Learning Strategies and Intrinsic Motivation of STE High School

Students in Learning Mathematics

Paco National High School

Dancel, Precious N.

INTRODUCTION

For teaching and learning, it is important for the teachers to understand and essentially
comprehend the dynamics of student motivation and learning styles in studying mathematics to
be meaningful in the field of education. The learners include mathematics as a boring and a hard
subject, seemly to its difficulties, application of learning strategies and improvement of students’
motivation made mathematics a simple and interesting subject. The study exerted to determine
the relationship of learning strategy and motivation of STE students of Paco National
Highschool. in learning Mathematics. Specifically, it aimed to know the learning style of STE
students in learning Mathematics, the relationship of learning styles and motivation of STE
students and the motivation of STE students in learning Mathematics.

The reformation from being a normal to STE (Science, Technology and Engineering)
students is an intriguing and thrilling for the several high school students. Substantial time
commitment, self-organized learning, and academic mathematics itself is the calls to the
mathematics related programs because of the difficulties of the shifting of student environment.
Numerous high school students encounter and considered as a hindrance to handle these
unforeseen challenges. Therefore, these strange issues have been studied of previous researchers
from many angles over the past few decades and proved that the students are more likely to make
this change successfully if they have mastered a strong range of learning styles (Wadsworth, et al
2007, p.6). According to Sengodan & Iksan (2012) the perception of learning styles is founded
on the characters of students belonging to six main categories: independent, dependent,
competitive, avoidant, participant, and collaborative. Competitive learners satisfy of being the
center of attention and getting praise from others, collaborative learners are considered as an
uninterested and overpowered by their environment, participant learner content attending class
and participating in tasks, dependent learners seek help and direction from peers or teachers on
activities they need to complete, and independent learners would rather understand the lesson on
their own. There such no best or worse learning strategy. Depending on their own abilities, each
of students has a specific learning style.

According to Pintrich and Zusho (2002) and Zimmerman (2000), students who value a
task or domain are more likely to use strategies to increase the probability of success. It because
using strategies takes time and effort, which requires a certain level of motivation. For example,
cognitive and metacognitive strategies require higher levels of motivation due to their need for
greater concentration, effort, and self-reflection. In contrast, students are less likely to employ
strategies when the outcome is not valued.

The key to a student's academic success is their motivation. In the field of mathematics,
where abstract concepts like probability and difficulty can be challenging for learners, motivation
is vital. Studies have shown that individuals who are highly motivated to learn mathematics tend
to demonstrate greater persistence, engagement, and proficiency in the subject area. However,
motivation is not just an intrinsic quality that students possess; it can also be influenced by
extrinsic factors such as grades and rewards.

Several factors and types of motivation affect mathematics learning motivation (Amjad,
et al., 2023). As cited by Sengodan & Iksan, 2012) to the study of (Schunk, Pintrich & Meece,
2008) and (Ryan & Deci, 2000). External motivation is driven by external factors such as the
environment, family, and teachers, while internal motivation stems from within the individual.
Praise, presents, high grades, incentives, and other forms of external reinforcement can be used
to motivate students. However, reinforcement is not the most effective method of
encouragement.

Intrinsic motivation, on the other hand, is driven by the individual's interest and
enjoyment. Students' intrinsic drive varies based on their unique traits. Understanding these
factors is crucial for designing effective learning experiences that cater to students' needs and
interests.

Different learning strategies can contribute to the educational environment when dealing
in mathematics. Learner usually uses different learning strategies in learning mathematics such
as visual, oral, kinesthetic, or other approaches. in some cases, tactile learners often find
mathematics more efficiently absorbed through hands-on experiences, while visual learners may
excel with charts and diagrams. Recognizing these strategies allows educators to enhance the
teaching-learning process, catering to students need for meaningful learning.

Several learning strategies and motivational factors significantly can predict the levels of
understanding in mathematics. According to the study of Keklik, D. E., & Keklik, I., 2013,
factors such as motivation and learning strategies can predict the learning achievement of the
student. Also, in the study of the study of Sengodan, V., & Iksan, Z. H. (2012) , the results shows
that students that those with a high surface learning style often lean towards relying on self-
efficacy as their primary intrinsic motivation, surpassing the utilization of effort or concern. In
addition, the study shows that motivational factors has a significant role in shaping the
preference for learning styles practiced by students.

Exploring the relationship of STE student’s motivation and its leaning style is important
in the field of education. Teacher can improve his/her teaching strategies to create more
engaging, productive, and more inclusive learning environment by looking into the ways that
different learning styles might affect student’s motivation and vice versa. This study aims to
expand currently exist body of knowledge of relationship between student’s motivation and
learning styles in application to the context of mathematics education.

Examining the correlation between students' motivation and their learning styles is
crucial in the field of education. Teachers can improve their teaching methods to create a more
engaging, productive, and inclusive learning atmosphere by recognizing how different learning
styles might influence student motivation and vice versa. This study aims to add to the current
knowledge by investigating the connection between students' motivation and learning styles,
particularly in the context of mathematics education.
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