Research English 101

Chapter 1

Introduction to the Study

Background of the Study:

Motivating pharmacy students to strive hard for good grades is not that easy. These students would usually deal with hard subjects which are related to Math and Science.
Pharmacy students would face an everyday struggle to cope with their studies. Most of the students would use a person or a thing to help them be motivated enough to strive harder. The researchers conducted a study that would help Pharmacy students determine the types of motivators that could help them in studying harder. The researchers has looked for articles that would present possible motivators.
According to Castro (1976) We cannot ignore the reality that extrinsic rewards can have adverse effects on student motivation. This here is a proof that rewards may also be used as an instrument of motivating students. Lowman(1994) found “Professors who help students appreciate even complex material in a clear and organized way are more likely to be effective than those who are vague or confusing.” (p.137) . Another study of Sapiay (2010) stated that “When parents are involved,pupils have higher grades, test scores and graduation rates, better school attendance, increased motivation, better self-esteem, and fewer instances of violent behaviour.” These are all possible motivators that Pharmacy students may be using. The list of possible motivators would include family, rewards, and professors. One may see the importance of motivating students since this is the only way to help students to cope with the standards of the University of San Agustin in the field of Pharmacy.

Statement of the Problem:

1. What are the possible motivators that could help the pharmacy students to cope up with the standards of the University of San Agustin? 2. What is the commonly practiced way of motivating the students to study well?

Definition of Terms:

Motivator is a source of motivation.
Motivation is the act or an instance of motivating, or providing with a reason to act in a certain way.
It is the psychological feature that arouses an organism to action toward a desired goal and elicits, controls, and sustains certain goal directed behaviours. It can be considered a driving force; a psychological drive that compels or reinforces an action toward a desired goal. For example, hunger is a motivation that elicits a desire to eat. Motivation has been shown to have roots in physiological, behavioural, cognitive, and social areas.
Internal and external factors that stimulate desire and energy in people to be continually interested and committed to a job, role or subject, or to make an effort to attain a goal.
Motivation results from the interaction of both conscious and unconscious factors such as the (1) intensity of desire or need, (2) incentive or reward value of the goal, and (3) expectations of the individual and of his or her peers. These factors are the reasons one has for behaving a certain way. An example is a student that spends extra time studying for a test because he or she wants a better grade in the class.
Pharmacy is the branch of the health sciences dealing with the preparation, dispensing, and proper utilization of drugs.
Pharmacy is dealing with these subjects:
Pharmacology is the study of the mechanism of action, uses, side effects, and fate of drugs in the body. In other words, it is the study of what biologically active compounds do in do in the body (pharmacodynamics) and how the body reacts to them (pharmacokinetics).
Pharmacotherapeutics is the use of drug to alleviate the signs and symptoms of disease, delay disease progression, cure a disease, or facilitate nondrug interventions.
Pharmacists also known as druggists or chemists, are healthcare professionals who practice in pharmacy, the field of health sciences focusing on safe and effective medication use. The role of the pharmacist has shifted from the classical "lick, stick, and pour" dispensary role (that is, "lick & stick the labels, count the pills & pour liquids"), to being an integrated member of the health care team directly involved inpatient care. Pharmacists undergo university-level education to understand biochemical mechanisms of action of drugs, drug uses and therapeutic roles, side effects, potential drug interactions, and monitoring parameters. This is mated to education in anatomy, physiology, and pathophysiology. Professional interpretation and communication of this specialized knowledge to patients, physicians, and other health care providers are functions which pharmacists provide, and are central to the provision of safe and effective drug therapy.

Student is a learner, or someone who attends an educational institution and a person who is studying at a university or other place of higher education or a person following a course of study, as in a school, college, university, etc.

Significance of the Study:

This study would mostly be helpful in a way that it will contribute a new knowledge regarding the best way to motivate Pharmacy students. The research that we conducted will also give us an answer on which motivator is often used by Pharmacy students to keep them going in facing the hard subjects that thay are obliged to pass.
As a whole this research will be useful for Pharmacy students and for their Professors as well. The students will be able to determine the reason why they need to study hard and to cope with the standard of the school. Professors on the other hand, may use the said research to motivate their students more. By reading through the research Professors may be able to determine the kind of approach that they need to use to keep their students motivated.

The research is also beneficial for the researcher since we are also Pharmacy students. Through the research we are able to learn new knowledge on how to cope with our own studies.

Delimitation of the Study:

The study conducted by the researchers covers the pharmacy student of the University of San Agustin. This study is administered only in the boundaries of the said institution and the respondents come from the students who are taking up Pharmacy as their course. This will not serve as a data for other courses because the research was conducted only for the Pharmacy students. The discussion in this research is applicable for the Pharmacy students only and will not serve as a source of information for other school and for other courses.

Chapter 2

Review of Related Literature

According to Seligman, M.E. (1990) motivation is the driving force which helps causes people to achieve goals. It is said to be intrinsic or extrinsic. The term is generally used for humans but, theoretically, it can also be used to describe the causes for animal behavior as well. But what Seligman is stating about motivation refers to human motivation. Motivation may be rooted in a basic need to minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting, or a desired object, goal, state of being, ideal, or it may be attributed to less-apparent reasons such as altruism, selfishness, morality, or avoiding mortality. Conceptually, motivation should not be confused with either volition or optimism.
Motivation is the concept we use when we describe the forces acting on or within an organism to initiate and direct behavior. We also use the concept of motivation to explain differences in the intensity of behavior. More intense behaviors are considered to be the result of higher levels of motivation. Additionally, we often use the concept of motivation to indicate the persistence of behavior. A highly motivated behavior will often be persistent even though the intensity of the behavior may be low. Does the study of behavior need a concept of motivation? One reason often suggested by both casual and scientific observation is that “something” triggers behavior. Sometimes we behave in a certain way and at other times we do not. What was different from the one-time to the others? Presumably motivation was present when we behaved but was absent (or, more correctly, a different motive was active) when we did not. The concept of motivation helps to explain why behavior occurs in the one situation but not in the others. To the extent that such a concept increases our ability to understand and predict behavior, the concept is useful. As readers will discover throughout this book, many psychologists have found the concept of motivation useful.
Answers appear regularly in books and journals concerned with college instruction, most of which have focused on the qualities of effective teachers (Meredith 1984), although some have concentrated on the process of instruction (Cohen and Herr 1982) including the kinds of learning seen in students (Abrami, D’ Apollonia and Cohen 1990; Johnson and Johnson 1987; Slavin 1983). Portraits of effective instructors typically deal with instruction proper (Meredith 1985, Moses 1985) or with the interpersonal dimension of the classroom (Erdle, Murray, Ruston 1985; Freeman 1988; Kegel-Flom 1983; Mcfadden and Perlman 1989).
David Wilkerson (2005), said that good parents do not always produce good children, but devoted, dedicated, hardworking mothers, and fathers can weigh the balance in favour of decency and the building of moral character. Every word/deed of a parent is a fiber woven into the the character of a child fits into the fabric of society. Parents play a vital role in the learning of a child. They should encourage the child to study, to do his/her assignments, and find time to monitor the child’s learning achievement in school. Parents should bear in mind that their participation in the formation and exercise of proper study habits will be felt by the learner. Their constant participation and approval on the strivings of the learner will surely boost the latter’s perseverance to success (Villa, 2009).
Early motivational theorists in psychology attempted to explain motivation in manydifferent settings and for many kinds of behaviors (Weiner, 1990). Motivation is referredto as multidimensional: it measures impulsive and deliberate action, is concerned with theinternal and external factors, and observes causes for behavior. Harter (1983) proposed amodel of mastery or effectance motivation, describing the effects of both success andfailure experiences on mastery motivation. The goals of effectance motivation areacquiring competence and influencing one 's environment (Eccles, Wigfield, & Schiefele,1998). Mastery motivation is defined as a general tendency to interact with and to expressinfluence over the environment.
In the same line with Gardner, Deci and Ryan (1985) created the intrinsic/extrinsic motivation theory. They claim that learners who are interested in learning tasks and outcomes for their own sake (Intrinsic) rather than for rewards (extrinsic) are likely to become more effective learners. More specifically, according to them, Intrinsic motivation refers to motivation to engage in an activity because that activity is enjoyable and satisfying to do. Extrinsically motivated behaviors are those actions carried out to achieve some instrumental end, such as earning a reward or avoiding a punishment. This type of motivation does not necessarily imply a lack of self-determination in the behaviors performed. Dickinson (1987) claims that success enhances motivation only in children who are focused on learning goals, that is, who are intrinsically motivated. According to Koestner& McClelland (1990), research on intrinsic motivation has led to the conclusion that intrinsic motivation will be greatest under conditions that foster feelings of challenge, competence, and self-determination. They also claim that if external events enhance feelings of competence, as when someone is told he or she has done a task very well, intrinsic motivation is likely to increase. By contrast, events that lead to feelings of incompetence are likely to undermine intrinsic motivation.
They say in the educational realm, studies indicate teaching style that encourage an intrinsic orientation are associated with superior school adjustment, compared to styles that make extensive use of controlling contingencies.

Clement et al. (1994) defined motivation into three levels that are the language level, the learner level, and the learning situation level. The three levels meets the three basic constituents of the second language learning process (the target language, the language learner, and the language learning environment), and also reflect the three different aspects of language (the social dimension, the personal dimension, and the educational subject matter dimension).

Dornyei also gives a very good insight. She claims that the same learner in the same learning situation might show a strikingly different degree of motivation depending on what the target language is. Similarly, when the target language is the same, the same learner’s motivation can show vast differences as the function of the learning situation, that is, the appraisal of the language classroom. In other words, each of the three levels of motivation exert their influence independently of the others and have enough power to nullify the effects of the motives associated with the other two levels.
So one of the key points is to motivate students intrinsically, and this leads to autonomy which I am going to talk about in a later section. However, interesting findings were discovered from Noels, Pelletier, Clement, and Vallerand’s study (2000) on students registered in English psychology class at French-English bilingual university. The study showed “To foster sustained learning, it may not be sufficient to convince students that language learning is interesting and enjoyable; they may need to be persuaded that it is also personally important for them.” This seems like a common sense, but as a second language learner myself, I strongly agree with this result. If you are adult learner, interesting and enjoyable learning is not enough. They need to feel the importance of learning as well, and then they can vision themselves in terms of future prospect, or job-related salaries and so forth.
A sociocultural view of motivation focuses on social features of the task and setting as well as cultural-historical factors as they are embedded in both the activities and the social organization of the context. The theoretical underpinnings of this work are found in neo-Vygotskian theories of learning and development (Tharp &Gallimore, 1988; Wertsch, 1991, 1998). Motivation, like other psychological characteristics in this view, is less a feature of the individual than a property of the interaction of both the individual and the social context in a dynamic interplay (Oldfather& Dahl, 1994; Oldfather, West, White, &Wilmarth, 1999; Rueda &Dembo, 1995; Rueda & Moll, 1994; Sivan, 1986).
In general, sociocultural theorists interested in learning and development emphasize the role of culturally organized, socially mediated practices in children 's maturational processes. A key feature of a sociocultural perspective, then, is the shift of the unit of analysis from the isolated individual to the individual in interaction with and within the larger sociocultural context. This shift is especially important for students from nontraditional and diverse backgrounds. It may explain the variability in achievement patterns of these students in comparison to norms in the wider society. Moreover, it helps account for the sometimes significant differences in student interest, motivation, and engagement as a function of different activities and settings. Thus, from this approach, the values, beliefs, and attitudes that have been found to be associated with motivated behaviors are no longer seen as individual characteristics but produced in interaction with the social context.
Recent extensions of sociocultural theory have included the view that learning and development occur in a dynamic process of transformation of participation in a specific sociocultural community. That is, learning occurs as one 's level of engagement and participation change over time in accordance with a growing understanding of the task, its meanings, and the beliefs and values embedded in them. Further, participation in any sociocultural activity, including reading and literacy, occurs on many planes or levels. Rogoff 's framework (1994, 1995; Rogoff, Baker-Sennett, Lacasa, & Goldsmith, 1995) proposes that a complete account of learning and development must take into account three levels: * The personal plane involves individual cognition, emotion, behavior, values, and beliefs. In educational research, this might correspond to studies of individual student or teacher actions, psychological characteristics, or competence. * The interpersonal or social plane includes communication, role performances, dialogue, cooperation, conflict, assistance, and assessment. In educational research, this is often addressed in studies of teaching/learning interactions, such as a study of cooperative learning groups. * The community or institutional plane involves shared history, languages, rules, values, beliefs, and identities. This is sometimes addressed in studies of entire schools, districts, professions, neighborhoods, tribes, or cultures, and the ways that these "common sociocultural inheritances" interact with other levels of development.
Sociocultural theory emphasizes the interdependence of the three planes. While one plane might be "foregrounded" for analysis, a complete account of learning and development considers all three. In practice, the smallest unit of analysis which contains all three planes simultaneously is the activity setting, or the who, what, when, where, why, and how of the routines that constitute everyday life in and out of school (Tharp, 1997).
In general, motivation theorists focus their work on the "whys" of human behavior (Weiner, 1992). Cognitive theorists of motivation propose a clear relation between beliefs, attitudes, and values as mediators of task engagement (Eccles, Wigfield, &Schiefele, in press). That is, the extent to which one engages in a task depends upon beliefs about one 's own competence or self-efficacy, the extent to which one values a given task, and whether that value is intrinsic or extrinsic in origin (Deci& Ryan, 1985). Motivation researchers see these individual beliefs, values, and goals for achievement as critical determinants of achievement-related behavior (Weiner, 1992; Wigfield&Eccles, 1992). These constructs can be conceptualized as a series of questions an individual asks themselves with respect to a given activity or task (Wigfield, 1997), including * Can I succeed? * Do I want to succeed and why? and * What do I need to do to succeed?
Researchers in this area have developed a number of motivational constructs to describe how they relate to various achievement behaviors. These include perceptions of ability and self-efficacy, task values, achievement goals, control beliefs, intrinsic and extrinsic motivation, and achievement attributions (Rigby, Deci, Patrick, & Ryan, 1992; Wigfield&Eccles, 1992).
Chapter 3

Methodology

This chapter discusses and describes the topics under research methodology, such as the data gathering procedure and the respondents of the study. The research is composed of several datas coming from journals and books that the researchers have gathered. The datas gives information about the possible motivators that can help the Pharmacy students gain success. The research also serves as a help to the students who are undergoing several problems in coping up with their chosen course, Pharmacy. The researchers constructed questions to be given as a survey to different levels of Pharmacy students. The question comprises several types of motivators that will help them achieve their goals in life. The researchers arranged the questions carefully in order for the respondents to understand every motivator stated in the survey sheet. The researchers organized the research and gathered much information’s from books in order to give the readers the help they deserve.

Chapter 4

Results and Discussions

The survey has provided the researchers the data that would show the different kinds of motivators.
Based on the articles that the researchers has gathered it was stated that there are research that would tell the importance of parents (which would fall to the category of family) in giving education a high priority. It was also stated in the Modern Teacher journal entries that the ability of students to learn is up to the parents if they are consistent enough and firm when establishing education as a priority, and if they are able to guard their child’s academic performance. Our results has been proof to this article since most Pharmacy students chose their family as the main reason for them to strive harder. The Pharmacy students would reason out that they owe everything to their family thus they make it a habit to study hard for them to be able to repay their parents in the future.
Personal aims in life for Pharmacy students also helps them to be motivated enough to cope with their studies. According to Luczon (1976),“Themore you become involved in the development of your goals, the more enthusiasm is generated for that particular project. “(p. 319). This statement was able to support our survey since personal aims in life ranked 2nd in our results. Pharmacy students stated that her personal aims in life keeps her motivated because she wanted a bright future for herself.
Some Pharmacy students has also considered their professors as a motivator. A Pharmacy student stated that “For me to be able to focus in a lesson a good teacher is needed”. The results of the survey clearly shows that students considers their Professors as an instrument to keep them interested in their on-going discussions in class. There are also articles that would prove the result of our survey. Lowman (1994) found that students preferred instructors who communicated positive rather than negative attitudes with other studies showing that students also preferred teachers with democratic rather autocratic leadership styles.” (p. 137)
As a whole, the research provided us with 3 types of motivators of students. These are family, personal aims in life, and lastly professors. These are all ways of motivating Pharmacy students through these instruments of motivation a Pharmacy student will be successful on the said course.

Chapter 5

Summary:

Overall, motivation is necessary for the student to study such difficult field. The result of the research states that family is the greatest motivator for Pharmacy students in the University of San Agustin, because of the fact, that parents finance their children to finish the course. The sacrifice of the parents help the Pharmacy students to study harder and the parents serve as an inspiration for them to be successful in the field they chose. The study shows that almost half of the students in the University chose family as their motivator. That is why family has a big contribution in the success of their children.
Next to the parents is the personal goal of the Pharmacy students, to be rich and successful in the future makes the student try their best to attain a favourable outcome. Lastly, professors as the second parents of the student have also a big effect in the performance of the Pharmacy students. Professors must serve as a good model and encourage students for everything they do. A professor that encourage a lot, inspires a lot.

Conclusions:

As a whole the data that was gathered by the researchers shows that most Pharmacy students chose their family, and personal aims in life as a motivator for them to strive harder.

Through the help of the research, the researchers are able to conclude that family would be the main reason for the Pharmacy students to study hard for the reason that they want to repay their family for all the things that they have done for them. The personal aims in life would rank second in the survey because the Pharmacy students would usually consider studying hard for a brighter future. Other students also stated that Professors could also help in motivating them to participate in class.

The research has provided the researchers the 3 types of motivators that Pharmacy students would often use to keep them motivated enough to study harder.

Recommendations:

Parents must be motivated by the classroom advisers to extend more support to their children by helping them do their assigned homework, giving financial support, and giving them proper motivation to their studies. Parents must involve themselves more in the education of their children as their involvement greatly influences academic performance of students. The researchers recommend the pharmacy students to have a certain motivator in their studies. And with this, it will help them gain the confidence, strength, and the willingness in their minds and hearts to attain their goals in life. Having motivators in life would encourage them to strive harder in their studies and it would enhance their skills on how to deal with the everyday challenges in life.
The researchers would also like to recommend the succeeding researchers to conduct further or another study about this said topic. When it comes to looking for resources, the researchers would like to recommend the use of books, because these will aid with the accuracy of the studies.

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