Authors :
Rodolfo C. Capili; Mark Niel R. Bertis; Heizelle Wynda N. Baldasano; Chery Lyn P. Buclatan; Arianne Mae M. Baledio; Janaica C. Arguelles
Volume/Issue :
Volume 7 - 2022, Issue 6 - June
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3RjEqWa
DOI :
https://doi.org/10.5281/zenodo.6812536
Abstract :
The objectives of this study are to identify the
factors that affect the learning motivation of the LNU
social studies students amidst an online learning
environment and find out how it affects their learning
motivation as well as their personal coping mechanisms to
address such an issue. To carry out this study
successfully, the researchers used a hermeneutic
phenomenological research design, a qualitative research
method that focuses on the participants' personal
experiences with a specific phenomenon. This study is
composed of fourteen (14) identified samples from the
BSED social studies students of Leyte Normal University.
They were chosen through a non-probability sampling
technique called the purposive sampling technique. In the
data collection process, the researchers ensure ethical
consideration and observe the components of
trustworthiness, which include credibility, transferability,
dependability, and conformability, to ensure the validity
of the data. According to the narratives and thematic
analysis, the study revealed and identified factors
including internal factors, health-related factors, lack of
social interaction, non-conducive learning set-up, family
issues/instability, lack of resources, and teachers'
behavior and personality as the major factors that affect
the learning motivation of the BSED social studies
students at LNU. all of which influenced the motivation of
students in so many ways. This includes being
unproductive, inefficient, distracted, and worst of all,
demotivated. In response, among their personal coping
mechanisms are establishing peer support systems,
effective time management, taking enough rest and
perseverance.
Keywords :
learning motivation; internal factors, healthrelated factors, lack of social interaction, non-conducive learning set-up, family issues/instability, lack of resources, teachers' behavior and personality, unproductive, inefficient, distracted, demotivated, peer support systems, effective time management, taking enough rest and perseverance.
The objectives of this study are to identify the
factors that affect the learning motivation of the LNU
social studies students amidst an online learning
environment and find out how it affects their learning
motivation as well as their personal coping mechanisms to
address such an issue. To carry out this study
successfully, the researchers used a hermeneutic
phenomenological research design, a qualitative research
method that focuses on the participants' personal
experiences with a specific phenomenon. This study is
composed of fourteen (14) identified samples from the
BSED social studies students of Leyte Normal University.
They were chosen through a non-probability sampling
technique called the purposive sampling technique. In the
data collection process, the researchers ensure ethical
consideration and observe the components of
trustworthiness, which include credibility, transferability,
dependability, and conformability, to ensure the validity
of the data. According to the narratives and thematic
analysis, the study revealed and identified factors
including internal factors, health-related factors, lack of
social interaction, non-conducive learning set-up, family
issues/instability, lack of resources, and teachers'
behavior and personality as the major factors that affect
the learning motivation of the BSED social studies
students at LNU. all of which influenced the motivation of
students in so many ways. This includes being
unproductive, inefficient, distracted, and worst of all,
demotivated. In response, among their personal coping
mechanisms are establishing peer support systems,
effective time management, taking enough rest and
perseverance.
Keywords :
learning motivation; internal factors, healthrelated factors, lack of social interaction, non-conducive learning set-up, family issues/instability, lack of resources, teachers' behavior and personality, unproductive, inefficient, distracted, demotivated, peer support systems, effective time management, taking enough rest and perseverance.
