Authors : Belen L. Dominguiano; Joy D. Guarin

Volume/Issue : Volume 11 - 2026, Issue 8 - August

Google Scholar : https://tinyurl.com/mwenpz28

DOI : https://doi.org/10.38124/ijisrt/26aug1357

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : While motivation is widely acknowledged as a crucial determinant of student engagement, persistence, and academic achievement, exploring how students personally experience motivation and its impact on their passion for learning remains a vital area of educational research. This study investigated motivation as a central element in cultivating student interest among undergraduates during the Second Semester of the 2025–2026 Academic Year. Utilizing a qualitative phenomenological design, this study explored the lived experiences of twenty (20) purposively sampled college students. Data collection involved semi-structured interviews and focus group discussions, which were subsequently examined through Interpretative Phenomenological Analysis (IPA) to extract meaningful themes from the participants' narratives. The analysis yielded four primary themes regarding the experiential nature of motivation: Enhanced Academic Engagement and Participation, Increased Persistence and Commitment to Learning, Development of Positive Learning Attitudes, and Goal-Oriented Academic Growth. Key motivators included teacher support, positive learning environments, personal ambitions, and available educational technologies. Furthermore, students highlighted interactive pedagogy, collaborative tasks, practical applications, and technology integration as vital for boosting interest. In contrast, academic burnout, poor teaching methods, personal challenges, and scarce resources were identified as major barriers to motivation. Ultimately, the study concludes that motivation is a multifaceted construct that fundamentally drives student interest and academic resilience. Based on these insights, it is recommended that instructors adopt learner-centered methods, institutions bolster student support frameworks, and future researchers expand this inquiry into diverse educational settings.

Keywords : Motivation, Learner Interest, Phenomenology, College Students, Academic Engagement.

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