Northeastern Mindanao Colleges

Corner Rizal and Amat St.,

8400, Surigao City

DEMOTIVATING FACTORS IN LEARNING LANGUAGES AMONG TERTIARY

STUDENTS OF NORTHEASTERN MINDANAO COLLEGES

“DEMOTIVATING FACTORS IN LEARNING LANGUAGES

AMONG TERTIARY STUDENTS OF NORTHEASTERN MINDANAO
COLLEGES”

An Undergraduate Thesis Presented to the Dean and Faculty of the

College of Arts and Sciences Northeastern Mindanao College
Surigao City

In partial fulfillment of the requirements for the degree

BACHELOR OF ARTS AND SCIENCES

by:

MICHAEL TUISA GARCIANO

PRINCES ROXAS GORRE
CRISMARK UMBINA EBIA
MARK JHON SALVE BAGAYAS

November 2022
 Northeastern Mindanao Colleges
Corner Rizal and Amat St.,
8400, Surigao City

DEMOTIVATING FACTORS IN LEARNING LANGUAGES AMONG TERTIARY

STUDENTS OF NORTHEASTERN MINDANAO COLLEGES

TABLE OF CONTENTS

TITLE PAGE i
TABLE OF CONTENTS ii
CHAPTER

1 THE PROBLEM AND ITS BACKGROUND 1

Introduction 1
Background of the Study 2
Theorocal Framework
Conceptual Framework
Significance of the Study 3
Scope and Limitation
Definition of Terms 4

2 REVIEW OF RELATED LITERATURE 5

 Northeastern Mindanao Colleges
Corner Rizal and Amat St.,
8400, Surigao City

DEMOTIVATING FACTORS IN LEARNING LANGUAGES AMONG TERTIARY

STUDENTS OF NORTHEASTERN MINDANAO COLLEGES

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

Introduction

The Students of Northeastern Mindanao Colleges specifically Bachelor of Arts in

English language found that Students are demotivated in learning English language. As

the Covid 19 Pandemic arise, the bridge of conducting the Teaching Learning Process

between teacher and learners was transformed into a challenging one due to the set up

learning through modular and online class, however few AB English student less

interested in considering that education specifically in that particular language. In the field

of language teaching, some researchers like in addition, a study of Ali and Pathan (2017)

also used an adapted version of Sakai and Kikuchi’s (2009) questionnaire to obtain their

findings. The participants of Ali and Pathan’s (2017) study are 150 freshmen from three

different disciplines at a university in Pakistan. The findings indicated course content and

teaching materials as the most salient demotivating factors. Using interviews and

diary as research instruments, the participant is an EFL teacher in Turkey. The findings

showed teaching profession, curriculum, working conditions, and students as few factors

causing demotivation. In Indonesian context, there is relatively lack of studies on

demotivation. Applying a descriptive quantitative method, a study of Khusyabaroh (2017)

on students’ perceptions about demotivating factors in learning English indicated teachers,

 Northeastern Mindanao Colleges
Corner Rizal and Amat St.,
8400, Surigao City

DEMOTIVATING FACTORS IN LEARNING LANGUAGES AMONG TERTIARY

STUDENTS OF NORTHEASTERN MINDANAO COLLEGES

classmates, textbooks and activities, and students’ characteristics as the demotivating

factors. To provide the respondents with more privacy, the survey was conducted

anonymously. Thus, the survey was designed without asking any private details of

respondents such as their sex or name. The present study applied a mixed method

approach. The research instruments used to obtain the findings are a set of questionnaires

and interviews. The questionnaires items were designed to indicate certain factors that

influence demotivation among students. Following are the demotivating factors that are

analysed in the present study: (a) Course Books, (b) Inadequate School Facilities, (c)

Test Scores, (d) Non-Communicative Methods, and (e) Teachers’

Therefore, the researchers are motivated to conduct this study Demotivating

Factors in English Laguagesamong Tertiary Students of Northeatern Mindanao Colleges

that would focus an investigating the relationship between demotiational student. This

study can contribute the effective actions of the students to improve their English

Language performance through oral.

 Northeastern Mindanao Colleges
Corner Rizal and Amat St.,
8400, Surigao City

DEMOTIVATING FACTORS IN LEARNING LANGUAGES AMONG TERTIARY

STUDENTS OF NORTHEASTERN MINDANAO COLLEGES

Framework of the Study

The study was anchored on RA. 9262 known as Violence against Women and
their Children Act of 2004.”
(This is the overall conceptual underpinnings of the study, a theoretical rationale. This
begins by stating the existing theory that the study intends to confirm or to disprove. In a
study based on a theory, the framework is referred to as the theoretical framework; in a
study that has its roots in a specified conceptual model, the framework is often called the
conceptual framework.
This is not the explicit theory or conceptual model, and often the underlying
theoretical rationale for the inquiry is not explained. Rather, the framework is often
implicit, without being formally acknowledged or described. The theoretical or conceptual
framework should be a well-knit presentation wherein which to hinge the study.
The theory or conceptual basis for the framework with which to anchor the study should
relate to the dependent variable/s or phenomenon. In this segment, variables in
quantitative studies and phenomenon in qualitative studies are defined and
operationalized. Supporting theories or concept may be cited. The supporting theories
should be related to the independent variables.
Sometimes researchers fail even to adequately describe key concepts at the
conceptual level. The researchers are interested in defining the concepts operationally.
Researcher should make clear conceptual definition of their key variables or phenomena,
thereby providing information about the study’s framework.
The researcher is required to present a schematic diagram of the theoretical framework or
conceptual framework. This is a symbolic representation of a conceptualization. This is a
visual representation of some aspects of reality as investigated in the study and there is
minimal use of words. This will help express abstract ideas in a concise and readily
 Northeastern Mindanao Colleges
Corner Rizal and Amat St.,
8400, Surigao City

DEMOTIVATING FACTORS IN LEARNING LANGUAGES AMONG TERTIARY

STUDENTS OF NORTHEASTERN MINDANAO COLLEGES

understandable form. Schematic diagram, which is common in both quantitative research,

represent phenomena graphically. Concepts and the linkages between them are
represented though the use of boxes, arrows, or other symbols (also referred to as
conceptual map). The schematic diagram is usually presented in a separate page in-
between narration or explanation of the theoretical framework.)

Profile of the respondents Demotivating learning Academic Performance

language NEMCO:
Age
Sex Time Mangement
Year level Self- confidence
Course Academic Interaction
Technology Accessibilty

Figure 1.0 Schematic Diagram of the Study

Figure 1 show Framework of the study. It contains the Input-Process-Output (IPO) Model.
In the Input part, it comprises the Profile of the Student with regards to the following such
as Age, Sex, Year level, and Course. Thereafter, the impact of Demotivating Factors in
 Northeastern Mindanao Colleges
Corner Rizal and Amat St.,
8400, Surigao City

DEMOTIVATING FACTORS IN LEARNING LANGUAGES AMONG TERTIARY

STUDENTS OF NORTHEASTERN MINDANAO COLLEGES

learning Languages on students in terms of Technology Accessibility, Time Management,

Self Confident and Academic Interaction are also stated. Futhermore, the researcher used
descriptive survey method, Tabulation, data interpretation and data presentation as the
process. It was espected to make recommendation to address the concern.

Statement of the Problem

This research aimes to determine the impact of demotivating student in English

language of Northeastern Mindanao Colleges especifically it search to answer of the

following questions:

Research questions:

1. What is the Profile of the respondent in terms of:

1.1 Age;

1.2 Sex;

1.3 Year level; and

1.4 Family income;

2. What are demotivating factors in learning the English language among Tertiary students

of Northeastern Mindanao Colleges terms of:

2.1 Time management;

2.2 Self-competence;
 Northeastern Mindanao Colleges
Corner Rizal and Amat St.,
8400, Surigao City

DEMOTIVATING FACTORS IN LEARNING LANGUAGES AMONG TERTIARY

STUDENTS OF NORTHEASTERN MINDANAO COLLEGES

2.3 Academic interaction; and

2.4 Technology accessibility;

3. Is there a significant difference on the demotivating factors in learning English

language among Tertiary Students of Northeastern Mindanao Colleges. When grouped

according to profile?
 Northeastern Mindanao Colleges
Corner Rizal and Amat St.,
8400, Surigao City

DEMOTIVATING FACTORS IN LEARNING LANGUAGES AMONG TERTIARY

STUDENTS OF NORTHEASTERN MINDANAO COLLEGES

Significance of the Study

This study would be valuable to the following entities:

Curriculum Planners: This may lead the curriculum planners to provide awareness about

the student demotivating learning and how it can influence student achievements in

academics. Curriculum planners decide on their course by setting the course and testing

what resourses they will be using.

English language Instructors: They can provide the basic for awareness and

understanding on how the student demotivating affects their academic performance.

Instructors need to pay attention to their student’s performance and get involved if their

students get frustrated or confused that may affect their academic performance.

Students – the result of this study can as well a benefit the students in understanding the

effect of demotivating learning in English language and helps in serving as a guide for a

positive result. Students should be able to talk to their intructors if they are losing interest

or desire to learn the language to try to set any help to complete the course.

Future researcher – the result of the study may stimulate and encourage other researcher

for future studies to venture on the same study but laboring on different angle and
 Northeastern Mindanao Colleges
Corner Rizal and Amat St.,
8400, Surigao City

DEMOTIVATING FACTORS IN LEARNING LANGUAGES AMONG TERTIARY

STUDENTS OF NORTHEASTERN MINDANAO COLLEGES

perspective. By completing the study, the student may feel motivated to learn more

subjects and take the experience of learning thid course and using it future studies.

Scope and Limitation

This section covers the scope and limitations of the study. It presents the focus,

participants and the setting.

Focus – This study looks into the achievements of the demotivating tertiary student in

English language.

Participants – The participants of this study are the AB-English in Northeastern

Mindanao College.

Place and time – This study conducted during the Second Semester terms of A.Y 2022-

2023 in Northeastern Mindanao Colleges in Surigao City.

Definition of Terms

Language – is a system of arbitrary, vocal symbols which permit all people in a given

culture, or other people who have learned the system of the culture to communicate or to

interact.

Self-confidence – It is the ability of the student to answer or complete the basic

independently

Technology Accessibility – It is the ability of the students to use the technology in

creating or doing task work.

Time Management - the ability to use one's time effectively or productively, especially at work.
 Northeastern Mindanao Colleges
Corner Rizal and Amat St.,
8400, Surigao City

DEMOTIVATING FACTORS IN LEARNING LANGUAGES AMONG TERTIARY

STUDENTS OF NORTHEASTERN MINDANAO COLLEGES

CHAPTER 2

REVIEW RELATED LITERATURE

Dörnyei (2020) suggests the concept of motivation is closely associated with

engagement and motivation must be ensured in order to achieve student engagement. He
offers any instructional design should aim to keep students engaged regardless of the
learning context, traditional or e-learning, which is a tough job considering the myriad of
distractions in the new century. It comes with many benefits, including broader access to
educational activities and learning opportunities, but also concerns regarding students and
instructors’ skills (Barbour & Reeves, 2009; Campbell & Sarac, 2018).
Motivation is worth exploring in an online course because students are inclined to
participate less (Kyewski & Krämer, 2018) and high attrition rates lead to motivational
questions in distance education for instructional designers. Thus, it’s important to offer
meaningful tasks to the learners and ensure grounds for honest communication between
instructors and learners. Çebi and Güyer (2020) found a positive correlation between the
intensity of students’ engagement with course material and their motivation while their
choices of materials did not have any impact on motivation.
Researchers asked questions whether gamification can lead to increased motivation.
Özhan and Kocadere (2020) found that the experience of flow and affective commitment
with the online educational setting with games significantly influenced the participants’
motivation. In a similar vein, Kyewski & Krämer (2018) argued awarding badges might
boost student motivation and used two different types of badges in their study exploring
Massive Open Online Courses (MOOCs); one that can be seen by all students and one that
can only be seen by the student who won it.
They found that the public awards had no impact on intrinsic motivation, however;
the students valued their unseen badges as they let them follow their progress Şener et. al
(2020) found that a lack of learner motivation, interaction and autonomy was the second
most frequently referred issue influencing teacher’ experiences. Therefore, it can be
concluded that there is a dynamic interplay between learner motivation and positive
classroom experiences in online settings. Campbell and Sarac (2018) proposed that the
technology is integrated into language learning at an increasing rate in order to boost
students’ motivation and maximize their understanding of the content.
 Northeastern Mindanao Colleges
Corner Rizal and Amat St.,
8400, Surigao City

DEMOTIVATING FACTORS IN LEARNING LANGUAGES AMONG TERTIARY

STUDENTS OF NORTHEASTERN MINDANAO COLLEGES

Another study by Lin et al. (2017) investigated the roles of learning strategies and
motivation on learning in an asynchronous language course, which is additional to face to
face courses. They collected 466 completed surveys that measure their online-learning
strategies and motivation. The study found the students had low levels of intrinsic and
extrinsic motivation in their online education course. The researchers elaborated on the
low motivation and discussed that it might have been caused by a lack of realtime
interaction with instructors and classmates. Another study which was conducted with 8
participants using a self-efficacy scale and interviews reported that insufficient or
discouraging teacher feedback affected students’ motivation to learn negatively in an
online foreign language course in Thailand (Yantraprakorn et al., 2018). This study
distinguishes itself with its focus on learner motivation in an exclusively online setting in
Turkish context.
 Northeastern Mindanao Colleges
Corner Rizal and Amat St.,
8400, Surigao City

DEMOTIVATING FACTORS IN LEARNING LANGUAGES AMONG TERTIARY

STUDENTS OF NORTHEASTERN MINDANAO COLLEGES

CHAPTER 3

RESEARCH METHODOLOGY

Introduction

This chapter present the methodologies used to discuss the research design,

respondents of the study, research procedure, and statistical treatment of data.

Research Design

The researchers used the Qualitative research method in this study. In this method it

relies on data obtained by the researcher from first-hand observation, interviews,

questionaires, focus group, participant observation. Researchers proposed questionnaire to

collect data gathering for data analysis.

Respondents of the Study

The respondent of the study is selected Bchelor of Arts in English Language college

students studying in Northeastern Mindanao Colleges in Surigao City.

 Northeastern Mindanao Colleges
Corner Rizal and Amat St.,
8400, Surigao City

DEMOTIVATING FACTORS IN LEARNING LANGUAGES AMONG TERTIARY

STUDENTS OF NORTHEASTERN MINDANAO COLLEGES

Research Instrument

The research instrument was used a questionare checklist to gather the needed data

for the students. And the questionnaire contains a specific and relevant to answer the

question and the respondents able to understand and answer effectively.

Research Procedure

Researchers prepared the specific questions for the respondents that is used in the

research instrument. Researchers ask permission to the random students and the questions

administered by the researchers via face to face interview. After answering the

questionnaire, the researcher will collect the certain data for data analysis.