Students' Motivation and Perception in Learning Social Science Using Distance Learning Modality during COVID-19- Pandemic
Charlene Grace T. Beboso, Joel M. Bual
Asian Journal of Education and Social Studies · pp. 16–28 · Published 29 Jul 2022
10.9734/ajess/2022/v31i330750Abstract
Aims: This paper assessed the motivation and perception of Grade 12 public school students in learning social science during the pandemic. It also investigated the difference in their motivation and perception. Study Design: Descriptive-comparative design. Place and Duration of Study: School Division of a Component City in Northern Negros Occidental, between January 2021 to July 2022. Methodology: The study utilized the descriptive-comparative design. The study was assessed by 436 stratified randomly sampled students. The assessments were gathered using the modified motivation and perception questionnaires. In analyzing the data, mean, standard deviation, Mann Whitney, and Kruskal Wallis were employed. Results: Generally, the motivation (M=3.83, SD= 0.67) shows an agreeable result. The extrinsic goal orientation (M=4.15, SD= 0.88) is rated highest with an agreeable result, and social engagement (M=3.46, SD= 0.92) is the lowest with a neutral result. Meanwhile, they have agreeable perceptions (M=3.69, SD= 0.65) with perceived value (M=3.79, SD= 0.79) as highest and perceived teachers' attitude (M=3.46, SD= 0.89) as lowest. Moreover, there was no difference in their motivation when group according to sex [U=21954.5, p=0.721] and track [U=22104.0, p=0.875]. While a significant difference in academic performance [χ2(4)=53.069, p=0.000]. In terms of perception, it found no difference when grouped according to sex [U=22309.0, p=0.771] and track [U=22163.0, p=0.912]. While a significant difference in academic performance [χ2(4)=32.042, p=0.000]. Conclusion: The study implies the need to address students' motivation and perception issues to ensure their quality learning of social science.
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