An Assessment of Junior and Senior High School Students’ Level of Motivation in Blended Learning During The Covid-19 Pandemic

Abstract

This study was descriptive, relational, and predictive in nature, which utilized a one-shot survey design. The survey was designed to investigate 585 enrolled high school students at MSU-Saguiaran Community High Poblacion, Saguiaran, Lanao del Sur during the school year 2020-2021 about educational experiences, especially on the students’ perception about their level of motivation and their views on blended learning. The descriptive statistics that were used were frequency counts, percentage, means, Chi-Square Test, tables, summary statistics, and Spearman’s rho. The following were the major findings of the study: 1) the demographic profile of the respondents revealed that majority of the students (52.5%) were at age 14-16 years old (n=307); 2) majority of the respondents (65.5%) were female (n=383); 3) most of the respondents (20%) were form Grade 10 (n=114); 4) 270 or 46.2% belonged to families who were earning 1,000-5,000 monthly; 5) 230 or 39.3% had fathers who were college graduate; 6) 330 or 56.4% had mothers who were college graduates; 7) most parents (39.3% fathers and 56.4% mothers) had attained a college education; 8) less than one-half of the students’ fathers were professionals, but 46.2% of the parents had low income; 9) 288 or 49.2% of all the 585 students had a Very High level of motivation and 263 or 45% had a High motivation; 10) only 31 (5.3%) of the students had moderate level of motivation and only 3 (0.5%) had low motivation; 11) Grades 9, 11, and 12 did not have a Very High level of motivation; 12) gender and motivation had a significant association among all the students, and that this association existed specifically for grade 8 and 9; 13)  there was a significant association between income and motivation; 14) Grade 11 students also exhibited this relationship; 15) there was a significant association between mother’s educational attainment and motivation, but this existed only among Grade 11 students; and 16) the effect of Blended Learning on the students’ motivation could be categorized into two (2) for every theme in every grade level: positive and negative responses. The following were the positive and negative responses of the students in every grade level: Grade 7: Self-learning, Platform of Goals and Dreams, and  Safe and Convenient; Grade 8: Self-learning and Technology-Based; Grade 9: Self-learning, Technology-Based, and Family Support; Grade 10: Self-learning, Improved Confidence, and Family Support; Grade 11: Self-learning; Improved Confidence, and Technology-Based; Grade 12: Self-learning, Goals and Dream, Improved Confidence, Research and Technology-Based, Comparative Learning Effectiveness, and Academic Stress.