Abstract
This study attempted to determine the motivational orientation or type and attitudes of grade 9 students at Marist School, Marikina in learning Algebra during the school year 2022-2023.The descriptive method of research was employed to investigate the motivational orientation and attitudes of Grade 9 students toward learning Algebra at Marist School in Marikina City. To gather data, a questionnaire was modified based on Gardner’s Attitude/Motivation Test Battery (AMTB) from 1985 and included elements from Sidek’s (2009) study on “Personality Traits and Language Learning Attitudes among College Students.” Statistical tools that were employed to analyze the gathered data included percentage calculations, weighted mean computations, standard deviation measurements, Pearson’s product-moment correlation coefficient analysis, and correlated t-tests.The student-respondents were described in terms of their general Average in Algebra in Grades 7 and 8, family Socio-Economic Status, parents’ education, and occupation. Overall, while there is a positive inclination towards the instrumental benefits of learning Algebra, it appears that the student’s motivation may not be solely based on personal interest or intrinsic satisfaction but rather influenced by external factors and future goals. Likewise, the students recognize the value of integrative motivation in learning Algebra but may not place equal emphasis on its broader significance beyond academic contexts.Moreover, the attitude of the student respondents in learning Algebra to risk-taking, generally, have positive attitudes but may need more encouragement and opportunities to take risks in order to develop their confidence and problem-solving skills. However, the range of responses suggests that there may be some variability in the students’ attitudes toward ambiguity. As regards, to the significant relationship between the profile of the students and their attitudes towards learning Algebra, and between their motivational orientation and attitude about Algebra, the study presented varied results. The researcher proposed a module in Algebra that will improve the motivational orientation and attitude of the students in learning Algebra. The material or module is technology-based gamification.
