Effects of Using Intrinsic Motivation in Improving the Grade Five Pupils' Achievement in Gaudencio B. Lontok Memorial School

Abstract

INTRODUCTION

Learning how to solve problems in mathematics is knowing what to look for. Math problems often require established procedures and knowing what procedure to apply. To create procedures, you have to be familiar with the problem situation and be able to collect the appropriate information, identify a strategy or strategies, and use the strategy appropriately.

Problem-solving requires practice. When deciding on methods or procedures to use to solve problems, the first thing you will do is look for clues which is one of the most important skills in solving problems in Mathematics. If you begin to solve problems by looking for clue words, you will find that these words often indicate an operation.

METHODS

The researcher used the descriptive method. Perhaps their superficial similarities have obscured their difference. Each of them employs the process of disciplined inquiry through the gathering and analysis of empirical data, and each attempts to develop knowledge. To be done competently, each requires the expertise of the careful and systematic investigator. This research design is the most suitable research method to employ so as to assess the usage of intrinsic motivation strategy and level of achievement and at the same time determine if significant relationship will exists between the variables.

RESULTS

There are 15 pupils who attained average scores or 60% of the respondents. There are 9 pupils who attained below average scores or 36% of the respondents. It can be inferred that their academic achievement has a composite mean of 80.56 and a verbal interpretation of average level. The achievement level is 80.5600 with a standard deviation of 2.91662 and standard error mean of .58332. The motivation level is 2.6350 with a standard deviation of .76806 and standard error mean of .2488.

DISCUSSIONS

The performance level of the respondents is low. Results prove that there are pupils who really love to work on their activities while some do not. The achievement level of the respondents is proficient. They performed well to get hold of those grades and passed the subjects for the whole school year. Using motivational techniques in class and the achievement level itself have no correlation. It deals only on how the pupils commit with the subject. An action plan was proposed to increase pupils' academic achievement in class and decrease their negative attitude toward the subject. It is not only a teacher-centered proposal but student-centered as well.