Date of Completion

2024

Document Type

Research Project

Degree Name

Grade 12

Keywords

Blended Learning Environment

Abstract

This study aimed to investigate the complex relationships between academic motivation and adjustment in Grade 12 students enrolled in health-related courses at De La Salle Health Sciences Senior High School in a blended learning environment. Knowing how students adjust to this hybrid learning environment and determining what drives their academic engagement, especially in health-related disciplines is important. Based on existing literature, the study proposes that adjustment and both internal and extrinsic motivation have a favorable association. It aimed to ascertain whether more motivated students, whether from outside rewards or inner desires, also exhibit better-coping mechanisms and more smoothly transitioned learning environments, which may influence their choice to pursue a career in health-related fields. All of the data from Grade 12 students were gathered at once using a cross-sectional predictive technique. Quota sampling was utilized to ensure gender representation, given the significance of gender as a potential influencing factor in academic motivation and adjustment.

The study employed a modified questionnaire to gauge the motivation and adjustment levels of the 176 participants. Using standardized methodologies, the research provides compelling insights into the intricate relationships between motivation and adaptation in the context of health-related education. Finally, the findings of this investigation have ramifications for legislators, educators, curriculum developers, and educational practitioners. It sheds light on the relationship between motivation and adjustment, particularly when it comes to blended learning and teaching during a pandemic, and offers helpful advice on increasing student participation and accomplishment in health-related courses.

First Advisor

Lord Joseas C. Conwi

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