INTRODUCTION

The term "motivation" comes from the Latin word "movere," which means "mental state leading to the desired objective".¹ Individual desires, needs, interests, and impulses are all parts of the motivation concept.² In education, motivation is very influential in students' learning because it helps them boost their self-esteem.³ These are some of the most common motivation definitions. Nevertheless, academic motivation refers to the driving force that motivates a person to take action to accomplish an academic objective.⁴

Academic motivation is a crucial topic in education since it results in motivating outcomes.⁵ Academic motivation, according to experts, is a more precise idea that encompasses students' skills to think and learn creatively, as well as the giving of incentives for going to school and completing the tasks. Students will be more motivated and perform better if their expectations are met.⁶ Students' motivation will be boosted if you can pique their interest and assure their desire to take the course and complete it.⁷ Academic motivation may be described in this context as students' willingness to achieve certain academic goals.⁸ Students that are highly motivated academically are more receptive to learning and have a greater interest in the subject.⁹

Children that are academically driven are more likely to respect education and school, like studying, and participate in learning-related activities, according to research.¹⁰ The explanation, according to the findings, is that as the likelihood of academic postponement grows, so does the likelihood of academic motivation.¹¹ Lack of motivation has been identified as a leading cause of underachievement in studies.¹²

When an adequate learning environment is given, it is thought that an individual's degree of learning will rise. This condition, however, does not apply to every kid in the same manner. Students aren't always eager to study. This demonstrates the importance of emotional processes in learning.¹³ Understanding the value of learning, as well as a drive to research and learn, are all affected by the mindset of the learner.¹⁴ At this stage, it is suitable to describe "attitude" as a notion that is influential on the achievement of students.

An attitude is a combination of good or negative feelings toward anything. A good attitude enhances the chance of behavior towards a particular object whereas a negative attitude decreases the likelihood of behavior.¹⁵ Attitudes include the person's perceptions, his feelings, and his behavior on a subject.¹⁶ The goal of Social Studies classes is for students to develop good attitudes toward socially acceptable behaviors.¹⁷ Furthermore, people's attitudes influence their views on the environment and their interests. Consequently, all of these elements play an important influence on academic success.¹⁸

Educators believe that one's attitude affects one's ability to learn and teach.¹⁹ When it comes to building learning environments, attitudes are crucial. Students' interests and attitudes toward the course are the most important factors in their success in the course. Several elements, such as the classroom atmosphere or how the teacher supports learning, might influence students' attitudes regarding the course. If these elements are taken into account, and the teacher uses different techniques with students of varying abilities, students' attitudes about the course will improve, and academic motivation will increase.²⁰

Students' good academic motivation and attitudes will have a beneficial impact on their academic success in a Social Studies course. For secondary school students²¹, believe it is critical to investigate the link between motivation and attitude. If a student's enthusiasm for a topic is great, he or she will do better in class and learn more quickly. As a result, it is indeed crucial to determine students' academic motivation as well as their attitude towards Social Studies.²²

Some studies look at the link between students' views about social studies classes and their academic success in elementary school.²³ Other research looked at the link between students' learning methods and their views about social studies classes.²⁴ There are no studies in the relevant literature that look at the relationship between academic motivation and attitudes toward social studies among public school secondary students.

This investigation's goal is to discover if there is a relationship between secondary school students' motivation and attitudes toward social studies in public schools. The current study is considered to make a literature contribution in this context. The following are the research questions: 1) What is the level of academic motivation among secondary school students in public schools?; 2) Is there a significant difference in academic motivation between male and female respondents?; 3) What are secondary school students' attitudes on Social Studies?: 4) Is there a significant difference in attitude towards social studies between male and female respondents?; 5) Is there a significant relationship between students' academic motivation and their attitudes on Social Studies in secondary public schools?

Methods

A quantitative research design was used in this study. The process of gathering, organizing, and describing data from the survey is referred to as survey design²⁵ To achieve a generalizable conclusion, a large portion of the available population must be examined. To find responses to the stated research questions, a questionnaire was given to a group of secondary students in public schools. The overall sample size for this study was 458 secondary students from public schools. In terms of gender, females outnumber males (55.2% or 253). The respondents' ages vary from 13 to 23, with a mean age of 16.55 (SD= 1.79).

Two research instruments were used to measure the respondents' academic motivation level and attitude toward social studies. Vallerand et. al. (1989) developed the first instrument, the Academic Motivation Scale (AMS) High School Version, which Yurt & Bozer modified ²⁶. With a Cronbach's alpha value of 0.90, the items were distributed throughout its seven subscales. The items in the data gathering instrument were rated from (1= does not correspond at all) to (7= corresponds exactly). The amotivation subscale's items (5, 12, 19, and 26) were reversed coded since they were negative assertions.

RESULTS AND DISCUSSION

Learners' Level of Academic Motivation

The responses on the Academic Motivation Scale were exported and uploaded to SPSS to handle the data set, which was statistically quantified using descriptive statistics, specifically mean and standard deviation, to determine respondents' academic motivation levels. The results of the analysis are presented in the table below:

(Note: The amotivation subscale's items were reversed coded since they were negative assertions.)

Scale: 6.16 – 7.00 (Very High); 5.30 – 6.15 (High); 4.44 – 5.29 (Somehow High); 3.58 – 4.43 (Moderate); 2.72 – 3.57 (Somehow Low); 1.86 – 2.71 (Low); 1.0 – 1.85 (Very Low)

Table 1.0 reveals that respondents are intellectually driven, with a 'high' level of academic motivation (M= 5.61, SD= 0.68). Sivrikaya's²⁷ findings on the 'somehow high' level of academic motivation among students at Balikesir University in Turkey are nearly identical to the aforementioned result. The discrepancy can be explained by the fact that Sivrikaya's study sample consisted of 120 students only, whereas this present study included a sample size of 458 students. This supports DePaulo's²⁸ conclusion that a bigger sample size broadens the range of potential data and creates a more accurate image for analysis

In the study, identified motivation had the highest mean score for academic motivation (M= 5.602, SD= 0.969). It was noted that students who have a high level of identified motivation are more likely to participate in conduct that benefits them personally and receives personal attention.²⁹

According to the statistics, 0.4% or 2 respondents were noted to have a 'very low' academic motivation level, also 0.4% or 2 respondents were recognized as having a 'low' academic motivation level, 57.5% or 263 were discovered to have a 'high' academic motivation level, and 1.0% or 5 were said to have a 'very high' academic motivation level. Clearly, the majority of students (268 or 58.5%) stated that their academic motivation was high to very high. There are varieties of theories as to why students have low or high levels of academic motivation. This online education is one of the reasons why some students struggle academically. Students in online learning are less likely to participate, according to Kyewski and Krämer³⁰. According to research conducted by Meşe and Sevilen³¹, English language learners (EFL) believe that face-to-face education is better for students' motivation than online education owing to external variables such as whether or not they perceive the classroom setting as inspiring.

Learners' Level of Academic Motivation across IML Subscale

To evaluate the data in Tables 1.1, descriptive statistics were used. The results in each item of the questionnaire, frequencies and corresponding percentages, mean (M), standard deviation (SD), and interpretation to assess students' level of academic motivation in each item for each subscale, are all included in the presentation.

Responses' Legend: 1= Does not correspond at all, 2 or 3= Corresponds a little, 4= Corresponds moderately, 5 or 6= Corresponds a lot, 7= Corresponds exactly

Scale: 6.16 – 7.00 (Very High); 5.30 – 6.15 (High); 4.44 – 5.29 (Somehow High); 3.58 – 4.43 (Moderate); 2.72 – 3.57 (Somehow Low); 1.86 – 2.71 (Low); 1.0 – 1.85 (Very Low)

The least positively scored of the four factors is number one, where 25.3% of respondents believe that enjoying pleasure and satisfaction when learning new things moderately correlates to their academic drive. Surprisingly, just two of the 458 respondents believe that their studies have prevented them from continuing to learn about numerous areas that they are interested in.

However, the overall mean is read as "high," implying that students are encouraged to learn more and like trying new things, particularly those that they are most interested in.

Learners' Level of Academic Motivation across Gender

The data set was processed with inferential and parametric statistics known as T-test for the independent sample to assess whether or not respondents' level of academic motivation differed by gender. The findings are presented in Table 2.0.

Table 2.0 Independent Samples T-test for Gender Differences in Academic Motivation Level
Dependent Variable	Independent Variable	N	Mean	Std. Deviation	Sig. (2-tailed)
IML	Male	205	5.35	1.12	0.645
	Female	253	5.39	1.05
IMAG	Male	205	5.52	0.97	0.814
	Female	253	5.55	1.04
IMS	Male	205	5.56	0.93
	Female	253	5.56	1.00	0.972
IDM	Male	205	5.53	0.95
	Female	253	5.66	0.98	0.174
INM	Male	205	5.67	0.91	0.181
	Female	253	5.54	1.03
EM	Male	205	5.57	0.95
	Female	253	5.61	1.03	0.618
A	Male	205	6.03	1.15
	Female	253	5.99	1.33	0.751
Overall	Male	205	5.60	0.65	0.727
	Female	253	5.61	0.71

When data is pooled by gender, it was determined that there is no significant difference in the respondents' level of academic motivation (p-value (2-tailed) = 0.727> 0.05). Males (M= 5.60, SD= 0.65) and females (M= 5.61, SD= 0.71) both demonstrate a high level of academic motivation. It should be mentioned that secondary students' academic motivation is unaffected by their gender. As a result of the findings, it is possible to conclude that the learners' gender has no impact on their academic motivation. This finding contradicts Faiz and Karasu Avci's (2020) claim that female students are less motivated than male students.

This result is consistent with the findings of the impartial influence of gender on academic motivation (Cetinkaya, 2019). According to Cetinkaya (2019), who found that among the 527 respondents (319 males and 208 females), gender is not a factor determining contrast on academic motivation (p-value [2-tailed] = 0.428 > = 0.05)

Learners' Attitude towards Social Studies

The data set was submitted to analysis using descriptive statistics, especially mean and standard deviation, to determine the respondents' attitudes towards social studies. A scale was developed based on the equal interval concept to evaluate numerical data provided by means, resulting in mean scores. The data analysis and explanation of the calculated mean are shown in Table 3.0.

Scale: 4.2 – 5.00 (Very Positive); 3.4 – 4.19 (Positive); 2.6 – 3.39 (Moderate); 1.8 – 2.59 (Negative); 1.0 – 1.79 (Very Negative)

Table 3.0 demonstrates that secondary students from public schools had a mean score of 4.11, indicating that they have a positive attitude toward social studies. This indicates that the respondents value social studies. The standard deviation is 0.409, indicating that the survey respondents' responses are near the mean. The findings of this research study are similar to those of Ilgaz³², who conducted a study on students from Malatya, Yeşilyurt, on their attitudes toward social studies classes. According to Dundar and Rapoport (2014), students' good attitude towards social studies may be categorized into two categories. First, this indicates that these learners are likely to continue to be enthusiastic in social studies in the future. Second, it implies that kids are learning crucial information and abilities for democratic citizenship.

The highest mean score in the survey was for attitudes toward school (M= 4.31, SD= 0.579), indicating a "very positive" attitude. This implies that students' attitudes toward school have an impact on their learning and attitudes toward social studies. It backs up Pintrich's argument, which Mousavi and Badri's cite³³, that students' views regarding school have a big influence on how they approach learning activities. Students prefer to drop out of school and refuse to attend class if they believe their educational atmosphere is chilly, procrastinating, or detrimental to their advancement³⁴. Support from parents for social studies had the lowest mean score (M= 4.04, SD= 0.707), indicating a "positive" attitude. It says that children's learning is highly influenced by their parents' support. It validates the findings of OECD (2012) that parents who are actively involved in their children's education are more likely to encourage them to learn for the sake of learning.

According to a thorough analysis of the data, only one respondent, or 0.2%, claimed to have a "very negative" attitude toward social studies, five respondents, or 1.0%, said to have a "negative" attitude toward social studies, 251 respondents, or 54.8%, revealed to display a "positive" attitude toward social studies, and 186 respondents, or 40.6%, declared to possess a "very positive" attitude toward social studies. It may be deduced from this data that the respondents had a favorable opinion toward social studies in general. It is assumed that the students have grasped the significance of social studies and how they might apply it to their academic and personal life. According to research by Stodolsky et. al.³⁵, students are more likely to learn social studies in school than arithmetic. Students benefit from social studies because they gain a better understanding of the world they live in, allowing them to make educated judgments about topics that impact them, especially as they get older (Athlos Academies, 2019).

Learners' Attitude towards Social Studies

Descriptive statistics was used to examine the data in Tables 3.1 through 3.9. The presentation includes the findings of each questionnaire item, including frequencies and percentages, mean (M), standard deviation (SD), and interpretation to analyze students' attitudes towards social studies in each item for each subscale.

Responses' Legend: 1- Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

Scale: 4.2 – 5.00 (Very Positive); 3.4 – 4.19 (Positive); 2.6 – 3.39 (Moderate); 1.8 – 2.59 (Negative); 1.0 – 1.79 (Very Negative)

The most rated item among the three items is number one, with more than half of the respondents (56.3%) agreeing, indicating that respondents are enthusiastic about the prospect of attending their institutions. Surprisingly, the mean score is only regarded as "positive" in item 3, while the other two items are interpreted as "very positive." The overall mean score for the ATS subscale is "very positive," implying that students' attitudes toward school have an impact on their learning and attitudes towards social studies. It supports Pintrich's claim³⁶, that students' attitudes toward school have a significant impact on how they tackle educational tasks. Item number one and two suggest a very positive attitude, indicating that they like social studies in addition to their love of their school. It contradicts the conclusions of Schug et. al.³⁷, who argued that students regarded social studies content dull because it is too far away from their experience, too thorough, or too monotonous.

Responses' Legend: 1- Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

Scale: 4.2 – 5.00 (Very Positive); 3.4 – 4.19 (Positive); 2.6 – 3.39 (Moderate); 1.8 – 2.59 (Negative); 1.0 – 1.79 (Very Negative)

The SPSS subscale scores are practically comparable. Students feel that individuals who get parental support develop a favorable attitude toward social studies, as evidenced by a "positive" overall mean score. Parental participation, according to Delgado (2019), aids in improving classroom conduct. Students' self-esteem and classroom dispositions improve as a result of more communication between parents and instructors. Item 31 had the lowest mean score (M= 3.99, SD= 0.960) of the three, but it was nevertheless regarded as "positive," implying that how parents assist their children with social studies homework has a significant influence on their attitude toward social studies.

Learners' Attitude towards Social Studies across Gender

To see if respondents' attitudes toward social studies changed by gender, the data set was analyzed utilizing inferential and parametric statistics known as T-tests for independent samples. Table 4.0 summarizes the findings.

Table 4.0 Independent Samples T-test for Gender Differences in Attitude towards Social Studies
Dependent Variable	Independent Variable	N	Mean	Std. Deviation	Sig. (2-tailed)
ATS	Male	205	4.30	0.60	0.782
	Female	253	4.32	0.56
ATSS	Male	205	4.06	0.56	0.835
	Female	253	4.07	0.60
VSS	Male	205	4.08	0.58
	Female	253	4.18	0.57	0.052
TATSS	Male	205	4.13	0.58	0.737
	Female	253	4.15	0.59
PTAS	Male	205	4.08	0.55	0.999
	Female	253	4.08	0.63
CA	Male	205	4.04	0.55	0.331
	Female	253	4.09	0.58
CM	Male	205	4.08	0.58
	Female	253	4.13	0.63	0.421
SA	Male	205	4.13	0.53	0.058
	Female	253	4.02	0.66
SPSS	Male	205	4.01	0.73	0.364
	Female	253	4.07	0.69
Overall	Male	205	4.10	0.36	0.565
	Female	253	4.12	0.44

Gender is not a factor determining differences in the degree of respondents' attitudes toward social studies, according to the study reported in Table 4.0 (p-value (2-tailed) = 0.565 > = 0.05). Furthermore, it is worth noting that respondents in both gender groups had a "positive" attitude towards social studies in general, males (M= 4.10, SD= 0.36) and females (M= 4.12, SD= 0.44). As a result, the gender variable had no impact on secondary school students' attitude towards Social Studies. The findings of this study corroborate those of Aliskan and Turan³⁸, Ilgaz³⁹, Faiz and Karasu Avci⁴⁰, and Ergin⁴¹. However, they contradict those of Tay & Akyürek Tay⁴², who found that female students exhibited higher attitudes.

Correlation: Academic Motivation Level and Attitude towards Social Studies

The data set was handled with the inferential and parametric statistics known as Pearson Product Moment Coefficient (Pearson r) to assess whether or not there is a significant relationship between the respondents' academic motivation level and attitude toward social studies. The analysis is shown in Table 5.0.

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

According to the data presented in the Table 5.0, there is a significant relationship between academic motivation and attitude toward Social Studies (p-value= 0.000 < a= 0.01). It is determined that the two variables have a medium-level positive association (r-value= 0.399). In other words, as their academic motivation increases, their attitude towards Social Studies improves to a moderate extent. Faiz and Karasu Avc's findings with 443 secondary students from a northern Turkish city are reflected in this result⁴³.

Summary of Findings

The importance of academic motivation and attitude in achieving social studies objectives cannot be overstated. If a student is highly motivated and has a favorable attitude toward the subject, their academic success will improve.

The study looked at secondary school students' academic motivation and attitudes towards social studies. It also looked to see if there was a significant difference in academic motivation and attitude toward social studies when respondents were divided into gender groups. Finally, the study looked at the relationship between academic motivation and attitude towards social studies among respondents. The study was done at different public secondary schools in Zamboanga Sibugay, Philippines, using a quantitative approach. Academic Motivation Scale and Secondary Students Attitudes toward Social Studies Scale were adapted to answer the research questions. The study's key findings are listed below.

• Students are reported to be highly motivated (M= 5.61, SD= 0.680) in terms of academic motivation.

• When data is pooled by gender, no significant differences in respondents' academic motivation are found (p-value (2-tailed) = 0.727> 0.05). Academic motivation level is high in both males (M= 5.60, SD= 0.65) and females (M= 5.61, SD= 0.71).

• According to the findings, secondary students have a positive attitude toward social studies (M= 4.11, SD= 0.409).

• Gender has no bearing on the degree to which respondents' attitude towards social studies differ (p-value (2-tailed) = 0.565 > = 0.05). Furthermore, respondents in both gender groups, males (M= 4.10, SD= 0.36) and females (M= 4.12, SD= 0.44), had a "positive" attitude toward social studies in general.

• Academic motivation and attitude toward Social Studies have a substantial association (p-value= 0.000 a= 0.01). The two variables are shown to have a medium-level favorable relationship (r-value=0.399).

   

  CONCLUSION

  The goal of the study was to find out how academically motivated secondary school students in public schools are, as well as how they feel about social studies. It may be stated that respondents who have a high level of the academic drive are better equipped to adulthood transition and attain vocational and financial success. The gender variable, on the other hand, did not show any significant differences. As a result, it is feasible to conclude that the gender of the students has no impact on their academic motivation.

  In terms of students' attitudes toward social studies, it is determined that these students are likely to remain excited about social studies in the future and that they are gaining critical information and skills for democratic citizenship. Gender does not play a role in shaping disparities in respondents' attitudes toward social studies, according to the findings. The gender variable did not affect secondary school learners' attitudes towards Social Studies. Additionally, the respondents' attitude toward school, the teacher's attitude toward social studies and students, classroom climate and administration, students' self-perception of ability, and parental support are all elements that inspire the students to participate in social studies classes.

  Academic motivation and attitude toward social studies are significantly related and have a mid-level positive relationship. In other words, as their academic motivation grows, so does their attitude toward Social Studies. Students' academic progress will increase if they are highly motivated and have a favorable attitude towards the subject. As a result, providing suitable course teachers in schools might help to increase motivation levels.

  The study's findings revealed a positive mid-level relationship between academic motivation and attitude towards social studies among secondary students. Other researchers can investigate the relationship between academic motivation and several factors. By repeating the study with other scaling techniques, the research may be further expanded. The study's sample group consisted of 458 secondary school students from public schools, and it was discovered that academic motivation and attitude towards social studies did not differ by gender. By adjusting the sample group, the study may be repeated.

   

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