Title: In-School Motivational Factors Among Mamanwa Learners: An Analysis of Effort and Persistence, Interest in Learning, and Perceived Value of Learning
Authors: Sherilyn B. Dagsa, Marivic M. Cuizon, PhD,
Volume: 10
Issue: 2
Pages: 160-165
Publication Date: 2026/02/28
Abstract:
This study examined the level of manifestation of in-school motivation among Mamanwa learners in Alegria District, Surigao del Norte, with particular focus on effort and persistence, interest in learning, and perceived value of learning. A descriptive research design was employed to determine the levels of teacher practices and in-school motivation and to examine their relationship without manipulating the learners' educational or cultural environment. The respondents were 50 Grade 6 Mamanwa learners selected through purposive sampling during School Year 2025-2026. Data were gathered using a validated and reliable researcher-made questionnaire, and ethical protocols, including informed consent and learner assent, were strictly observed. Descriptive statistical tools such as frequency, percentage, and weighted mean were used to analyze the data. Findings revealed that Mamanwa learners demonstrated a high level of in-school motivation across all dimensions. Learners consistently exhibited diligence, persistence in overcoming academic challenges, strong interest and curiosity in learning activities, and a positive perception of education as vital for future goals, livelihood, and community development. Despite socio-economic and contextual challenges, the results underscore the learners' resilience, positive learning attitudes, and strong valuation of education, highlighting the importance of supportive and culturally responsive educational practices.