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040			_cNVSU
100			_aBucio, Maria Teresa O.
245			_aTeacher's extrinsic motivational practices and pupil’s academic performance in schools division of Quirino/ _cMaria Teresa O. Bucio
260			_aBayombong: _bNueva Vizcaya State University, _c2022.
300			_axi, 65 leaves : _billustrations ; _c28 cm.
500			_aThis research is a descriptive-inferential study. Descriptive research is employed to describe the descriptive variables of this study while inferential research determines the association among variables. This study was conducted among the central and integrated schools of the Schools Division of Quirino with 663 pupils and 327 teachers as subjects of this study. A survey questionnaire was administered to gather pertinent data that substantiated the theme of this study. The permanent record of the pupils served as a secondary source of data for their academic performance. Ethical standards were observed before the administration of the research questionnaire. Descriptive statistics such as frequency, percentages, means, and standard deviations were employed to describe the profile of the respondents, the teachers' level of effectiveness of extrinsic motivational practices, and pupils' level of academic performance. Inferential statistics such as f-test, correlation procedure, and multiple regression were computed to determine the association among variables. Female teachers in their middle adulthood with family responsibilities dominated the study site. A preponderance of them is Ilocanos with Master's degrees who hold Teacher III Plantilla items. Most teachers have been in the teaching profession for I a decade. When delivering external motivational practices to their pupils to engage them in the teaching-learning process and promote positive learning, teachers exceedingly give greater attention to classroom management, teacher-pupil interactions, and learning activities. Learners perform admirably in Science, Filipino, and Mathematics while displaying a decent performance in English. In general, pupils did exceptionally well in their academic endeavors, that is, when learners are suitably extrinsically motivated by teachers, they have excellent academic results. There is no link between the use of teacher’s extrinsic motivational practices and the level of academic performance of learners. Sex and dimensions of teachers' motivational practices such as classroom management, incentive systems, teacher-pupil interactions, pupil-pupil relationships, and learning practices are determinants of teachers' competence in extrinsic motivational practices. Pupil-pupil relationships and learning practices prevailed as the best predictors of teachers' extrinsic motivational practices. While Filipino, English, Science, and Mathematics are all markers of pupils' academic performance, Filipino, English, and Mathematics stood out to be the very significant predictors of pupils' academic performance.
500			_aThesis (Master of Education - Language, Reading and Numeracy)
504			_aIncludes appendices and bibliographical references.
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