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Conceptual Framework

Social support refers to the various types of support (i.e., assistance/help) that people receive from others (Seeman, 2008). It is inherently a reciprocal process, occurring in socially constructed net or!s of close relationships (e.g., intimates, family/!in, significant others, friends) and ea! ties (less"developed relationships #et een people ho are less familiar ith one another, e.g., ac$uaintances, strangers, co" hich relationships and

or!ers, or distant neigh#ors. In short, %social support& is an overlay for considering the interactional processes through net or!s of clustered relationships manifest in helpful and sometimes unhelpful relational patterns ('hompson, et. al., 200().

In this study, the aspects of social support #eing investigated are family, peer, church, and school.

)arents and family provide an important support net or! for ne

college students. 'hey can #e most effective in assisting student .nso.rutgers.edu).

gro th and development #y offering general support and encouraging students to e*plore ne challenges and opportunities (

'hey provide a more stimulating and encouraging home environment for their children and #ecome more involved in their children+s learning (,eremiah, -., 200(). . peer group affects student achievement in several ays/ mem#ers of a group interact in learning, help each other in their studies,

share important information, pass on survival s!ills, provide a sense of #elonging, and impose e*ternalities on others #y #ehaving ell or #adly (0e )aola, 2001). .s social support, church mates and church involvement can provide students the opportunity to engage in a num#er of activities that re$uire school related s!ills 2 such as pu#lic spea!ing, reading and analy3ing te*ts 2 in a supportive, nurturing, environment (Irvin, 2010). .s social support, teachers and other school personnel ho are caring and concerned a#out students+ social and academic ell"#eing ith the

can give them a sense of #elonging and foster their academic engagement (Stichle, 2004). 5urther, the school can provide students

opportunity to ma!e important decisions for themselves and give a clear sense of structure ithin hich to ma!e those decisions (6lem, 2007).

8n the other hand, motivation is referred to the drive #y

hich the -evel ( students have #een directed to ards accomplishing their

academic goals during the .cademic 9ear 2012 2 201(, as to intrinsic and e*trinsic aspects.

'here are t o main !inds of motivation/ intrinsic and e*trinsic. Intrinsic motivation is internal. It occurs hen people are compelled to do something out of pleasure, importance, or desire ()an, 2008). It is correlated ith achievement goals. 'he most important source of intrinsic hen e*ternal factors compel the

motivation is independent mastery, follo ed #y challenge and curiosity (-ai, 2002). :*trinsic motivation occurs

person to do something ()an, 2008). Some e*trinsic motivators include teachers, program organi3ation, contents in the studies associated to the profession, life situations and friendships during studies (Stom#erg, 2008), family e*pectations, teacher e*pectations, money, and peer acceptance (Shia, 200;). In the paradigm, the main varia#les ere ritten inside a #o*. 'he first #o* as connected to the second #o* through a one"headed

arro , hich depicted that the different types of support system could directly affect the students+ level of motivation.

Conceptual Paradigm

Social Support System

Motivation
Intrinsic

Figure 1. <elationship #et een the :*tent of Social Support System and -evel of =otivation of (rd 9ear Students in a Selected >ollege of

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?ursing>@.)':< III

METHO O!O"#

'his chapter presents the research design, setting of the study, target population, the instrumentation, data gathering procedures and the data analysis plan, hich the researchers ill apply in this study.

$esearc% esign 'his is a $uantitative, descriptive, correlational type of study. It involves the analysis of t o varia#les hich descri#es the strength and direction of the relationship #et een them ithout necessarily esta#lishing a causal connection (@ouser, 200;). 'he study is designed to descri#e

the relationship #et een the e*tent of social support and level of motivation of third year nursing students.

Target Population &n t%is particular study' (Sampling esign) was not t%e term used. 'he hole student population of the selected >ollege of ?ursing from first to fourth year is (84 during ..9. 2012 2 201(, #ut the ill only #e composed of regular students from the third year level hich has a total of 10( students. 'he researchers

respondents of this study

chose the target population so that the results ould #e more generali3a#le and applica#le to other conte*t. &nstrumentation In order to determine the relationship #et een the e*tent of social support and level of motivation of third year students in a selected college of nursing, the authors ill utili3e a researcher"made $uestionnaire. 'he $uestionnaire as drafted using the revie of related literatures and as ritten in :nglish. It as divided into t o parts. 'he first part as a cover letter, hich gave necessary information a#out the study/ the title, as composed of t o

its purpose, the e*pected contri#ution of the respondents, and confidentiality and anonymity assurance. 'he second part li!ert"type scales hich had a total of t enty items pertaining to social support and 17 items for level of motivation.

'he items in the social support scale pertained to the different social support systems of a person/ items 1, A, 1, 1( and 1; related to the students+ familyB items 2, 4, 10, 17 and 18 concerned ith peers and friendsB items (, ;, 11, 1A and 11 referred to churchB and items 7, 8, 12, 14 and 20 ere for school. 'he $uestionnaires ill #e ans ered #y encircling the num#er hich corresponds to the ver#al description of each element of

the support system. 'he researchers

ill use the follo ing range to rate the scores as to (A) Cery Dreat :*tent, (7) Dreat :*tent, (() =oderate

:*tent, (2) =inimal :*tent, and (1) Cery =inimal :*tent. 'he scale to measure the level of motivation is composed of fourteen items e*trinsic motivation and items num#er 1, (, A, ;, 1, 11 and 1( concerned encircling the num#er here/ items num#er 2, 7, 4, 8, 10, 12 and 17 pertained to ill #e ans ered #y ill use a range to

ith intrinsic motivation. 'he $uestionnaire

hich corresponds to the ver#al description of each element of their level of motivation. 'he researchers

rate the scores as to (A) .l ays, (7) 8ften, (() Sometimes, (2) Seldom, and (1) ?ever. 'he researchers had these tools content"validated #y a panel of e*perts :nglish teacher. >orrections, revisions and recommendations that made tool. .fter the validation of the tool, the researchers conducted t o methods in testing the relia#ility of the t o scales, a test"retest ith t o hich included a guidance counselor, )=S0 teacher and an ere noted and applied to improve the researcher"

ere made #y the consultants

ee!s interval to ten students from the third year level and item analysis method, respectively. Eased on these techni$ues the social support scale as proven to have high test retest relia#ility (r F 0.;4), hile the scale for level of motivation had moderate relia#ility #ased on the analysis of its

items hich gained a relia#ility coefficient of 0.4 in general.

ata "at%ering Procedure Eefore the researchers #egin the actual data collection, they ill su#mit a letter of re$uest to the 0ean of the >ollege of ?ursing to #e ill as! the permission of each class ill proceed to

a#le to conduct the study in the said institution. .fter securing the approval from the 0ean, the researchers

president to distri#ute the $uestionnaire during their free periods. .fter getting the approval of the class presidents, the researchers

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each class and introduce themselves, and e*plain the purpose and o#Gectives of the study. .fter this, the $uestionnaires simultaneously giving out the instructions on ho the $uestionnaires ill #e handed out hile

to ans er the $uestionnaire. 5urther, an assurance of strict confidentiality of their responses in ill #e distri#utedB respondents ill #e as!ed to rite their student num#ers as

ill #e given. . total of 10( $uestionnaires

control num#ers on the given $uestionnaire. 'he participants of the study participants finish ans ering the $uestionnaires, scores consider them invalidB the researchers ill give ne

ill #e given ample time to ans er the $uestionnaire. 8nce the ill discard $uestionnaires hich are incomplete and ill

ill #e tallied. 'he researchers

$uestionnaires to the students

ho have incomplete ans ers #y finding them using their ill #e put together into

student num#ers indicated in each $uestionnaire. .fter collecting the $uestionnaires, the data gathered #y the researchers ta#ular form. 'hen, statistical treatments ill #e used to ans er the pro#lems presented.

ata *nalysis Plan 'o ans er the pro#lem statements, corresponding statistical treatments ill #e employed. ill utili3e the eighted

'o ans er minor pro#lem no.1 in determining the e*tent of social support of ( rd year students, the researchers mean. 'he formula is as follo s/

5ormula/

Hhere/

F eighted mean

I F Summation

5re$uency

Height

? F total J of respondents in the sample population

In interpreting the ans er of the respondents, the follo ing $ualitative interpretations ill #e used/

Scale 7.21"A.00 (.71"7.20 2.41"(.70 1.81"2.40 1.00"1.80

+ualitative &nterpretation Cery Dreat :*tent Dreat :*tent =oderate :*tent -o :*tent Cery -o :*tent ill also utili3e the eighted

'o ans er minor pro#lem no.2 in determining the level of motivation of ( rd year students, the researchers mean.

5ormula/ Hhere/

F eighted mean

I F Summation

5re$uency

Height

? F total J of respondents in the sample population

In interpreting the ans er of the respondents, the follo ing $ualitative interpretations

ill #e used/

$ange 7.21"A.00 (.71"7.20 2.41"(.70 1.81"2.40 1.00"1.80

+ualitative &nterpretation Cery @igh -evel @igh -evel =oderate -evel -o -evel Cery -o -evel

'o ans er minor pro#lem no. ( in determining the relationship #et een the e*tent of social support and level of motivation of (rd year students in a selected college of nursing during .. 9. 2012 2 201(, the researchers >orrelation >oefficient. 'he formula is as follo s/ ill utili3e the )earson )roduct =oment

Hhere,

r F correlation of the e*tent of Social Support and -evel of motivation of third year students

? F total population of respondents

IK F summation of the eighted mean of the e*tent of Social Support of the respondents I9 F summation of the eighted mean of the -evel of =otivation of the respondents IK9 F summation of the product of K and 9

IK2 F summation of the s$uare of K score

I92 F summation of the s$uare of 9 score

In interpreting the resulting coefficient, the follo ing $ualitative interpretations

ill #e used/

$ange 0 L0.01 to L0.20 L0.21 to L0.70 L0.71 to L0.;0 L0.;1 to L0.10 L0.11 to L0.11 L1

&nterpretation ?o >orrelation ?egligi#le >orrelation -o >orrelation Su#stantial >orrelation =ar!ed >orrelation @igh >orrelation Cery @igh >orrelation

T,test

'o test the hypothesis, if there as a significant relationship #et een the :*tent of Social Support and -evel of =otivation of (rd year students in a selected college of ?ursing, t"test for the significance of a correlational coefficient (r) ill #e used. 'he formula is as follo s/

Hhere/

t F t"test

? F the total num#er of respondents

< F the co"efficient of determination

'o interpret the computed value, the decision rule states that if the computed t value is greater than ta#ular value of 1.18(; at 0.0A level of significance, then the null hypothesis is reGectedB if the computed t"test is lesser than the ta#ular value of 1.18(; at 0.0A level of significance, then the null hypothesis is accepted.

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