INTRINSIC AND EXTRINSIC MOTIVATION ON STUDENTS’ ACHIEVEMENT IN PHYSICAL EDUCATION: A COMPARATIVE ANALYSIS
Keywords:
Intrinsic Motivation, Extrinsic Motivation, Incentive Tactics, Motivational DomainsAbstract
The main purpose of the study was to assess the influence of intrinsic and extrinsic motivation as motivational factors on the learning outcomes of students in physical education, as implemented by Physical Education Teachers. The study compared the mean achievement scores of students taught in Physical Education applying an intrinsic motivational strategy and those taught applying an extrinsic motivational strategy and examined the significant difference between pretest and posttest scores of intrinsic and extrinsic incentive motivations in Physical Education (PE). Applying the quasi-experimental design, the study employed paired-test to compare pre-test and posttest scores and T-test to assess the study's significant difference and determine whether the means of the pre- and posttest scores differ significantly. Data were gathered from Junior High School particularly Grade 9 students. Findings showed that both intrinsic and extrinsic motivation have been improved after the intervention. The intrinsic motivation presented a stronger effect; it means that outcomes suggested that intrinsic motivators fostered more sustainable behavioral change of students and increased the long-term participation in physical education. Conversely, extrinsic motivation also increased, though the effect was comparatively smaller. This implied that external motivation like prizes, rewards and recognition could positively influence behavior, however; less effective in sustaining long-term participation than intrinsic motivation. Finally, the study highlighted the significance of prioritizing intrinsic motivation in physical education instruction, since it cultivated the self-driven learners to likely more engaged meaningfully and consistently in physical education.
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