The Learning Environment and Learning Motivation of Grade 11 Students at General Flaviano Yengko Senior High School

Authors

  • Nessa-Amie Lope

Keywords:

Learning Environment; Learning Motivation; G11

Abstract

INTRODUCTION

Ensuring the learning environment for students is vital for the teaching and learning process to be productive. It can also be added that students will excel in their academic pursuits if they know how to focus their energies to perform better. Thus, this study was conducted to determine the learning environment and the learning motivation of Grade 11 students at General Flaviano Yengko Senior High School.

METHODS

This is a descriptive-correlational research that aimed to determine the relationship between the learning environment and learning motivation of Grade 11 students at Gen. Flaviano Yengko Senior High School, S.Y. 2016-2017. The primary tool used in the study was the adapted survey questionnaire "Learning Environment and Motivation to Learn" from the study of Gatchalian, M. (2013). The perceived learning environment in terms of student cohesiveness, teacher support, involvement, task orientation, cooperation, and equity and the respondents' level of learning motivation in terms of intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy for learning and performance and test anxiety were recorded and subjected to statistical treatment.

RESULTS

The following are the results: 1. the perceived learning environment of the respondents were high; 2. the level of learning motivation of the respondents was alsoHigh; and 3. the perceived learning environment and learning motivation of Grade 11 students at General Flaviano Yengko Senior High School. In terms of intrinsic goal, orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy for learning performance and test anxiety have a significant relationship.

DISCUSSIONS

As revealed by the result of the administered survey, perceived learning environment of the students is related to their perceived learning motivation in terms of intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy for learning performance and test anxiety. This is parallel to the result of the study of Wei and Elias (2011) that examined the relationship between students' perceptions of classroom environment and their motivation in learning the English Language. Major findings indicated that majority of the students perceived their classroom as having affiliation and they were extrinsically motivated.

Published

2019-01-18