







































 

EDUCATIO : Journal Of Education 
Volume 8 , Number 1, May 2023 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

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Correlational Analysis of Academic Motivational and 

Amotivational Approach among Education Students during 

Covid-19 Pandemic 

 
Agnes M. Aquino 

Professor, Holy Cross College, Sta. Rosa, NE, Inc., Philippines 

Email: aquinoagnes@holycross.edu.ph 

 

Accepted: 

Feb 10th  2023 

Reviewed:  

April 5th 2023 

Published:  

May 30th  2023 

 

Abstract: This research aims to determine the motivation of the students to study in the College 
and if the recent Covid-19 social distancing measures motivate them to continue. This study will 
also measure the amotivation level of the respondents in relation to Covid-19 pandemic learning 
experiences. Using descriptive correlational design which involves the systematic investigation of 
the nature of relationships between and among variables, the relationships of profile, academic 
motivation and amotivation of the respondents were explored. Following the analysis of data, 
respondents agreed about their motivation preference since the Covid-19 social distancing 
measures were put in place. Almost half of the respondents support the feelings of competence 
such as more teacher/student engagement, face-to-face meetings and provide action plans for 
academic future. Additionally, The respondents had academic motivational in terms of Striving 
for Excellence, Desire to Learn, and Personal Incentives. However, the respondents still 
experienced amotivation prior to Covid-19 pandemic. With this in line, the respondents are 
recommended to be given with sharing and learning activities to help them improve significantly 
their well-being regarding motivation to success in education. 

 

Keyword:  Striving for Excellence, Desire to Learn, Personal Incentives,  

 

Introduction 

 The global pandemic of Corona Virus Disease (Covid-19) afflicted the majority of 

individuals, including those in the Philippines. On March 11, 2020, the World Health 

Organization declared Covid-19 a global pandemic, which is why all universities around the 

world switched to online teaching to reduce the virus spread. Holy Cross College is one of the 

schools in the country that has adapted to the changing educational environment as a result of 

the pandemic. For the institution to comply with CHED Memorandum Order No.04, Series of 

2020 about the Guidelines on the Implementation of Flexible Learning in Public and Private 

Higher Education Institutions (HEIs). As a result, one of the adaptive steps for teachers and 

students to continue teaching and learning is to use Online Learning Management because of its 

user-friendly mode and creative software specs, this learning management system is designed to 

facilitate teaching and learning. 

 According to Tria, technology is required for the integration of subject courses1. In terms 

 
1 Jose Z Tria, “The COVID-19 Pandemic through the Lens of Education in the Philippines: The New 

Normal,” International Journal of Pedagogical Development and Lifelong Learning 1, no. 1 (2020): ep2001, 
http://dx.doi.org/10.30935/ijpdll/8311. 

mailto:riyu.choirul57@gmail.com


  
 

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of teaching and learning motivation has a positive impact on the development of process skills 

and the ability to solve real-world problems. Furthermore, Vollbrecht, Porter-Stransky, & 

Lackey-Cornelison showed that students with a critical thinking skills background have greater 

systematic ability. Solving real-world problems aligned with technology are also important 

components in allowing students to understand the lessons and get motivated fully.  A number 

of applied learning experiences have been linked to higher levels of learning2. 

 In relation, Trolian et.al., proved that academic motivation can include things like 

applying concepts to real-world problems or novel situations, taking exams or assignments that 

require you to use course content to solve a problem, conducting research with a professor, and 

participating in extracurricular activities that help you put what you've learned in class into 

practice3. Applied learning approaches enhance students' motivation as academic motivation 

declines during college. Methods and tactics for designing and executing applied learning 

experiences in the classroom and outside of the classroom should be considered by higher 

education institutions. Meanwhile, Tus 4 mentioned multiple factors influence academic success 

which stress and motivation are two of these elements and this is a crucial factor to consider 

because a superior academic record leads to a better job opportunity. In life's opportunities 

existing circumstances the motivation and stress ideas can be found in a wide range of courses 

from the Philippines and Asia. Moreover, Hidajat et.al., 5 proved that the desire to be actively 

involved in lectures is active behavior such as listening to forums, explaining arguments, asking 

questions, and solving problems. This active behavior can be measured using operational scales 

and observational rubrics and determination to survive when faced with challenges are all 

indicators of students' academic motivation with challenges and issues, as well as the desire to get 

up and try again after failing. Boredom and lethargy in attending lectures, passive attendance at 

lectures, and a high rate of absenteeism and dropout are all indicators of students who are 

lacking in motivation.  

 As individuals developed a closer fit between their interests and new accessible 

possibilities, it was expected that amotivation would decrease and motivation would increase 

during both transitions. According to previous data, young people who viewed their main task as 

a way of achieving their career goals and independent living 6 considered it to be more difficult to 

achieve their goals. 

  

A better match between their talents and interests and the new work or academic setting 7. 

 
2 Peter J Vollbrecht, Kirsten A Porter-Stransky, and Wendy L Lackey-Cornelison, “Lessons Learned While 

Creating an Effective Emergency Remote Learning Environment for Students during the COVID-19 Pandemic,” 
Advances in physiology education 44, no. 4 (December 1, 2020): 722–725, https://pubmed.ncbi.nlm.nih.gov/33141599. 

3 Teniell L Trolian and Elizabeth A Jach, “Engagement in College and University Applied Learning 
Experiences and Students’ Academic Motivation,” Journal of Experiential Education 43, no. 3 (2020): 317–335, 
http://dx.doi.org/10.1177/1053825920925100. 

4 Jhoselle Tus, “Academic Stress, Academic Motivation, and Its Relationship on the Academic Performance 
of the Senior High School Students,” Asian Journal of Multidisciplinary Studies 8, no. 11 (2020): 29–37. 

5 Helga Graciani Hidajat et al., “Why I’m Bored in Learning? Exploration of Students’ Academic 
Motivation,” International Journal of Instruction 13, no. 3 (2020): 119–136, http://dx.doi.org/10.29333/iji.2020.1339a. 

6 Robert W Lent and Steven D Brown, “Social Cognitive Model of Career Self-Management: Toward a 
Unifying View of Adaptive Career Behavior across the Life Span.,” Journal of Counseling Psychology 60, no. 4 (2013): 
557–568, http://dx.doi.org/10.1037/a0033446. 

7 Jennifer Symonds et al., “The Development of Motivation and Amotivation to Study and Work across Age-
Graded Transitions in Adolescence and Young Adulthood,” Journal of Youth and Adolescence 48, no. 6 (2019): 1131–



  
 

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Furthermore, given that these tracks are found to impact study burnout such as feelings of 

apathy, cynicism, and inadequacy, engagement, and educational aspirations in Finland, the rate of 

change was expected to be moderated by the track young people took at the end of schooling8. 

 Hence, this research is anchored from the Attribution Theory of Weiner in 1986 which is 

concerned about the process of individuals in interpreting events in relation to their behavior 

and thinking. This research will consider the 3-stage processes focusing on the 1) perception and 

observation of behavior; 2) belief that behavior is intentionally performed; and 3) person must 

determine if they believe the other person was forced to conduct the said behavior may it be 

attributed to situation or other person. 

 This research will determine the motivation of the students to study in the College and if 

the recent Covid-19 social distancing measures motivate them to continue. This study will also 

measure the amotivation level of the respondents in relation to Covid-19 pandemic learning 

experiences. 

 

Literature Review 

 This research was anchored from the Attribution Theory of Weiner in 1986 which was 

concerned about the process of individuals in interpreting events in relation to their behavior 

and thinking. This research considered the 3-stage processes focusing on the 1) perception and 

observation of behavior; 2) belief that behavior is intentionally performed; and 3) person must 

determine if they believe the other person was forced to conduct the said behavior may it be 

attributed to situation or other person. In connection, this research determined the academic 

motivation of the students to study in college including the recent Covid-19 social distancing 

measures that motivate them to continue. 

 
Fig. 1 - Research Paradigm on the Academic Motivational and Amotivational Approach 

 

Methods 

This research utilized a descriptive correlational design which involves the systematic 

 
1145, http://dx.doi.org/10.1007/s10964-019-01003-4. 

8 Symonds et al., “The Development of Motivation and Amotivation to Study and Work across Age-Graded 
Transitions in Adolescence and Young Adulthood.” 



  
 

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investigation of the nature of relationships between and among variables 9. The involvement of 

cross-sectional to examine if changes in one or more variables are directly in relation to changes 

in another variable will be considered in this research. The relationships of profile, academic 

motivation and amotivation of the respondents are the specific variables that will be explored in 

this study. 

 The respondents of this research were Education students of Holy Cross College. Non-

probability sampling specifically purposive sampling was utilized in this study which was focused 

on the inclusion criteria considerations of selecting the participants. 

 This research also considered the profile, academic motivation and amotivation of the 

College students in this time of Covid-19 pandemic. The conduct of this research began during 

the first semester of S. Y. 2021 – 2022. The inclusion criteria considered in this research were 1) 

college students; 2) year level 1 to 4; and lastly, 3) regular students. 

 This research utilized a modified version of the research instrument adapted from the 

study of Nijiru focusing on the following: 

Part I. Profile of the Respondents focusing on age, sex, course and year level of the respondents. 

Part II. Academic Motivation of the respondents concentrating on: 

• Striving for Excellence pertaining to goals, tasks, effort, values, ability 

• Desire to Learn relating to interest, learning from others, responsibility for learning 

• Personal Incentives linking to extrinsic rewards, intrinsic rewards, social rewards 

Part III. Amotivation prior to Covid-19 pandemic focusing on the reasons of the respondents in 

continuing College courses amidst Covid-19 pandemic. 

The Cronbach Alpha score of the research instrument was .92. 

The likert scale and description are as follows: 

3.51 – 4.00 = In all of my subjects 

2.51 – 3.50 = In most of my subjects 

1.51 – 2.50 = In some (few) of my subjects 

1.00 – 1.50 = In none or only one of my subjects 

 The researcher secured a permit from the Vice President for Academic Affairs and 

College deans of Holy Cross College. After securing the approved request letter, the researcher 

did the encoding of the research instrument using google form app. After accomplishing the 

encoding and validation process among the pre-testing-respondents, the data was sent to the 

statistician for the computation of Cronbach Alpha score. As the research instrument attained 

passing reliability score the actual data gathering procedure proceeded among the actual 

respondents of this research using google form app also. Upon completion of the data gathering 

the data was analyzed, interpreted and discussed to provide the overall illustration of the findings 

in tables and figures. This research assured that the Covid-19 Inter-Agency Task Force Protocols 

was strictly followed to ensure the safety of the respondents. 

 

 

 

Result And Discussion 

 

 
9 Larry B Christensen et al., “Research Methods, Design, and Analysis” (2011). 



  
 

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Table 1 - Distribution of Profile of the Respondents According to Age 

Age Frequency Percent 

 

0 1 .5 

18 24 11.8 

19 51 25.0 

20 60 29.4 

21 25 12.3 

22 16 7.8 

23 5 2.5 

24 2 1.0 

25 3 1.5 

26 3 1.5 

27 1 .5 

28 4 2.0 

29 2 1.0 

30 4 2.0 

33 1 .5 

34 1 .5 

36 1 .5 

Total 204 100.0 

 
The common age of the respondents are 20 with a frequency 60 and a percentage of 29.4 

meanwhile, 51 of the respondents are 19 years old with a percentage of 25. 
 

 
Fig. 2 - Distribution of Respondents According to Sex 
 

The biggest distribution of the respondents based on sex was female (86.3%) while males 
were only 13.7%. 
 
 
 
 
 
 
 
 
Table 2 - Distribution of Profile of the Respondents According to Course 

Program Frequency Percent 



  
 

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BEED 146 71.6 
BSED 58 28.4 
Total 204 100.0 

 
 
Majority of the respondents belonged to Bachelor of Elementary Education with a 146 

frequency and a 71.6 percent while Bachelor of Science in Education were 58 and 28.4 percent. 
 

 
Fig. 3 - Distribution of Respondents According to Year Level 
 

In terms of year level there were 35.8 percent of the respondents who belonged to Third 
year, 35.3 percent were into First Year and 27 percent belonged to Second Year. 
 

 
Fig. 4 - Motivation Preference of the Respondents Since the Covid-19 Social Distancing 
Measures Were Put In Place 
 

Majority of the respondents answered Yes (65.7%) while some said No (24.2%) about 
their motivation preference since the Covid-19 social distancing measures were put in place. 

 



  
 

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Fig. 5 - Preference to Thinking If College Can Do Better To Help with Motivation Levels 
 

Almost half of the respondents support the feelings of competence such as more 
teacher/student engagement, face-to-face meetings and provide action plans for academic future 
(46.6%), meanwhile, 28.4 percent prefer the provision of more autonomy in lecture, schedules, 
more classes, online content options, ability to study at a distance. 
 
Academic Motivational Approach of Education Students 

 The academic motivational approach of education students is illustrated in Table 3 

below. 

 

Table 3 – Academic Motivation Approach 
 

Academic Motivation 
 

Weighted 
Mean 

Striving for Excellence  

Standards  
I study hard as much as I can 3.66 
I think about what I want to attain in my studies 3.61 
I set for myself high scores which I believe I can achieve 3.49 

Total  3.59 

Goals  
I try different ways to solve academic problems 3.50 
I set realistic and challenging academic goals 3.51 
I set highest academic goals which I can achieve 3.50 
When I don’t get what I expect in my studies, I work hard so that I may achieve my 
goals 

3.58 

If I do not attain my goals, I try again and again 3.66 

Total 3.55 

Tasks  
I do study outside class homework 3.17 
I just aim to complete homework 3.62 
I try to do all studies which I think I might succeed 3.64 
I try to do most studies which I think I might succeed 3.60 
I only choose the easy study work which I think I will succeed 3.16 

Total 3.44 

Effort  
I make strong demand on myself to pass in my studies 3.55 
I struggle hard to get correct answers in homework given 3.23 



  
 

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I check my work carefully so that I can get good marks 3.70 
I prepare myself to get high marks in my studies 3.58 
I make string effort to achieve as high mar as I can 3.67 

Total 3.55 

Values  
When I have no enough time for studies, I think about the importance of education 3.65 
I value achievement in studies 3.77 

Total 3.71 

Ability  
I have confidence that I can pass in my studies 3.62 
I receive encouragement on my studies from my teachers 3.52 
I receive encouragement from at least one friend on my ability in my studies 3.51 
I receive encouragement from at least one of my parents on my ability in studies 3.61 

Total 3.57 

Desire to Learn  
Interest  
I show genuine interest in learning 3.58 
I show interest in the subjects I take 3.60 
I read and research widely on different topics  3.37 
I get interested in solving problems that others have as well in a topic 3.37 
I show interest about topics being taught 3.59 
I concentrate in my academic work 3.60 

Total 3.52 

Learning from others  
I participate in classroom discussions 3.50 
I participate in small group discussion 3.45 
I ask questions on topics I do not understand from others 3.20 
I try to learn from others who are better in studies than me 3.43 
I seek help from experts in my studies 3.30 
I pay attention to my teachers to understand what is being taught 3.66 

Total 3.42 

Responsibility for Learning  
I take my studies as a personal responsibility 3.76 
I struggle to gather information on topics so that I can master them 3.43 

Total 3.60 

Personal Incentives  
Extrinsic Rewards  
I like the rewards that studies bring 3.51 

I try to work hard because doing well in studies brings high status 3.55 
I like to study in order to be the winner in my class 2.91 

Total 3.32 

Intrinsic Rewards  
I like studies because we interact with friends while we study 3.44 
I try to work hard in studies because of the challenges it brings 3.50 
I like the intellectual challenge brought about by academic work 3.46 
I like to solve problems in studies 3.30 

Total 3.43 

Social Rewards  
I like the social relationships involved in studies 3.41 
I have fun with peers as we study 3.46 
I get honor and praise from my family for passing in my studies or exams 3.47 
I get honor and praise from teachers for passing in my studies/exams 3.34 

Total 3.42 



  
 

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The academic motivational approach of education students in terms of Striving for 

Excellence which had a verbal description of “In all of my subjects” and a total weighted mean 

were Standards (3.59); Goals; Effort (3.55); Values (3.71); Ability (3.57); however,  in terms of 

Tasks (3.44) had a verbal description of “In most of my subjects”. 

 In terms of Standards, the respondents answered that in “In all of my subjects” (3.66) 

they study hard as much as they can and they think about what they want to attain in their 

studies (3.61). With regard to Goals the respondents answered that “In all of my subjects” if they 

did not attain their goals, they will try again and again (3.66) and when they did not get what they 

expect in their studies, they work hard so that they may achieve their goals (3.58). As regard to 

Tasks the respondents also answered “In all of my subjects” they try to do all studies which they 

thought they might succeed (3.64) and they just aim to complete their homework (3.62). 

Regarding Effort the respondents responded “In all of my subjects” that they check their work 

carefully so that they can get good marks (3.70) and they make string effort to achieve as high 

mark as they can (3.67). Moreover, concerning Values the respondents replied “In all of my 

subjects” they have confidence that they can pass in their studies (3.62) and they receive 

encouragement from at least one of their parents on their ability in their studies (3.61).  

The total weighted mean of the responses of the respondents’ Desire to Learn in terms of 

Interest (3.52); Responsibility of Learning (3.60) had a verbal description of “In all of my 

subjects” although, Learning from Others had a total weighted mean of 3.42 with a verbal 

description of  “In most of my subjects”.  

In terms of Interest the respondents responded “In all of my subjects” that they were 

concentrated in their academic work likewise they showed interest in the subjects they took 

(3.60) and they showed interest about the topics being taught (3.59). As to Learning from 

 Others they replied “In most of my subjects” that they pay attention to the teachers to 

understand what was being taught (3.66) likewise they participated in classroom discussions 

(3.50). Their responsibility for learning response was “In most of my subjects” which they took 

their studies as a personal responsibility (3.76) and they struggled to gather information on topics 

so that they could master them (3.43). 

In terms of Personal Incentives, the total weighted mean was Extrinsic Rewards (3.32) 

whereas Intrinsic Rewards (3.43) with a verbal description of “In most of my subjects”. 

With regard to Extrinsic Rewards the respondents replied “In all of my subjects” that they ried 

to work hard because doing well in studies brings high status (3.55) and  they liked the rewards 

that studies bring (3.51). Intrinsic Rewards the respondents responded that “In most of my 

subjects” they tried to work hard in studies because of the challenges it brings (3.50). also, they 

liked the intellectual challenge brought about by academic work (3.46). 

Lastly, concerning Social Rewards, the total weighted mean was 3.42 with a verbal 

description of “In most of my subjects”. The respondents answered “In most of my subjects” 

that they got honor and praise from their family for passing in their studies or exams (3.47) and 

they have fun with peers as they study (3.46). 

 

Amotivation Prior to Covid -19 Pandemic 

Table 4 shows the amotivational prior to Covid-19 pandemic of education students. 

 



  
 

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Table 4 – Academic Motivation Approach 
Amotivation Weighted 

Mean 

I really feel that I am wasting my time in college 1.72 
I once had a good reason for studying for college however I wonder whether I should 
continue 

2.59 

I cannot see why I go to college and frankly, I could not care less 1.85 
I cannot understand what I am doing in college 1.83 
I cannot appreciate the lessons in college 1.70 
I feel lazy attending my class 1.87 
I am always late in submitting my tasks 1.70 
I just check the requirements and do nothing 1.80 
I cannot persuade myself in attending classes 1.67 

Total 1.86 

 

The total weighted mean  of the responses of the respondents  for the amoitvation prior 

to Covid-19 pandemic of the students was 1.86 with a verbal description of  In some (few) of my 

subjects. 

 

Correlation between the profile and academic motivation of the respondents 

Table 5 illustrates the significant relationship between the profile and academic 

motivation of the respondents. 

 

Table 5 – Correlation between the Profile And Academic Motivation Of The 

Respondents 

 Academic Motivation Interpretation 

Age Pearson Correlation .042 Not Significant 
Sex Pearson Correlation -.009 Not Significant 
Course Pearson Correlation .086 Not Significant 
Year Level Pearson Correlation .150* Significant 

*. Correlation is significant at the 0.05 level (2-tailed). 
**. Correlation is significant at the 0.01 level (2-tailed). 

 

Result show that only year level had significant correlation to academic motivation with 

an r - value of .150* and interpreted as Significant at 0.05 level of significance. It implies that 

higher year level of students are more motivated than their lower year counterparts. 

 

Correlation between the profile and amotivation of the respondents 

The significant relationship between the profile and amotivation of the respondents is 

shown in Table 6. 

 

Table 6 – Correlation between the Profile and Amotivation Of The Respondents 

 Amotivation Interpretation 

Age Pearson Correlation -.094 Not Significant 
Sex Pearson Correlation -.058 Not Significant 

Course Pearson Correlation -.021 Not Significant 
Year Level Pearson Correlation -.101 Not Significant 



  
 

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*. Correlation is significant at the 0.05 level (2-tailed). 
**. Correlation is significant at the 0.01 level (2-tailed). 

 

Data show that all the findings were not significant. The age, sex, course, and year level 

of the respondents are not indicators of the amotivation that they experiences. 

 

Correlation between the academic motivation and amotivation of the respondents 

 

The significant relationship between the academic motivation and amotivation of the 

respondents is shown in Table 7. 

 

 

 

Table 7 – Correlation between the Academic Motivation and Amotivation of the 

Respondents 

Correlations  

 Academic 
Motivation 

Amotivation Interpretation 

Academic 
Motivation 

Pearson 
Correlation 

1 -.088 
Not 

Significant  

Amotivation 
Pearson 
Correlation 

-.088 1 
Not 

Significant 
*. Correlation is significant at the 0.05 level (2-tailed). 
**. Correlation is significant at the 0.01 level (2-tailed). 

 

Findings revealed that there was no significant correlation between academic motivation 

and amotivation. It means that students can be both motivated and amotivated at the same time. 

 

Conclusion 

This research further concludes the following statements in relation to the results of this 

research. 

1. The respondents belonged to teen and adult age classification mostly female, and belonged 

to Bachelor of Elementary Education in 3rd year level who agreed about their motivation 

preference since the Covid-19 social distancing measures were put in place. Almost half of 

the respondents support the feelings of competence such as more teacher/student 

engagement, face-to-face meetings and provide action plans for academic future. 

2. The respondents had academic motivational in terms of Striving for Excellence, Desire to 

Learn, and Personal Incentives. 

3. The respondents experienced amotivation prior to Covid-19 pandemic. 

4. Result show that only year level had significant correlation to academic motivation at 0.05 

level of significance. 

5. There was no significant correlation between academic motivation and amotivation. 

 

Recommendations 



  
 

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This research further recommends the following statements in relation to the conclusion of this 

research. 

1. Other courses and discipline may be considered as respondents to the next parallel study of 

this research. 

2. The sense of academic motivation in terms of Striving for Excellence, Desire to Learn, and 

Personal Incentives among future respondents may be considered to assess better plans for 

academic success. 

3. The respondents may be given sharing and learning activities to help them improve 

significantly their well-being regarding motivation to success in education. 

4. Provision of more learning materials for their academic success is encourage. 

5. This further recommends the continuity of learning academically among learners. 

6. Future research may be recommended to determine the specific reasons of academic 

motivation and amotivation in relation to learning enabling technology. 

 

References 

Christensen, Larry B, Burke Johnson, Lisa Anne Turner, and Larry B Christensen. “Research 
Methods, Design, and Analysis” (2011). 

Hidajat, Helga Graciani, Fattah Hanurawan, Tutut Chusniyah, and Hetti Rahmawati. “Why I’m 
Bored in Learning? Exploration of Students’ Academic Motivation.” International Journal of 
Instruction 13, no. 3 (2020): 119–136. http://dx.doi.org/10.29333/iji.2020.1339a. 

Lent, Robert W, and Steven D Brown. “Social Cognitive Model of Career Self-Management: 
Toward a Unifying View of Adaptive Career Behavior across the Life Span.” Journal of 
Counseling Psychology 60, no. 4 (2013): 557–568. http://dx.doi.org/10.1037/a0033446. 

Symonds, Jennifer, Ingrid Schoon, Jacquelynne Eccles, and Katariina Salmela-Aro. “The 
Development of Motivation and Amotivation to Study and Work across Age-Graded 
Transitions in Adolescence and Young Adulthood.” Journal of Youth and Adolescence 48, no. 6 
(2019): 1131–1145. http://dx.doi.org/10.1007/s10964-019-01003-4. 

Tria, Jose Z. “The COVID-19 Pandemic through the Lens of Education in the Philippines: The 
New Normal.” International Journal of Pedagogical Development and Lifelong Learning 1, no. 1 
(2020): ep2001. http://dx.doi.org/10.30935/ijpdll/8311. 

Trolian, Teniell L, and Elizabeth A Jach. “Engagement in College and University Applied 
Learning Experiences and Students’ Academic Motivation.” Journal of Experiential Education 
43, no. 3 (2020): 317–335. http://dx.doi.org/10.1177/1053825920925100. 

Tus, Jhoselle. “Academic Stress, Academic Motivation, and Its Relationship on the Academic 
Performance of the Senior High School Students.” Asian Journal of Multidisciplinary Studies 8, 
no. 11 (2020): 29–37. 

Vollbrecht, Peter J, Kirsten A Porter-Stransky, and Wendy L Lackey-Cornelison. “Lessons 
Learned While Creating an Effective Emergency Remote Learning Environment for 
Students during the COVID-19 Pandemic.” Advances in physiology education 44, no. 4 
(December 1, 2020): 722–725. https://pubmed.ncbi.nlm.nih.gov/33141599. 

 


