







































 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
152 

 

  

  

 
Factors Affecting Academic Performance and Motivation among 

Holy Cross College Sta. Rosa Grade 12 Students 

 
Missy S. Cordova, Jercie Mae Sta. Maria, John Vincent L. Santos 

            Islamic Balitar University, Blitar 
j.vince103@gmail.com 

 
Accepted: 

May 3th   2022 
Reviewed:  

August 5th 2022 
Published:  

Nov 30th 2022 

 
Abstract : The goal of this study was to identify the elements that contribute to students' academic 
performance and motivation in Grade 12 Senior High School. The components are divided into five 
categories: learning skills, parental background, peer influence, teacher quality, and learning 
infrastructure. To quantitatively assess and analyze the factors, the researcher employed a descriptive-
correlational study approach. The findings indicate that respondents descriptively agree on all factors 
while demonstrating a substantial association with performance and motivation, revealing that the 
enumerated factors indeed influence performance and motivation. 
 
Keywords: Learning Skills, Peer Influence, Parents Background, Teacher’s Quality, Learning Infrastructure 
 

INTRODUCTION 

Students' academic success will lead to an increase in employment. If the students do well in 

their exams, they will graduate on schedule. They still have a lot of time to pursue their studies for the 

following step because they graduated on time. Schools, colleges, and universities are nothing without 

students. The most significant asset of every educational institution is its pupils. Student academic 

success and motivation are intricately linked to the country's social and economic growth. Academic 

success (academic accomplishment) of students is crucial in developing high-quality graduates who 

will serve as excellent leaders and manpower for the country and therefore be accountable for the 

country's economic and social advancement 1. GPA was utilized by Yogendra & Andrew 2 and Singh 

et. al 3 to quantify student success since it focuses on the student's performance for the specific 

 
1 T Shanmugaratnam, “IT in Learning: Preparing for a Different Future,” in ITOPIA, 2002. 
2 Nirogini Yogendra and Anthony Andrew, “A Study on the Factors Influencing on Grade Point Average (Gpa) 

with Special Reference to Third Year Commerce and Management Students of Eastern University, Sri Lanka,” Journal for 
Studies in Management and planning 3, no. 8 (2017): 409–425. 

3 Rajesh Singh, “Mathematics Anxiety and Its Relationship with the Achievement of Secondary School Students in 
Sikkim,” International Journal in Management & Social Science 5, no. 3 (2017): 117–123. 

mailto:j.vince103@gmail.com


 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
153 

 

  

  

semester. Because they are evaluating performance for a certain subject or year, some other researchers 

used test results or previous year outcomes 4. 

Motivation is defined as a person's attempt to complete his or her responsibilities, including 

devoting the necessary effort and maintaining it. Motivation is important in a person's educational 

career and success. Learners' motivation is reflected in their academic task selections, the time and 

effort they devote to each task, and their persistence in completing academic tasks. Researchers in the 

subject of motivation in learning agree that a learner in any learning situation must answer three central 

questions: "Can I do this activity?" "Can I do this activity?" "Can I do this activity?", "Undertake I 

want to do this activity and why? ", "Do I want to do this activity and why?", and "What must I do in 

order to succeed?" ”.According to Denhardt et al. 5, as cited in the study of Emmanuel et. Al 6, 

motivation is "what leads people to behave as they do." Motivation, according to them, depicts the 

attainment and pursuit of goals. The concept of motivation is intertwined with various educational 

and psychological constructs. They include attention, needs, objectives, and interests, all of which are 

aimed at motivating individual learners and piquing their interest in engaging in specific activities or 

behaviors, as well as achieving specific actions or goals. When an individual is ecstatic to fulfill a need 

or desire, the concept of motivation is useful. The individual will engage in, or be drawn to, acts that 

appear to have the potential to satisfy this need or want. Educational psychologists believe that 

students' motivation is a necessary condition for effective learning to occur. It held that if there is 

insufficient incentive to learn, the outcome will be unsatisfying. Motivation has been characterized in 

a variety of ways. All of this, however, is centered on what motivates a person to undertake a specific 

activity. 

 According to study, a range of factors like as learning facilities, gender and age disparities, and 

so on have an impact on students' performance 7. According to Harb and El-Shaarawi 8, the most 

significant factor influencing student accomplishment is the student's command of the English 

language. Communication skills have an impact on student achievement; communication may be 

considered as a variable that is positively related to student performance in open learning. This study 

varies from previous studies in that it focuses on open learning 9. Students' performance increases 

when they have strong communication skills and an understanding of the English language. Several 

scholars have investigated the various factors that influence student academic success. There are two 

sorts of effects on children's academic success. These are internal and external classroom factors that 

 
4 Syed Tahir Hijazi and S. M. M. Raza Naqvi, “Factors Affecting Students’ Performance: A Case of Private College,” 

Bangladesh e-Journal of Sociology (2006); Richard R Hake, “Socratic Pedagogy in the Introductory Physics Laboratory,” The 
physics teacher 30, no. 9 (1992): 546–552. 

5 Janet V Denhardt and Robert B Denhardt, The New Public Service: Serving, Not Steering (Routledge, 2015). 
6 Emmanuel Osafo, Amy Paros, and Robert M. Yawson, “Valence–Instrumentality–Expectancy Model of 

Motivation as an Alternative Model for Examining Ethical Leadership Behaviors,” SAGE Open (2021). 
7 Alf Inge Wang et al., Introducton to Gamification, International Journal of Computer Games Technology, 2010. 
8 Nasri Harb and Ahmed El-shaarawi, “Factors Affecting Business Students’ Performance: The Case of Students 

in United Arab Emirates,” Journal of Education for Business (2007). 
9 Abdullah AL-Mutairi, “Factors Affecting Business Students’ Performance in Arab Open University: The Case of 

Kuwait,” International Journal of Business and Management (2011). 



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
154 

 

  

  

have a substantial influence on student performance. Students' Math competency, class schedules, 

class size, Math textbooks, class test results, learning facilities, homework, classroom climate, course 

content difficulty, instructors' responsibilities in the classroom, technology utilized in the classroom, 

and exam systems are all internal classroom elements. External classroom influences include 

extracurricular activities, family concerns, job, and financial, social, and other issues. 

 Karemera 10 discovered that student performance is substantially connected with satisfaction 

with the academic environment and the institution's resources such as the library, computer lab, and 

so on. In terms of background characteristics, he discovered a favorable influence of high school 

performance and school achievement, but no statistical evidence of a meaningful relationship between 

family income level and kid academic performance. According to Sampson 11, members of the 

educational board will be educated, and their impact on the school will be beneficial; professional 

growth is necessary for student learning. Students that actively participate in the learning process are 

found to have a favorable link with the CGP. A student's study effort and proper use of the facilities 

offered by the institution, as well as a good match between the student's learning style and are all 

beneficial influences on the student's success. 

 
Figure 1. Research Paradigm of the Study 

 The figure above shows the five main factors affecting students’ academic performance and 

motivation among Grade 12 students in Holy Cross College. These are learning skills, parental 

background, peer influence, teachers’ quality and learning infrastructure. 

 Most of the students affect their academic performance and motivation once they tend to 

always avoid individual's energy level, decides persistence in achieving a given goal, influences the sorts 

of learning approaches utilized, and influences an individual's thought processes. Students affect their 

 
10 D. Karemera, L.J. Rueben, and M. R. Sillah, “The Effects of Academic Environment and Background 

Characteristics on Students’ Satisfaction and Performance: The Case of South Carolina State University’s School of 
Business,” College Student Journal (2003). 

11 Richard S. Pinner and Richard J. Sampson, “Humanizing TESOL Research Through the Lens of Complexity 
Thinking,” TESOL Quarterly (2021). 



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
155 

 

  

  

learning skills in ability to learn as well as other students' learning environment. Any student's academic 

success is the consequence of a complex interaction of elements such as study habits, personality traits, 

and personal interests12. Second, Parental background have shown a link between parental 

participation in school and academic accomplishment via increasing children's self-esteem and 

academic performance, as most of the students chose their program in college based on the influence  

of  their  parents and parental background . Third, Peer influence may be both positive and harmful, 

also it has a detrimental impact on a student's academic achievement. Stronger students, on the other 

hand, have an influence on their classmates and can help them enhance their overall academic 

performance. Fourth, Teachers quality affect academic performance and motivation by delivering high 

quality student-centered instruction, supporting high levels of student engagement, clear evaluation 

procedures for student learning, the use of positive behavior control tactics, and student evidence. 

The  teachers  are  tasked  with  responsibilities  of  making  sure that  students achieve  the  objectives  

of  their  lessons. Learning infrastructure increase access to education and learning results especially 

for females. Learning infrastructures also create a safe, inclusive, and equal learning environment for 

everyone. This study aimed to descriptively evaluate and define the relationship of the factors affecting 

students’ academic performance and motivation. 

 

METHOD 
The researchers adopted a quantitative strategy to explore the key facts and qualities of this 

study. According to Desai et al. 13, descriptive researchers will be able to view a significant fraction of 

the target population and form the appropriate conclusions about the variables. A quantitative, non-

experimental design with a correlational approach was employed in this investigation. Kendall's Tau 

Correlation, a non-parametric test, was used to identify connections between parameters associated 

with academic achievement and motivation. In order to obtain data for the study, the researchers 

conducted a survey with Grade 12 students at Holy Cross College. They initially obtained 

authorization from the principle and the adviser before doing the data collection. 

A survey questionnaire was used to collect the data. A questionnaire aids understudies in 

research instruments that include queries to get data from respondents. "It delivers a generally modest 

in light of the fact that it is an effective technique to gathering a large amount of data from a sample 

of respondents" 14. The researcher used a questionnaire since it is one of the easiest methods for 

gathering the information needed for their review. 

 

 

 

RESULT AND DISCUSSION 

 
12 NISHA ARORA and NEETU SINGH, “Factors Affecting the Academic Performance of College Students,” i-

manager’s Journal of Educational Technology 14, no. 1 (2017): 47, http://dx.doi.org/10.26634/jet.14.1.13586. 
13 D. V. Parekh and P. S. Desai P. J. Naik, “Pelagia Research Library,” Der Chemica Sinica (2013). 
14 A I McLeod and Maintainer A I McLeod, “Package ‘FitARMA’” (2013). 



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
156 

 

  

  

The purpose of this study was to examine and characterize the link between the factors 

influencing students' academic performance and motivation among Holy Cross College Grade 12 

students. The researchers collected data mostly through an online questionnaire administered via 

Google Form. The information was gathered from the respondents of this survey, who were chosen 

Grade 12 students at Holy Cross College. The questionnaire included background information as well 

as the various aspects that influence students' academic performance and motivation. To get a better 

understanding of the study, the collected results were subjected to descriptive and correlational 

quantitative analysis. 

Tabel 1. Learning Skills 

STATEMENT WM VI 

1.1 Recalling information from our past lesson when there is familiar phrase of 

lines been said. 
4.19 Agree 

1.2 I am eager to learn more and grasp new knowledge when there is something I 

am curious about. 
4.09 Agree 

1.3 I get a lot of ideas depends on the strategy that been used. 4.11 Agree 

 

The first factor influencing students' academic performance and motivation at Holy Cross 

College is their learning skills, as shown in table 1. The data clearly shows that the weighted mean was 

calculated between 4.09 and 4.19, and that the weighted mean as a whole has a linguistic connotation 

of " agree." This indicates that the respondents "agree" with all of the items in the table related to the 

factor; learning skills. In statement no. 1 “Recalling information from our past lesson when there is 

familiar phrase of lines been said.”, the table clearly indicates that the weighted mean of the Grade 12 

Senior High School Students’ perception about this statement is 4.19 with a verbal interpretation of 

agree. In statement no. 2 “I am eager to learn more and grasp new knowledge when there is something 

I am curious about.”, the respondents’ weighted mean was computed at 4.09 with a verbal 

interpretation of agree. While, in statement no. 3 “ I get a lot of ideas depends on the strategy that 

been used.” the computed weighted mean for this is 4.11 that has a verbal interpretation of agree. This 

simply implies that the respondents are more focused on reviewing prior classes in order to better 

understand the current topic being discussed by the teacher. 

Table 2. Parental Background 

STATEMENT WM VI 

2.1 We use to share with each other how our day went well specially on 

our school happenings. 
4.15 Agree 

2.2 I get motivated when my parents is achieving something on the field 

of work they are engaging. 
4.11 Agree 

2.3 My mom check my notes for a day and ask me what I've learned 

from it. 
3.67 

Moderately 

Agree 



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
157 

 

  

  

 

The second factor highlighted in table 2 is parental background. The table clearly shows that 

the weighted mean was calculated between 3.67 and 4.15, and that the weighted mean as a whole has 

a verbal interpretation of "agree" and "moderately agree." This indicates that the respondents "agree" 

and "moderately agree" with the items in the table related to the factor; Parental Background. In 

statement no. 1 “ We use to share with each other how our day went well specially on our school 

happenings. ”the table clearly indicates that the weighted mean of the Grade 12 Senior High School 

Students’ perception about this statement is 4.15 with a verbal interpretation of agree. In statement 

no. 2 “I get motivated when my parents is achieving something on the field of work they are 

engaging.”, the respondents’ weighted mean was computed at 4.11 with a verbal interpretation of 

agree. While, in statement no. 3 “ My mom check my notes for a day and ask me what I've learned 

from it.” the computed weighted mean for this is 3.67 that has a verbal interpretation of moderately 

agree. This simply means that the respondents are more concerned with informing their guardians 

about what happens at school. 

Table 3. Peer Influence 

STATEMENT WM VI 

3.1 I and my friends go to the library during our vacant hours. 3.74 Agree 

3.2 My friend have assisted me improve my grades in the academic. 3.96 Agree 

3.3 My friend and I we always help each other with academic difficulties. 4.93 Strongly Agree 

 

The third factor that was being pointed in table 3 is peer influence. The table clearly indicates 

that the weighted mean was computed between 3.74 to 6.93 and this entire weighted mean has a verbal 

interpretation of “agree” and “strongly agree”. This connotes that the respondents were “agree” and 

“strongly agree” in the statements pertaining to the factor; Peer Influence that was given in the table. 

In statement no. 1 “ I and my friends go to the library during our vacant hours’. The table clearly 

indicates that the weighted mean of the Grade 12 Senior High School Students’ perception about this 

statement is 3.74 with a verbal interpretation of agree. In statement no. 2 “ My friend have assisted 

me improve my grades in the academic.”, the respondents’ weighted mean was computed at 3.96 with 

a verbal interpretation of agree. While, in statement no. 3 “ My friend and I we always help each other 

with academic difficulties.” the computed weighted mean for this is 4.93 that has a verbal 

interpretation of strongly agree This indicates that the respondents are more focused on working 

together with classmates to keep things from becoming too tough. 

 

Table 4. Teacher’s Quality 

STATEMENT WM VI 



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
158 

 

  

  

4.1 I get bored when my teacher is reading the book more than to explain it 

further, not a bookish explanation. 
4.07 Agree 

4.2 I participate more when my teacher is explaining the topic and somehow 

reflect it to my own experience. 
4.11 Agree 

4.3 My teacher keeps on looking at me while she is discussing and it feels like 

intimidating. 
3.89 Agree 

 

The table 4 shows factors affecting students’ academic performance and motivation among 

Grade 12 students in Holy Cross College. The fourth factor that was being pointed here is teachers 

quality. The table clearly indicates that the weighted mean was computed between 3.89 to 4.11 and 

this entire weighted mean has a verbal interpretation of “agree”. This connotes that the respondents 

were “agree” in all the statements pertaining to the factor; teacher quality that was given in the table. 

In statement no. 1 “ I get bored when my teacher is reading the book more than to explain it further, 

not a bookish explanation.”, the table clearly indicates that the weighted mean of the Grade 12 Senior 

High School Students’ perception about this statement is 4.07 with a verbal interpretation of agree. In 

statement no. 2 “ I participate more when my teacher is explaining the topic and somehow reflect it 

to my own experience.”, the respondents’ weighted mean was computed at 4.11 with a verbal 

interpretation of agree. While, in statement no. 3 “ My teacher keeps on looking at me while she is 

discussing and it feels like intimidating.” the computed weighted mean for this is 3.98 that has a verbal 

interpretation of strongly agree. This indicates that respondents are more focused on they engage 

more when their instructor is teaching the topic and somehow reflect on their own experience, 

students participate in class because this teacher utilizes more real-life examples 

Table 5. Learning Infrastructure 

STATEMENT WM VI 

5.1 I easily get distracted by noise coming from my co - students when they are 

passing in the hallway. 
4.07 Agree 

5.2 Using bright colors in a slides while presenting makes me having a hard time to 

keep focusing. 
4.04 Agree 

5.3 Conducive learning environment is very important. 4.15 Agree 

 

The table 5 shows factors affecting students’ academic performance and motivation among 

Grade 12 students in Holy Cross College. The fifth factor that was being pointed here is learning 

infrastructure. The table clearly indicates that the weighted mean was computed between 4.04 to 4.15 

and this entire weighted mean has a verbal interpretation of “agree”. This connotes that the 

respondents were “agree” in all the statements pertaining to the factor; learning infrastructure that was 

given in the table. In statement no. 1 “ I easily get distracted by noise coming from my co - students 

when they are passing in the hallway.”,the table clearly indicates that the weighted mean of the Grade 



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
159 

 

  

  

12 Senior High School Students’ perception about this statement is 4.07 with a verbal interpretation 

of agree. In statement no. 2 “ Using bright colors in a slides while presenting makes me having a hard 

time to keep focusing.”, the respondents’ weighted mean was computed at 4.04 with a verbal 

interpretation of agree. While, in statement no. 3 “Conducive learning environment is very important.” 

the computed weighted mean for this is 4.15 that has a verbal interpretation of agree. This implies 

that the respondents are more focused on creating a conducive learning atmosphere, getting to know 

the students by name as soon as possible, and offering a pleasant and lively teaching environment that 

helps students enhance their sociability. 

Table 6. Performance 

STATEMENT WM VI 

6.1 I make predictions and provide explanations based on understanding in our 

topic. 
4.22 Agree 

6.2 I am aware of my own strengths. 4.11 Agree 

6.3 I clearly see how one day of learning builds on the next day of learning. 4.15 Agree 

 

The table 6 shows factors affecting students’ academic performance and motivation among 

Grade 12 students in Holy Cross College. The sixth factor that was being pointed here is the 

advantages and disadvantages of performance. The table clearly indicates that the weighted mean was 

computed between 4.11 to 4.22 and this entire weighted mean has a verbal interpretation of “agree”. 

This connotes that the respondents were “agree” in all the statements pertaining to the factor; 

advantages and disadvantages of performance that was given in the table. In statement no. 1 “I make 

predictions and provide explanations based on understanding in our topic.”, the table clearly indicates 

that the weighted mean of the Grade 12 Senior High School Students’ perception about this statement 

is “I am aware of my own strengths.”, the respondents’ weighted mean was computed at 4.11 with a 

verbal interpretation of agree. While, in statement no. 3 “ I clearly see how one day of learning builds 

on the next day of learning.” the computed weighted mean for this is 4.15 that has a verbal 

interpretation of agree. This suggests that the respondent is more concerned with making predictions 

and explaining their understanding of their topic, regardless of whether they learnt or not. 

Table 7. Motivation 

STATEMENT WM VI 

7.1 I improve my skills through hard work that will exert more effort than those 

who didn’t believe about my success. 
4.26 Agree 

7.2 I am able to adapt learned content to new situations because I tend to reflect 

on underlying causes or frameworks. 
4.22 

 

Agree 

7.3 I believe that succeed are more likely to reach my goals. 4.41 Agree 

 



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
160 

 

  

  

The table 7 shows factors affecting students’ academic performance and motivation among 

Grade 12 students in Holy Cross College. The fourth factor that was being pointed here is advantages 

and disadvantages of motivation. The table clearly indicates that the weighted mean was computed 

between 4.22 to 4.41 and this entire weighted mean has a verbal interpretation of “agree”. This 

connotes that the respondents were “agree” in all the statements pertaining to the factor; advantages 

and disadvantages of motivation that was given in the table. In statement no. 1 “ I improve my skills 

through hard work that will exert more effort than those who didn’t believe about my success.”, the 

table clearly indicates that the weighted mean of the Grade 12 Senior High School Students’ perception 

about this statement is 4.26 with a verbal interpretation of agree. In statement no. 2 “ I am able to 

adapt learned content to new situations because I tend to reflect on underlying causes or frameworks.”, 

the respondents’ weighted mean was computed at 4.22 with a verbal interpretation of agree. While, in 

statement no. 3 “ I believe that succeed are more likely to reach my goals.” the computed weighted 

mean for this is 4.41 that has a verbal interpretation of agree. This indicates that the respondents are 

more focused on believing that they will achieve because they study hard and their aspirations will 

come true. 

Table 8. Relationship of Factors with Performance and Motivation 

Factors Performance Motivation 

Learning Skills .600** .584** 

Parental Background .681** .512** 

Peer Influence .639** .452** 

Teacher’s Quality .700** .514** 

Learning Infrastructure .465** .512** 

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

 

The table 8 shows the data collection in tabulation to see whether there is a significant 

relationship between the factors and academic performance and motivation in Grade 12. Kendall’s 

Tau Correlation is used to determine the correlation coefficients. All the factors shows a positive 

significant relationship with the academic performance and motivation. Teacher quality has the 

greatest effect on performance, implying that getting the most out of students and enabling them to 

graduate as academically competent and well-rounded young people is critical. Good instructors must 

begin their careers with the necessary knowledge, abilities, and temperament. Students should be 

involved in their learning. Aside from teachers, parents have an important impact in their children's 

academic achievement. Students are more motivated to learn when their parents are involved in their 

academics, and their grades increase. It also aids in the improvement of student behavior in the 

classroom. More communication between parents and teachers helps students feel more motivated in 



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
161 

 

  

  

their classes, as evidence by the correlation of parental background and teacher quality with the 

motivation 

 

CONCLUSION 

The researchers conclude that a lot of students feel positive about their academic performance and 

motivation. The research points out and supports the fact that most of the respondents agreed on those factors 

affecting their mathematics performance and motivation. The four factors that were being discussed in this 

study are: the learning skills, parental background, peer influence, teacher’s quality, and learning infrastructure. 

Overall, most of the respondents agreed that they always recalling their lesson to improve their learning 

skills. In parental background, many of the respondents sharing what is happening in their school. In peer 

influence, they always helping each other in doing their academic related works. In teacher’s quality, many of 

the students participating when the teacher ask a question and they will explained it. In learning infrastructure, 

having a good environment is very important. In performance, students provide an explanation to wide their 

understanding about the lesson that they tackled. While motivation, help the students believing their self to 

achieve their goals. 

The researchers wish to make some recommendation, which, if taken into consideration, might bring 

more positive impact to the respondents and help them overcome the difficulties there have been facing 

because of the factors that cause of students’ poor academic performance and motivation. All the factors shows 

a positive significant relationship with the academic performance and motivation. 

Based on the findings, The researchers’ recommendations are: 

1. Respondents should be hesitant to face challenges in order to enhance their performance, and they should 

avoid doing things that negatively impact their academic performance and motivation. 

2. The schools must facilitated lots of extra – curricular activities that can reduce the skills of students. 

3. Parents should motivate and support their children and allow them to communicate with others to enhance 

their capability to perform properly. 

4. Management should introduce some useful and effective techniques in educational institutions which could 

be helpful in bringing good skills among students regarding in their academic performance and motivation. 

5. Teachers must understand the students and innovates some techniques which could be easy to implement 

by students in order to avoid difficulties in enhancing their skills. 

6. The students should also join a lot of activities that is important that will benefit them. Once they get into the habit of 

considering themselves comfortable in an unknown environment while their studying, their self would automatically 

improve 

 

REFERENCES 

Agustina, Fenda. “Developing Monopoly Game for Teaching Tenses through Speaking Activity to 
the Eighth Graders.” Universitas Negeri Malang, 2019. 

AKILI, U C I HELDIYA FATMALA D J. “Improving Students’ Ability in Using Simple Present 
Tense through Matching Cards Game in SMP N 3 Pulubala.” Skripsi 1, no. 321412050 (2018). 

AL-Mutairi, Abdullah. “Factors Affecting Business Students’ Performance in Arab Open University: 
The Case of Kuwait.” International Journal of Business and Management (2011). 

ARORA, NISHA, and NEETU SINGH. “Factors Affecting the Academic Performance of College 
Students.” i-manager’s Journal of Educational Technology 14, no. 1 (2017): 47. 



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
162 

 

  

  

http://dx.doi.org/10.26634/jet.14.1.13586. 
Denhardt, Janet V, and Robert B Denhardt. The New Public Service: Serving, Not Steering. Routledge, 2015. 
Dhenabayu, Riska, ] Hesty, Puspita Sari, Silviana Valyanda, and Yunita Sari. “Antivirus: Jurnal Ilmiah 

Dan Teknik Informatika.” Jurnal Antivirus (2018). 
Hake, Richard R. “Socratic Pedagogy in the Introductory Physics Laboratory.” The physics teacher 30, 

no. 9 (1992): 546–552. 
Harb, Nasri, and Ahmed El-shaarawi. “Factors Affecting Business Students’ Performance: The Case 

of Students in United Arab Emirates.” Journal of Education for Business (2007). 
Hijazi, Syed Tahir, and S. M. M. Raza Naqvi. “Factors Affecting Students’ Performance: A Case of 

Private College.” Bangladesh e-Journal of Sociology (2006). 
Ima, Nur. “Developing Instructional Media of Basic English Grammar Webblog for the First Year 

Students of Senior High School 11 Makassar.” Universitas Islam Negeri Alauddin Makassar, 
2017. 

Karemera, D., L.J. Rueben, and M. R. Sillah. “The Effects of Academic Environment and Background 
Characteristics on Students’ Satisfaction and Performance: The Case of South Carolina State 
University’s School of Business.” College Student Journal (2003). 

Klimova, Blanka Frydrychova. “Approaches to the Teaching of Writing Skills.” Procedia - Social and 
Behavioral Sciences (2014). 

McLeod, A I, and Maintainer A I McLeod. “Package ‘FitARMA’” (2013). 
Miarso, Yusufhadi. Menyemai Benih Teknologi Pendidikan. Kencana, 2004. 
Osafo, Emmanuel, Amy Paros, and Robert M. Yawson. “Valence–Instrumentality–Expectancy Model 

of Motivation as an Alternative Model for Examining Ethical Leadership Behaviors.” SAGE 
Open (2021). 

P. J. Naik, D. V. Parekh and P. S. Desai. “Pelagia Research Library.” Der Chemica Sinica (2013). 
Pinner, Richard S., and Richard J. Sampson. “Humanizing TESOL Research Through the Lens of 

Complexity Thinking.” TESOL Quarterly (2021). 
SAHILA, MANNUN. “THE EFFECTIVENESS OF ENGLISH TENSES ANDROID 

APPLICATION TO IMPROVE STUDENTS’GRAMMAR ON SIMPLE PAST TENSE.” 
IAIN SALATIGA, 2019. 

Sari, Hesty Puspita, and Wahyu Dwi Lestari. “Designing Superlary Game to Learn Vocabulary of 
Tenth Grade Students.” EDUCATIO: Journal of Education 5, no. 2 (2020): 159–168. 

Shanmugaratnam, T. “IT in Learning: Preparing for a Different Future.” In ITOPIA, 2002. 
Singh, Rajesh. “Mathematics Anxiety and Its Relationship with the Achievement of Secondary School 

Students in Sikkim.” International Journal in Management & Social Science 5, no. 3 (2017): 117–123. 
Wang, Alf Inge, Bian Wu, D. Burgos, Pablo Moreno-ger, J. L. Sierra, Baltasar Fernandez-Manjon, M. 

Specht, et al. Introducton to Gamification. International Journal of Computer Games Technology, 2010. 
Yogendra, Nirogini, and Anthony Andrew. “A Study on the Factors Influencing on Grade Point 

Average (Gpa) with Special Reference to Third Year Commerce and Management Students of 
Eastern University, Sri Lanka.” Journal for Studies in Management and planning 3, no. 8 (2017): 409–
425. 

 


