Intrinsic Drivers: Examining the Nexus of Motivation and Task Engagement in Junior High English Education

Abstract

English plays an important role in academic learning and communication in the Philippines. This study examined the motivation and task engagement of Grade 7 to Grade 10 students at Diplahan National High School to provide a basis for instructional development. Anchored on Self-Determination Theory and Task-Based Language Teaching, a descriptive-correlational research design was employed. Data were gathered from 301 respondents selected through proportionate stratified sampling using a validated 30-item questionnaire adapted from the Academic Motivation Scale and Student Engagement Scale. Descriptive statistics and the Pearson Product-Moment Correlation Coefficient were utilized for data analysis. Results revealed an overall motivation mean of 3.88 (SD = 0.53), categorized as High, with intrinsic motivation obtaining the highest mean (4.21, Very High). Overall task engagement was also High (M = 4.13, SD = 0.59), led by emotional engagement (4.22). A significant positive relationship was found between motivation and task engagement (r = .600, p < .001), prompting the rejection of the null hypothesis. The correlation was strongest among Grade 7 students (r = .719). Although engagement was high, cognitive engagement was comparatively lower (4.05). These findings suggest that motivated learners tend to demonstrate higher task engagement, while active participation does not necessarily guarantee deep cognitive processing. The findings offer a framework for enhancing student participation and meaningful learning in resource-limited secondary English education settings.

Keywords

Citation