Hector John T. Manaligod, Rogelio V. del Cano, Jelica R. Enriquez, Vol. 3, No. 1, pp. 7-13, Mar. 2019
10.22662/IJEMR.2019.3.1.007, Full Text:
Keywords: Academic Performance, Block Section, Irregular Section, Motivation

Abstract

Background/Objectives: This study examined the relationship of university students’ course performance in the regular block and irregular sections taking advanced programming course and the mediating effect of motivation. Methods/Statistical analysis: The respondents of the study were information systems students who were enrolled in major subjects. The independent variable was the student’s course performance. The dependent variable was the section classification (i.e., regular block or irregular section). Findings: Motivation was included in the model to test whether it influences the variance found students’ performance as to their sections. Logistic regression was used as statistical test for course performance and sectioning. Omnibus Test of Model Coefficient and Cox & Snelll and Nagelkerke statistics were used for the coefficient of determination. Improvements/Applications: The study concludes that sectioning significantly relates to academic performance and grade have a modest explanatory power to sectioning. Motivation did not influence the students’ grades. Certain factors of motivation such as intrinsic, self-efficacy for learning and test anxiety suggest a significant relationship with grade not necessarily based on the effect of sectioning.

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