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International Research Journal of Management, IT & Social Sciences
Available online at https://sloap.org/journals/index.php/irjmis/
Vol. 11 No. 1, January 2024, pages: 30-38
ISSN: 2395-7492
https://doi.org/10.21744/irjmis.v11n1.2403
30
Motivation in Academic Performance
Denny Beatriz Moreira-Morales
a
María Inés García-Loor
b
Article history:
Abstract
Submitted: 09 October 2023
Revised: 18 November 2023
Accepted: 27 December 2023
Motivation is an essential component of the educational process, which
influences learning: what, when and how one learns, contributing to academic
performance. The study was developed in the field of psych pedagogy, the
objective was to analyze motivation in academic performance, in its
development the importance of motivation in the school environment is
diagnosed, motivating methodologies in the teaching-learning process are
analyzed, and They identify methodologies that favor academic performance.
The applied methodology has a mixed approach, it is based on the collection
of specialized information on motivation and academic performance, it is
descriptive and field, and the data is collected from primary sources of the
“Bachillero” Educational Unit. Inductive, analytical, synthetic, and statistical
methods and survey, interview and observation techniques are used. The study
population is made up of students, teachers and directors, the intentional
sample corresponds to 37 people made up of 30 students from the Eighth Basic
Year, 6 teachers and the director of the Bachillero Educational Unit. The results
show the contribution that motivation generates in academic performance. It is
concluded that motivation predisposes the student's commitment to learning,
that the use of motivational strategies contributes to capturing interest in the
proposed content, and favors the development of a positive attitude towards
learning, participation, and the acquisition of significant learning, which has
an impact on academic performance.
Keywords:
academic performance;
education;
learning;
motivation;
participation;
International research journal of management, IT and social sciences © 2024.
This is an open access article under the CC BY-NC-ND license
(https://creativecommons.org/licenses/by-nc-nd/4.0/).
Corresponding author:
Denny Beatriz Moreira-Morales,
Universidad Laica Eloy Alfaro de Manabí extensión Chone,
Manabí, Ecuador.
Email address: dennybeatrizmoreiramorales@hotmail.com
a
Universidad Laica Eloy Alfaro de Manabí extensión Chone, Manabí, Ecuador
b
Universidad Laica Eloy Alfaro de Manabí extensión Chone, Manabí, Ecuador
IRJMIS ISSN: 2395-7492
Moreira-Morales, D. B., & García-Loor, M. I. (2024). Motivation in academic performance. International Research
Journal of Management, IT and Social Sciences, 11(1), 30–38.
https://doi.org/10.21744/irjmis.v11n1.2403
31
1 Introduction
The research focuses on the intersection between motivation and academic performance, a process that determines
how the way of avoiding and facing educational realities influences academic performance. Motivation is an essential
component of the educational process which is linked to both the performance of the teacher and the student. The
purpose of the research was to establish the relationship that exists between motivation and academic performance to
contribute to the improvement of educational quality. Worldwide, educational systems identify motivation as one of
the factors that affect learning ( Fernández-Espínola & Almagro, 2019).
In Ecuador, the Ministry of Education (2020) recognizes the importance of motivation in the teaching-learning
process and academic performance, which is associated with emotional, cognitive, and social factors. At the level of
basic education, the importance of motivation for the formation of habits, responsibility and awareness about learning
is recognized. It is an abstract concept that is used to explain a certain behavior (Molleapaza, 2020), it includes a
process by which a behaviour is initiated and directed towards the achievement of a goal (Lugo et al., 2022) and has
to do with activation. of cognitive resources for learning with the drive to successfully perform tasks considered a
challenge (Trujillo & Bermúdez, 2020).
As a problem, it is identified that in the Bachillero Educational Unit, there is little attention to the motivational
component within the teaching-learning process, although teachers apply methodological strategies focused on
motivation, its inclusion does not respond to a planned process following the specific learning objectives, as well as
Even from home, parents in most cases appear disconnected from their children's educational process; there is no
adequate support from home that generates a motivational stimulus in the student to achieve learning goals, as a
consequence many students present unsatisfactory academic performance (Junco, 2012; Honicke & Broadbent, 2016).
The research is developed in the field of psychopedagogy because it analyzes how motivation is influenced by the
educational environment, its objective is to analyze motivation in academic performance, it presents specific objectives
to diagnose the importance of motivation in the school environment, identify methodologies motivators to the teaching-
learning process and the benefits of motivation in academic performance are determined.
Recent research exposed by the scientific literature documents the relationship between motivation and academic
performance (Formento-Torres et al., 2023) with relevant findings at all levels and different areas of study. Research
with a focus on initial education (Carrillo et al., 2020), basic education (Lugo et al., 2022), secondary education
(Guzmán–Zamora & Gutiérrez–García, 2020) and at the higher education level (Molleapaza, 2020) stands out (Prieto
Andreu, 2020).
From a theoretical point of view, the research is justified because motivation and academic performance comprise
a topic of great relevance to education due to the influence they generate on the teaching-learning process. The theory
of motivation is widely supported by multiple research that suggests that a high level of motivation is positively
correlated with better academic performance, therefore, understanding how motivation influences learning and
performance is essential for the design of effective educational strategies (Korthagen et al., 2006; Mishraet al., 2020).
At a practical level, the research offers significant practical implications for teachers, parents and students, because
understanding how to motivate can contribute to improving the quality of the teaching-learning process. In addition,
the information can be used for teachers to design specific pedagogical strategies aimed at creating a positive learning
environment that fosters motivation (Lin et al., 2003; Pedaste et al., 2015).
Finally, the study is relevant because it seeks to leave a precedent on the need to include the “Bachillero”
Educational Unit, in the process of updating permanent knowledge and raising awareness among community members
to participate in this type of study to achieve significant results. that improve the educational conditions of the campus.
Motivation is an emotional state that predisposes the individual towards action, in this case towards learning (Ruíz,
2020) considered a primary determinant of academic performance, (Guzmán & Gutiérrez, 2020) transversal to the
class, which does not have a specific moment but rather the entirety of it is involved, its responsibility is attributed to
all the actors who participate in the educational process (Cáceres et al., 2021). It is especially related to the completion
of tasks, which depends on factors such as self-efficacy, procrastination and fear of failure, which in turn are predictors
of academic performance (Guzmán–Zamora & Gutiérrez–García, 2020).
Motivation is the engine that drives and directs change towards success, an aspect of vital importance that
predisposes coherent actions, which will make coexistence pleasant in the growing social and cultural process of each
individual, which contributes to determining their personality (Nevarez & Intriago, 2021). Motivation is a continuum
in which intrinsic and extrinsic motivation fall in the middle, and motivation falls at the extremes. Intrinsic motivation
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controls actions and seeks intellectual stimulation and the predisposition to learn new things, while extrinsic motivation
is motivated to achieve a goal through external actions (Trujillo & Bermúdez, 2020).
Both types of motivation play a transcendental role in the teaching-learning process because a motivated student
sets objectives, strengthens his knowledge and develops his potential, which is why it becomes important to apply
motivational strategies in class that allow active participation (Choez Galarza, 2022). Likewise, the lack of motivation
causes poor performance in the student, which is why it is required that a favorable environment be generated in the
classroom to provoke enthusiasm and arouse interest (Romero et al., 2020).
Academic performance
Academic performance corresponds to a relevant area of research because the identification of the elements that
affect it favors the design of strategies to strengthen it. Numerous research point out the variables that condition
performance, highlighting motivation (Guzmán–Zamora & Gutiérrez–García, 2020), which is classified as a strong
predictor of academic performance (Formento-Torreset al., 2023).
Academic performance is the result of several biological, psychological, economic and sociological factors that
influence and determine the results of the teaching-learning process. It is also considered an indicator of the learning
achieved by the student, which is why it is taken as a reference for educational quality (Cardenas et al., 2020).
Academic performance is one of the most important variables of the teaching-learning process, it encompasses the
relationship between what the student must learn and what he has learned, the result of the learning raised by the
pedagogical intervention of the teacher and produced by the student, the sum of the elements that act in and since the
person learns (Cajulso & Rivas, 2021).
2 Materials and Methods
The study is based on a mixed approach in which qualitative and quantitative data are combined. Quantitative data
collection is used based on numerical measurement and statistical analysis to establish the relationship between
motivation and performance, while from the qualitative approach specialized bibliographic information is selected to
interpret motivation and academic performance (Pincay et al., 2018).
It has a descriptive scope, through which properties and characteristics of motivation and academic performance
are specified. Descriptive research is ideal for the decomposition of the categories and elements that make up a study
problem (Alban et al., 2020). Fieldwork is carried out in the Bachillero Educational Unit, the context in which the data
that support this study are collected.
Inductive, analytical, synthetic and statistical methods are used. The inductive method was used to start from a
hypothesis about how motivation impacts academic performance based on the available theories. Using the analytical
method, the variables were broken down into different elements for their understanding. The synthetic method was
used to draw conclusions and the statistical method was used to process the quantitative data.
The techniques used are the survey, participatory observation and interview. The survey is structured with five
closed multiple-choice questions and is addressed to the teachers of the Bachillero Educational Unit, its instrument is
the questionnaire.
The observation uses the observation guide as an instrument through which information is recorded on four aspects
with which we sought to assess how motivation contributes to academic performance. Finally, the interview with its
instrument, the interview guide, is made up of four open questions addressed to the director of the Bachillero
Educational Unit.
The study population is made up of 300 people who correspond to teachers, students and directors of the Bachillero
Educational Unit. An intentional sample is selected that corresponds to 37 people, made up of 30 students from the
Eighth Basic Year, 6 teachers and the director of the Bachillero Educational Unit. All statistical data collected were
processed using the Microsoft Excel program and represented as a percentage (McDonough et al., 2013).
3 Results and Discussions
Below are the results collected through the application of the survey to teachers, observation of students and interview
with the director of the Bachillero Educational Unit. When asking teachers if they motivate students during class
development, the results are shown in Figure 1.
IRJMIS ISSN: 2395-7492
Moreira-Morales, D. B., & García-Loor, M. I. (2024). Motivation in academic performance. International Research
Journal of Management, IT and Social Sciences, 11(1), 30–38.
https://doi.org/10.21744/irjmis.v11n1.2403
33
Figure 1. Teachers motivate students during class development
It was found that 83% of teachers do it sometimes, and 17% do it always, noting that the teacher must prepare in a way
that achieves more motivation in the students. Teachers were asked about the type of motivational strategy they use in
the classroom, showing the results in Figure 2.
Figure 2. Type of motivational strategy used in the classroom
It is noted that teachers apply different types of motivational strategies in the classroom, resulting in 17% using positive
feedback, in this same percentage teachers use competitions, 33% use stories and the same percentage use games.
There is a greater tendency for teachers to use stories and games as a motivational element. In addition, teachers were
asked if students have adequate motivation from home; the results are shown in Figure 3
Games
33%
Positive feedback
17%
Stories
33%
Competenci
es
17%
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Figure 3. Students have adequate motivation from home
It was also investigated whether an adequately motivated student has a greater commitment to their learning in Figure
4.
Figure 4. A properly motivated student has a greater commitment to their learning
Finally, they were asked if a properly motivated student has a greater commitment to learning, with 83% stating that
they always do and 17% stating that sometimes. These results show that there is no adequate motivation among students
from home and that teachers are aware of the relationship that exists between motivation and learning.
Figure 5 presents the results of the observation carried out during the development of a class hour with the
participation of the students of the eighth basic year of the Bachillero Educational Unit, with the use of the motivational
strategy of positive feedback.
Figure 5. Observation of students
The observation contemplated four aspects with which we sought to assess how motivation contributes to academic
performance. At the beginning of the class, the teacher applied the motivational strategy of positive feedback, obtaining
the following results during the development of classes.
IRJMIS ISSN: 2395-7492
Moreira-Morales, D. B., & García-Loor, M. I. (2024). Motivation in academic performance. International Research
Journal of Management, IT and Social Sciences, 11(1), 30–38.
https://doi.org/10.21744/irjmis.v11n1.2403
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Regarding the interest in the contents presented by the teacher, 90% of the students are at a satisfactory level, and
10% require support. In the aspect of positive attitude to learning, it was found that 77% of the students presented a
satisfactory level, 20% were at an acceptable level and 3% required support. Regarding participation in the
development of the class, 80% have a satisfactory performance, 17% acceptable and 3% require support, to the
acquisition of significant learning, 80% have a satisfactory level, 17% acceptable and 3% require support.
Finally, the results of the interview applied to the director of the Bachillero Educational Unit are presented.
Firstly, he was asked: What is his opinion about the importance of motivation in the academic performance of
students? In this regard, the interviewee points out that motivation comprises an indispensable element of the teaching-
learning process because it focuses on contributing the necessary stimulus for the student to feel committed to their
learning.
He was also asked what strategies or programs the institution has implemented to promote student motivation. The
interviewee maintains that at the institutional level, in the course meetings and meetings that are held, emphasis is
placed on the application of strategies focused on motivation such as verbal stimuli, symbolic recognitions, integration,
and student support in general methodologies that help the student feel supported (Amrai et al., 2011; Harandi, 2015).
Next, they asked how the motivation needs of students in special situations are addressed, such as those who may
be unmotivated or at risk of dropping out of school. It was stated that when students are identified in situations of risk
or dropping out of school, the parents of the students are called. family to strengthen the school bond and ensure the
permanence of the child in the educational process (Bell et al., 2012).
Finally, he was asked how to evaluate the effectiveness of the motivation strategies implemented in the institution,
to which the interviewee stated that the efforts made at the institutional level regarding motivation are important,
however, greater monitoring of the component is needed. motivational to establish the potential benefits that it has in
the educational process.
The results show that at the teaching and management level, the benefits that motivation offers to academic
performance are known, so there is an interest in promoting practices that promote motivation, these results agree with
Cajulso & Rivas (2021), who maintain that The greater the motivation, the greater the academic performance and with
Formento-Torres et al. (2023), who emphasize the importance of implementing motivational interventions to improve
academic performance.
But they differ from the findings of Corredor-García & Bailey-Moreno (2020), who found that motivation does not
guarantee academic performance, since the classroom climate and teaching strategies have more impact on it. Among
the motivational strategies used by teachers, games and stories stand out, results that agree with Cajamarca et al. (2020),
who determined the effectiveness of using the motivational strategy of gamification for learning. Regarding the
benefits that these motivational strategies provide, Duarte-Herrera et al. (2019), highlight that they enhance the needs
for security, self-learning, development and transcendence and Cabell-Rosales & Pérez-Azahuanche (2021), maintain
that these promote highly positive learning, favor autonomy and they help learn to learn.
Regarding the participation of parents in motivating their children's learning, it was determined that in most cases
there is no adequate motivation. According to Renta Davids et al. (2019), the training of family members is a powerful
strategy to increase motivation. of the students because it allows them to regain interest in the learning contents, a key
action for teaching support if the appropriate conditions are provided, such as incorporating the interests and needs of
the family, a privileged way to channel the active participation of the entire educative community. For their part,
Ansong et al. (2019), suggest that family support is essential for motivation because it creates self-concepts that
generate self-efficacy.
It was established that motivation predisposes students to learn, which coincides with Nieto-Márquez et al. (2021),
who maintain that motivation generates an impact on metacognitive regulation and the achievement of academic
achievement, with Formento-Torres et al. ( 2023), who found a relationship between motivation and learning and Ruíz
(2020), who identified that this positively predisposes the student.
Through the results of the observation, it was established that motivational strategies favor student performance,
because they stimulate their interest, and allow the development of a positive aptitude towards learning and
participation, which in turn generates significant learning. Results coincide with Nevarez & Intriago (2021), who found
that motivation favors the metacognitive process discharged from creativity, flexibility, vision, values and emotions,
with Rivera et al. (2020), who identified it as the starting point for learning, which creates the impulse to act and makes
learning possible.
In addition, they correlate with Armas (2019), who found that when students' needs are covered, they become
motivated to learn and develop their interests through activities that engage them with new learning flows, with
intrinsic motivation being the driving force of meaningful learning.
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4 Conclusion
The use of motivational strategies contributes to capturing interest in the proposed content, favors the development of
a positive attitude towards learning, participation and the acquisition of significant learning, among which games,
stories, verbal stimuli, and recognition stand out. symbolic, integration, student support, and those that help the student
feel supported. Through positive feedback, students achieve adequate interest in the content presented by the teacher,
show a positive attitude to learning and participate in the development of the class, which favors the acquisition of
significant learning.
Conflict of interest statement
The authors declared that they have no competing interests.
Statement of authorship
The authors have a responsibility for the conception and design of the study. The authors have approved the final
article.
Acknowledgements
We are grateful to two anonymous reviewers for their valuable comments on the earlier version of this paper.
IRJMIS ISSN: 2395-7492
Moreira-Morales, D. B., & García-Loor, M. I. (2024). Motivation in academic performance. International Research
Journal of Management, IT and Social Sciences, 11(1), 30–38.
https://doi.org/10.21744/irjmis.v11n1.2403
37
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