teaching Effectiveness

 Conceptual Definition: The degree to which instructional methods achieve

desired learning outcomes.

  Operational Definition: Students’ ratings of instructors’ teaching strategies,

clarity, engagement, and ability to promote learning in automotive classes.

Motivational Factors

 Conceptual Definition: Elements or conditions that can enhance or hinder a

student’s willingness to learn.

 Operational Definition: The four variables of the study—teaching strategies,

learning environment, availability of facilities, and personal interest—as

measured through survey responses.

 Chapter 2

METHODS

Research Design

This study employed a descriptive research design using the quantitative method

to determine the factors that influence learning motivation among BTVTED Automotive

students at Marvelous College of Technology Inc. A descriptive design is appropriate for

this study because it allows the researchers to examine the current status of student

motivation and identify relationships among key factors—teaching strategies, learning

environment, availability of facilities, and personal interest—without manipulating any

variables. Using this method, the data can be collected, quantified, analyzed, and

interpreted to provide an accurate representation of the students’ level of motivation and

the influence of the identified factors.

Research Locale

The study was conducted in the BTVTED Automotive Department of Marvelous

College of Technology Inc., located in [insert location/city]. This site was chosen

because of its specialized technical-vocational programs and the accessibility of

students directly enrolled in automotive courses. Conducting the research in this setting

ensures that the results are contextually relevant to the institution and that they reflect

the experiences of students engaged in hands-on, skill-based learning activities within

the BTVTED program.

Research Respondents

The respondents of this study were the enrolled BTVTED Automotive students of

Marvelous College of Technology Inc. Only students who were actively taking

automotive courses during the academic year were included, ensuring that all

participants had direct experience with the subjects and variables being investigated.

Participation was entirely voluntary, and respondents were assured that their answers

would remain anonymous and confidential. The total population of students is [insert

total number of students], while the sample size used in the study is [insert sample size

if applicable].

Sampling Technique

To select the respondents, the study employed purposive sampling, a non-

probability sampling technique in which participants are intentionally chosen based on

their relevance to the research objectives. This technique allowed the researchers to

focus on students who are directly involved in the BTVTED Automotive program,

ensuring that the collected data accurately reflect the experiences and motivations of

the target population.

Data Gathering Procedure

The data gathering process followed a systematic approach. First, permission

and approval were secured from the school administration to conduct the study. Next,

an orientation of respondents was conducted where researchers explained the purpose

of the study, assured confidentiality, and provided instructions on completing the

questionnaire. The questionnaires were then distributed, either physically or online, to

ensure accessibility for all participants. After completion, the responses were collected

and verified for completeness. Finally, the data were coded and entered into statistical

software for analysis, ensuring that all responses were accurately recorded and ready

for processing.

Statistical Treatment of Data

The data collected from the respondents were analyzed using the weighted

mean to determine the extent of learning motivation among BTVTED Automotive

students for each identified variable: teaching strategies, learning environment,

availability of facilities, and personal interest. Weighted mean is appropriate for this

study because it allows the researchers to quantify the respondents’ perceptions and

summarize the overall level of motivation in a simple and interpretable way. To interpret

the results, the following scale was used: 3.26–4.00 = Strongly Agree, 2.50–3.25 =

Agree, 1.76–2.49 = Disagree, and 1.00–1.75 Strongly Disagree. This statistical

treatment ensures that the findings reflect the general tendencies and motivational

levels of the students for each factor under investigation.

Ethical Considerations

This study adhered to ethical standards in research. Participation was entirely

voluntary, and respondents were assured of anonymity and confidentiality. The data

collected were used solely for research purposes, and all results were reported

collectively without identifying individual participants. Respondents were also informed

that they could withdraw from the study at any time without any consequences.