Modelling Students’ Performance in Plane Trigonometry with their Levels of Intrinsic And Extrinsic Motivations

Louie Jay S. Pastera, Jerson M. Guay, Mark Vincent T. Cortez, Nancy S. Doloriel

Abstract


The nature of motivation is vital for the improvement of student learning outcomes. Exploring the motivational beliefs as to intrinsic and extrinsic motivation is a critical way to understand the impact of these two types of motivation as driving behavior in learning plane trigonometry subject among college students. The study aimed to generate a model of the students’ academic performance in mathematics using their intrinsic and extrinsic motivation. The study used a correlational research design, which consisted of 140 responses from selected college students of Agusan del Sur State College of Agriculture and Technology. Further, the students enrolled in a Plane Trigonometry subject during the 1st semester of A.Y. 2015-2016 were selected through a random sampling technique. To determine the intrinsic and extrinsic motivation in learning mathematics, respondents were evaluated based on a modified checklist from the Academic Motivation Scale (AMS–C 28) College version of Vallerand et al. (1993). Results revealed that intrinsic and extrinsic motivation had a significant impact on the students’ academic performance in mathematics. Thus, the students are intrinsically and extrinsically motivated to ensure a good grade in mathematics.

Keywords


Academic Performance; Intrinsic Motivation; Extrinsic Motivation; Multiple Linear Regression Model; Plane Trigonometry;

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References


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