INTRODUCTION AND IMPORTANCE
Motivation, together with scholastic engagement is viewed in education as essential in enhanced learning outcomes of all students (Schlechty, 2001; Woolfolk & Margetts, 2007). As a pre-requisite of and a necessary element for student engagement in learning, motivation in learning is not only an end in itself but it is also a means to the end of students achieving optimal academic outcomes (Russell, Ainley & Frydenberg, 2005; Ryan & Deci, 2009). The search for solutions for teachers of the 21st century to have the opportunity to maximize the use of technology, teaching pedagogy and social/ multimedia to enhance the teaching learning process and achieve desirable learning outcomes with flexibility students’ need, state and context is a paramount consideration.
METHODS
PARTICIPANTS AND DATA SOURCE:
Grade 9 students of Florentino Torres Senior High School was catered in this study. Using simple random sampling as the sampling technique, the researcher chose students from listed sections. The respondents were chosen using digital random pooling pick so that any bias and subjectivity in choosing the sample population will be avoided. A link to the Google Form that contains the instrument was given individually to selected students. There were dialogues between the researcher and the advisers of the students involved to ensure that a thorough explanation on the rationale of the study being conducted was cascaded to them.
DATA GATHERING PROCEDURE AND INSTRUMENTS:
The researchers utilized the Student Mental Health Self-Assessment Questionnaire- University of Chichester and The Academic Motivation Scale of Vallerand, R.J. et.al. These two instruments will be combined as part 1 and part 2 of the survey questionnaire. The result of the survey was viewed, analyzed and interpreted by the researcher. Such interpretations contributed to the conception and drafting process of an action plan that will benchmark the introduction of a retooling plan in aid of junior high school student’s motivation and perspective towards the new normal teaching and learning.
RESEARCH DESIGN AND FRAMEWORK:
Since this research is a Qualitative Research, the study relied on data obtained by the researcher from first-hand observation, virtual interviews, questionnaires, etc. The research fall under the category of Grounded Theory for it will sets out to discover or construct theory from data, systematically obtained and analyzed.
Although Grounded theory has several distinct methodological genres: traditional Grounded Theory associated with Glaser; evolved version associated with Strauss et.al; and a constructivist version associated with Charmaz, the first of these genres that is known as traditional or classic GT associated with Glaser will be the researchers’ basis for this study. Glaser’s GT proposed that the goal of traditional GT is to generate a conceptual theory that emphasizes a behavioral pattern that is relevant and observable.
RESULTS
The study revealed that the students find it difficult to find motivation to study amidst the new normal set- up. Data also shows the need for student’s intrinsic and extrinsic motivation retooling and such needs were expected from them to their teachers. They prefer online classes that uses recorded teacher made instructional materials instead of conducting synchronous class. Some of them are deeply affected emotionally and mentally due to the pandemic and studying in this set- up took toll on them. Although the study revealed that there was a significant relationship between their mental state and their motivation to study, the need to conduct studies that focuses on their psychological state should be done by future researchers to find out if there is a significant relationship between the mental state of a student prior to the pandemic, during the pandemic and post pandemic
DISCUSSIONS
It can be determined that results gathered and interpreted benefited from the construction and the proposition of the Motivation Recalibration Model called “M.A.P.E.H. Mentality (Monitoring, Assistance, Partnership, Education, Helpline) reflected on the respondent’s answer on the utilized instrument.
It was proven that the retooling of intrinsic and extrinsic motivation as an instructional strategy in teaching in Grade 9 Students of Florentino Torres Junior High School can be viewed as an effective method provided that it will reflect on students’ learning and outputs. The M.A.P.E.H. Model as a strategy and a reference of teachers in new ways of motivating students in the new normal scenario is expected to clearly deliver a way meaningful learning for students in Filipino 8. The study was limited to junior high school students so a potential study in other year level or learning area is encouraged. Also, a study that analyzes the benchmarking and utilization of the model proposed is encouraged.
The need to conduct further development of the model as well as recalibration of the proposed five-point agenda: Monitoring, Assistance, Partnership, Education, Helpline can be a subject for further analysis and study. For Glaser’s Grounded Theory proposed that the goal of traditional GT is to generate a conceptual theory that accounts for a pattern of behavior that is relevant and problematic for those involved, the proposition of the five key word mentioned above as the crucial concepts of New Normal motivation is proposed and subjected for further dialogues, reformation and criticism.
KEYWORDS: mental state, academic motivation, intrinsic and extrinsic motivation, new normal education