De La Salle University – Manila

Bo. Andrew Gonzalez College of Education

and Educational Psychology Department
(CEPD)

ACADEMIC MOTIVATION PROGRAM

In Partial fulfilment
Of the Course Requirements in
CLG925M Practicum
Term 3

Submitted to:
Ms. Marissa C. Pascual, RGC, RPm
University Counselor
Office of Counseling and Career Services
De La Salle University, Manila

Submitted by:
Bro. Roberto S. Castellano Jr. OP
MA Counseling 11893133

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 ABSTRACT

The program was developed to introduce the concept of autonomy, competence,

and relatedness to university students. These three psychological needs are attributed to

addressing and improving academic amotivation, internal academic motivation and

external academic motivation. To understand how autonomy, competence and

relatedness woks, La Sallians are presented with a self-paced program towards better

levels of academic motivation whether externally or internally through, developing

their goal-setting skills, resilience building skills training and teaching of hard work to

establish relatedness. In the end, the previous factors would then contribute to one’s

process of developing coping mechanisms that can help them in addressing their own

level of academic motivation, both internally and externally,

The program aims to equip La Sallians with apt levels of autonomy, competence,

and relatedness in relation how high levels of academic motivation -related challenges

have risen during this pandemic crisis. With this program, it is hoped that the Lasallian

students can learn how to personally aid themselves be more ready and adjusted in their

academic life and later in their future professional career.

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 TABLE OF CONTENTS

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

Abstract .................................................................................................................. ii

Table of Contents ……………………………………………………………….. iii - iv

Chapter 1.
Organizational Description and History ................................................................1
History of the OCCS GLAD Program ....................................................................2
Review of Related Literature............................................................................ ….3
Conceptual Framework for OCCS GLAD-R Program …………………………..11
Synthesis …………………………………………………………………………14

Chapter 2.
Needs and Assets Assessment (Situational Analysis) …………………………..16

Chapter 3.
Program Design and Development.......................................................................22
Program Framework.............................................................................................23
Goals and Objectives............................................................................................27
Significance of the Program ................................................................................27
Definition of Terms..............................................................................................28
Scope and Limitations..........................................................................................30
Target Participants................................................................................................31
Facilitator .............................................................................................................31
Delivery Mode......................................................................................................31
Module #1: Working at Lessening Motivation ………………………………...32
Module #2: Power of Academic Motivation.......................................................39
Module #3: Nurturing the Power of Academic of Motivation from Outside.......44

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Chapter 4.
Evaluation Design............................................................................................50
Respondents.....................................................................................................50
Instruments.......................................................................................................50
Data Gathering Procedures and Analysis.........................................................51

Chapter 5.
General Conclusions and Recommendations...................................................52

References.......................................................................................................53

Appendix A – Goal Exploration Autonomy …………………………….. ….61

Appendix B – The Resilience Plan...…………………………………………64
Appendix C – Social Support Worksheet ……………………………………65
Appendix D – Evaluation Form …………………………………………..….66

Figure 1 – OOCS Conceptual Framework for GLAD-R Program …………..10

Figure 2 – Program Framework for Self-Determination Theory
And Academic Motivation …………………………………..26

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 Chapter 1

Organizational Description and History

The pandemic crisis around the world has compelled the educational systems to shift to

an on-line platform as their mode of delivery of instructions. The De La Salle University, one of

the premiere higher institutions of learning in the country has also been able to adapt the needed

changes on teaching and learning of its stakeholders. Accordingly, the need for tele counseling

during this pandemic has been important because many needs of students would arise during the

pandemic crisis. For example, the study conducted by Chongwon S. et.al. (2020), entitled, “Effects

of COVID-19 on college students’ mental health in the United States”, found out that among

college students there are different negative or adverse effects of the pandemic on them. The

following effects have been enumerated such as worries of health among themselves and the health

of their loved ones, difficulty in concentration, decrease of self-confidence, depressive symptoms

and anxiety, and negative effect on the student’s eating and sleeping habits. Similar realities and

context of these negative effects of pandemic has been also applicable not only with the university

students of DLSU but also with the Philippine educational system in general. In relation to this

need to migrate to online platforms of education, it was also recommended and later mandated by

the Philippine government to all educational institutions to help arrest the spread of the virus. Part

of the shift from face to face to online platform of learning, the De La Salle University Office of

Career and Counseling Services has also migrated the face-to-face counseling into the tele-

counseling to continue providing quality mental health services among its stakeholders especially

the students.

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History of the OCCS GLAD Program

Among the wide array of different counseling and career services offered by the Office of

Career and Counseling Services of the De La Salle University, the GLAD Program

(Gearing up Learners for Academic Development) aims to address the underachievement of DLSU

college students for them to be retained in their present courses and maintain their status as an

officially enrolled student at the university. The GLAD Program is based on the Theoretical

Framework of Self-Regulated Learning and has adapted the Motivational Interviewing (MI) as its

proposed counseling approach for the program. Under the GLAD Program, the following major

interventions were utilized such as assessment of students’ academic self-regulated learning,

individual counseling, and psycho-education sessions. The GLAD Program is anchored on the

DLSU’s Framework of Learning such as ‘The Transformative Model of Learning” wherein, it

maintains a belief that the student is someone who can construct knowledge and make meaningful

realities (DLSU Vision-Mission Primer 2012, p.21- 22).

The university counselors utilized the Self-Regulated Learning and Motivational

Interviewing and Counseling approach to relate to the institution’s belief that its students are active

learners in the teaching and learning process. During the school year 2010-2011, the data from

OCCS showed that, there were decreases in the numbers of intake and counseling sessions,

dropping from three hundred sixty (360) to two hundred ninety-six (296) and four hundred sixty-

seven (467) to two hundred seventy-three (273) respectively. This context may imply a negative

behavior of students since their active participation in the OCCS services offered has been

declining consistently for the previous two academic years. During the school year 2011-20212,

referring to the Academic Performance Assessment Forms (APAF) as a basis of two hundred

thirty-six students (236) referred by their college vice-deans and visited the OCCS to avail

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academic counseling under the GLAD program, it showed that the students appear to attribute

their academic failures to poor study habits (64%), lack of time management skills (57%), lack of

focus (53%), finds subjects too difficult to pass (48%), and lack of motivation to study (47%).

Review of Related Literature

Definition of Underachievement

This pandemic crisis has created an imbalance in the teaching-learning process among

educational institutions and one of the imbalances it creates is students suffering from

underachievement in terms of their academic performance. According to the study of Coman, et.al.

(2020), the pandemic would demand a standard technical skill that is needed by both teachers and

students to maximize the teaching and learning. In the same study most teachers and students are

unprepared for the required competencies of the online learning hence, there is a decrease of

academic performance of students particularly that led to their underachievement.

The focus of this study is to help students who show signs of underachieving as manifested

by their accumulation of academic failures. The following description of underachievement

describes the reality of “underachievement”. In the article written by Preckel et al. (2006), it was

cited that underachievement refers to the deficits in strategic performance (e.g., recitations) and

functioning (Baker et. al. 1998; Muir-Broaddus, 1995). For example, a student who failed a certain

standard of class performance in an academic course has experienced a deficit in strategic

performance. Moreover, another case cited a certain student who also failed to function well by

incurring constant tardiness in class attendance. Another possible working definition of

underachievement in this study is defined in the article written by Berube & Siegle (2017), which

stated that underachievement refers to the discrepancy between a student's academic potential and

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how he or she is performing in school. For example, a student may have the potential to pass or

get a high grade in Mathematics, yet due to several external and internal factors that student has

not been able to get this expected grade in Mathematics.

Causes of Underachievement/ Factors contributing to academic failures

Underachievement may be caused both by internal and external factors. Internal factors

may refer to the factors that are within the student himself or herself while external factors may

refer to other factors that are outside the student himself or herself. In the study conducted by

Johnson (2018), it was found out that among the listed possible factors to affect underachievement

are: teaching methods in the schools, teaching methods in the colleges, facilities in the colleges,

student’s behavior or mindset, student’s awareness about their career opportunities, student’s

awareness about their courses, extracurricular activities of the students, and technological impact

on students. After the study was conducted it was further discovered that among the previously

mentioned factors contributing to underachievement in terms of academics, teaching methods in

school and colleges and college facilities are two of the most prominent factors that contributed to

academic underachievement of students. This teaching method in school refers to the set of skills

and knowledge of students prior to their entrance to college. This affects academic

underachievement because some students are unprepared with their respective academic courses

in reference to the school they last attended. Also, students are experiencing academic

underachievement since some of their professors in colleges are not employing effective

instructional strategies. The facilities of college institutions affect the achievement of students

academically because the more that these facilities are poor and outdated, the more these students’

learning is not maximized. In the study conducted by Magpily & Mercado (2015), they introduced

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that apart from cognitive variables that contribute to underachievement such as academic grades,

class ranks, test scores, and scholastic aptitude test scores, there are also non-cognitive factors that

lead to underachievement such as emotional dynamics of students. In the same study, it was

defined by Farkas (2013) that cognitive factors that contributed to underachievement are those

factors that are not measured by test scores.

Moreover, in the same study of Magpily and Mercado (2015), they were able to conclude

that regular food intake affects college students’ academic performance. This means that food

affects the glucose intake of students that simply affects the liver and brain activity hence directly

affecting academic performance of students. Another factor cited in this study is students who

regularly exercise, constantly engage in extracurricular activities, and enjoy weekend activities get

better grades whereas, those students who are not into exercises, extracurricular and weekend

activities do get lower grades.

The researcher will be adopting the definition of underachievement cited in the study

of Preckel. et al. (2006), that underachievement refers to the deficits in strategic performance

(e.g., recitations) and functioning (Baker et al. 1998; Muir-Broaddus, 1995). This operational

definition of underachievement will be used in this program because it generally captures the

context of university students of DLSU. For example, several students of DLSU have incurred

deficits in strategic performance, particularly academic performance, shown by their increase of

failed subjects during this pandemic. In addition, although the DLSU has been utilizing different

virtual platforms to address the needs of student’s online learning, some students have still

difficulty in navigating the virtual platform during this pandemic therefore affecting their function

(e.g., tardiness in online class due to technical problems).

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Online Learning, New Terrain and Its Challenges

With the onset of the pandemic crisis that the entire world has experienced for over a year

already, the educational system of each country has been compelled to shift to online learning as

a platform of delivering instructions. This is an apt response of schools to be able to continue

delivering the teaching learning process during pandemic. The online terrain has created different

challenges especially for those countries that are new into this terrain of educational pedagogy. In

the study conducted by Gillett-Swan (2017), it was found out that one of the main effects of online

learning is that it creates isolated learners. Isolated learners are learners who feel that they are in

an isolated place where they may also have varying levels of competency and proficiency using

different forms of technology. Apparently, each learner has their own style of learning and pacing

when it comes to the online learning environment through different Learning Management

Systems (LMS). However, in effect some possible areas of concern of students in online learning

are anxiety associated with computer use, being out of one’s comfort zone during face-to-face

classes, unequal opportunity in terms of perceiving online assessment and encountering difficulties

in online peer interactions. Given these challenges of online learning as a new terrain for some

students, it will also allow them to have trouble with the learning process since the online platform

of instruction can also adversely affect the teaching mode of their teachers.

In addition, in a similar study conducted by Adedoyin et al. (2020), it was found out that

there are difficulties in terms of the use of technology. This means that some outdated computer

programs have created difficulty of access for both teachers and students. In terms of an imbalance

socio-economic factor during this pandemic crisis, poor students cannot avail of the required

financial requirements to avail of the technological demands of each academic course. In relation

to this, digital competence is defined as a group of skills, knowledge and attitudes needed when

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using ICT and digital devices to perform responsibilities, such as problem solving, information

management, collaboration with respect to effectiveness, efficiency, and ethics (Ferrari, 2012).

This means that digital competence also created a difficulty on both part of teachers and learners

because not all teachers and students have been prepared or were able to possess the minimum

technical and ethical standards that is being required by the digital platform of learning. Another

big chunk of the challenge created by online learning is the increase in the rampant cheating

episodes on students since the teachers themselves can only act as proxy supervisors of learners

making it impossible to regulate and control cheating (Arkorful & Abaidoo, 2015).

The Psychological Effect of Academic Stress during Online Learning and Pandemic

The pandemic crisis that is faced by the world has created academic stress among students

as well as teachers. For the context of this study, the researcher will be focusing more on the

student’s academic stress, although, it is both the teachers and students who are affected negatively

by academic stress. In the study of Mahapatra and Sharma (2020), it was found out that in India,

academic stress has also produced different psychological effects on the part of the students. In

this article, academic stress is defined as the effect of normative stressors (stressors associated with

academic demands). Virtual learning in India has created difficulty among the parents, who are

not prepared technically for the home-schooling set up of this pandemic. Another factor that

aggravated it is some parents became unemployed and had no means to support their children

financially in terms of paying the monetary requirements of online learning. In addition, this study

also discovered that there is an increase of additional and greater challenges for students with

special needs since these students’ need special teaching and learning attention. Both parents and

students in India also experienced anxieties since there is also an increase of academic stress for

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both parents (substitute teachers at home) and students and roughly thirty (30) percent of them

shared these beliefs. In the same study, it has been identified that the Indian context of virtual

learning during the pandemic is the situation in the United States of America. In the study

conducted by Clabaugh, Duque, and Fields (2021), the perceived academic stress of American

College Students during the two months (April and Mary 2020) has created an attitude that students

will withdraw enrollment from their classes on the next Fall of the semester, that the reaction of

these students became negatively affected, and that more female college students have a higher

risk of developing poor emotional well-being since they are more susceptible to higher levels of

neuroticism as compared to male college students.

Self-Regulated Learning and Online Learning

In the study of Wandler et al. (2017), one of the needed skills of students during this

pandemic crisis is self-regulation skill. This mentioned skill is vital for the students to be able to

adopt and adjust to the demands of online learning. The reality of the challenges in online learning

was described in the context of the attrition rates in online learning which is twice as high as a

traditional classroom format (Levy, 2007). In relation to this the lack of ability to self-regulate is

a significant reason for dropout rates in online courses (Lee & Choi, 2011). In this study, self-

regulated learning is defined as the regulation of one’s thinking and actions (Zimmerman &

Schunk, 2011). A self-regulated learner or self-regulated student should have the skills needed to

survive online learning. The following are the skills needed such as goal setting, Meta-cognitive

monitoring, help-seeking, and self-evaluation. These skills will help the students navigate online

learning excellently. Furthermore, self-regulated learning is needed in online learning because of

the following reasons. Firstly, students at times wrongly attribute an undesirable outcome to an

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adopted strategy. The strategy for some of the students became a failure on their end because this

strategy they used has produced a negative result. For example, a student in Algebra might be

using a correct solution yet ended up getting a wrong final answer. Hence, the student will get

confused that he did the wrong way from the start. Apart from this, students who are self-

efficacious in their self-regulated learning do not necessarily adopt mastery goals, which focus on

mastery and understanding of content rather than performance (Ferla, Valcke & Schuyten, 2010).

For example, a student in Chemistry class may be able to perform the correct chemical experiment

in the laboratory class during the actual performance, but despite that, during the written class that

includes the theory of that experiment, the student obtained a low score. Here, the students did

not fully acquire the theory of the experiment or the content itself of this topic. In relation to this,

a self-regulated learner is also a self-efficacious learner, and the succeeding will describe how

equally important self-efficacy is towards a student’s online learning.

Self-Efficacy and Online Learning

Self-efficacy is the belief in one’s capabilities to organize and execute the requisitions

required to produce results. In the study of Pechapol et.al. It was determined that there were several

factors that affect self-efficacy. Firstly, online learning experience and knowledge affects self-

efficacy of students. The more knowledgeable in computers the students are, the more they will be

efficacious in their online learning. The findings are congruent to the results of the study of Kim

and Park (2017) that an individual’s behavior to use e-learning was determined significantly by

the computer experience of the student and this experience affects the computer self-efficacy of

learners. This effect in efficacy in online learning was examined through the lens of social-

cognitive theory by examining the adoption of e-learning by instructors and learners. Another

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effective means to increase self-efficacy in online learning is the use of feedback and reward.

When students anticipate some external rewards for their academic performance in online learning,

they can gradually learn to evaluate whether they are able to acquire their goals in learning.

Conceptual Framework for OCCS GLAD -R Program

(Gearing up Learners for Academic Development Revitalized Program)

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Academic Motivation and Academic Retention

Generally, there are different approaches and theories that would treat motivation and

particularly academic motivation in general. Academic motivation is described in the research of

Lai (2011) entitled, “Motivation: A Literature Review” as “enjoyment of school learning

characterized by a mastery orientation; curiosity; persistence; task-endogamy; and the learning of

challenging, difficult, and novel tasks” (Gottfried,1990, p.3). Using this concept of Gottfried, we

can deduce that academic motivation is pertaining to motivation gearing to continue studies

particularly at the college level. The same research mentioned academic motivation as

synonymous with engagement with cognitive processes wherein there is a voluntary use of high-

level self-regulated learning strategies, such as paying attention, connection, planning, and

monitoring” (Turner, 1995). One of the possible effects of academic motivation among college

students is academic retention. Generally, academic retention is defined as staying in a particular

course and program to be able to finish the said course or program. There are different factors that

contribute to the academic retention of students in the higher institutions of learning. These factors

that affect academic retention are identified in the study of Seery et. al., (2021), entitled, “Retention

strategies for online students: A systematic literature review from Journal of Global Education and

Research. Some of the factors that contribute to the academic retention of college students in an

online learning are student affective factors, institutional faculty and course factors, environmental

and demographic factors, student academic factors, and technological factors. Although the

purpose of this program is to develop strategies on how to address academic motivation concerns

of students, the researcher would also be positing that these factors in themselves may directly or

indirectly affect the academic motivation of college students. There are different studies that link

academic motivation and academic retention.

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 One of the direct links between academic motivation and academic retention in higher

studies (college level) is the student’s acquired motivation may develop or diminish as students

advance in their studies. To show this reality of the gradual development of the students acquiring

the process of academic motivation, the studies conducted by Rizkallah, & Seitz. (2017), found

out that the four stages involved in college student’s motivation are discovery stage, establishment

stage, engagement stage and future driven stage. In the adaptation stage, the students are starting

to devise ways on how to adapt with the new school environment. When they reach the

establishment stage, the students can formally immerse themselves with their respective major

programs and start to build mechanisms on how they are able to meet their expectations in the

different courses they are in. When the student reaches the engagement stage, they are now in the

process to experience profusely several factors that can increase or decrease their academic

motivation such as satisfaction of the program itself, working relationships with peers, classmates,

and professors and even their maintenance of the needed GPA to be able to sustain the slot in their

respective programs. The future driven stage is already reached by students who are nearly

graduating and finishing their course wherein some of them are already prepared for the career

they will push through after graduation. The OCCS GLAD -R Program (Gearing up Learners for

Academic Development Revitalized Program) will primarily focus on the Establishment Stage and

Engagement stages of the obtainment of academic motivation since the main objective of the said

program is the student’s academic retention. The same study would also discover that the value of

students in higher education should be based on the long-term interests of students and institutional

goals and commitments. This means that college student’s academic motivation is primarily

determined by the nature of relationships they built along their course of studies and the essence

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of experience they obtain from their universities. Another study that links academic retention and

academic motivation is the study entitled, “Assessing the impact of motivation on student

retention: the case of University of West London”, conducted by Kelmendi and Nawar (2016). In

this study, it was concluded that the internal motivation and external motivation affects student

retention in different ways. Accordingly, the concept of goal structure and the student’s academic

self-perception are the concepts we can use to describe how students achieve academic retention

through their intrinsic motivation. In this same study, Kelmendi and Nawar (2016) explain the

concept of academic intrinsic motivation by citing, (Skaalvik & Skaalvik, 2013), that “as people

are attracted to situations and activities that they believe will result in positive evaluation or that

they will be able to manage, it can be expected that academic self-concept is positively related to

intrinsic motivation. Referring to the same study, the students here have been surveyed that they

enjoyed school works, which are treated as the indicators of their intrinsic motivation. Using this

same study, the extrinsic motivation can also be linked to academic retention by results also

showed that students by citing (Angrist et al., 2002) that, “students who received the incentive

vouchers worked less in part-time work to support their studies and were less likely to marry or

cohabit as teenagers which also led to better academic performance.” Here, the monetary

incentives are given as extrinsic.

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Academic Motivation, Adaptability in an Online Platform

A self-regulated learner or a self- regulated student has acquired the necessary level of

academic motivation especially to survive the hurdles of the academic challenges in online

learning. In the process, the students also learn to adapt with the new demands being required by

the online platform. In the study conducted by Hartnett (2012), entitled “Relationships between

online motivation, participation, and achievement/retention: More complex than you might think”,

it was found out that there is an existing relationship between online motivation, participation, and

achievement in reference to the context of online learning. In this study it was discovered that the

higher the online motivation the higher the academic participation. Particularly in most cases

studies employed by the same study, the quality of participation of students has also greatly

increased when their online academic motivation has increased. Furthermore, there is an

association between the motivation to participants and the quality of engagement evident in the

asynchronous online discussions. In this study, it was also found out that the increase in the

student’s participation has a moderate effect on the student’s academic achievement and retention.

Synthesis

The challenges brought by the ravages of the worldwide pandemic crisis have compelled

most of the nations to shift the face-to-face teaching learning process of the academe into what we

call as virtual learning or online learning. Like any other countries that suffered much in

academics around the world as cited by different literature cited previously, university students of

DLSU also faced the difficulties of the academic mechanism in terms of the teaching and learning.

Mainly the Lasallian community finds difficulty in navigating the process of virtual learning since

the mode of teacher- students communication is conducted via online platforms. One of the

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imminent adverse effects of online learning among Lasallians are the number of students who

incurred failures among their courses and others have incurred 9 or more units failure, which could

potentially make them ineligible for enrolling in the next trimesters. True to the DLSU Mission of

ensuring the holistic welfare of its stakeholders especially the teachers and students, the OCCS

GLAD -R Program (Gearing up Learners for Academic Development Revitalized Program) will

be one of the instruments of the University to assists teacher-student’s difficulty in terms of virtual

learning during this pandemic. It was previously mentioned that the tangible negative effect of

Online Learning is some DLSU Students have accumulated failure of courses enrolled and one of

the probable reasons here is the absence or lack of academic motivation. The absence and lack of

academic motivation contributes to student’s failure in their subjects or enrolled courses. In

relation to this, for the context of this OCCS GLAD -R Program (Gearing up Learners for

Academic Development Revitalized Program) the researcher hypothesized that if the academic

motivations (motivation, internal, external) of students will be improved or developed, then there

is a possibility that the student’s grade will also positively improve and when habitually developed

will result to student achievement and student retention. The OCCS GLAD -R Program (Gearing

up Learners for Academic Development Revitalized Program) therefore aims to promote the

development of academic motivation, self-regulated learning, self-efficacy, and self-regulating

behavioral skills in every Lasallian as vital and basic in successfully coping with the daily

challenges of virtual learning during this pandemic crisis. For the context of this paper (study),

the researcher will be using specific, simple, and creative strategies, activities, and assignments,

that will allow the university Students improve or develop their motivation, internal motivation,

external motivation, all under the big umbrella of the set up that,” Academic Motivation leads to

Student Retention and Student Achievement.

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 Chapter 2

Needs and Assessment (Situational Analysis)

The response to online learning challenges differs from one country to the other. According

to UNESCO, only 20% of countries globally were equipped with online teaching devices and

programs before the pandemic hit. It was recorded that in Romania, only 63.4 % of teachers were

provided with support from their institution. In the UK, the Irish National Digital Experience

Survey demonstrated that 70% of academics were completely inexperienced in online teaching

before the crisis. In the same way, around 9% of students are not equipped with a good connection,

furthering social inequalities. Indeed, the lack of internet connection impacts both student’s ability

to follow classes normally as well as their grades. A study conducted by the Aix En Provence

University for students between 18 and 25 years, showed that 41,1% of the respondents have

declared not being able to keep their concentration for more than 1 hour straight, while 28,1%

found it difficult to remain focused for more than 2 hours. In fact, the remaining focus appeared to

be more challenging during online classes, especially due to a lack of human interactions between

the teacher and students and between students. Indeed, 74.5% of the respondents affirmed to be

interacting way less with other students than during in-person sessions.

In line with this new trend in education, online learning, a few countries have yet to resolve

acknowledged issues that directly influence the learner’s ability to adapt. In the US, continued

online learning during the pandemic was made difficult due to family circumstances inclusive of

the most disadvantaged students to those of the privileged ones. But in the long run, extra support

can make a difference for the students. Countries like Vietnam, Japan, Thailand, and Singapore

opt to reopen schools for normal in-person classes. So mandated checks of body temperature,

wearing of masks and stricter, more frequent disinfecting of school facilities come on top of the

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protocols and practices that must be adjusted. Schools can either ban or discourage pair or group

works, minimize recitations, and widen seating arrangements inside the classrooms.

In the Philippines, aside from the school system being unprepared for the shift, remote

education also posed a major challenge for students who did not have anyone to facilitate learning

at home, or whose parents were not capable of guiding them due to lack of knowledge. (READ:

Parents bear the brunt of distance learning as classes shift online) An online survey conducted by

the multisector group Movement for Safe, Equitable, Quality and Relevant Education (SEQuRE)

found that 86.7% of students under modular learning, 66% under online learning, and 74% under

blended learning said they “learned less” under the alternative nodes of learning compared with

the traditional face-to-face setup. The survey also found that only 5.4% under blended learning,

5.7% under modular learning, and 9.1% under online learning “learned more.” The survey was

conducted from June 25 to July 12 among 1,278 teachers, 1,299 students, and 3, 172 parents. One

major issue lawmakers were baffled though are the high passing rate despite these struggles with

speculations that parents or household members ended up answering the exercises in the learning

methods. It is of the great essence that a wider access to basic tools for distance learning should

not be measured by income, location, parental education, and the like.

Currently, most countries were able to adapt and adopt evidence-based studies to further

improve distance learning. However, a few concerns that correlates to this transition include: (a)

hardware and software access and affordability problems (b) protocols for modular learning (c)

teaching content and materials for digital transmission and (d) unresolved query regarding the

students’ monitoring, evaluation, and grading performance. There are still a lot of unanticipated

issues that inevitably arise as classes resume but teachers, hand in hand with parents’ efforts, can

gradually decrease barriers and anxiety in support of online learning considering the nature of the

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online learner. For learners with special needs, teachers must convert regular module learning to

digital format in audio, sign language and image descriptions to cater the learner’s needs to

overcome their own dilemmas. It may be a challenge to keep students engaged and motivated, but

the web offers tremendous possibilities for interactivity and creativity. As mentioned, self-efficacy

helps students believe in themselves. Constant communication with students encourages them to

interact with fellow online learners and ask for inputs and guidance from teachers.

Although the Philippines is not fully prepared to venture on online learning, different

educational institutions in the country has been exerting its effort to migrate from face-to-face

learning into online learning. One imminent effect of this migration is the vital mental health

services of educational institutions have also migrated into the virtual set up. This migration of

offering tele-mental health services and teaching learning to the virtual world was compulsory

because the Philippine government mandated it so under the context of the national emergency

health crisis brought by the pandemic. Even before the pandemic, during the physical classes set

up, there is already a close link between the mental health services department and academic

services department, both offered by any educational institution because the mental health of

student’s portrayed a vital role in their academic achievement and academic retention. In relation

to this, a part of the DLSU’s objectives of migrating from physical classes to that of the virtual

mode of learning led the Office of Counseling and Career Services (OCCS) to also adopt the tele

counseling services to address the needs of students in pertaining to their goal of student

achievement and academic retention. Under the OCCS GLAD -R Program (Gearing up Learners

for Academic Development Revitalized Program), the department aims to deliver flexible and

quality tele mental health services for the University stakeholders particularly to the students.

18
 Particularly for the context of this research/study, the researcher will focus on how the

academic motivation of university students of DLSU would be developed for them to achieve

academic retention. The researcher does not have access to the actual data of students who garnered

accumulation of failures of more than 9 units in the University, due to confidentiality and strict

adherence to the Data Privacy Act. Hence, based on this situational analysis of the trends in the

different countries of how the pandemic crisis would adversely affect the teaching learning

process, the researcher will develop a specific part of the OCCS GLAD -R Program (Gearing up

Learners for Academic Development Revitalized Program), which will focused on how to increase

or develop the students’ academic motivation. In relation to this, the studies made on local and

international university students’ different experiences during the shift to virtual learning, has

created both challenges in academic retention and academic achievement pursuits on their end

There is a need for effective coping strategies that the students will be needing and one of this

strategy is to increase their internal and external academic motivation and decreasing their

academic amotivation. The proposed “Academic Motivation Program”, under the umbrella of

OCCS GLAD -R Program (Gearing up Learners for Academic Development Revitalized Program)

aims to promote and establish among DLSU university students the importance and practical

dimensions of the internal and external academic motivation for them to achieve academic

achievement and academic retention.

One way to quantitatively describe and analyze the plight of college students in terms of

their academic retention and academic achievement is to look at their context of academic

motivation setting. There are various psychological instruments that measure the academic

motivation of students and one of them is the Academic Motivation Scale for College (AMS-C28)

developed by Vallerandetal. (During the period 1992 to 1993). In a continuum of motivation, this

19
was measured according to strength from weakest to strongest. This level of motivation in a

continuum was defined by Self- Determination Theory developed by Deci& Ryan (2002). Self-

Determination Theory is an empirically derived theory of human motivation and personality in

social contexts that differentiates motivation in terms of being autonomous and controlled.

Furthermore, under this theory, the levels of academic motivation – intrinsic, extrinsic and

amotivation are identified. These levels of motivation are measured by The Academic Motivation

Scale for College (AMS- C28). This scale assesses 7 types of constructs: intrinsic motivation

towards knowledge, accomplishments, and stimulation, as well as external, interjected and

identified regulations, and finally amotivation. It contains twenty-eight (28) items (4 items per

subscale) assessed on a 7-point Likert scale. This psychological instrument is intended to measure

academic motivations of college students. Although this study will not conduct actual needs

assessment through a survey among university students of DLSU, due to delays on the protocols

on research ethics review and data privacy review and approval. there are different studies that

depicts the practicality, applicability, usefulness, and empirical basis of the Academic Motivation

Scale for College (AMS- C28), in relation to measuring the intricacies of the academic motivation

of the college students in general and as well as to different courses in the tertiary level. In relation

to this, research conducted by Javaeed (2019) et.al, they found out that the previously mentioned

psychological instrument was able to describe that medical undergraduate college students highly

valued their academic motivation because it will help them to decide better in terms of pursuing

their medical career. Hence, in relation to the validity and reliability of the AMS-C28 in the context

of the Pakistani college students, the author inferred that this academic motivation of students is

vital and necessary for them to have sound career decision- making skills in pursuing academic

retention and academic achievement. Consequently, the “Academic Motivation Program”, under

20
the umbrella of OCCS GLAD -R Program (Gearing up Learners for Academic Development

Revitalized Program), indirectly also aims to help the students to develop their academic

amotivation in a positive manner and improve their internal and external academic motivation,

hence being also able to acquire the skills of sound decision making skills. The sound decision

making skills that will be developed later by the university students of DLSU will be their ticket

to do concrete academic related wise actions that will lead them to obtain academic achievement

and academic retention. Another study conducted to show the validity and reliability of the AMS

C-28, is conducted by Algharaibeh (2021). This same study verified that the construct validity of

the AMS in the Arab environment using Primary Confirmatory Analysis (PCA) (suggested a three-

factor solution/analysis such as intrinsic motivation, extrinsic motivation, and Amotivation) and

CFA (confirmatory factor analysis) are valid and reliable on the context of the environment, that

they study. The results suggested that the AMS has adequate reliability. Cronbach’s alpha values

for the seven dimensions ranged between 0.725 and 0.893, which is consistent with the values of

the original version of the AMS. Although the researcher in this study has included that the

applicability and reliability of the Academic Motivation Scale may vary results from culture to

culture , the very fact that there is a negligible difference between validity and reliability of the

results of the scale in the Arabian context as compared to the original AMS Scale, this implied that

there is a higher possibility that this scale will really describe approximately and accurately the

general academic motivation of college students across different nations in the world, including

the Filipino College Students.

21
 Chapter 3

Program Design and Development

Program Design

Following the multi-tiered systems of support (MTTS) of the OCCS GLAD -R Program,

the “Academic Motivation Program” is intended to be given to students who failed at least 9-units

of academic failures and referred by their respective Associate Dean to undergo the OCCS GLAD

-R Program. The University follows an online learning format. In relation to this virtual set up of

the university, the proposed program is intended to be accessed via the students’ Animo Space

modules. The advantage of the virtual accessibility and self-paced mode of the modules and its

pertinent materials is it will allow the students to have flexible and convenient time of access for

the said program. The “Academic Motivation Program” will run for three weeks. The

recommended set up would be an access for the individual modules on a weekly basis, preferably

their free day. This schedule or period of access to the three modules via animo space is so that,

should there be any processing in counseling sessions, needed by the students, they can have the

three remaining weeks per month allowance to schedule counseling sessions with their OCCS

Counselors. The recommended flow of the modules to be accomplished is the students are

supposed to answer first the First Module is entitled , Working At Lessening Amotivation :

followed by the Second Module entitled, “Cultivating the Power of Academic Motivation from

Within ” and lastly followed by the third module entitled, “Nurturing the Power of Academic of

Motivation from Outside “ However, should the students opt to choose to answer first any of the

modules, they are free to do so because the module is thematic and not in chronological order.

22
Program Framework

Self Determination Theory, Academic Motivation and Academic Retention

According to Self- Determination Theory, people are viewed as active organisms wherein

they adapt to growth in relation to the environment, they are interacting. This means that people

integrate their new learning that they developed within themselves to gradually and eventually

fully adjust to the challenges posited to them by the environment. The challenges posited to them

by the environment are viewed within the social context. The proponents of the Self-

Determination Theory are Edward Deci and Richard Ryan, who first introduced their ideas in 1985

in their book, entitled, “Self-Determination and Intrinsic Motivation in Human Behavior. “The

Self- Determination Theory posits that all people have the tendency to be driven by a need to grow

and obtain satisfaction. There are two main assumptions of Self- Determination Theory. Firstly,

people are actively directed towards growth, hence they need new experiences to achieve a sense

of self. Secondly, autonomous motivation is vital to growth. This means that although people also

have the tendency to gear in having external motivation, internal motivation (autonomous

motivation) is much needed for people to master knowledge and acquire independence. Given

these two major assumptions of the Self- Determination Theory, it further posited that people need

to feel or to have autonomy, competence, and relatedness to obtain psychological growth. As

human beings, people feel the need for autonomy because they need to control their own behaviors

and goals. Hence, the more people have freedom to control their goals and behaviors, the more

they will be self-determined. The title of this entire program is “Academic Motivation Program”,

which is composed of three self- paced modules.

23
 The first module is entitled; Module 1: Working at Lessening Amotivation: In relation to

this module, the concept of Autonomy will be used to improve the motivation of students.

Accordingly, amotivation involves not having a motive to act (Williams & Deci, 1996). In the case

of DLSU students who incurred the maximum limit of allowable failures and deemed ineligible to

re-enroll for the succeeding se trimesters, it will be assumed that they incurred amotivation in

terms of their attitude towards their academics and this could be the reason for the failing grades

they accumulated. In the first module, the students will be able to improve their autonomy in terms

of being responsible and self- determined in terms of their attitude towards their academics. Hence,

once students will become more freed to responsibly decide for their own actions, they can also

become more self-determined to attain academic retention. The second module is entitled,

“Module 2: Cultivating the Power of Academic Motivation from Within.” Internal motivation in

terms of academics refers to the motivation from within the students themselves since when

students are satisfied and find enjoyment in their studies, the activity itself becomes pleasurable

and a source of their happiness. When students find that their studies become rewarding, the

engagement in their studies itself is the reward and they no longer need to look for some sort of

external rewards except for the activity of studying itself. Hence, the second module will be using

the concept of competence to nourish or cultivate the internal academic motivation of DLSU

students. Competence is defined as the tasks and mastered skills needed by the students to achieve

success. The contextual definition of success for this program is,” students would be able to

achieve academic retention”. The assumption of the researcher is, when DLSU Students feel that

they have important life skills such as time management, stress management, critical thinking

skills, study habits and other pertinent skills they need to achieve academic retention, they would

surely be able to achieve this success (academic retention).

24
 The third module is entitled; Module 3: Nurturing the Power of Academic Motivation from

Outside.”. The very fact that DLSU Students want to attain academic retention and be eligible for

enrolment next term, is an external academic motivation. It is because external motivations, refers

to avoidance of punishment and attainment of reward. DLSU Students want to avoid being

disqualified from enrolment in the University the upcoming trimester and the researcher assumed

that their goal to be allowed to be enrolled in the next trimester is considered as a reward. Hence

when DLSU Students are already eligible to be enrolled for the next semester they can achieve

academic retention. This academic retention of DLSU students is aided by the social recognition

(from their parents, teachers, classmates, friends, and others) they acquired and this social

recognition from others are considered as extrinsic academic motivation. In relation to this, the

researcher will be employing the concept of “connection or relatedness” as a unifying central

concept to improve the external academic motivation of the students.

25
Program Framework

26
Goals and Objectives

As observed in the literature review, academic motivation is a necessity for academic

retention. The main goal of this program is to help Lasallian students in developing and increasing

their academic motivation (intrinsic and extrinsic), in order for them to achieve academic retention.

In particular, this program is designed to help Lasallian students who incurred a least 9-units of

academic failures and are candidates for ineligibility of admission the succeeding trimesters.

Specific objectives:

At the end of the program the students will be able to:

• Understand the concept of academic motivation in relation to academic retention.

• Value and appreciate the importance of academic motivation in achieving academic

retention through the online modular activities.

• Apply concretely the learnings and insights gained in improving academic motivation in

their studies and in their day-to-day activities.

Significance of the Program

This program is part of the Office of Counseling and Career Service’s initiative in

developing a program in facilitating the student retention and student success of students with

accumulated failures through academic motivation. Since the modules in this program are

intended to be used for the Tier - 2 system of support, then it is highly suggested that there must

be an appropriate moderate assistance from the Counselors in explaining the rationale and

significance of this program to the said group of clients. The modules are oriented to help

27
Lasallians acquire the skills of developing their Academic Motivation as a vital tool to achieve

academic retention. This program was also made as a complementary tool of the Tele mental

Health Services of the Office of Career and Counseling Services of the University.

Definition of Terms

Several terms that will be used in this program need to be defined to ensure clarity of

understanding given the proper context and setting of the program itself. Keywords and

vocabularies are taken from different counseling books and psychology books, as defined in this

program. Below will be the different terms/ vocabularies used in this program and some of their

definitions are taken from American Psychological Association Dictionary of Psychology.

Academic Motivation

Academic motivation is defined as a student's desire about their academic subjects when

the student's competence is judged against a standard of performance or excellence (McClelland,

1961; DiPerna& Elliott, 1999; Wigfield& Eccles, 2002). Furthermore, this student’s desire is

based on the context reflected in approach, persistence, and level of interest of the students in

relation to their attitudes and behaviors towards their academic courses. According to the Self-

Determination Theory of internal motivation, intrinsic motivation pertains to activities done “for

their own sake,” or for their inherent interest and enjoyment (Deci & Ryan, 2000). For example,

the study itself is intrinsic academic motivation of students. In referring to the same theory,

external regulation concerns behaviors driven by externally imposed re- wards and punishments

and is a form of motivation typically experienced as controlled and non-autonomous. One

example of external academic motivation are the high grades of students as rewards by their

teachers to them.

28
Academic Retention

It refers to successful completion of students’ academic goals of degree attainment (Levitz,

2001). In the case of DLSU Students, academic retention is measured by determining whether their

present status is a bonafide and eligible student at the University who are permitted to continue

progressing in their studies until they can complete their respective program or degree in the

University.

Self-Regulation

According to the American Psychological Association Dictionary of Psychology, self-

regulation refers to the control of one’s behavior using self-monitoring (keeping a record of

behavior), self-evaluation (assessing the information obtained during self-monitoring), and self-

reinforcement (rewarding oneself for appropriate behavior or for attaining a goal). This program

will indirectly include Self- Regulation as a skill needed to develop academic motivation because

the author posited that a self-regulated student is able to acquire the necessary skills in obtaining

academic motivation.

Help -Seeking Behaviors

In American Psychological Association Dictionary of Psychology, help-seeking behaviors

pertains to the process of searching for or requesting help from others via formal or informal

mechanisms, such as through mental health services.

29
Self- Determination Theory

This is an organismic theory, which proposes that people are inherently prone toward

psychological growth and integration, and thus toward learning, mastery and connection with

others. The three elements in Self-Determination refer to the psychological needs that are

necessary for human development for healthy development (Ryan, Ryan, Di Domenico, & Deci,

2019).

Academic Motivation Scale for College (AMS-C28)

This refers to the scale developed by Vallerand, Blais, Brière & Pelletier (1989). This scale

assesses 7 types of constructs: intrinsic motivation towards knowledge, accomplishments, and

stimulation, as well as external, introjected and identified regulations, and finally amotivation. It

contains items (4 items per subscale) assessed on a 7-point scale.

Scope and Limitations

The aim of the program is to increase the academic motivation and address the academic

motivation issues of DLSU undergraduate students with accumulated academic failures. The

program presents interventions anchored on Self- Determination Theory.

30
Target Participants

The program is available for all undergraduate students of De La Salle University, Manila,

with accumulated academic failures and are needing of Tier 2 system of support as identified in

the OCCS GLAD-R program. Majority of these college students are those who incurred a least 9-

units of academic failures and are candidates for ineligibility of admission the succeeding

trimesters.

Facilitator

The program needs no facilitator because this is a self- paced program but during the

Counseling Sessions of the students, they can be assisted by their University Counselors to process

their own learning. Although the students can track and evaluate their own progress by going

through each module at their own pace which includes assessments.

Delivery Mode

This program is accessible through an asynchronous learning mode through online modules.

Modules and materials are to be made available in all tele mental Health Resources of the OCCS

and are accessible through the DLSU Animo Space

31
 Program Title: Academic Motivation Program

Module Number 1

Module Title: WORKING AT LESSENING AMOTIVATION

32
Objectives: By the end of this module, you are expected to:

1. Understand and define what academic amotivation and autonomy is.

2. Appreciate the value of autonomy in addressing your own level of academic amotivation.

3. Apply several autonomy skills you developed in improving/addressing your academic

amotivation in your real-life context as a student.

1. Introduction

Welcome to this first module entitled, Working at Lessening Amotivation. The purpose of

this module is to help you improve your academic motivation. Furthermore, this module will help

you to introduce the foundation skills of academic motivation. By doing so, it will help

you identify the underlying important factors of your academic amotivation and why it affects

your studies. With this, it is important that you learn the basic skills of acquiring academic

motivation internally and externally. In addition, this module will include the role of autonomy in

increasing your motivation to study on an online platform. If you are ready now, to start this

meaningful journey of navigating these modules, we wish you all the best.

2. Instruction/s:

The entire program entitled, “Academic Motivation Program”, is a self-paced program

which is generally composed of three self-paced modules for a total of three (3) hours, one hour

per module. Since this entire program is self-paced in nature it considers your availability in terms

of accomplishing and tracking your progress with regards to the program. Although it is highly

encouraged that you will allot a specific time slot in your daily schedule so you will be able to

33
track your progress as you navigate through the modules It is highly recommended that this

program be taken and accomplished within three (3) week continuum to ensure the regular tracking

and evaluation of your progress in developing academic motivation skills and strategies. Each

module includes a short discussion on the main topic being highlighted and relevant videos and

needed worksheets.

3. Experiencing (Main Activity):

You are now about to watch a 10 minute and 41 second’s videos. In this video, you will be

helped to elicit your academic motivation that can help you in addressing your difficulties in

your academics. The video is entitled, “From FAILING STUDENT to ROCKET SCIENTIST –

The Motivational Video that Will Change Your Life” and will be available on the YouTube link;

(https://www.youtube.com/watch?v=iO6lvhUFLJY). Enjoy watching!

4. Process Questions:

Kindly write a one short paragraph reflection for the questions presented below and save
it in a PDF File. Your answers in the questions below will serve as your own assessments of your
learning and can also be utilized by your respective level counselor in the future, upon your
permission.

4.1. What are your insights, learning and thoughts about this video?

4.2. How did you feel about the story in the video on: From Failing Student to Rocket

Scientist?

4.3 What specific qualities and actions can you similarly identify with yourself with the

character in the video? Can you relate with her initial lack of motivation to study in

relation your experience with online learning now?

4.4 What can you do as a student to develop your sense of autonomy while learning

online?

34
 4.5. How can you enhance your motivation to study on an online platform?

5. Integration: Autonomy and Academic Motivation

After you read below this succeeding brief lecture on Autonomy and Academic Motivation, you
now have the general idea on how to better process the learnings intended by the video you have
watched earlier.

According to Self- Determination Theory (Deci& Ryan, 1971), the term self-determination

refers to a person’s own ability to manage themselves, to make confident choices, and to think on

their own. For the individual to become self- determined or acquire self- determination, they need

also to fulfill their important psychological needs such as autonomy, competence, and

relatedness. Autonomy is considered as one of the vital psychological needs that needs to be

satisfied for an individual to achieve holistic development. Deci and Ryan (2002) separated

motivation into three categories: amotivation, extrinsic motivation, and intrinsic motivation (Deci

& Ryan, 2002). Your autonomy as a student in school leads to your improvement of amotivation

in terms of your studies. (e.g., studying a subject, you find fascinating, going to class early because

you enjoy the class, submitting requirements early because you find satisfaction in early

submission). Hence, autonomy is defined as the ability to feel in control of one's behavior and

destiny and involves self-initiation and self-regulation of one's own behavior. On the other hand,

amotivation, is a type of motivation that occurs when an individual has very low levels of

motivation towards any given task. When a particular students like you have amotivation,

mostlikely you would perceive yourselves as incompetent to reach you intended outcomes (Deci

& Ryan, 1985). However, research would show that you’re ow autonomy can improve and address

your amotivation (absence or lack of motivation in your academics. of students. This means that

the more you as a student enjoyed your studies, the more you can have a sound decision-making

35
in your academic tasks. Your freedom to decide for yourselves in dealing with your studies will

allow you to own your behaviors and actions

As suggested in the research of Serdyukova & Serdyukov (2017), the following are the

concrete ways on how students like you, would be able to develop autonomy in online learning.

Firstly, when you can give participation in course offerings and in relation to their own identified

personal learning goal under the apt guidance of their professors. Secondly if you participate more

in course assignments you develop your self-independence anchored on your personal tailored

study goals. It also helps when you can practice open and transparent communication with your

teachers and classmates to have a balanced feed backing and assessments of the teaching

methodologies, course content and evaluation of set expectations related to your studies. For you

to avoid developing absolute autonomy or freedom in terms of your studies, you should be guided

by your teachers to develop critical skills. One way to develop critical thinking skills of students

like you, is by learning how to challenge and evaluate your negative thoughts related to their

studies, through the aid of your teachers.

6. Application:

Your first take away activity for this module is the Goal Exploration Worksheet (see

Appendix A). The purpose of this worksheet is for you to understand the skill of setting and

exploring goals in your life. In effect this goal setting skill will allow you to develop your own

sense of Autonomy. When you have realistic and achievable academic goals you will also be able

to develop your own sense of accountability and responsibility. It is because you own the goals

with the guidance of your teachers. In effect, the more self-accountable you are in your studies the

36
greater the chance you will be able to decrease your amotivation. You may submit your

accomplished worksheet through the DLSU Animo Space or Canvas.

7: Connection to the next topic:

One of the many skills to acquire a student's autonomy is goal setting. Goal setting helps

students to develop a sense of freedom and control with their life such as their studies. When the

students have their own study goals in life, under the proper guidance of their teachers, they will

now become motivated. After which, the students can now start the process of determining their

respective internal and external motivations pertaining to their academics.

8. Student’s Assessment:

You will be writing a one- paragraph answer for each question below and save your answer
in PDF form for documentation purposes and will be uploaded in the DLSU Namespace, so that
OCCS Counselor will have access to it. Thank you.

1. Were the topics covered in this module, allow you to understand and define what academic

amotivation and autonomy is?

2. Were you able to appreciate the value of autonomy in addressing your own level of academic

amotivation?

3. Were you able to develop several autonomy skills and apply it in improving/addressing your

academic amotivation in your real context as a student?

4. Was the general and specific content of this module organized and easy to follow?

37
Module Number 2
Module Title: THE POWER OF ACADEMIC MOTIVATION

38
Objectives: By the end of this module, you are expected to:

1. Understand and define what internal academic motivation and competence is relative to your

studies.

2. Appreciate the value of competence in improving your internal academic amotivation.

3. Apply several competence skills in improving and addressing your internal academic

amotivation in your context as a student.

1. Introduction

Welcome to this second module entitled, Cultivating the Power of Academic Motivation

from Within. This module will help you develop your skills in obtaining internal academic

motivation. As a student you need to develop your academic motivation externally. To develop

this skill of yours, this module will help you to acquire the skill of competence. By doing so you

will be able to improve your Internal Academic Motivation level. Corollary to the goal of this

module is for you to identify what are the possible external factors that served as your academic

motivation.

2. Instruction/s:

You are now about to watch a 10 minutes and 6 seconds video that describes “The Process

of Acquiring Internal Academic Motivation by developing the skill of Competence.” According

to the APA Online Dictionary, Internal Academic Motivation is described as an incentive to

engage in a specific activity that derives from pleasure in the activity itself. For example, your

enjoyment in learning the subject matter is considered as your own internal academic motivation.

You are highly encouraged to set a habit or a regular schedule in answering the remaining modules

39
for you to establish helpful routines that will allow you to accomplish the task that was given to

you. After watching the video, kindly upload your answers in PDF File to the Process Questions

below, via DLSU Animo Space.

3. Experiencing (Main Activity):

The students are going to watch a 10 minute and 6 seconds video which d includes

Competence and how it affects the video featured (character featured in the video due to Internal

Academic Motivation). In addition, the video is intended to inspire and draw out the internal

academic motivation of students through the development and the acquisition of the skill of

competence. The video entitled, “One Day All Those Late Nights and Early Mornings Will Pay

Off - Study Motivation”, and will be available on the YouTube link,

(https://www.youtube.com/watch?v=T8f1fKsiLvE).

4. Process Questions:

Kindly write a one short paragraph reflection for the questions presented below and save

it in a PDF File. Your answers in the questions below will serve as your own assessments of your

learning and can also be utilized by your respective level counselor in the future, upon your

permission.

4.1. What have you learned and realized about the video?

4.2. What did you feel about the story in the video of, “One Day All Those Late Nights

and Early Mornings Will Pay Off - Study Motivation”?

4.3 What can you do as a student to develop your sense of competence to develop or

increase your Internal Academic Motivation?

40
5. Integration: Competence and Internal Academic Motivation

After you read below this succeeding brief lecture on Autonomy and Academic Motivation, you
now have the general idea on how to better process the learnings intended by the video you have
watched earlier.

Internal academic motivation promotes academic achievement and academic retention.

Accordingly, intrinsic motivation is defined as the doing of an activity for its inherent satisfaction

rather than for several isolated effects. For example, you studied hard for a subject despite its

difficulty because you love and enjoy what you are doing not for the sake of grades, or your parents

will acclaim you. However, in the real context of your life as a student, you sometimes experience

difficulties and challenges in your studies. Despite all these challenges and difficulties you

encountered in studying, you can still become internally motivated in terms of academics because

you have acquired competence. According to Self-Determination Theory when individuals like

you tend to control outcomes, you become an expert in this task or domain. In your context as a

student you acquired competence because of the value or skill of resilience you have too

developed along the way , as you are able to withstand these adversities and effect has maintained

your status as a student in university (academic retention) or in rare cases being able to make it to

honor’s list ( academic achievement). In relation to this your level of resilience yields positive

results as supported in the he study of Cassidy (2015), which cited Alva (1991) , “that resilient

students are those who maintain high motivational achievement and performance even when faced

with stressful events and conditions that place them at risk of poor performance “. The more

resilient you are in facing the difficulties of your studies, the greater possibility that you will be

able to improve your grades and maintain your status as a student at the university. One way to

practice your resilience in your studies is manifested in having yourself a good habit of rising early

in the morning (if you get the prescribed normal sleep hours at night of 7 to 8 hours average).

41
Hence, when you wake up between 3 AM to 4PM, it enhances your motivation to sustain your

academic productivity both in online learning and face to face learning, as discovered by the study

of Eliasson, Lettieri and Eliasson (2009). In the same study, college students who wake up between

3AM to 4 AM get higher grades than those who wake up at later hours.

6. Application:

Your takeaway for this second module is the Resilience Worksheet entitled, “The 4 S of

Resilience”. For easier understanding, please see “Instructions included in the sheet by referring

to Appendix B). The purpose of this worksheet activity is for you to understand that the process

of acquiring or developing the skill or value, or resiliency is helpful in gaining your own sense of

competence. The more resilient you are in your studies, the more you will have control of dealing

with difficult tasks or have control of these domain of yours. Hence, your improvement in your

Competence level will address your internal academic motivation concerns. You may submit the

worksheet in PDF Form through the DLSU Animo Space.

7: Connection to the next topic:

There are many ways of developing your skill of competence such as through resilience

building. After you have gone through with the previous two modules, you have now improved

your autonomy and internal academic motivation. In the context of learning, it is not all the time

that the students are able to sustain their general academic motivation by merely relying on their

internal academic motivation. In a realistic traditional sense, you as a student is expected to get

high grades so that you will also be able to maintain your scholarship or get prioritized to

42
corporations that are looking for someone to hire. Here the grades for studying became now your

source of external academic motivation and will. be discussed in the next module.

8. Student’s Assessment:

Kindly write a one short paragraph reflection for the questions presented below and save
it in a PDF File. Your answers in the questions below will serve as your own assessments of
your learning and can also be utilized by your respective level counselor in the future, upon your
permission.

1. Were you able to understand and define well, what internal academic motivation and

competence is in relation to your studies?

2. Were you able to appreciate the value of competence in improving your internal academic

amotivation?

3. Were you able to apply several competence skills in improving and addressing your internal

academic amotivation in your context as a student?

4. Was the general and specific content of this module organized and easy to follow?

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Module Number 3
Module Title: NURTURING THE POWER OF ACADEMIC OF MOTIVATION
FROM OUTSIDE

44
Objectives: By the end of this module, you are expected to:

1. Understand and define what external academic motivation and relatedness is.

2. Appreciate the value of relatedness in improving your external academic amotivation.

3. Apply several relatedness skills in improving/addressing your external academic amotivation

in your real-life context as a student.

1. Preliminaries/Orientation

Welcome to this third module entitled, Nurturing the Power of Academic Motivation From

Outside -”. This module is intended to help you develop and acquire your external academic

motivations. There are many ways for you to improve your external academic motivation and one

way is through the habit of hard work to attain your value of relatedness. For the purpose and

context of this module, the skill or concept of relatedness is closely associated with your

relationships with others and how hard work contributes to acquiring several supports you get from

your parents, teachers, peers, classmates, and communities.

2. Instruction/s:

You are now about to watch a 10 minute- video that describes “The Process of Acquiring

External Academic Motivation by Developing the Skill of Relatedness by Hard work.” According

to the APA Online Dictionary, External Academic Motivation are those tangible or intangible

things that motivates students to study. Some examples of tangible objects in your studies that

drive you to study well are high grades from your teachers, financial rewards from a scholarship

grant while some intangible things that allow you to persist in your course are social support from

peers and classmates. You are highly encouraged to set a habit or a regular schedule in answering

45
the remaining modules for you to establish helpful routines that will allow you to accomplish the

task that was given to you. After watching the video, kindly upload your answers in PDF File to

the Process Questions below, via DLSU Animo Space.

4. Experiencing (Main Activity):

The students are going to watch a 10-minute video which d includes development of

Relatedness. In addition, the video is intended to inspire and draw out the external academic

motivation of students through the development and the acquisition of the skill of Relatedness.

The video is entitled, “Hard work Pays Off: Best Study Motivation”, and will be available on the

YouTube link,https://www.youtube.com/watch?v=RySO0QgoH1w

4. Process Questions:

Kindly write a one short paragraph reflection for the questions presented below and save
it in a PDF File. Your answers in the questions below will serve as your own assessments of your
learning and can also be utilized by your respective level counselor in the future, upon your
permission.

4.1. What have you learned and realized about the video?

4.2. What emotions did you experience about the story in the video of,” “Hard Work Pays Off:

Best Study Motivation”

4.3 What specific instances in the video can you apply to yourselves pertaining to the process of

achieving success in studies despite the pains and hardships you need to undergo?

4.4 What can you do as a student to develop your sense of relatedness to develop or increase

your External Academic Motivation?

46
5. Integration: Relatedness and External Academic Motivation

The student’s will be informed beforehand to read this succeeding brief lecture on Relatedness
And External Academic Motivation for them to better process the learning intended by the video
that they will be watching.

In the real context or set up of the educational system, the rewards system became a part

and parcel of the teaching-learning process. You go to school because you want to become a

successful person. Your parents and your teachers are encouraging you that when you graduate,

with high honors, most likely you will be hired by top companies that offer promising salary pays.

Here, you can see that grades in themselves could be considered a reward because they allow you

to get other incentives that go with it. In the video you have watched earlier, hard work pays off in

terms of your studies. This means that if you invest your time and best effort in your studies, it

will produce magnificent results such as high grades, honor recognition and even acclamation from

the top corporations that will become your prospect of work after you graduate in college.

The price of getting good grades such as diploma, honor recognition and social

recognition are in themselves considered as your external academic motivation If you observed

carefully, the more you practice hard work, the more you became connected or related with your

parents, friends, teachers, and classmates because, the simply don’t admire you but they are

inspired by the good fruits of your hard work in your studies. There are several practical tips that

allow you to develop hard work in your studies as presented in the video such as having a balance

time management in dealing with your studies, discipline yourself in limiting your time in using

the social media and be able to prioritize your set excellent academic goals over attending peer

parties and social functions which you can forego. You may also want to try giving your best by

developing good study habits that will allow you to maximize your learning by having the initiative

to research and read in advance and have a constant collaborative healthy working relationship

47
with your teachers and your classmates. In addition, if you as a student avoid mediocrity, then

most likely you will be able to learn excellently and finish your course with high distinctions.

6. Homework: (Assignment/ Application):

The third activity that will serve as the Student’s Concrete Action in building Relatedness

is the Worksheet entitled, “Instructions are included in the sheet. (See Appendix C). The purpose

of this worksheet is for the students to understand that the process of acquiring or developing the

skill or value relatedness, connection or relationship will allow them to develop their External

Academic Motivation. Students are motivated to persist in the difficulties of their studies not

because of the rewards systems but also the healthy relationships they establish along the way in

developing their external academic motivation. The students can submit the worksheet through the

DLSU Animo Space or Canvas under the folder, OCCS, which is accessible with their university

counselor.

7: Connection to Real Life Context (This is the last module of the whole program)

There are many ways of developing the skill of relatedness, connection or establishing the

healthy relationships of students in school stakeholders. One of the skills to develop student’s

autonomy is the acquisition or development of social support of students, which is very important

for them to maintain a network of healthy school climate among the different stakeholders of the

school system. When students have enough social support in terms of academics, most likely they

will become academically motivated in an external sense. Hence, they became more connected

and related to the people around them recognize and render support to them in one way or another.

After the students learn the skills of developing relatedness or connectedness with other school

48
stakeholders, they can now be able to acquire the desire to persevere in their studies because they

are confident that they have someone or somebody supporting them in their process of overcoming

academic challenges.

8. Student’s Assessment:

Kindly write a one short paragraph reflection for the questions presented below and save it in a
PDF File. Your answers in the questions below will serve as your own assessments of your
learning and can also be utilized by your respective level counselor in the future, upon your
permission.

1. Were you able to understand and define what external academic motivation and relatedness

is?

2. Were you able to appreciate the value of relatedness in improving your external academic

amotivation?

3. Were you able to apply several relatedness skills in improving/addressing your external

academic amotivation in your real-life context as a student?

4. Was the general and specific content of this module organized and easy to follow?

49
 Chapter 4

Evaluation Design

Goals and Objectives

The Evaluation Form for the whole program,” The Academic Motivation Program'', under

the umbrella of the general/ universal, The OCCS GLAD -R Program (Gearing up Learners for

Academic Development Revitalized Program) will be presented in the Appendix D. The results or

data gathered from this Evaluation Form will be utilized to analyze the content, implementation

process and procedures, time allotment and effectivity. The Evaluation process of these self-paced

online modules is centered on its orientation to give the students the general relevance of the

Decreasing Academic Amotivation and Increasing their Internal and External Academic

Motivation, which are all essential and vital for them to acquire Student Retention and Academic

Achievement. Furthermore, one of the aims of this module is for the students to be able to learn

different skills associated in developing academic motivation and be applied to their daily life as

a student.

Respondents

All those who participated and completed the three modules of the program are all eligible

to accomplish the evaluation form.

Instrument

The Evaluation Form of the Modules under this program will be adopted from the Modular

Evaluation form of the University of Hull, United Kingdom. This evaluation form for the modules

will only serve as a guide and will be modified and revised accordingly by the researcher to

50
suit the context of this entire program which contains the following areas to be evaluated, content,

implementation process and procedures, time allotment and effectivity. All with a total of 16

items. Items/ Questions numbers 1- 4 in the form correspond to content, items 5- 8 correspond to

implementation process and procedures, items 9-15 correspond to time allotment and creativity.

The 16th item of the evaluation form is an open-ended instruction to solicit the students’ reflection,

comments, and suggestions regarding the entire program with their corresponding modules. Each

item has a 5-point Likert Scale with the following rating equivalents: 1 – Strongly Disagree, 2 –

Disagree, 3 – Neutral, 4 – Agree, and 5 – Strongly Agree. A section for Comments and Suggestions

would also be provided. The researcher proposed that these questions will be posted on the Google

Form and will be looped via Animo Space for students attending counselors of the OCCS (if there

is any) to the results of this evaluation of the program.

Data Gathering Procedures and Analysis

All the results tallied via the Google Form Assessment will be used for basis of improving

and developing in the future. The “Academic Motivation Program”, under the OCCS GLAD -R

Program (Gearing up Learners for Academic Development Revitalized Program). There will be

vital changes and improvement for contents, implementation, activities and structure of the

program so that it would ensure to achieve the set of goals and objectives for this self-paced,

online program developed for the students who incurred 9 units of academic failures and are not

ineligible for graduation , the coming term.

51
 Chapter 5

General Conclusions and Recommendations

This program has focused on the vital and essential importance of decreasing academic

motivation, increasing internal and external academic motivation as an important part of a

university student's coping mechanism for them to be able to achieve academic retention and

academic achievement. The researcher is projecting that this program can provide fundamental

skills and coping mechanisms for students in addressing their academic motivation and general,

hence they are also able to apply these skills or coping mechanisms not only with their academic

motivation related concerns but as well as with developing life skills such as time and stress

management and the like and any other skill that can be associated by academic motivation. For

further improvement of this program, the researcher is highly suggesting that the program can be

also applied and trial experimentally to those students at the university, who may not be failing,

but are considered as with academic motivation considers, when based on a certain academic

motivation scale such as AMS-C28 (Academic Motivation Scale for College Students).

52
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Appendix A

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Appendix B

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Appendix C

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Appendix D

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