The impact of the pandemic on the motivation of maritime students. Is there a significant relationship between students' academic performance and motivation?

TABLE OF CONTENTS

Title Page

Approval Sheet

Acknowledgement

Dedication

Abstract

Table of Contents

List of Tables

CHAPTER 1 THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

Theoretical Background

THE PROBLEM

Statement of the Problem

Statement of Hypothesis

Significance of the Study

THE RESEARCH METHODOLOGY

Research Design

Research Environment

Research Respondents

Research Instruments

Scoring Procedure

Data Gathering

Ethical Considerations

Treatment of Data

DEFINITION OF TERMS

CHAPTER 2 PRESENTATIONS, ANALYSIS AND
INTERPRETATION OF DATA

CHAPTER 3 SUMMARY OF FINDINGS. CONCLUSION,AND RECOMMENDATIONS

REFERENCES

APPENDICES
Appendix A -1 Letter to the
Appendix A- 2 Letter to the Registrar
Appendix A - 3 Letter to the Respondents
Appendix B - 1 Informed Consent
Appendix B - 2 Research Instrument
Appendix C - Location Map
Appendix D - Grammarly Result
Appendix E - Reliability Test

ACKNOWLEDGEMENT

This study would not have been possible without the participation and cooperation of so many persons whose names may not be wholly enumerated. Their efforts are deeply appreciated and heartily recognized. The researchers, on the other hand, would want to convey their gratitude and appreciation to the following people:

Thank you to our families, who have always been there for us financially and morally, for meeting all of our needs while we were working on this paper and showing us that even the most daunting undertaking can be finished by taking it one step at a time. We dedicate this initiative to all those who have worked tirelessly to make it a reality.

Thank you for making our defense presentation a delightful experience to all the panel and judges and for your insightful comments and suggestions.

The Researchers

DEDICATION

A result of numerous and complex sacrifices, this research paper is cheerfully and proudly dedicated to those individuals who serve as an inspiration. To their Alma Mater, the University of Cebu- Maritime Education and Training Center, advisers, and co-instructors of this endeavor, who encouraged the researchers to accomplish this study with their words of guidance and encouragement.

Finally, we dedicate this study to the Almighty God for his guidance, mental strength, and protection, as well as for providing us with a healthy life so that we can conduct this study. W provide all of this to you.

The Researchers

ABSTRACT

TITLE : PANDEMIC MOTIVATIONAL EFFECTS AND ACADEMIC PERFORMANCE

Researcher : Dr. Alvin E. Zamora

Program : Bachelor of Science in Marine Transportation

School: University of Cebu - Maritime Education and Training Center

Date Completed : June 2022

The purpose of this research is to evaluate how the pandemic affects maritime students' motivation and determine if there is a significant relationship between the students' academic performance and motivation intrinsic/extrinsic in the first semester of the academic year 2021-2022 at the University of Cebu's Maritime Education and Training Center.

This study was conducted at the University of Cebu Maritime Education and Training Center, SY. 2021 - 2022, located at Alumnos, Mambaling, Cebu City, Philippines. The researchers chose the University of Cebu-METC. The respondents are all Bachelor of Science in Maritime Transportation (BSMT) students at the University of Cebu METC total of 3129 students enrolled this semester during the pandemic. The researchers chose their respondents using a random sampling procedure and gathered a sample size of 280 respondents. The researchers planned to request information about their academic performance from the registrar. After that, the data would be assembled, processed, and analyzed

The results showed that the maritime students strongly agree that the pandemic affected their extrinsic motivation but not intrinsic motivation. The results also revealed that intrinsic motivation had no significant correlation; at the same time, results indicate that extrinsic motivation is significantly correlated with the academic performance of the maritime students at the University of Cebu - Maritime Education and Training Center.

Keywords: Pandemic motivational effects, Intrinsic Motivation, Extrinsic Motivation, Academic Performance.

CHAPTER 1 THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

In light of the growth of the COVID-19 pandemic, education has changed dramatically worldwide, disrupting the way traditional higher education institutions offer their courses and forcing all universities to adopt a distance learning approach. As a result, most instructors prefer to adopt instructional strategies that keep students motivated and increase their academic performance in this environment Haftador et al. (2021); Iglesias-Pradas et al. (2021). This could have resulted in a drop in motivation and well-being due to the reduction in face-to-face instruction. During the epidemic, many students said that distractions had influenced their motivation.

Students are also more prone to feel unmotivated if they don't have access to academic help Bolatov (2021). In addition, as Rahm et al. (2021). point out, keeping motivated to learn during a pandemic might be difficult. According to a Student Experience in the Research University (SERU) survey, 76 percent of all undergraduates surveyed identified the lack of motivation for online learning as the biggest obstacle, and 56 percent of graduate and professional students felt the same way.

As of late April 2020, 85 percent of students nationwide were out of school due to closures in 180 countries. Lack of engagement with other students, inability to properly learn in an online format, and distracting home surroundings or lack of access to suitable study areas were among the most common issues students cited World Bank Group (2020); Daugherty (2020). Many students prefer online learning because of the flexibility it provides and the fact that it is an ideal learning style for students who have other activities or a job. According to the survey, it was performed in May 2020 and was participated in by nine schools countrywide SunStar (2021); NextStepU (2021). Over 28 million Filipino students from all academic levels are among those who are forced to stay at home and adhere to the quarantine procedures imposed by the Philippine government UNESCO (2020).

Distance learning is used by 160 thousand students, and 82.71 percent of students in the province of Cebu do not have access to the internet, which could make it difficult for them to learn online Magsumbol (2020); SunStar (2020). In the event of a pandemic, Cebu Normal University ensures that no student will be declared failed; nevertheless, they will be given a one-year extension to finish their academic requirements CNU PIO (2020). Hjelsvold et al. (2020) found that, even though both learners and educators reported a lack of practice in online education, they both adapted quickly and showed a favorable attitude toward the shift. Based on a study by Gonzalez, T. (2020). Students' learning practices become more chronic due to confinement, resulting in a higher level of productivity. As a result of these factors, students should anticipate achieving higher grades on their tests. However, Hashemi (2021) found that COVID-19 harmed Afghan students' academic performance and that they were unsatisfied with online education at this critical time. Some current studies found that students' motivation in online learning was affected both intrinsically and extrinsically due to the sudden shift from traditional face-to-face learning to remotely digital learning. It was discovered that the student's motivation to learn online was influenced more by their desire to learn new things and their delight in trying new learning styles. In addition, external regulatory and environmental conditions had an extrinsic influence.

On the other hand, poor external support caused a loss of motivation or a lack of motivation. Student motivation may also be jeopardized due to the move to distance and online learning Breneiser et al. (2018); Gustiani (2020). The data show that school closures have a significant detrimental impact on student progress. Even though many studies have been undertaken on the impact of pandemics on academic performance and motivation, no studies have been conducted in the marine industry specifically.

Several studies have shown that the pandemic has a variety of consequences on maritime students' motivation and academic performance, which can be either favorable or harmful depending on the severity of the pandemic. Given the current educational system, it is necessary to assist UC METC officials, administrators, and faculty members in developing appropriate techniques to deal with students' difficulties and provide a stress-free learning environment. The study is aimed to learn about the pandemic's motivational effects and academic performance of maritime students, identify the challenges they faced, and encourage marine students' involvement during a pandemic; the researcher feel that they are capable of carrying out this study.

Theoretical Background

This study is anchored on Self-Determination Theory by Deci & Ryan (2008) which states that it ties together personality, human motivation, and optimal performance. It asserts that there are two sorts of motivation: intrinsic and extrinsic, and that both are powerful influences in determining who we are and how we act.it links personality, human motivation, and optimal functioning. It posits that there are two main types of motivation- intrinsic and extrinsic and that both are powerful forces in shaping who we are and how we behave.

Intrinsic motivation is related to (1) motivation to learn and gain new knowledge, such as happiness in learning new things; (2) motivation to experience encouragement and physical joy, such as enjoyment in learning interesting learning materials; and (3) motivation to take on challenging learning activities, such as completing a challenging assignment, according to Deci & Ryan's (1985) Self-Determination Theory. Interest, ambition, aspiration, awareness, competency, and physical and psychological factors influence intrinsic motivation. The study conducted by Gustiani (2020) revealed that the students’ motivation toward their online learning was intrinsically affected more by their ambition to learn new knowledge and enjoyment in experiencing new learning methods. It was also influenced extrinsically by external regulation and environmental conditions.

Extrinsic motivation, on the other hand, is associated with (1) motivation to be rewarded or avoid punishment, such as getting a good grade on a complex project; (2) motivation to avoid a bad situation or being guilty (introjected regulation), such as proving one's capability in performing complex tasks; and (3) motivation to gain benefit and necessity after completing a learning activity, such as learning a specific subject would be beneficial for a specific job, i.e. as cited in Erten (2014). Studying conditions, social surroundings, familial conditions, and supporting facilities influence extrinsic motivation. Brown (2000) points out that even punishment can be an element, for it creates the motivation to avoid it. Brown, H. D. (2000). claims that extrinsic motivation is usually weaker than intrinsic due to its addictiveness and dependency: depriving students of rewards could lead to demotivation. However, Brown also argues that some rewards (extrinsic motivation) such as positive feedback from the instructor could increase the level of self-determination (intrinsic motivation).

According to a recent study of Iglesias-pradas et al. (2021), Compares the academic results of students during the COVID-19 pandemic with those of previous years. The results of their case study show an increase in students' academic performance in emergency remote teaching. However, students reported increases in sleep, social media use, gaming, and procrastination after transitioning to remote instruction but declines in academic motivation and self-regulation Usher et al. (2020). Students have negative opinions of online teaching, believing that it harms their cause owing to a lack of social connection, a mismatch between expectations and content, organizational issues, and learning environment organization Meşe, E. & Sevilen, Ç. (2021). Furthermore, according to Nayakama et al. (2014), extrinsic incentives, such as the surroundings, and intrinsic motivation, such as personalities, had differing effects on pupils. According to Haftador et al. (2021), intrinsic motivation was more successful in academic accomplishment than extrinsic motivation. The extrinsic incentive has only negative consequences in extremely narrow contexts, according to Jovanovic et al. (2014). However, for the most part, it may be a powerful motivator. However, in Rahiem's M. D. study, the findings revealed that students' motivation to continue learning during the COVID-19 epidemic was divided into three primary themes, each with sub-themes. (a) personal, with sub-themes of challenge, curiosity, self-determination, satisfaction, and religious devotion; (b) social, with sub-themes of relationships, inspiration, and self-and others' well-being; and (c) environmental, with sub-themes of facilities and conditioning. The themes and sub-themes reveal where these university students were incentivized to learn amid the pandemic. Their findings showed that these young adults were autonomously driven and devoted to their studies both inwardly and extrinsically.

According to the study of Esra et al. (2021) students overall have negative perceptions towards online teaching which they believe has a negative impact on their motivation due to lack of social interaction, a mismatch between expectations and content, organizational problems and the organization of learning environments.

Gedera & Wright (2015) conducted a study about the factors influencing students’ motivation and engagement in online courses. According to them, the emergence of educational technologies offers flexible learning opportunities to the twenty-first-century learners. Research affirms that online courses provide learners with some flexibility in terms of time, place and pace. However, the anonymous nature of the online learning environment can lead to demotivation and disengagement and subsequent minimal participation or even withdrawal. Although in face-to-face classrooms, students’ levels of motivation could be observed to a certain extent, with little or no physical cues, online courses present challenges and concerns in relation to students’ motivation and active participation.

In the study of Lathrop (2011), their data analysis revealed correlations between motivation and quiz score; self-efficacy and quiz score, and active learning strategies and quiz score. Furthermore, performance goal motivation does not differ between motivation levels. Only a difference in learning environment stimulation between males and females was uncovered.

Meeter et al (2020) study stated that students rated online education as less satisfactory than campus-based education, and rated their own motivation as having gone down. This was reflected in a lower time investment: lectures and small-group meetings were attended less frequently, and student estimates of hours studied went down. Lower motivation predicted this drop in effort. Moreover, a drop in motivation was related to fewer credits being obtained during stay-at-home orders. However, on average students reported obtaining slightly more credits than before, which was indeed found in an analysis of administered credits. In a qualitative analysis of student comments, it was found that students missed social interactions, but reported being much more efficient during online education. It is concluded that whereas student satisfaction and motivation dropped during the shift to online education, increased efficiency meant results were not lower than they would normally have been.

A study conducted by Serin (2018), stated that both extrinsic and intrinsic motivations have the potential to encourage students to strive for learning. Although the use of external rewards in the classroom has been criticized for diminishing intrinsic motivation of students, quite many studies suggest that the implementation of external rewards has no detrimental influence on students. Intrinsic motivation on the other hand enables students to work independently and enthusiastically. Their paper defines extrinsic and intrinsic motivations and puts forward some strategies to enhance motivation of students in the classroom. According to Corpus et al. (2022). Students in the COVID cohort, therefore, appear not to have decreased in their overall investment in their schooling, but rather in the sense that the work is enjoyable and meaningful.

Sutarni et al. (2021). Results of their study show that promoting SRL may affect the optimization of the digital learning environment and academic achievements. Students with better self-regulated learning ability can somehow optimize their digital learning environment and be more progressive in terms of academic achievement.

Meng, X., & Hu, Z. (2022). The results show that students should actively engage in online learning behavior to maximize the effects of blended learning. Extrinsic motivation was found to positively influence academic performance both directly and indirectly through online learning behavior, while intrinsic motivation affects academic performance only indirectly. According to Nguyen, H. T. T. (2021). The findings revealed that the extrinsic barriers had more impact on motivation than intrinsic ones; extrinsic barriers had a higher impact on the motivation and the learning results of students compared to the traditional learning method. The data also expressed that the motivation-boosting activities in the online learning process led to positive changes in students' learning motivation and academic achievement.

Based on the above foundation studies, the main objective of the present study is to examine the relationship between motivation (extrinsic and intrinsic) and how the pandemic affected the academic performance of the Maritime Students.

THE PROBLEM

Statement of the Problem

The purpose of this research is to evaluate how the pandemic affects maritime students' motivation and determine if there's a significant relationship between the students' academic performance and motivation in the first semester of the academic year 2021-2022 at the University of Cebu's Maritime Education and Training Center.

Specifically, it answers the following questions:

1. What is the pandemic motivational effects of the respondents in terms of:
1.1 Intrinsic; and
1.2 Extrinsic?
2. What is the academic performance of the respondents?
3. Is there a significant correlation between the pandemic motivational effects and academic performance of the respondents?
4. Based on the findings, what sound recommendations can be raised?

Statement of Hypothesis

H0: There is no significant correlation between the pandemic motivational effects and academic performance

SIGNIFICANCE OF THE STUDY

This study will benefit the following effects of the pandemic and academic performance

Students. They will ultimately benefit from this research since the teachers will provide them with high-quality instruction, which will help them live a more secure and fulfilling life.

Parents. As a result of this research, they would have a better understanding of the importance of moral support and the critical role they play in their children's educational achievement, especially during times of pandemic.

Instructors. The study's findings would help instructors maximize their knowledge and understand the effects of the pandemic on academic performance so that they can prepare a plan for effective online learning.

School Administrators. To create plans and strategies, this would provide factual information concerning the actual condition and problem about the effects of the pandemic. As a result, they will be better able to implement a development strategy to improve online learning to generate high-quality graduates.

Future Researchers. As a foundation for future research, this study would be one of the important information sources for understanding the pandemic's impact on academic performance and motivation.

RESEARCH METHODOLOGY

The researcher provided the research design, the setting, the researcher, the research respondents, the research instruments, research processes, and the research procedure throughout this chapter.

Research Design

This study utilized a descriptive-correlational method. According to K.Cherry (2020), correlational research is defined as a relationship between two variables. Relationships can be strong or weak, positive or negative. The researchers used survey data to draw conclusions regarding the pandemic's motivational impacts on maritime students at the University of Cebu's Maritime Education and Training Center.

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Figure 1: The Research Flow

Research Environment

This study was conducted at the University of Cebu Maritime Education and Training Center, SY. 2021 - 2022, situated at Alumnos, Mambaling, Cebu City, Philippines. Furthermore, we chose University of Cebu-METC because of the university's reputation as one of the region's premier marine education and training institutes. College students, researcher sources, including a review of related literature, and theories are found online; the variables include College students, researcher sources, including a review of related literature, and approaches are found online. Different local and worldwide companies looked up to the institution for the excellent quality of knowledge and training they have imparted to their students.

Research Respondents

The respondents of this study are all Bachelor of Science in Marine Transportation (BSMT) students from the University of Cebu Maritime and Training Center. The overall population who was enrolled in this semester during the pandemic were 3129, thus the researchers utilized the Krejcie and Morgan (1970) table and were able to gather a sample size of 280 respondents. The researchers utilized the random sampling method in choosing our respondents. In addition, a sampling approach in which each sample has an equal chance of being picked was a random sampling. A sample drawn at random was supposed to be a fair representation of the entire population.

Research Instruments

This study utilizes a validated researcher-made questionnaire to collect data. The questionnaire can assess the Pandemic Motivational Effects and Academic Performance and help the researchers to gather the data.

The survey questionnaire is divided into two sections. The first section contains the introduction of the study, why the study is being conducted and the personal information of the respondents, which requires them to fill out their personal information, with the option to write their name or leave it blank. The second section contains the directions on how to answer the survey questionnaire, the survey questions which contain five statements for intrinsic motivation and five statements for extrinsic motivation.

The pandemic's motivational impacts on academic performance were measured using a four-point Likert scale.

Scoring Procedure

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Data Gathering.

The research panel approves the study of the researchers. Following approval, the researchers wrote a transmittal letter to the dean, general education coordinator requesting permission to gather the study data.

For the respondent's approval to participate in the study, the researcher wrote a consent form and informed them of how their privacy and anonymity will be protected before the study's commencement. When the researcher has sent out the google form survey questionnaire, the respondents would be emailed and asked to fill it out. The researchers planned to acquire data for their academic performance by requesting it from the registrar. The collected information will then be compiled, processed, and analyzed.

Ethical Considerations

Ethical considerations in research will be utilized in gathering data and handling the study. First, it is imperative to secure informed consent - this implies that the individual partaking in the research is completely informed about the research being conducted. Participants will be made mindful of the purpose behind the undertaking. The primary reason for informed consent is that the participant can make an informed choice if they will take an interest in the research.

Voluntariness. The participation of respondents in the study will be entirely voluntary, and they have the right to withdraw from any phase of the study. They will be asked to sign the consent form that provides adequate data and affirmations about the study to manifest the individual participants' permission to take part in the study, comprehend the ramifications of participation, and fully and freely decide whether to do as such, without any pressure or compulsion (See Appendix for Consent Form).

Privacy and Anonymity. Privacy and anonymity of respondents will be of paramount importance during the conduct of the investigation. All the answers of the participants will be respected and treated with equal share and fairness. All the information to be collected will be treated with the utmost confidentiality. No individual identities will be used in any reports or publications resulting from the study; instead, they will be substituted by a number/code to hide their individual identity. After six months, all of the collected information will be destroyed.

Do no harm. Harm could be both physical as well as mental and thus could be as: stress, pain, nervousness, decreasing confidence or an attack of privacy. It is basic that the research process doesn't in any way hurt (unintended or otherwise) participants.

Confidentiality. implies that any distinguishing data isn't made accessible to, or got to by anybody yet the program researcher. Confidentiality additionally guarantees such recognizing data is prohibited from any reports or distributed archives.

Trustworthiness of the study. This research is entitled to deliver utmost trustworthiness that focuses and ensures that the results are not biased and rigged and contains the necessary variables that strengthen the foundation of this study. To establish credibility of the research data, the proceedings of the research interview was conducted using a google form questionnaire survey. Data trustworthiness has four key parts which were being adopted as follows: credibility, transferability, dependability, and confirmability.

Treatment of Data

In order to determine the pandemic motivational effects and academic performance, categorical data would be obtained for this study. To answer the study, the data will be manually computed/validated and evaluated using the following methods:

Weighted Mean: It is used to determine the Pandemic Motivational Effects of the respondents in terms of intrinsic and extrinsic.

Frequency and Percentage: It is used to determine the academic performance of the respondents.

Pearson's “r” Correlation. It is used to determine the significant correlation between the pandemic motivational effects and academic performance of the respondents.

DEFINITION OF TERMS

For a better understanding of this study, the following terms are defined in the context of this research.

Pandemic Motivational Effects. Causes a massive disruption that leads us individually to disturbance and affects the Intrinsic and Extrinsic motivation of the maritime students. Refers to the CoronaVirus outbreak (COVID-19) that drove the current educational system to switch to distance learning.

Intrinsic. An internal motivational factor motivates a student to complete an academic task due to their interest in the said activity. It is linked to a desire of the maritime students to study and acquire new knowledge such as joy in learning new things, motivation to experience encouragement and physical joy in learning intriguing learning materials, and motivation to engage in demanding learning activities, such as completing difficult assignments.

Extrinsic. An external motivational factor that drives a student to accomplish a specific task to avoid punishment or to gain reward. It is a motivation of the maritime students to be rewarded or avoid punishment, such as achieving a high score on a tough task; motivation to escape a negative circumstance or feeling guilty and desire to receive advantage and necessity after finishing a learning activity, such as completing a course.

Academic Performance. In this study, the measurement of student achievement across various academic subjects. It refers to the knowledge obtained as measured by instructor marks and/or educational goals set by the maritime students of University of Cebu METC and instructors to be met over a specified period of time. These objectives are measured by continuous assessments or examination outcomes.

CHAPTER 2 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data gathered by the researcher on the Pandemic Motivational Effects and Academic Performance. The data are presented in a tabular form to ensure a clear view of the study's outcome.

This chapter also presents the corresponding analysis and interpretation of the presented data from the Pandemic Motivational Effects and Academic Performance.

The researcher measured and tested the Effects of the Pandemic on students' motivation and Academic Performance through a researcher-made questionnaire if they strongly agree, agree, disagree, and strongly disagree with the given statements. The pandemic motivational effects is a research-made questionnaire consisting of 2 sub-categories with five statements in which the respondents will answer.

TABLE 1

LEVEL OF INTRINSIC MOTIVATIONAL EFFECTS OF PANDEMIC

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Table 1 shows the Intrinsic motivation of the respondents during the pandemic with its corresponding weighted mean and aggregated mean. This evidently reveals to researcher that the statement with the highest weighted mean garnered for Intrinsic Motivation was statement 2, "With the pandemic, I feel dissatisfaction in learning new things," which accumulated with a weighted mean of 3.41. This implies that the students strongly agree that they feel dissatisfaction in learning new things during the pandemic. This finding supports previous studies conducted in the USA, which reported that students were dissatisfied with online learning compared to face-to-face instruction. Another factor for decreased satisfaction could be attributed to the sudden shift to online delivery of the curriculum due to COVID-19, in which there was no adequate time for preparation, accompanied by the stressful working conditions of the pandemic itself Elshami et al. (2021).

The statement with the lowest weighted mean in Table 1 was statement 4, "With the pandemic; I feel unmotivated to take on challenging activities," with a weighted mean of 3.24. On the other hand, the weighted mean of statement 4 implies that the students feel unmotivated to take on challenging activities during this pandemic. Students should be given regular guidance, encouragement, and training. As a result, during this epidemic, one extra obligation of teachers is to empower their students by offering appropriate support and advice so that they can be satisfied, self-motivated, and responsible for their learning in a study by Elshami et al. (2021). A record 54.3% of students at elementary, junior high, and high schools in Japan said they lacked motivation to study last year, apparently reflecting the impact of the coronavirus pandemic in stifling social interaction. The impact of COVID-19 was also evident in activities such as group study, with the percentage of students participating dropping in 2020 before picking up in 2021.

With all the responses tallied, the overall aggregated mean in Table 1 is 3.32 with a description of Strongly Agree. This implied that the maritime students at the University of Cebu - METC strongly agreed on their intrinsic motivations during the pandemic.

TABLE 2

LEVEL OF EXTRINSIC MOTIVATIONAL EFFECTS OF PANDEMIC

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Table 2 showed that the statement with the highest weighted mean was statement 4 , "With the pandemic, I do not feel motivated to get positive feedback from instructors," with a weighted mean of 3.45. The findings mean that the pandemic strongly affected their motivation to get positive feedback from their instructors. It is concluded that less interaction between students and instructors diminishes motivational level. Thus it is suggested that instructors should have frequent interaction with their students and provide encouraging feedback from their activities to help avoid the feeling of isolation. Alawamleh et al. (2020). Students encounter many problems when taking online classes, such as lack of motivation, understanding of the material, decreased communication levels between the students and their instructors, and feelings of isolation caused by online classes. Meeter et al. (2020) also state that a lack of social interaction was the largest category in students' comments on the factors that negatively affected their motivation.

The statement with the lowest weighted mean was statement 2, “With the pandemic, I do not feel motivated to study in order to get better grades," with a weighted mean of 2,96. The findings revealed that most respondents agree that getting better grades does not motivate them. Despite the decrease in motivation, students appear to have excellent or average knowledge, which did not result in poor academic performance. In agreement with the findings of Said, E. G. R. (2021). The results suggested no statistically significant difference in students' grades. In addition, the unplanned and rapid move to online distance learning at the time of the pandemic did not result in a poor learning experience as was expected.

With all of the responses tallied, extrinsic motivation had an aggregated mean of 3.27, implying that the University of Cebu maritime students' level of extrinsic motivation has been strongly affected by the pandemic.

TABLE 3

SUMMARY

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Table 3 shows the summary of the pandemic motivational effects on the respondents. The highest pandemic motivational effects belonged to "Intrinsic Motivation," with an aggregated mean of 3.32 and a description of Strongly Agree. This implied that the pandemic has greatly affected the intrinsic motivation of the maritime students. The results contradict the findings of Subakthiasih, P., & Putri, I. G. A. V. W. (2020). Mahasaraswati Denpasar University had a higher intrinsic motivation than extrinsic motivation in learning English during Covid-19 Pandemic.

On the other hand, the lowest pandemic motivational effects belonged to "Extrinsic Motivation," with an aggregated mean of 3.27 and a description of Strongly Agree. This implied that the pandemic has also affected the extrinsic motivation of the maritime students, although not as much as intrinsic motivation Brown, H. D. (2000). claims that extrinsic motivation is usually weaker than intrinsic due to its addictiveness and dependency: depriving students of rewards could lead to demotivation.

With all of the responses tallied, the overall aggregated mean from all motivational effects is 3.30 with a description of Strongly Agree. This implied that the maritime students are intrinsically and extrinsically has been strongly affected. Although their motivation declined, their academic performance remained Meng, X., & Hu, Z. (2022). The results show that students should actively engage in online learning behavior to maximize the effects of blended learning. Extrinsic motivation was found to positively influence academic performance directly and indirectly through online learning behavior, while intrinsic motivation only indirectly affects academic performance. According to Nguyen, H. T. T. (2021). The findings revealed that the extrinsic barriers had more impact on motivation than intrinsic ones; extrinsic barriers had a higher impact on the motivation and the learning results of students compared to the traditional learning method. The data also expressed that the motivation-boosting activities in the online learning process led to positive changes in students' learning motivation and academic achievement.

TABLE 4

LEVEL OF ACADEMIC PERFORMANCE OF THE RESPONDENTS

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Table 4 shows the level of academic performance of the respondents, their frequency, and their percentage. It contains the general weighted average of the 1st semester of AY 2021-2022 with its corresponding level taken from the University of Cebu student manual. Most of the respondents got an excellent academic performance, equivalent to 1.6 - 2.5, with 223 respondents in total. Three respondents got a passing level of academic performance equivalent to 3.0. Lastly, no respondent got an excellent and passing level of academic performance equivalent to a GWA of 1.0.

The majority of the respondents have a good or average academic performance despite being unmotivated intrinsically and extrinsically, according to Corpus et al. (2022). Therefore, students in the COVID cohort appear not to have decreased in their overall investment in their schooling but rather in the sense that the work is enjoyable and meaningful.

TABLE 5

SIGNIFICANT RELATIONSHIP BETWEEN THE PANDEMIC MOTIVATIONAL EFFECTS AND ACADEMIC PERFORMANCE OF THE RESPONDENTS

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Table 5 shows the significant relationship between the pandemic motivational effects and the respondents' academic performance. As the table shows, intrinsic motivational effects and academic performance were not correlated. These obtained a correlation coefficient of -0.0373 and p-value of 0.5367, which is greater than the significance level of 0.05; hence, the null hypothesis is accepted and concludes that there was no significant relationship between the intrinsic motivational effects and academic performance of the respondents. In the study of Lathrop (2011), their data analysis revealed correlations between motivation and quiz score, self-efficacy and quiz score, and active learning strategies and quiz score. Furthermore, performance goal motivation does not differ between motivation levels. Only a difference in learning environment stimulation between males and females was uncovered.

For the extrinsic motivation motivational effects correlated with academic performance, these obtained a correlation coefficient of -0.1897 and a p-value of 0.0015, which is lesser than the significance level of 0.05; hence, the null hypothesis is rejected and concluded that there was a significant relationship between the extrinsic motivational effects and academic performance of the respondents. This can be said that the pandemic has affected their extrinsic motivation, but despite that, it had no bearing on their academic performance.

A recent study by Iglesias-pradas et al. (2021) compares students' academic results during the COVID-19 pandemic with those of previous years. The results of their case study show an increase in students' academic performance in emergency remote teaching. However, students reported increased sleep, social media use, gaming, and procrastination after transitioning to remote instruction but declined academic motivation and self-regulation.

CHAPTER 3 SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of the study, the findings based on the data gathered and the statistical treatment, and the drafted conclusion and the recommendation proposed by the researchers about the Pandemic Motivational Effects and Academic Performance.

Summary

This study assessed the Effects of the Pandemic on Maritime Students' Motivation and Academic Performance at the University of Cebu Maritime Education Training Center, Mambaling, Cebu City, for the academic year 2021-2022 as the basis for the recommendation.

The following will be presented in this chapter:

Table 1: Level of Intrinsic Motivation
Table 2: Level of Extrinsic Motivation
Table 3: Summary
Table 4: Academic Performance
Table 5: Significant Correlation between Pandemic Motivational Effects and Academic Performance

Findings

Based on the presentations, analysis, and interpretation of data, the following findings arrived at:

Based on the presentations, analysis, and interpretation of data, the following findings arrived at:

Based on the presentations, analysis, and interpretation of data, in terms of intrinsic motivational effects, the statement with the highest weighted mean garnered for intrinsic motivation was statement 2 "With the pandemic, I feel dissatisfaction in learning new things," which means that the respondents strongly agree that they feel dissatisfaction in learning new things during the pandemic. The statement with the lowest weighted mean in Table 1 was statement 4 "With the pandemic; I feel dissatisfaction in learning new things." This suggests that maritime students are reluctant to engage in strenuous activities during the pandemic.

The highest weighted mean for extrinsic motivational effects was statement 4: "With the pandemic, I do not feel motivated to get positive feedback from instructors." The findings indicate that the pandemic has significantly impacted their motivation to receive positive feedback from their instructors. It has been determined that less interaction between students and instructors lowers motivation. Despite the lack of enthusiasm, students appear to have solid or average knowledge, which did not result in poor academic performance. Extrinsic motivation had an aggregated mean of 3.27 after all of the responses were tallied, implying that the pandemic significantly impacted the University of Cebu maritime students' level of extrinsic motivation.

Table 3 shows that "Intrinsic Motivation" had the most significant motivational impact. This meant that the pandemic significantly impacted maritime students' intrinsic motivation. The lowest pandemic motivational effects, on the other hand, belonged to "Extrinsic Motivation," implying that the pandemic affected maritime students' extrinsic motivation as well, though not as much as intrinsic motivation. When all of the responses were tallied, the maritime students were both intrinsically and extrinsically strongly affected.

The findings also revealed that most of the respondents got an excellent academic performance, equivalent to 1.6 - 2.5, with 223 respondents in total. Not a single person has a GWA of 1.0, which indicates excellent and passing academic performance. Despite being intrinsically and extrinsically unmotivated, the majority of respondents had excellent or average academic achievement.

Academic performance and intrinsic motivational effects were not correlated. As a result, the null hypothesis is accepted, indicating no significant relationship between intrinsic motivational effects and respondents' academic performance. The null hypothesis is rejected because of extrinsic motivational effects associated with academic performance, implying a substantial relationship between extrinsic motivational effects and respondents' academic success.

Conclusion

The study examined the pandemic motivational effects and academic performance of maritime students. According to the findings, in terms of intrinsic motivation, the maritime students strongly agree that they feel dissatisfaction in learning new things and are unmotivated to take on challenging activities during this pandemic. On the other hand, it was revealed in their extrinsic motivation that the maritime students are conclusive in their belief that they are not motivated to earn rewards, avoid punishment, escape unfavorable situations, or be found guilty in order to demonstrate their ability to accomplish challenging activities during the pandemic. They also agree that during the pandemic, they are not motivated to study in order to get excellent grades. Sasson (2019) explains that a lack of motivation refers to having a deficient level of passion and enthusiasm for doing a job.

Furthermore, Shore (2017) also mentions that a lack of motivation can be interpreted as an uncaring attitude toward what one should do. Japari School (2018), low motivation has been experienced by everyone, including students, as it is a situation where a student does not want to learn due to the difficulty in following the lesson. Wright (2011) also states that feeling unable to do the given tasks, less confidence in learning, and having a deficient relationship or communication with lecturers also cause students to have low motivation. In their study, Rachmat (2020) and Simamora (2020) reported that students with a lack of motivation were significantly affected by external factors like learning environment, learning time, and instrumental support, which affected their achievement. As the online learning was conducted from home, many parents thought they still could ask for help in doing household chores from their children in their online learning time. Improper internet connections and gadgets to access distance learning were also causing frustration. According to the findings, intrinsic motivational effects and academic achievement are not correlated. The null hypothesis is accepted, resulting in no significant relationship between intrinsic motivational effects and respondents' academic achievement. However, the motivating effects of extrinsic motivation were linked to academic performance. The null hypothesis is rejected, and the researchers conclude a strong link between extrinsic motivating influences and respondents' academic achievement.

In contrast to the self-determination theory, maritime students are not motivated to learn and gain new knowledge, such as happiness from learning new things, motivation to experience encouragement and physical joy, such as enjoyment from exciting learning materials, or motivated to engage in challenging learning activities, such as completing a challenging assignment. Their academic performance was unaffected by their dissatisfaction with online learning during the pandemic. However, the findings in extrinsic motivation revealed that the students are not motivated to be rewarded or avoid punishment, such as getting a good grade on a complex project; to avoid a bad situation for being guilty. Their academic performance was affected by their lack of motivation. This study concludes from the results and analysis that academic performance has no relationship with the students' intrinsic motivation. In contrast, the student's academic performance was negatively affected by extrinsic motivation.

Recommendation

The findings of the study revealed that there is no significant relationship between Pandemic Intrinsic Motivational Effects and the level of Academic Performance but is significantly related to Pandemic Extrinsic Motivational Effects among the Respondents during the academic year 2021 - 2022.

Therefore, the following are recommendations for future implementation anchored entirely towards the betterment of the students.

1. Instructors should use awards and praise to motivate students. Not only can rewards and compliments motivate maritime students. They make them feel connected as well.
2. Instructors should also frequently interact with their students during online classes to understand how the pandemic affects their motivation and provide encouraging feedback on their activities to avoid their feeling of isolation, which can negatively affect their motivation.
3. School administrators should devise a plan or program to sustain and further develop the skills and knowledge of teachers in handling online classes and motivational seminars to encourage students once again about their careers and life.

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Appendix B - 1

Informed Consent

Name of Lead Researcher: Dr. Alvin E. Zamora

Name of Organization: University of Cebu - Maritime Education and Training Center

Title of Proposal: Pandemic Motivational Effects and Academic Performance

This Informed Consent Form has two parts:

 Information Sheet (to share information about the research with you)

 Certificate of Consent (for signatures if you agree to take part)

You will be given a copy of the full Informed Consent Form

PART I: Information Sheet

Introduction

I am a student of the University of Cebu taking up a Bachelor of Science in Marine Transportation. I am currently conducting a study entitled: Pandemic Motivational Effects and Academic Performance.

In line with this, I am inviting you to be a respondent to this investigation and request you to spare a few minutes of your time to answer this questionnaire honestly. However, you do not have to decide today whether or not you will participate in the research. Before you decide, you can talk to anyone you feel comfortable with about the research. If there are contents in the questionnaire that you do not understand and find ambiguous then feel free to contact the researcher. Rest assured that all the answers will be treated with the utmost confidentiality.

Purpose of the Research

The purpose of this research is to evaluate how the pandemic affects maritime students' motivation if there is a significant relationship to academic performance. The primary purpose of the said activity is to promote practical recommendations for the maritime students in the University of Cebu - Maritime Education and Training Center by identifying the relationship between the said variables.

Type of Research Intervention

This research will involve data mining and a survey questionnaire based on a researcher-made questionnaire from this study.

Participant Selection

We are inviting all the Bachelor of Science in Marine Transportation (BSMT) to participate in our study.

Voluntary Participation

Your participation in this research is entirely voluntary. It is your choice whether to participate or not. Whether you choose to participate or not, it does not affect your confidentiality. You may change your mind later and stop participating even if you agreed earlier and this will not be taken against you later on.

Procedures and Protocol

In this study, you will be asked to answer a questionnaire distributed by the researchers to gather their data. It will be collected right after you completely answer the questionnaire. The recorded information is confidential, and no one else except Ma’am Frelyn D. Bacalso, our research adviser, will access the questionnaire. The questionnaires will be destroyed after six months.

Duration

The research takes place within six months. During that time, the respondents will be asked by the researchers to answer the questionnaire during their convenient time and may submit it after one day. If the respondents would answer the questionnaire immediately, then it will take around 10-15 minutes to finish. Their engagement as a respondent will only take once.

Risks

I am asking you to share or divulge your personal information which you may feel uncomfortable answering with. There are also questions which might affect your exhibition of those values, and you may feel uncomfortable talking to other topics. You must know that it is you who will decide whether to give answers to all questions or you may skip on some questions. You do not have to give reasons for not responding to any question, or for refusing to take part in the survey.

Benefits

There will be no immediate and direct benefits to the respondents, however one of the aims of the study is to determine the effects of the pandemic to students motivation and academic performance and implement the objective of which we will be able to recommend practical interventions to the University of Cebu-Maritime Education and Training Center and the professors and administrators of the University of Cebu - Maritime Education and Training Center. The respondents' participation in this research, they will be honored to have contributed to making this research endeavor possible.

Reimbursements

The respondents will not be provided with any payment for taking part in the research.

Confidentiality

Because something out of the ordinary is being done through research in the educational institution that you are connected with, it might draw attention. If you participate, other people in the organization and the society in general may ask questions.

I will not be sharing information about you. The information that I collect from this research project will be kept confidential. Information about you and your perception that will be collected from this research will be put away and no one but the researcher will be able to see it. Any information about you will have a number on it instead of your name. Only the researcher will know your number/contact information and I will lock that information up with a lock and key. It will not be shared with or given to anyone except my research adviser Ma'am Frelyn D. Bacalso, our research adviser.

Sharing the Results

We, the researchers of this study, will share what we learned with the respondents at the end of the study. Nothing you provide in the questionnaire will be shared with anybody outside the study. Participants will also receive a written report that they may share with their families. We will also publish the findings so that anybody interested can benefit from our research.

Right to Refuse or Withdraw

You may choose not to participate in this study and do not have to participate in this research if you do not wish to do so. Choosing to participate will not affect you as a student of the University of Cebu - Maritime Education and Training Center. You will still benefit from the possible recommendations that we will propose based on the result of this study.

Whom to Contact

If you have any questions, you can ask them now or later, even if the study has started. If you wish to ask questions later, you may contact any of the following:

Name of the Researcher/Adviser/Ethics Staff Email/Phone Number

This research proposal has been assessed and accepted by the thesis panel University of Cebu Research Ethics Committee, a committee whose task is to ensure that researchers have properly conducted the study.

PART II: Certificate of Consent

I have read and understood the provided information and have had the opportunity to ask questions. I know that my participation is voluntary and that I am free to withdraw at any time, without giving reason and without cost. I voluntarily agree to take part in this study.

Print Name of Participant__________________

Signature of Participant ___________________

Date ___________________________

Day/month/year

If illiterate

A literate witness must sign (if possible, this person should be selected by the participant and have no connection to the research team). Illiterate participants should include their thumbprints as well.

I have witnessed the accurate reading of the consent form to the potential participant, and the individual has had the opportunity to ask questions. I confirm that the individual has given consent freely.

Abbildung in dieser Leseprobe nicht enthalten

Print name of witness_____________________ ANDThumb print of participant Signature of witness ______________________

Date ________________________

Day/month/year

Statement by the researcher/person taking consent

I have accurately read out the information sheet to the potential participant, and to the best of my ability made sure that the participant understands that the following will be done:

1.

2.

3.

I confirm that the participant was given an opportunity to ask questions about the study, and all the questions asked by the participant have been answered correctly and to the best of my ability. I confirm that the individual has not been coerced into giving consent, and the consent has been given freely and voluntarily.

A copy of this ICF has been provided to the participant.

Print Name of Researcher/person taking the consent_____________________

Signature of Researcher /person taking the consent______________________

Date ___________________________

Day/month/year

Appendix B - 2

Survey Questionnaire

PANDEMIC MOTIVATIONAL EFFECTS AND ACADEMIC PERFORMANCE

Email:

Instruction: Read each item carefully and put a check (✓) mark on the proper column that indicates your corresponding answer to the given statements below. Please answer with utmost honesty.

(1) Strongly Disagree (2) Disagree

(3) Agree (4) Strongly Agree

Abbildung in dieser Leseprobe nicht enthalten

Appendix C

Location Map

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Appendix D

Grammarly Result

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Appendix E

RELIABILITY TEST RESULT

Abbildung in dieser Leseprobe nicht enthalten

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