




































    

 Academic Journal of Science, Engineering and Technology 

Vol.8, Issue 4; July - August 2023; 

ISSN: 2837-2964 

Impact Factor: 6.67 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJSET/index; mail: topacademicjournals@gmail.com 

 
 

 

 

1 | A c a d e m i c  J o u r n a l  o f  S c i e n c e ,  E n g i n e e r i n g  a n d  T e c h n o l o g y  

|  https://topjournals.org/index.php/AJSET 

MOTIVATION AND INTEREST AMONG BTTE STUDENT TEACHERS: 

A COMPREHENSIVE STUDY 
 

Maria Santos Dela Cruz 

CIE, TUP Manila, PHILIPPINES 

 

ABSTRACT: Motivating students in the classroom is a complex task that depends on various factors, 

including the teacher's ability to inspire and challenge them. This study focuses on understanding the 

motivation and interest levels of students in the Bachelor of Technical Teacher Education (BTTE) program. 

Student motivation is influenced by their initial enthusiasm, but it can also be shaped by the classroom 

environment and teaching methods. Factors such as perceived usefulness of the subject, the desire to achieve, 

self-confidence, and persistence all play a role in student motivation. This research aims to examine these 

factors and their impact on student motivation and interest. By gaining insights into what motivates students, 

educators can tailor their teaching strategies to better engage and inspire their students. 

 

Keywords: Student motivation, Classroom environment, Teaching methods, Perceived usefulness, Student 

interest  

 

 

INTRODUCTION  

Some students are naturally enthusiastic about learning but many expect their professor to inspire, challenge 

and stimulate them. Effective learning in the classroom depends on the teaching ability to maintain the interest 

that brought students to the course in bachelor of Technical TEACHER Education(BTTE), I the first place 

whatever level of motivation student bring to the classroom will be transformed for better or worse, by what 

happens in that classroom. Unfortunately, there is no single magical formula in motivating students. Many 

factors affect student’s motivation for them to work and learn, their interest in the subject matter, perception 

of its usefulness, general desire to achieve, self confidence and self esteem as well as patience and persistence. 

And of course, not all students are motivated by the approval of others; some by overcoming challenges. It is 

in the premise that their study shall be undertaken to determine the motivation and interest of the respondents.  

This study aim to determine the relationship of motivation and interest of BTTE students to their course in 

the college of Industrial Education, TUP Manila during the first semester, school year 2013-2014. Specifically 

the study sought answer to the following questions  

1. What is the profile of the respondents in terms of:  

a. age  

b. Sex  

2. What is the perception of the respondents with BTTE to their course?  

3. What is the level of motivation of the respondents to their course?  

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 Academic Journal of Science, Engineering and Technology 

Vol.8, Issue 4; July - August 2023; 

ISSN: 2837-2964 

Impact Factor: 6.67 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJSET/index; mail: topacademicjournals@gmail.com 

 
 

 

 

2 | A c a d e m i c  J o u r n a l  o f  S c i e n c e ,  E n g i n e e r i n g  a n d  T e c h n o l o g y  

|  https://topjournals.org/index.php/AJSET 

4. Is there significant relationships exist between the motivation and interest of BTTE student teachers 

are their course?  

The study hypothesized that there is no relationship exist between the motivation and interest of the BTTE 

student teachers and their course.  

REVIEW OF RELATED LITERATURE  

Some students have been conducted related to motivation and interest all there was conducted towards the b 

growth and development of the student in school that will prepare them for the future. Marsane (2003) stressed 

that what and how much is learned is influenced by the learner’s motivation. Motivation to learn, in turn is 

influenced by the individual’s emotional states, beliefs, interest and goals and habits of thinking. The learners 

creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation 

is stimulated by tasks of optional novelty and difficulty, relevant to personal interests, and providing for 

personal choice and control. Mc Combs (2001) identified that acquisition of complex knowledge and skills 

requires extended learner effort and guided practice. Without learner’s motivation to learn, the willingness to 

exert this effort, is unlikely without coercion. Educators need to be concerned with facilitating motivation by 

strategies that enhance learner effort and commitment to learning and to achieving high standards of 

comprehension and understanding.  

Chavez (2012) pointed on his study that interest is the immeasurable quality that is seen, perceived and read 

by the people around us. It expresses actions, questions and facial expression; it is the basis of attention, the 

inner driving face of the person to pursue his curiosity. Interest and attitude are used together to denote the 

individual’s towards himself, his environment like associates, teachers and elders or to the object or situation. 

There are people who show interest by watching an instruction or supervisor on the job with such an intensity 

that they appear mesmerized (http:www.eurojournals.com/ersr_26_3_16.pdf). Interest plays an important role 

in the learning process, determining in past what we choose to learn and how well we learn it. Interest affects 

attention, goal setting and learning strategies in ways that make it a particularly relevant for improving 

educational practice) Lising 2004). In the study Cabrella as cited by Chavez (2012) one of the primary function 

of education is to develop motives and interest that will be lifelong in their effects. Education should be 

develop needs and desires that the individual will constantly try to satisfy.  

METHODOLOGY  

This study utilized the descriptive-correlation research design and obtains the profile of the respondents. The 

respondents were the Bachelor of Technical Teacher Education (BTTE) student teacher enrolled during the 

first semester of school year 2013-2014. This study used questionnaires in gathering the necessary data from 

the variables to be investigated. The data were treated statistically using frequency count, average mean and 

the pearson product moment of correlation.  

RESULT AND DISCUSSION  

Profile of the Respondents  

Table 1: Respondents profile as to age and sex  

Variable  Frequency  Percentage  

SEX    

Female  37  48.1  

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 Academic Journal of Science, Engineering and Technology 

Vol.8, Issue 4; July - August 2023; 

ISSN: 2837-2964 

Impact Factor: 6.67 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJSET/index; mail: topacademicjournals@gmail.com 

 
 

 

 

3 | A c a d e m i c  J o u r n a l  o f  S c i e n c e ,  E n g i n e e r i n g  a n d  T e c h n o l o g y  

|  https://topjournals.org/index.php/AJSET 

Male  40  51.9  

Total:  77  100.00  

AGE    

19  2  2.6  

20  14  18.2  

21  28  36.4  

22  2  2.6  

23  9  11.7  

24  9  11.7  

25  5  6.5  

26  2  2.6  

27  2  2.6  

29  1  1.3  

30  1  1.3  

31  1  1.3  

36  1  1.3  

Total:  77  100.00  

Table 1 shows the profile of the respondents in this study. It includes their age and sex.  

Sex: There are more male respondents (40 or 51.9%) as compared to female (37 or 48.1%) out of 77  

Age: The modal age range id from 21 to 24 years old comparing 48 out of 77  

Table 2: Perception of the respondents to their course  

  Perception  Mean  Verbal Interpretation  

1  Can I cope up with this course?  4.29  Often  

2  Am I fit in this course?  4.21  Often  

3  Will I be happy working here?  4.23  Often  

4  Will this course imply discrimination?  3.49  Sometimes  

5  Will I be impressed in this course?  4.19  Often  

6  Will  I  be  comfortable  with 

 my classmates?  

4.27  Often  

7  Will I be interested with the lessons and 

activities?  

4.43  Often  

8  Will the teachers be approachable?  3.99  Sometimes  

9  Are the teachers efficient in theories and 

application?  

3.97  Sometimes  

10  Are the teachers strict?  4.09  Often  

Overall Mean  4.11  Agree  

Legend:  

Scale   Verbal Description  

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 Academic Journal of Science, Engineering and Technology 

Vol.8, Issue 4; July - August 2023; 

ISSN: 2837-2964 

Impact Factor: 6.67 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJSET/index; mail: topacademicjournals@gmail.com 

 
 

 

 

4 | A c a d e m i c  J o u r n a l  o f  S c i e n c e ,  E n g i n e e r i n g  a n d  T e c h n o l o g y  

|  https://topjournals.org/index.php/AJSET 

5    Always  

4    Often  

3    Sometimes  

2    Rarely  

1    Never  

  

As shown in table 2 the data which revealed data perceived that they can cope up with their course is often 

(mean=29), while their course imply discrimination got the lowest mean (mean=3.97) interpreted as 

sometimes. The overall mean is 4.11 interpreted as agree. This means that the BTTE graduating students agree 

that they have good perception to their course.  

Table 3: Level of motivation of the respondents to their course  

  Motivation  Mean  Verbal Interpretation  

1  Motivated in achieving related activities in 

field of specialization  

4.08  Agree  

2  Have  an  opportunity  to  perform  

challenging tasks in competitive situation  

4.04  Agree  

3  Develops confidence to solve problems in your 

major field of specialization  

3.87  Uncertain   

4  Interested in the learning task especially in 

your major  

3.90  Uncertain   

5  Have the ability to solve problems related to the 

fields  

3.99  Uncertain   

6  Accepts  challenging  task  in 

 major subjects  

3.66  Uncertain   

7  Active  in  searching  for  content  

information in major field  

4.01  Agree  

8  Feels happy when reports have done  4.27  Agree  

9  Interested to perform activities to receive high 

grades  

4.13  Agree  

10  Interested to explore new things in major field  4.01  Agree  

Overall Mean  3.99  Uncertain  

Scale    Verbal Description  

5    Strongly Agree (Very High)    

4    Agree (High)  

3    Uncertain (Moderate)  

2    Disagree (Low)  

1    Strongly Disagree (Very Low)  

mailto:topacademicjournals@gmail.com


    

 Academic Journal of Science, Engineering and Technology 

Vol.8, Issue 4; July - August 2023; 

ISSN: 2837-2964 

Impact Factor: 6.67 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJSET/index; mail: topacademicjournals@gmail.com 

 
 

 

 

5 | A c a d e m i c  J o u r n a l  o f  S c i e n c e ,  E n g i n e e r i n g  a n d  T e c h n o l o g y  

|  https://topjournals.org/index.php/AJSET 

Table 3 presents the data on the level of motivation of the respondents to their course. The highest mean is 

(mean= 4.27) interpreted as agree and the lowest mean is (mean= 3.66) interpreted as uncertain. The overall 

mean is 3.99 interpreted as uncertain. They have good motivation in choosing their course.  

SUMMARY, CONCLUSIONS AND RECOMMENDATION  

Guided by the statement of the problem, the research study determined the level of interest and motivation of 

the BTTE graduating students to their course and the relationship of motivation and interest of the respondents 

to their course.  

On the Respondents of the Study  

The respondents of the study were the seventy seven BTTE graduating students, 40 are male and 37 are female 

their modal age range is from 21 to 24 years old comprising 48 out of 77. Perception of the respondents to 

their course has an overall of 4.11 interpreted as agree, while the level of motivation of the respondents has 

an overall mean of 3.99 interpreted as uncertain. Motivation and interest of the BTTE student teachers to their 

course is significant at 0.01 level of significance (two-tailed). Based on the above findings the hypothesis 

stating that there is no relationship exist between the motivation and interest of the BTTE graduating student 

teachers to their course is rejected. The findings of the study call for this recommendation. Provision on the 

implementation of orientation program for the incoming BTTE students to guide them on the program, so as 

to motivate there students to their course.  

REFERENCES  

Cashin, W. E “Motivating Students” Idea Paper no. 1 Manhattan: Center for Faculty  Evaluation and 

Development in Higher Education, Kansas State University, 2000. DWYA, Letaua. (2003). 

Motivation and Schooling, Review of Educational Research, 64,287-309.  

Forsyth, D. R. and Mcmillan. “Practical Proposal for Motivating Students” in R.J> Merges   and M.D. Svinicki 

(Eds) (2001).  

Mcmillan, J. Hands Forsyth, D.R. “What Theories of Motivation Say About Why Learners Learn”(2000).  

  

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