Document Type
Paper presentation
School Code
ARCH00086
Abstract / Executive Summary
Motivation plays a crucial role in influencing behavior and engagement in various activities. It can be categorized into two types: extrinsic motivation, which is driven by external rewards, and intrinsic motivation, which arises from internal satisfaction. In the academic domain, intrinsic motivation is particularly significant for student learning and achievement. This study focuses on intrinsic motivation in the context of mathematics achievement among high school students, aiming to measure its impact and categorize it into three dimensions: intrinsic motivation to know (IMTK), intrinsic motivation towards accomplishment (IMTA), and intrinsic motivation to experience stimulation (IMES). A survey-based research tool, the Academic Intrinsic Motivation Scale (AIMS), was developed to assess these three dimensions. The study sampled 193 first-year high school students from Pasay City West High School using a non-probability sampling method. The survey included 63 Likert-scale items measuring IMTK, IMTA, and IMES, along with demographic information. Exploratory Factor Analysis (EFA) was conducted to determine the structure of intrinsic motivation. The analysis identified three primary factors corresponding to the proposed dimensions, accounting for 50.57% of the total variance. Items with factor loadings above 0.5 were retained, resulting in a final 27-item scale with 9 items per dimension. Cronbach’s alpha values for the revised scale were all above 0.89, indicating high internal consistency. The findings support the validity of the three- dimensional structure of intrinsic motivation in mathematics achievement. The study
highlights the importance of fostering intrinsic motivation to enhance academic performance. The AIMS instrument can serve as a valuable tool for educators and counselors in designing strategies to improve student engagement and learning outcomes in Mathematics.
Keywords:
Intrinsic Motivation, Motivation, and Mathematics Achievement
Relating Intrinsic Motivation and Mathematics Achievement
Motivation plays a crucial role in influencing behavior and engagement in various activities. It can be categorized into two types: extrinsic motivation, which is driven by external rewards, and intrinsic motivation, which arises from internal satisfaction. In the academic domain, intrinsic motivation is particularly significant for student learning and achievement. This study focuses on intrinsic motivation in the context of mathematics achievement among high school students, aiming to measure its impact and categorize it into three dimensions: intrinsic motivation to know (IMTK), intrinsic motivation towards accomplishment (IMTA), and intrinsic motivation to experience stimulation (IMES). A survey-based research tool, the Academic Intrinsic Motivation Scale (AIMS), was developed to assess these three dimensions. The study sampled 193 first-year high school students from Pasay City West High School using a non-probability sampling method. The survey included 63 Likert-scale items measuring IMTK, IMTA, and IMES, along with demographic information. Exploratory Factor Analysis (EFA) was conducted to determine the structure of intrinsic motivation. The analysis identified three primary factors corresponding to the proposed dimensions, accounting for 50.57% of the total variance. Items with factor loadings above 0.5 were retained, resulting in a final 27-item scale with 9 items per dimension. Cronbach’s alpha values for the revised scale were all above 0.89, indicating high internal consistency. The findings support the validity of the three- dimensional structure of intrinsic motivation in mathematics achievement. The study
highlights the importance of fostering intrinsic motivation to enhance academic performance. The AIMS instrument can serve as a valuable tool for educators and counselors in designing strategies to improve student engagement and learning outcomes in Mathematics.
