THE INFLUENCE OF PEDAGOGICAL LOVE ON STUDENT MOTIVATION

IN LEARNING MATHEMATICS IN THE HEIGHT OF PANDEMIC

A Quantitative Research

Presented to the Teacher Education Department

Shielo May A. Tombon

Judith R. Camilotes

Ivan A. Veloso

July 2022
THE INFLUENCE OF PEDAGOGICAL LOVE ON STUDENT MOTIVATION
IN LEARNING MATHEMATICS IN THE HEIGHT OF PANDEMIC

A Quantitative Research
Presented to the Teacher Education Department

In Partial Fulfillment
of the Requirement for the Degree
Bachelor of Secondary Education
Major in Mathematics

Shielo May A. Tombon

Judith R. Camilotes
Ivan A. Veloso

July 2022

i
 Approval Sheet
____________________________________________________________________

CERTIFICATION

This undergraduate thesis entitled THE INFLUENCE OF PEDAGOGICAL

LOVE ON STUDENT MOTIVATION IN LEARNING MATHEMATICS IN
THE HEIGHT OF PANDEMIC prepared and submitted by SHIELO MAY A.
TOMBON, JUDITH R. CAMILOTES and IVAN A. VELOSO in partial fulfillment
of the requirements for the degree, Bachelor of Secondary Education Major in
Mathematics, has been examined and is hereby recommended for final approval and
acceptance.

EUGINE B. DODONGAN
Research Adviser

APPROVAL SHEET

APPROVED by the Panel of Examiners on final defense last ___

MARK P. LAURENTE, Ph.D. RODRIGO S. MONTAJES JR., MAED

Panelist Panelist

RONA C. APOLINARIO, MAT-Math

Panelist

ACCEPTED in partial fulfillment of the requirements for the degree, Bachelor

of Secondary Education Major in Mathematics.

PEDRO P. RAYMUNDE JR., MAED

Program Head

ii
 Acknowledgment

The researchers would not be able to complete this Research Paper in the way

they would like it to be without the assistance of those who have contributed in some

way to the accomplishment of this academic endeavor.

Before anything else, the researchers express their gratitude to our Creator, the

Almighty God, for providing them with the physical, mental, and intellectual strength

to withstand the stress of this endeavor. Despite the numerous setbacks encountered

during the conduct of the study, the researchers have never lost faith in Him and

believes that everything will be completed on time.

The researcher's adviser, Eugine B. Dodongan, deserves genuine gratitude for

his consistent support, direction, and counsel, which has allowed the researchers to

grow, learn, and endure in their research. His absolute trust to the researchers has

opened doors to new opportunities, enlarged horizons, and instilled confidence in every

step the researcher took to finish this research.

The researcher instructor Maria Terisita T. Baliga, MSc for her continuous

guidance and motivation to complete this paper.

The researchers also extend their sincere gratitude to the exemplary panel

members, Rona C. Apolinario, MAT-Math, Jevannel G. Borlio, MAEd, Romalie

F. Galleto, MSDeA, Mark P. Laurente, Ph.D., and Rodrigo S. Montajes Jr.,

MAED, for their time and effort in thoroughly evaluating the study to show its full

potential and completeness. The researchers gained a plethora of knowledge in this

area. Thanks to their research expertise and constructive criticism and ideas.

The researcher also thanks Davao De Oro State College – Main Campus, for

allowing them to conduct their study and for the support of the institution has given to

them.

iii
 The researcher would also like to thank the Research Ethics Committee

members for their assistance in editing the research manuscript and for their insightful

comments, as well as to Glory Jean C. Altamera, Ph.D., for giving the study consent

to be carried out at the Davao De Oro State College Main Campus.

The researcher statistician Michael C. Morre Jr., MAEd, for correcting and

giving suggestions for the study's improvement, as well as for assisting the researchers

with data computation and statistical analysis.

The researchers are forever grateful and indebted to their parents, brothers, sisters and

friends, for their respectful support. They were their shoulders when everything seemed

dark, down, and low. Finally, the researcher wishes to express gratitude to the BSED

Mathematics students of Davao De Oro State College – Main Campus, and Validators

from Compostela National High School; Psyryl Peregrino, MAEd – ELT,

Evangeline D. Soria, MAEd – PE, Liza C. Geneblasco, MAEd - Math, who

responded to the researcher's request. Without them, the researchers would not have

completed the study. Many others encouraged him to finish their research paper, and

they cannot express his gratitude enough. God bless you in all your endeavors.

SMAT

JRC

IAV

iv
 Abstract

The focus of this study is to verify the influence of pedagogical love on student

motivation in learning mathematics at the height of the pandemic. This ex-post research

looked into the significant relationship and predictive domain of pedagogical love

towards student motivation. Teachers’ ability to listen to their students (internal),

understand or show empathy (external), provide adequate support (contextual) towards

students’ challenges in learning amidst a pandemic, and student motivation in learning

mathematics were found to be high. Further, all the domains of pedagogical love

(internal, external, and contextual) significantly influence student motivation in

learning mathematics. Hence, all of the domains of the independent variables can

influence student motivation in learning mathematics at the height of a pandemic. These

findings suggest that pedagogical love should be considered when developing student

motivation in learning math.

Keywords: Pedagogical love, Student Motivation, Learning Mathematics

v
 Table of Contents
Page

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

ABSTRACT v

TABLE OF CONTENTS vi

LIST OF TABLES viii

LIST OF FIGURES ix

CHAPTER

1 INTRODUCTION (The Problem and its Scope) 1

Rationale of the Study 1

Theories and Concepts 4

Theoretical Framework 4

Conceptual Framework 5

Statement of the Problem 7

Hypothesis 8

Review of Related Literature 8

Definition of Terms 22

2 METHODOLOGY 23

Research Design 23

Research Locale 24

Respondents 25

Research Instrument 26

Data Gathering Procedures 27

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 Data Analysis 29

Ethical Consideration 30

3 RESULTS AND DISCUSSION 34

4 CONCLUSIONS AND RECOMMENDATIONS 48

Conclusions 48

Recommendations 50

REFERENCES 51

Appendices
A Certificate of Approval from Research Ethics Committee 56

B Conduct of Research Approval Form from VPAA 58

C Adviser’s Endorsement for Proposal Presentation 61

D Adviser and Panelist Endorsement to Proceed Data

63
Gathering and Analysis

E Adviser’s Endorsement for Final Presentation 66

F Appended Table Items 68

G Statistician’s Certificate 72

H Ethics Informed Consent/Assent Form 74

I Declaration of Anti-Plagiarism 80

J Validated Survey Questionnaire 82

K Questionnaire Validation Certificate 86

L Survey Questionnaire Validation Rubric 88

M Editor’s Certificate 98

N Clearance Certificate from REC 100

CURRICULUM VITAE 102

vii
 List of Tables

Table Title Page

1 Distribution of Respondents 25

2 Range of Means and the Descriptions for Pedagogical Love 26

3 Range of Means and the Descriptions for Student Motivation 27

4 Level of Pedagogical Love in Learning Mathematics 34

5 Level of Student Motivation in Learning Mathematics 39

Significance on the Relationship between Pedagogical Love on

6 43
Student Motivation in Learning Mathematics
Regression Analysis on Pedagogical Love on Student
7 45
Motivation in Learning Mathematics in the Height of Pandemic

viii
 List of Figures

Figure Title Page

1 Conceptual Framework of the Study 6

2 Graphical Representation of State College 24

ix
 Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale of the Study

In these days when we are currently facing a pandemic, students are not able to

focus on learning using online learning methods, and they lack motivation during the

pandemic (Tan, 2020). Moreover, students’ perception that they cannot learn well with

this new learning method causes students stress and eventually loss their motivation to

learn. The online learning has caused lack motivation for some students to learn

whereas, others were highly motivated (Gustiani, 2020). Our ability to succeed and

achieve in life is determined by our motivation. Because, motivation is referred to as

the heart of learning, golden road to learning, and an essential component in learning

which is concerned with instilling and stimulating a learner's enthusiasm for learning

activities. Appropriate motivation encourages students to reflect, pay attention, be

interested, and work hard, which increases learning. In which, lack of motivation for

online learning was reported as the most significant barrier by 76 % of all

undergraduates questioned, and 56 % of graduate and professional students (Daugherty,

2020).

Motivation is essential for every individual as it drives them to continue doing

what they are currently doing where it is a key predictor of learning and achievement.

Students who are more motivated to learn stay in class longer, put in more effort, learn

more deeply, and perform better at school. In which case, it is one of the major factors’

students should have in order to succeed. Students that are more driven to study keep

in class longer, make more effort, learn more deeply, and do better on tasks measures

(Hulleman et. al., 2018). Whereas, lack of motivation in education can undermine the

1
process of their learning (Vero, 2017). Students who have lack of motivation do not

perceive the classroom climate as supportive (Eberly Center, 2021). In fact, students

are more motivated when they believe that their views are being heard and that there is

a method in place for receiving students’ feedback not only after the course is

completed but also during it. When using the pandemic learning style, which uses

blended-online classes, student motivation will be especially important in order for

them to finish their tasks. Student motivation toward their online learning was

intrinsically affected more by their ambition to learn new knowledge and enjoyment in

experiencing new learning method (Gustiani, 2020).

In Indonesia, Gustiani (2020) stated that the motivation regarding online

learning during the coronavirus outbreak was reported contributing inconsistent effects

in higher education. While in Philippines specifically at Camarines Sur, Avila et al.

(2020) stated that the motivation level to learn of the college students was affected by

the sudden implementation of online learning due to the COVID-19 pandemic. Because

of some reasons, many students continue to lose their motivation and morale every day

while studying through this online mode (Perez, 2021).

A teacher's genuine concern and empathy for a student's experience and

development is referred to as pedagogical love (Altavilla et al., 2020). Also,

pedagogical love shows a contextual significance in the field of education, where it is

a vital part of the teacher's life for them to overcome failure in terms of educating their

students in which Students' motivation to learn is influenced by teachers' ability to

enhance students' competency, interest in the subject taught, and perceptions of self-

efficacy.

2
 Whereas, Pedagogical Love is essential in teaching as it brings patience and

understanding, yet teacher’s compassion is the instrument for teachers to see students

as individuals who are struggling and somehow suffering (Hough, 2018).

Consequently, a passionate teacher can play an important role in today's learning

environment because teachers must continue to perform their duties even when they are

not in direct contact with students, and it is the teacher's responsibility to motivate

students to stay optimistic about learning (Winarsieh & Rizqiyah, 2020).

Student motivation to learn is one of the major issues arising when the quick

transition to online learning occurs in the midst of the pandemic. In fact, (the students’

extrinsic and intrinsic motivation towards online learning becomes lesser than that of

face-to-learning due to the insufficient interaction with peers and teachers. However,

students who are satisfied with their teacher’s feedback as well as those who have

constant or sufficient communication with their teachers gained higher motivational

level (Lin et al., 2017 cited by Mese & Sevilen, 2021). Additionally, Student motivation

to learn is influenced by teachers' ability to enhance students' competency, interest in

the subject taught, and perceptions of self-efficacy. Hence, pedagogical love plays a

vital role in increasing students’ motivation as this influence’s students' effectively.

Furthermore, Avila et al. (2021) state that the students in the new normal experienced

more anxiety, study behavior, and academic stress, and they conclude that the

successful online learning occurs when the university and the subject professors’ help

in providing support, specifically when instructors understand the new learning set up.

3
Theoretical Framework

The theoretical underpinning of the study is anchored on the Dualistic Model of

Passion, developed by Vallerand et al. in 2003, describes passion as intense motivation

for activities that people love, value, and invest time and energy in. The model also

proposed two sorts of passion: obsessive and harmonious passion. A balanced and

flexible involvement in the intense activity characterizes harmonious passion.

Obsessive passion, on the other hand, is marked by deep love and a strong dedication

to an activity, yet the interest has a drawback (Vallerand et al., 2003; Berg, Forest, &

Stenseng, 2020).

Furthermore, (Zhou, 2021) showed that a harmonious and intense desire

predicted academic success, with a stronger effect. More harmonious passion among

children and teenagers was predicted by autonomous support from a significant adult

(e.g., a coach or a teacher) (Mageau et al., 2009; cited by Berg, Forest, & Stenseng,

2020). As a result, this model is used in the research to determine the influence of

pedagogical love on students' motivation in learning mathematics in the height of

pandemic.

Moreover, harmonious passion is a self-supporting internalization that leads to

greater involvement in the action, whereas obsessive passion is a controlled

internalization that creates an internal pressure to participate in the activity (Vallerand

et al., 2003). Hence, in order to continue learning well in this pandemic, passionate

teaching is essential. Education is about motivating others and assisting them in

discovering and developing their life's passions. Students will not be able to find

motivation in the classroom if educators lose sight of their own passion. (O’Scanaill,

2021) In addition, the Self-determination Theory, from which the Dualistic Model of

Passion is developed in part, highlights the need of instructors' support for their

4
students' needs (Deci and Ryan, 2000; Assor et al., 2002; Reeve, 2006). This theory

showed that a teacher's ability to listen and respond to their students (internal and

external) as well as provide adequate support and prompt feedback (contextual) are

critical for students to feel autonomy, competence, and relatedness, all of which

contribute to a high level of interest in the subject matter, a general desire to achieve,

and the ability to adapt to a new teaching environment.

Conceptual Framework

The conceptual framework in Figure 1 shows the independent and dependent

variables of the study. The independent variable is the Pedagogical love, which was the

possible factor that may affect the Student Motivation in learning Mathematics in the

height of Pandemic. It also shows the indicators of pedagogical love such as Internal

(examine positionality), External (Foster Critical Consciousness) and Contextual (Safe

space). The interdependence of the three aspects of our conceptual framework for

pedagogy of love is demonstrated by the space for questioning. Despite the fact that

they are constantly questioning their own biases and recognizing how their positionality

informs their pedagogical orientation, there was no safe space in which to engage in

this process if they were ready to pursue a line of inquiry that would have increased the

students' critical consciousness (Caraballo & Soleimany, 2019). While, the study’s

dependent variable is Student Motivation with its indicator such as Interest in the

subject matter, General desire to achieve, and Environment. The figure above describes

and tests the two variables to determine the influence of Pedagogical Love to the

Student Motivation in learning Mathematics and how relevant it is to each other.

5
Pedagogical Love Student Learning
Motivation
• Internal
• External • Interest in the
subject matter
• Contextual • General desire to
achieve
• Environment

Figure 1. Conceptual Framework of the Study

6
Statement of the Problem
This study seeks to find the influence of pedagogical love on student motivation

in learning mathematics in the height of pandemic. Specifically, it seeks answers to the

following questions:

1. What is the level of pedagogical love in learning mathematics in the height of

pandemic in terms of:

1.1 internal;

1.2 external; and

1.3 contextual?

2. What is the level of student motivation in learning mathematics in the height of

pandemic in terms of:

2.1 interest in the subject matter;

2.2 general desire to achieve; and

2.3 environment?

3. Is there a significant relationship between pedagogical love on student

motivation in learning Mathematics?

4. Is there a domain in the pedagogical love that influences student motivation in

learning Mathematics?

7
Hypothesis
The following hypotheses of this study will be tested in a 0.05 level of

significance:

1. There is no significant relationship between Pedagogical Love and

Student Motivation.

2. Pedagogical love does not significantly predict student Motivation in

learning Mathematics.

Review of Related Literature

The previous sections explained the rationale of the study and the justification

for the study. This section presents the Review of Related Literature that supports and

even contradicts the study. The independent variable of this study is the Pedagogical

love that expresses by the teacher to its students. On the other hand, the dependent

variable is the student motivation towards learning Mathematics in this height of

pandemic. This also examines at the two's connection and relationship.

Pedagogical Love

Pedagogical love is a teacher's genuine care and empathy for a student's

experience and growth, and it has been emphasized that assessment should be viewed

as an act of love in which the teacher is concerned that their students are happy in a

learning environment that promotes mastery (Akkaraju, 2020). In which, love is

essential in teaching as it brings patience and understanding, yet teacher’s compassion

is the instrument for teachers to see students as individuals who are struggling and

somehow suffering (Hough, 2018).

8
 Similarly, linking the word "love" to pedagogy does not weaken teaching as a

profession or limit teachers' work to "caring" for their students. Instead, they hoped it

would emphasize the idea that love in education is the lifeblood of the institution and

that it should be uncovered, investigated, and celebrated (Kaukko, et.al, 2021).

Furthermore, teachers must continue to perform their duties even when they are not in

direct contact with students, and it is the teacher's responsibility to motivate students to

stay optimistic about learning (Winarsieh & Rizqiyah, 2020).

Over the last two centuries, modern pedagogy has undergone a series of

transformations to become a subjective, symbolic, affective, and emotional pedagogy

was shifting its focus of concern from the adult world to the children’s world, from

simple instruction to education, from short care to training, from teaching to learning,

a certain type of teaching vocation, heir to the traditional model of education, has

become a pedagogical love, with all the subjective weight that the subject currently has

for teachers in practice (Becerra, 2021).

The secondary mathematics teacher noticed his students, and that their ideas or

methods are accepted and respected, and that they are consistently offered support to

succeed, making students more likely to take advantage of such a learning environment

and be motivated in learning mathematics (Bouzid, 2020). Another way to emphasize

the importance of key activities in the mathematics lesson to students is to grade their

showing, explaining, and possibly also justifying and reconstructing of their work

activities. This self-assessment and meta-cognition process could be incorporated into

the collaborative learning activity so that students regularly reflect on key activities

such as how well they shared their ideas and justified their problem-solving strategies

(Pijls & Dekker, 2011).

9
 Furthermore, teachers to encourage questioning and create space for curiosity,

with 66% of respondents saying their best piece of advice for students looking to do

well in math was to not only pay attention in class but also ask for clarification when

they need to better understand something. An effective mathematics teacher quickly

develops a picture of their students by gradually allowing them to demonstrate what

they are learning (Levy, 2018). Teachers can update and deepen their understanding of

individual students in this manner (Hervey, 2021). Teachers, on the other hand, must

continue to carry out their responsibilities even when they are not in direct contact with

students, and it is the teacher's responsibility to encourage students to remain optimistic

about learning (Winarsieh & Rizqiyah, 2020). As your student faces new learning

challenges and opportunities, a positive environment can help eliminate negative

thinking and encourage healthy thinking (Nelson, 2021).

Besides, Coronavirus Disease 2019 (COVID-19) pandemic has dramatically

changed the higher education system in the Philippines with a distinctive shift in online

instruction, in fact, synchronous lecture sessions were conducted using Google meet

(Google Meet, 2019) or Zoom (Zoom, 2019). The synchronous meetings were also

recorded for those students who were unable to attend the scheduled meeting and those

who are struggling with internet connectivity (Lapitan et al.,2021).

However, one of the causes of mathematics learning loss is teachers' restricted

use of methods to teach mathematics (Haser et al., 2022). In contrast, it was discovered

that recorded (70 percent) or live online lectures (20 percent) using television and other

programs such as Google Meet, Zoom, WhatsApp, YouTube, Microsoft teams, and

WebEx were the most frequent ways of teaching in India (Selvaraj et al., 2021).

Moreover, it suggests that, for example, Facebook can provide good learning

and teaching opportunities as a result of interactions that develop between students and

10
between students and teachers. It aids teachers in their technological and pedagogical-

mathematical knowledge expansion (Biton & Segal's, 2021). Further to that, Madrona,

a senior high school teacher at Batasan Hills National High School in Quezon City, said

he is considering using Facebook because students and teachers are already familiar

with it, as the coronavirus disease 2019 (Covid-19) pandemic is forcing teachers to

embrace blended and distance learning strategies to ensure that knowledge sharing

continues (Parrocha, 2020). Similarly, when the pandemic prompted schools to switch

to online learning without warning, teachers got innovative. To communicate with kids,

several used Facebook's live video tool (Keirleber, 2020).

In general, in pandemic learning modes, teachers will need to don the hat of a

motivator, one who facilitates the right mix of tasks and flexible grading schemes, as

well as the right mix of online collaborative technology, to generate positive energy

and a positive learning experience for students. According to Attard & Holmes (2020),

a variety of blended learning approaches can improve students' mathematics learning

experiences by providing multiple points of access to learning opportunities that are

more closely aligned to individual learning needs and free of the classroom's temporal

constraints (Nagpal, 2020).

Student Motivation

Motivation is important in and of itself, but it is also a significant predictor of

learning and accomplishment. Students that are more driven to study stay in class

longer, put in more effort, learn more thoroughly, and perform better. Where,

Motivation is seen as a key determinant that influences human behavior and

performance (Kian et al. 2014; Turan 2015; cited by SevilOrhanÖzen, 2017).

11
 In which, it emphasized the importance of motivation in achieving goals,

staying focused on goals, and completing difficult activities in stressful circumstances.

It goes without saying that each student's driving force is unique, and that most students

attain their objectives through a combination of factors rather than just one (Mazumder,

2014; cited by Jamoliddin & Jamolovna, 2020). As a result, motivation is an important

factor in achieving success. Also, the results show that intrinsic motivation is linked to

student performance and well-being, while personal worth (recognized regulation) is

especially linked to persistence. Interjected regulation and ego-involved reasons were

both positively related to persistence and performance goals, as well as markers of ill-

being. Motivation based on a desire to gain rewards or avoid punishment (external

regulation) was not linked to performance or persistence, but it was linked to a lower

level of happiness (Howard, 2021).

This study discovered two types of motivation: intrinsic and extrinsic

motivation. The total mean score for students' intrinsic motivation is 4.20, which is

considered a high rating level, and the total mean score for students' extrinsic

motivation is 3.39, which is considered moderate in rating motivating level, according

to the data presented in the research findings. The pupils' intrinsic motivation was

higher than their extrinsic motivation, as evidenced by this finding (Subakthiasih &

Putri, 2020). Discovered that a teacher's successful use of methods, strategies, tools,

and resources in a relevant teaching field has a significant impact on student motivation

in order to establish an effective teaching and learning environment in a classroom

(Bayraktar's research, 2015; cited by Yilmez, Sahin, & Turgut, 2017. In Vietnam, both

intrinsic and extrinsic motivation (interjected regulation and identified regulation) had

a favorable impact on math achievement. The findings offer a solid theoretical

12
framework for improving mathematics achievement by encouraging instructors to

create motivating classroom environments (Tran & Nguyen, 2021).

The COVID-19, on the other hand, is a pandemic that has had an impact on

students' learning, and it should not be overlooked even after it has passed. During the

pandemic, students are unable to concentrate on online learning methods and are

lacking in motivation. Faculty members must also be well-trained in providing online

courses and have a higher level of technological knowledge. It aids in the promotion of

a better educational environment by providing extensive analyses of students' learning

motivation, community of inquiry, and learning performance (Tan, 2021). Moreover,

the online learning has caused lack motivation for some students to learn whereas,

others were highly motivated (Gustiani, 2020).

Where, the Covid-19 pandemic has now become a global issue. Many important

areas, including education, have been affected by the pandemic. Students are unable to

attend school to study and must isolate themselves from their peers by staying at home.

The government developed a long-distance learning media in order for students to

continue to be able to study at home (Wijaya, 2020). As a form of online learning, all

professors affected by the pandemic use a Learning Management System (LMS)-based

website. The most popular platform is one based on a learning management system

(Google Class and Edmodo), with video conferencing coming in second (Zoom and

Skype). What's interesting is that the on-campus LMS is less appealing to instructors.

Forty-five (45) countries in Europe and Central Asia stopped their schools at

the height of the pandemic, affecting 185 million pupils. COVID-19-related school

cancellations have caused severe disruptions in schooling across Europe. According to

emerging data from some of the region's wealthiest countries, the pandemic is causing

learning losses and increasing inequality (Donnelly, Patrinos, & Gresham, 2021).

13
Nearly half of the world's kids are still affected by partial or complete school closures

a year after the COVID-19 pandemic began, and over 100 million more children will

fall below the minimum reading proficiency level as a result of the health catastrophe

(UNESCO, 2021). The COVID-19 pandemic has wreaked havoc on education systems

around the world, affecting approximately 1.6 billion students in over 200 nations.

More than 94 percent of the world's student population has been touched by school,

institution, and other learning facility closures. This has resulted in significant changes

in every part of our life. Traditional educational techniques have been considerably

disrupted by social alienation and limited movement policies. Reopening schools when

restrictions have been lifted is another problem, as many new standard operating

procedures have been implemented (Pokhrel & Chhetri, 2021).

During the second week of March 2020, Bhutan announced the closure of

schools and institutions, as well as a reduction in business hours (Kuensel, 2020). From

August 1, 2020, the entire country was put on lockdown (Palden, 2020). In the interim,

people were allowed to roam around, offices reopened, schools and colleges reopened

for some levels, and others continued with online classes. The school closure has

impacted more than 170,000 Bhutanese pupils in grades PP–XII. The consequences are

far-reaching, and they have had an impact on learning this academic year and will

continue to do so in the coming days. Face-to-face instruction has been phased out at a

number of schools, colleges, and universities. Alternative instructional and assessment

strategies must be developed and implemented quickly. The COVID-19 pandemic has

given us the chance to pave the road for digital learning (Dhawan, 2020; cited by

Pokhrel & Chhetri, 2021).

Indonesians are compelled to follow health regulations issued by the central

government and WHO in 2020, when the world is beset by the Covid-19 outbreak. To

14
avoid greater transmission, one of the norms for the world of education is not to hold

face-to-face teaching. Instead, students learn from the comfort of their own homes using

internet media (Suliani, Juniati, & Ulfah, 2021). Additionally, due to the school closures

aimed at containing the spread of COVID-19, more than 1 billion children are at risk

of falling behind. Countries have implemented remote education programs to keep the

world's children educated. However, many children around the world – notably those

from lower-income families – lack access to the internet, personal computers,

televisions, or even radios at home, exacerbating existing learning inequities. Students

who do not have access to the tools required for home-based learning are limited in

their options for furthering their education. As a result, many people risk never going

back to school, ruining years of educational achievement around the world (UNICEF,

2020).

Moreover, higher education has been severely impacted by the COVID-19

pandemic, with universities closing its doors and governments closing their borders in

reaction to lockdown measures. Although higher education institutions were fast to

replace face-to-face lectures with online learning, these closures had an impact on

learning and examinations, as well as international students' safety and legal standing

in their host country. Maybe the most importantly, the issue raises questions about the

value of a university education, which involves both intellectual content and

networking and social possibilities. Universities will need to reimagine their learning

environments so that digitalization widens and complements student-teacher and other

relationships in order to stay relevant (Schleicher, 2020). Furthermore, the students in

the new normal experienced more anxiety, study behavior, and academic stress, and

they conclude that the successful online learning occurs when the university and the

15
subject professors’ help in providing support, specifically when instructors understand

the new learning set up (Avila et al., 2021).

However, there are challenges, such as the inability to write mathematical

symbols and the learning management system's and multimedia software's basic skills

to enable online learning (Irfan, et. al, 2020). We are living in a new era, one in which

public health is of paramount importance. As a result, schools, faculties, and the entire

educational process are disturbed. During studying and learning, teachers, but mainly

pupils, face several obstacles and difficulties. These issues are particularly prevalent in

the teaching and study of precise and natural sciences. Mathematics is an important part

of the educational process because it is a strict and reasonable science discipline. Every

break in the continual process of teaching and learning can have a variety of harmful

implications for students (Lazarova, et. al., 2020). Similarly, the Covid-19 pandemic

has impacted many aspects of society, including schooling. Teachers and students are

expected to learn from home via online learning, which has an impact on students'

mathematical resilience (Amelia, et. al., 2020).

Furthermore, it gave insights into changes in students' academic motivation and

participation in extracurricular activities as seen by their parents throughout a major

historical period that impacted the entire world. The spread of COVID-19 has resulted

in new modalities of instruction to allow students to continue learning in a safe

environment, which during lockdown was the student's home, where it also examines

the impact of COVID-19-related restrictions on Italian and Portuguese students'

academic motivation as well as the potential buffering role of extracurricular activities.

Education institutions, on the other hand, make it a top priority to encourage and ensure

that students learn in a safe, supportive, and inspiring atmosphere (Zaccoletti, et. al.,

2020).

16
 Moreover, the implementation of learning during the COVID-19 pandemic has

had a negative impact on student enthusiasm to learn. This is because during the

COVID-19 pandemic, teachers, students, parents, and institutions face a variety of

challenges, including the ability to use technology, difficulties for students to

understand material, learning support facilities, learning evaluation, and the

participation of some students in learning. Some of the hurdles that students face can

be used as assessment material for educators to recognize how crucial it is to encourage

students and develop self-quality so that they can carry out better learning activities and

fulfill educational goals in the COVID-19 pandemic condition (Suarsi & Wibawa,

2021).

Interest is a powerful motivating process that energizes learning, directs

academic and career trajectories, and is crucial to academic achievement. Promoting

student interest in the subject can help them have a more engaged and motivated

learning experience (Smith et.al., 2016). Furthermore, when we are interested in what

we are learning, we pay closer attention, process information more efficiently, and use

more effective learning strategies, such as critical thinking, making connections

between old and new knowledge, and paying attention to deep structure rather than

surface features (Paul, 2013).

On the other hand, one of the main reasons’ students struggled to learn the

subject matter and adjust to the "New Normal" is a lack of motivation to do self-study

(Mamolo, 2022). Also, online learners have mixed perceptions about their

mathematical abilities and interest in learning mathematics in an online environment.

They raised doubts about the grades they might receive at the end of the semester. The

flexibility to study mathematics at their own pace is the most coveted quality among

online students (Bringula, 2021).

17
 Similarly, it was reported that students still had moderate to high levels of

mathematic academic motivation although students must move their face-to-face

studying to online learning during the COVID-19 epidemic (Diffendry & Astuti, 2021).

Also, a study proved that children in India were much less motivated to learn during

(vs. before) the pandemic, and revealed that a child's willingness to learn at home was

linked to a variety of criteria, including academic achievement and many others (Mak's,

2021).

However, in the evaluated data from over 2,500 K-12 students who computed

over 124,000 mathematical problem sets before and during the shutdown and

discovered that students' performance improved during the 2020 school shutdown

compared to the previous year. They came to the conclusion that online learning

environments could help mitigate educational losses caused by present and future

school closures (Spitzer & Musslick, 2021). Additionally, it was then discovered that

the students' cognitive engagement was assessed using recorded discussions in the

Whatsapp program (Hidayah et al., 2021).

Correlation between Measures

"Pedagogical love" aims to "identify pupils' strengths and interests and act on

them to build students' self-esteem and self-image as active learners." Additionally, a

teacher who understands pedagogical love as a method of instruction will strive for a

balance between maintaining constant dependency on students and granting complete

independence: Interdependence, or the knowledge and acceptance that we need others

(Stehlik, 2016).

"When teachers teach with love, combining care, commitment, knowledge,

responsibility, respect, and trust, we are often able to enter the classroom and go straight

18
to the heart of the matter, which is knowing what to do on any given day to create the

best climate for learning," stated by Bell Hooks in Teaching Community: A Pedagogy

of Hope. Moreover, teachers can help students see that their needs, wishes, wants, or

whatever it is that inspires them matter when love is entrenched in educational methods

(Torres, 2018).

Student motivation to learn is influenced by teachers' ability to enhance

students' competency, interest in the subject taught, and perceptions of self-efficacy.

Students who are satisfied with their teacher’s feedback as well as those who have

constant or sufficient communication with their teachers gained higher motivational

level (Lin et al., 2017; cited by Mese & Sevilen, 2021). Additionally, student-related

feelings such as engagement, self-esteem, well-being, feeling appreciated, and

performance are stimulated by teacher care (Derakshan et al., 2019; Havik &

Westergard, 2019; cited by Xie & Derakhshan, 2021). Consequently, a loving teacher-

student relationship built on mutual dependency and striving toward a reciprocal

relationship of self-as-other is critical to students' academic performance (James &

Shammas, 2018). Thus, students can participate in the co-construction of their learning

experiences in the classroom if teachers are empowered through Pedagogies of Love

(Reyes, 2020).

In a previous study, intrinsic motivation was found to have a greater impact on

students’ participation in online learning than extrinsic motivation. The study did

suggest, however, that the institution and teachers/lecturers should pay greater attention

to external factors, as they also contribute to students’ self-determination in online

learning. Also, the researcher suggested that the study be conducted in a quantitative

manner (Gustiani, 2020). As a result, there is a dearth of study on the impact of external

factors (such as avoiding compensation for being absent and providing proper support

19
learning facilities) on student motivation to learn, as well as the research method to be

used. Taking this gap into account, the current study will use a quantitative method to

investigate how a teacher’s empathy and adequate support learning facilities influence

students’ motivation to learn mathematics in the midst of a pandemic. Furthermore, the

study needs to be conducted to better understand the impact of pedagogical love on

student motivation, as well as the vital significance of positive teacher-student

interactions.

Also, it was discovered that using Facebook Groups in virtual classrooms

significantly improved students' academic performance when compared to those who

were taught using a modular approach (Avila, 2020). Furthermore, students perceived

that the use of Facebook could be used as supportive tools in learning during the new

normal teaching, despite difficulties in using the said platform in learning. Similarly,

increasing use of Facebook (FB) for professional purposes improves students'

communication and collaboration during distance learning courses. A high level of

activity on Facebook and LinkedIn (LKND) is essential for communicating with

educators. According to engagement theory, active participation in distance classes and

a high rating of the online tools used have a positive influence on students'

communication and collaboration processes (Zarzycka et al., 2021).

Teachers are key actors who shape the learning environment and whose primary

tasks include motivating students to learn (Hornstra et al., 2015). Furthermore, Anwer

(2019) quotes Erickson (1978) as saying, "Effective learning in the classroom depends

on the teacher's ability to maintain the interest that brought students to the course in the

first place." Also, (Center for Innovation in Teaching and Learning, University of

Illinois Urbana-Campaign) claims that effective teachers recognize that their students

have a natural desire to learn. They also recognize that students come with the belief

20
that the teacher is responsible for tapping into that natural desire by creating a classroom

environment that fosters a desire to learn and excitement that lasts from the first day of

the semester to the last.

As per, the teacher must recognize individual differences among his or her

students and modify instructions to best suit the learners. It is critical that we understand

the importance of being motivated in order to have motivated students in the classroom.

When students are motivated, learning comes naturally (Barberos et al., 2022). Also,

teachers can successfully motivate their students by using the following techniques:

formal lesson planning, lesson elaboration, students' counseling, de-emphasizing

grades, promoting active participation, and using positive emotions (Tanveer et al.,

2012).

Further to that, "pedagogical love" aims to "identify pupils' strengths and

interests and act on them to build students' self-esteem and self-image as active learners

(Stehlik, 2016)." In which, teachers play an important role in increasing student

learning through motivational support (Bodeliwala & Piliyesi, 2020). Besides, as cited

by Terry (2017), Ferlazzo (2015) argued that teachers who develop positive

relationships with their students are more likely to influence their motivation to learn.

As per Schuitema et al.; Stearns, 2013, as cited by Johnson (2017), while

motivation can be intrinsic or extrinsic, it is important for teachers to create an

environment that motivates students' learning. Teachers play a critical role in creating

an environment that promotes student learning. Teachers help students develop

personal interest, involvement, and ownership of their work by supporting their choices

and interests.

21
Definition of Terms

The following terms are utilized operationally by the researcher:

Pedagogical Love. As used in this study, it refers to the teacher’s ability to listen to

their students (internal), understand or show empathy (external) and provide adequate

support (contextual) towards students’ challenges in o learning amidst the pandemic.

Also, the term pedagogical love refers to a teacher's sincere interest and empathy for a

student's experience and growth.

Internal. As used in this study, it refers to the teacher’s ability to listen to their students

wherein teachers promote inquiry and foster a sense of curiosity, and it take note of the

students approaches or their ideas were recognized and valued.

External. As used in this study, it refers to the teacher’s ability to understand or show

empathy. Although compassion from teachers allows them to view their students as

unique people who are striving and perhaps suffering, love is necessary in teaching

because it fosters patience and understanding.

Contextual. As used in this study, it refers to provide adequate support where instructor

must take into account the unique needs of each of their students when modifying

lessons and continually provided support to success of its students.

Student Motivation. As used in this study, it refers to the process in which students

are directed and persistent in their learning. Wherein, the students would gain high

interest in the subject matter, hold a general desire to achieve, and be able to adapt to

the new environment of teaching.

22
 Chapter 2

METHODOLOGY

Identifying the impact of pedagogical love on Student Motivation in learning

Mathematics in the height of Pandemic is the focus of this study. The purpose of this

study is to determine if Pedagogical Love have a significant impact on the Student

Motivation in Learning Mathematics at Davao De Oro State College. This chapter

discussed the research design, research locale, respondents, research instruments, data

gathering procedure, and data analysis.

Research Design

This study used a non-experimental quantitative method where it is the process

of gathering, analyzing, interpreting, and describing the findings of a study (Creswell,

2020), specifically descriptive-correlational approach in which the two variables are

measured, understood and evaluated without the researcher controlling either of them

(McCombes, 2020). It also employed a researcher made questionnaire in determining

the impact of Pedagogical Love in Students Motivation in learning Mathematics in this

height of pandemic. By that, it allows the researcher to examined, generate, and

interpret the gathered data from the respondents. Additionally, this quantitative study

utilized a Multiple Regression that allows researchers to evaluate the strength of the

relationship between an outcome (the dependent variable) and several predictor

variables, as well as the importance of each predictor to the relationship, frequently

with the effect of other predictors statistically eliminated (Petchko, 2018).

23
Research Locale

The study was conducted at one of the state colleges in Davao de Oro. Where,

the map shown in figure 2 is the graphical representation of State College of the

province, Davao de Oro. This school as our chosen locale of the study has 5 campuses

located from different municipalities of the province. Maragusan, New Bataan,

Montevista, Laak and Compostela are the municipalities in the province that these

schools were built and Compostela is the main one. 8803 is its postal code. It is

approximately located with coordinates of7°36′N 125°57′E.

Figure 2. Graphical Representation of State College

24
Respondents

The researchers choose participants from 1st to 4th year who are enrolled as

BSED Mathematics majors on the Main Campus. The selection of the respondents for

this study was conducted using a stratified random sampling technique. By which, the

researchers divided the population into smaller groups (called strata) (Nickolas, 2021).

Where each stratum is based on year level, the researchers has proportionally select the

number of respondents from each stratum. The sample size is supported by the

statement of Van Voorhis and Morgan (2007), who stated that the absolute minimum

number of respondents should be 10 per variable for multiple linear regressions. In

addition, the common rule of thumb to successfully conduct a regression analysis is that

it should have at least 10 data observation per predictor variable ("Other Regression

Pitfalls", 2018). As such, a sample of 109 respondents was used to determine the

significant relationship between pedagogical love and student motivation in learning

mathematics in the height of the pandemic were presented below.

Table 1

Distribution of Respondents

Percentage Sample
Year Level Population
Distribution Respondents
1st Year 35 23.03% 26 Samples
2nd Year 29 19.08% 21 Samples
3rd Year 43 30.26% 31 Samples
4th Year 42 27.63% 31 Samples
Total Population = Total number of
152 samples, n = 109

Where, n = N divide by 1+N (e2), n is the total number of samples; N is the total

Population; e = 0.05 and e2 = 0.052 = 0.0025.

149 149
𝑛= = = 108.56 𝑜𝑟 109
1+149(0.0025) 1.3725

Hence, the total number of samples is 109 with the marginal error of 0.05 or 5%.

25
Research Instrument

The research instrument is a researcher-made questionnaire formulated from

different literature and various studies related to pedagogical love and student

motivation. It has two parts. Part I includes 15 items related to pedagogical love. Part

II consists of 15 items connected to student motivation. All items were rated on a Likert

scale (1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly Agree).

In evaluation, the level of pedagogical love with indicators such as internal,

external, and contextual; the five orderable gradations were identified with their

respective range of means and the descriptions were considered.

Table 2

Range of Means and the Descriptions for Pedagogical Love

Range of Descriptive
Interpretation
Mean Equivalent
4.20 – 5.00 Extremely This means that the level of pedagogical
love is extremely exhibited.

3.40 – 4.19 Strongly This means that the level of pedagogical

love is strongly exhibited.

2.60 – 3.39 Moderate This means that the level of pedagogical

love is moderately exhibited.

1.80 – 2.59 Slightly This means that the level of pedagogical

love is slightly exhibited.

1.00 – 1.79 Not at all This means that level of pedagogical love
is not exhibited.

The second set of questionnaire aims to identify the student motivation with

indicators such as interest in subject matter, general desire to achieve, and environment,

and the five orderable gradations has identified with their respective range of means

and the descriptions were considered.

26
Table 3

Range of Means and the Descriptions for Student Motivation

Range of Descriptive Interpretation

Mean Equivalent
4.20 – 5.00 Very High This means that the extent of student
motivation very much observed.

3.40 – 4.19 High This means that the extent of student

motivation is much observed.

2.60 – 3.39 Moderate This means that the extent of student

motivation is moderately observed.

1.80 – 2.59 Fair This means that extent of student

motivation is less observed.

1.00 – 1.79 Poor This means that the extent of student

motivation is not observed at all.

Data Gathering Procedures

The following procedures are the steps followed by the researchers in gathering

the data for the study:

Seeking Approval to the Research Ethics Committee. The researchers filled

out all the form given by the REC of the institution, which contained complete and

specific information. The documents ensured that the research was conducted in

accordance with prevailing moral standards and human practices with no risk to

participants. The researchers submitted the requirements of the Research Ethics

Committee and submitted it for review. All the form was submitted thru the official

Gmail account of the REC.

Seek Permission to the Director of Academic Division. The researchers made

a letter addressing the director of academic division in DDOSC Campus which

27
contained permission and approval to conduct the study and inform who the target

respondents are. A letter was sent thru the official Gmail account of the college.

Secure list of Officially Enrolled BSEd Mathematics Students. After

securing approval from the director, the researchers approached a student from BSED

Mathematics and then ask for the official lists of students enrolled in the semester for

the academic year 2021-2022 to choose the target respondents.

Choose Respondents of the Study. After getting the list of official enrollees in

the said program, the researchers have then immediately proceeded to data collection.

The researchers have chosen approximately 109 respondents to be part of the study

which has been required to answer the survey questionnaire containing questions that

is essential to the study.

Informed Consent Process. The consent of the chosen respondents has been

given to inform them of the goals of the research. The researchers asked the students

for their consent to participate the study through messaging them privately in

messenger. The given form includes a letter that certifies an agreement of participation.

Distribution and Retrieval of Survey Questionnaires. The researchers have

started to conduct the distribution of questionnaires after the approval participation of

the students in the study. The distribution has been happened through online platforms,

and the survey questionnaire was distributed through Google Form. The researchers

have collected the forms after the students had answered the survey questionnaires

within two (2) hours. In retrieving the data, researcher have accessed the responses in

the Google form since everyone needed to follow the protocols from the government to

maintain safety; there were no physical meetings. The data retrieved have been tallied,

analyzed, and interpreted.

28
Data Analysis

In this section, the data gathered from the respondents indicated in the study have

been analyzed through the statistical tools acknowledge by the researchers:

Weighted Mean and Standard Deviation. It is a type of mean that is

determined by multiplying with its associated quantitative outcome the weight

associated with a specific event or outcome and then summing all the products together.

This statistical tool has used to determine the level of pedagogical love in learning

mathematics in the height of pandemic in terms of internal, external, and contextual.

As well as to the level of student motivation in learning mathematics in the height of

pandemic in terms of interest in the subject matter, general desire to achieve and

environment.

Pearson-r correlation. A statistical tool has been used to determine the

significant relationship between the relationships of pedagogical love on student

motivation in learning Mathematics. This statistical tool has used in determining a

relationship between two continuous quantitative variables. Furthermore, Pearson

correlation measures the strength and direction of linear relationships between pairs of

continuous variables that indicates whether the significant relationship exists between

two variables, which are pedagogical love and student motivation (Lani et al., 2021).

Multiple Linear Regression. The domain of pedagogical love that significantly

predicts student motivation have been examined by Multiple Linear Regression

Analysis. Moreover, multiple linear regression has also used to estimate how a

dependent variable change as the independent variable(s) change. Since, regression

model is used to describe by fitting a line to the observe data (Bevans, 2020).

Regression analysis is a proven way for determining which variables have an

impact on a certain issue. It allows the researchers to confidently establish which

29
elements are most important, which factors may be ignoring and how these factors

interact. This statistical method has been used to examine the influence of independent

variables which is pedagogical love with its indexes on dependent variable which is the

student motivation. Additionally, this method is useful for determining the degree to

which specific independent factors influence dependent variables across an

organization (Alchemer, 2021).

Ethical Consideration

Prior to the conduct of the study the researchers ensured research ethical

compliance from Davao De Oro State College Research Ethics Committee (DDOSC

REC). Hence, the study involved individual who possessed moral and ethical

characteristics, the researcher guarantees the safety and confidentiality of those

involved in the study. Furthermore, in the conduct of this study, the following ethical

consideration was followed: voluntary participation, plagiarism, fabrications,

falsification, conflict of interest, deceit and authorship.

Voluntary participations. The researchers have presented a letter of permission

before the conduct of the study. Where it allows the participants to freely participate in

the study without the consequences, penalties or loss of benefits after letting them know

the purpose and benefits of the study; they were described and presented to their

partaking schools. Then, the rights of the respondents to contribute to all knowledge

has cautiously observed and agreed upon.

Privacy and confidentiality. As mentioned in the previous paragraphs, the

respondents were informed of the study's primary purpose during the conscription

30
phase. Their personal information was collected as part of the questionnaires that

included collecting personal information from the basic demographic profiles only

(name, age, year, and section). The data gathered was only use for research and not for

commercial purposes. The processing of personal data was allowed but was subjected

to the principles of transparency, legitimate purpose, and proportionality. It means that

the data subject must be aware of the purpose of the study, the processing of information

has related to declaring a purpose and should not in contrast to the moral laws, and

lastly, the processing of information has been relevant and not excessive concerning to

specified purpose. Furthermore, the collection, processing, and retention of data have

been adhered to the principles set by the Data Privacy Act of 2012. It is stipulated in

Section 19 of Rule IV that the collection of personal data must be:

a. Specified and has a legitimate purpose – consent was given before the

collection. The data subjects were given specific information regarding

the purpose and extent of processing their data. Moreover, it only

collected personal data that is necessary for the study.

b. Processed fairly –the subjects' rights were upheld; this includes the right

to refuse, withdraw consent, or object. The information given to the

subject was also understandable, clear, and in plain language.

c. Accurate – personal data was accurate; inaccurate data has been rectified

or destroyed and restricted from further processing.

d. Not be retained longer than necessary – personal data was disposed or

discarded in a secure manner that would restrict further processing,

unauthorized access, or disclosure to other parties.

Informed consent process. This study has followed the recommended informed

consent that can be obtained necessarily. Written informed consent for the participation

31
was obtained from the parents of the students (if they are below 18) and the students

themselves (if they are 18 and above) before they could participate in the study. Before

the conduct of this study, the participants have been asked to sign a form stating that

they are fully informed about the context and objectives of the study.

Recruitment. The researchers have considered handling the selection or the

recruitment process in an ethical manner and addressed ethical considerations such as

voluntary, respect for privacy and information:

a. Voluntary - the subjects should not feel any pressure, thus giving them

ample time to think of their participation in the study.

b. Respect for privacy – taking part in the study involves the respondent's

privacy. The researchers deal with it accordingly and with the utmost

respect.

c. Accurate information – the subject was given clear and unbiased

information about what the study is all about. The researchers were

avoided the giving of misleading information to lure the respondents

about the study. The queries of the respondents have been answered by

the researchers based on what is in the study.

During the recruitment stage, the respondents has given clear information about

the study and understand their participation, which means that the researcher has lay

down the importance of the study. In the data gathering, the respondents were informed

of the time required or expected duration, which is 2 (two) hours only, and the nature

of the questionnaire, including how it is answered.

Risks. The study does not involve any physical and psychological harm or

discomfort to the respondents. The researcher has assured to not put the respondents in

an uncertain situation.

32
 Benefits. The respondents' participation in this study were beneficial to the

Teachers Education Department (TED) because the study results served as the basis in

determining the influence of Pedagogical love on student motivation in learning

mathematics in the height of pandemic.

Plagiarism. The study was subjected to a plagiarism detector, such as

Grammarly and Plagiarism Detector software, to ensure that it contains no hint or

indication of untruthful claims of another person's work as one's own.

Fabrication. This study has produced an exact and accurate data and result

without any biased. Where, the manuscript was checked by the grammarian, statistician,

and adviser as well was undergo some process before it was published.

Falsification. This study was conducted with no addition of falsifying

indication and overstatements of the work to adapt to a theoretical model of expectation

and has no sign of excessive assertions within the context.

Conflict of Interest (COI). There should not have an arising conflicts or interest

in the study or a condition that allows judgments about the respondents’ welfare

interests, academic or financial gains, and expectations on the participants.

Deceit. There should have no trace of perversion of data and information to the

respondents.

Authorship. The researchers are currently studying Bachelor of Secondary

Education major in Mathematics at Davao De Oro State College – Main Campus. This

manuscript has undergone a series of modifications and revisions to improve the

different essential elements of the research, such as but not limited to research method,

research design, and data analysis to be used in the study.

33
 Chapter 3

RESULTS AND DISCUSSION

This chapter presents the data obtained from the conducted study. The results

were based on the various data collected with 0.05 level of significance from the used

questionnaires. Whereas, the information was presented in both tabular and textual

formats in which their interpretations were organized chronologically, following the

research objectives. The following discussions below are the results of the analysis

organized and discussed according to the study’s objectives.

Level of Pedagogical Love in Learning Mathematics

The table above shows the descriptive results of the level of the pedagogical

love of students in learning mathematics. Overall, the level of the pedagogical love of

students in learning mathematics has a mean score of 4.20 and a standard deviation of

0.5702. The mean score has a descriptive level of extreme which means that the level

of pedagogical love is extremely exhibited. The standard deviation of 0.5702 indicates

a low dispersion which is reliable.

Table 4

Level of Pedagogical Love in learning Mathematics

Standard
Indicator Mean Descriptive Level
Deviation
Internal 4.26 0.5988 Extreme
External 4.17 0.6456 Strong
Contextual 4.18 0.6333 Strong
Overall 4.20 0.5702 Extreme

34
 In terms of internal, the results shows that it has a mean score of 4.26 and a

standard deviation of 0.5988. The mean score has a descriptive equivalent of extreme

which means that the level of pedagogical love is extremely exhibited. The standard

deviation of 0.5988 indicates a low dispersion which is reliable. In addition, the

teacher’s ability to listen to their students (internal) contributed more to the level of

Pedagogical Love as it gets the highest total mean among the three indicators of

Pedagogical Love in learning Mathematics. It was then supported by the appended

Table 1.1, respondents ranked the following factors in the order of its implication to

there-self: a mean score of 4.40 for their teacher encourages and accepts their different

opinions regarded as extreme; a mean score of 4.28 for their teacher often listens to

their concerns, describe as extreme; a mean score of 4.26 for their teacher usually asks

us about how we connect to their learning, describe as extreme; a mean score of 4.08

for their teacher encourages them to share their problems in dealing with this new

normal set up in learning, regarded as strong; a mean of 4.29 describe as extreme for

their teacher has an open mind and listens to their thoughts without jumping to

conclusion.

In terms of Contextual, the results shows that it has a mean score of 4.18 and a

standard deviation of 0.6333. The mean score has a descriptive equivalent of strong

which means that the level of pedagogical love is strongly exhibited. The standard

deviation of 0.6333 indicates low dispersion which is reliable. On the other hand, in

terms of external the result shows a mean score of 4.17 with standard deviation of

0.6486 which contributed less to the level of pedagogical love among to the three

indicators as it gets the lowest mean score. Where it was supported by the appended

Table 1.2 respondents ranked the following factors in the order of its implication to

there-self: a mean score of 3.85 describe as strong for their teacher makes them feel

35
that she/he care; a mean score of 4.23 for their teacher encourages the to do their best,

and, their teacher recognizes and acknowledges their effort which it regarded as

extreme; a mean score of 4.14 describe as strong for their teacher always reminds them

to take good care of their physical and mental health; a mean score of 4.38 for teacher

always reminds them to be positive in achieving better learning regarded as extreme, in

which it implies that the teacher understand or show empathy less to its students.

In general, it was discovered that teachers who taught mathematics in Davao de

Oro State College (Main Campus) had a significant level of pedagogical love for

teaching mathematics. The extreme levels of pedagogical love can be determined from

the respondents' extreme evaluations in terms of the identified factors, implying that

the teachers are expressing love in teaching. This indicates that the teachers encourage

and accept students’ different opinions, always remind students to be positive in

achieving better learning, and present a variety of teaching methods based on students’

convenience (Google Meet, Facebook Live, and Zoom).

Diverse authors have studied pedagogical love from distinct viewpoints. The

study conducted by Bouzid (2020) concluded that the secondary mathematics teacher

noticed his students, and that their ideas or methods are accepted and respected, and

that they are consistently offered support to succeed, making students more likely to

take advantage of such a learning environment and be motivated in learning

mathematics. According to Pijls & Dekker (2011), another way to emphasize the

importance of key activities in the mathematics lesson to students is to grade their

showing, explaining, and possibly also justifying and reconstructing of their work

activities. This self-assessment and meta-cognition process could be incorporated into

36
the collaborative learning activity so that students regularly reflect on key activities

such as how well they shared their ideas and justified their problem-solving strategies.

Furthermore, Levy (2018) advises teachers to encourage questioning and create

space for curiosity, with 66% of respondents saying their best piece of advice for

students looking to do well in math was to not only pay attention in class but also ask

for clarification when they need to better understand something. An effective

mathematics teacher quickly develops a picture of their students by gradually allowing

them to demonstrate what they are learning. Supported by Hervey (2021), teachers can

update and deepen their understanding of individual students in this manner. According

to Winarsieh & Rizqiyah (2020) teachers, on the other hand, must continue to carry out

their responsibilities even when they are not in direct contact with students, and it is the

teacher's responsibility to encourage students to remain optimistic about learning.

Nelson (2021) stated that, as your student faces new learning challenges and

opportunities, a positive environment can help eliminate negative thinking and

encourage healthy thinking.

Besides, Lapitan et al. (2021) stated that the Coronavirus Disease 2019

(COVID-19) pandemic has dramatically changed the higher education system in the

Philippines with a distinctive shift in online instruction, in fact, synchronous lecture

sessions were conducted using Google meet (Google Meet, 2019) or Zoom (Zoom,

2019). The synchronous meetings were also recorded for those students who were

unable to attend the scheduled meeting and those who are struggling with internet

connectivity.

However, Haser et al. (2022) revealed that one of the causes of mathematics

learning loss is teachers' restricted use of methods to teach mathematics. In contrast,

37
Selvaraj et al. (2021) discovered that recorded (70 percent) or live online lectures (20

percent) using television and other programs such as Google Meet, Zoom, WhatsApp,

YouTube, Microsoft teams, and WebEx were the most frequent ways of teaching in

India.

Moreover, Biton & Segal's (2021) findings suggest that, for example, Facebook

can provide good learning and teaching opportunities as a result of interactions that

develop between students and between students and teachers. It aids teachers in their

technological and pedagogical-mathematical knowledge expansion. Further to that,

Parrocha (2020) stated that, Madrona, a senior high school teacher at Batasan Hills

National High School in Quezon City, said he is considering using Facebook because

students and teachers are already familiar with it, as the coronavirus disease 2019

(Covid-19) pandemic is forcing teachers to embrace blended and distance learning

strategies to ensure that knowledge sharing continues. Similarly, according to Keirleber

(2020), when the pandemic prompted schools to switch to online learning without

warning, teachers got innovative. To communicate with kids, several used Facebook's

live video tool.

In general, Nagpal (2020) believes that in pandemic learning modes, teachers

will need to don the hat of a motivator, one who facilitates the right mix of tasks and

flexible grading schemes, as well as the right mix of online collaborative technology,

to generate positive energy and a positive learning experience for students. According

to Attard & Holmes (2020), a variety of blended learning approaches can improve

students' mathematics learning experiences by providing multiple points of access to

learning opportunities that are more closely aligned to individual learning needs and

free of the classroom's temporal constraints.

38
Level of Student Motivation in Learning Mathematics

The table 2 shows the descriptive results of the level of student motivation in

learning mathematics. Overall, the level of student motivation in learning mathematics

has a mean score of 3.99 and a standard deviation of 0.5727. The mean score has a

descriptive equivalent of high which means that the extent of students' motivation is

much observed. The standard deviation of 0.5727 indicates low dispersion which

reliable.

Table 5

Level of Student Motivation in Learning Mathematics

Standard
Mean Descriptive Level
Deviation
Interest in the subject 3.98 0.6530 High
matter
General desire to 3.90 0.6835 High
achieve
Environment 4.09 0.5297 High
Overall 3.99 0.5727 High

Where, in terms of interest in the subject matter, the results shows that it has a

mean score of 3.98 and standard deviation of 0.6530. The mean score has a descriptive

equivalent of high which means that the extent of students' motivation is much

observed. The standard deviation of 0.6530 indicates a low dispersion which is reliable.

Also, in terms of General desire to achieve, the results shows that it has a mean

score of 3.90 and a standard deviation of 0.6835. The mean score has a descriptive

equivalent of high which means that the extent of students' motivation is much

observed. The standard deviation of 0.6835 indicates a low dispersion which is reliable

whereas, it contributed less to the level of Student Motivation among to the three

39
indicators as it gets the lowest mean score. Where it was supported by the appended

Table 2.2 respondents ranked the following factors in the order of its implication to

there-self: a mean score of 4.10 regarded as High for they are aiming to attain high

grades in Mathematics; a mean score of 4.27 for they are determined to obtain great

learning in Mathematics describe as Very High; a mean score of 3.65 for they actively

participate in Mathematics online classes regarded as High; a mean score 3.61 regarded

as High for they frequently ask their teacher a question when they had difficulty or

confusion with mathematical concept; a mean of 3.84 for they always prepare themself

as well as the things they need in learning Mathematics described as High.

On the other hand, in terms of Environment, the results shows that it has a mean

score of 4.09 and a standard deviation on 0.5297. The mean score has a descriptive

equivalent of high which means that the extent of students' motivation is much

observed. The standard deviation of 0.5297 indicates a low dispersion which is reliable.

Wherein it contributed more to the level of Student Motivation as it gets the highest

total mean among the three indicators. It was then supported by the appended Table

2.3, respondents ranked the following factors in the order of its implication to there-

self: a mean score of 4.00 described as High for they study Mathematics in a clean and

well-organized environment; a mean score of 4.06 for choose to have a quiet place

when attending mathematics classes regarded as High; a mean score of 3.73 for flexible

enough to adopt a new learning modality describe as High; a mean score of 3.98

describe as High for they prefer to learn Mathematics using supplemental video; a mean

score of 4.25 for they are more inspired to learn Mathematics together with my

considerate and resourceful teacher describe as Very High.

One of the purposes of this endeavor is to identify the student's motivation in

learning mathematics. Surprisingly, we can deduct from the results a higher level of

40
student motivation, particularly in learning mathematics. This finding indicates a high

level of interest in the subject, a general desire to achieve, and an environmental

concern. This means that students are more motivated to learn about a subject they are

interested in, are determined to excel in mathematics, and are inspired to learn

mathematics alongside their thoughtful and resourceful teacher.

According to Smith et.al. (2016), interest is a powerful motivating process that

energizes learning, directs academic and career trajectories, and is crucial to academic

achievement. Promoting student interest in the subject can help them have a more

engaged and motivated learning experience. Furthermore, Paul (2013) stated that, when

we are interested in what we are learning, we pay closer attention, process information

more efficiently, and use more effective learning strategies, such as critical thinking,

making connections between old and new knowledge, and paying attention to deep

structure rather than surface features.

On the other hand, Mamolo (2022) discovered that one of the main reasons’

students struggled to learn the subject matter and adjust to the "New Normal" is a lack

of motivation to do self-study. Also, Bringula (2021) discovered that online learners

have mixed perceptions about their mathematical abilities and interest in learning

mathematics in an online environment. They raised doubts about the grades they might

receive at the end of the semester. The flexibility to study mathematics at their own

pace is the most coveted quality among online students.

Similarly, Diffendry & Astuti (2021) reported that students still had moderate

to high levels of mathematic academic motivation although students must move their

face-to-face studying to online learning during the COVID-19 epidemic. Also, Mak's

(2021) study proved that children in India were much less motivated to learn during

41
(vs. before) the pandemic, and revealed that a child's willingness to learn at home was

linked to a variety of criteria, including academic achievement and many others.

However, Spitzer & Musslick (2021) evaluated data from over 2,500 K-12

students who computed over 124,000 mathematical problem sets before and during the

shutdown and discovered that students' performance improved during the 2020 school

shutdown compared to the previous year. They came to the conclusion that online

learning environments could help mitigate educational losses caused by present and

future school closures. Additionally, Hidayah et al. (2021) discovered that the students'

cognitive engagement was assessed using recorded discussions in the Whatsapp

program. The findings reveal that students can connect with one another and with the

teacher, and that certain pupils engage in intensive dialogue between students and

teachers.

Significance on the Relationship Between Pedagogical Love on Student Motivation

in Learning Mathematics

Presented in Table 3 is the significance on the Relationship between

Pedagogical Love on Student Motivation in learning Mathematics wherein as

mentioned in chapter 2, the researcher verified the hypothesis of this study with 0.05

level of significance. The Pearson-r Correlation was used to evaluate the relationship

of Pedagogical Love and Student Motivation. With that, the researchers must compare

the p-value in the table with 0.05 level of significance to determine the relationship.

The table shows the p-value for pedagogical love and student motivation which

42
Table 6

Significance on the Relationship Between Pedagogical Love on Student Motivation in

Learning Mathematics

Independent Dependent
r-value r-squared p-value Decision
Variable Variable

Pedagogical Student
0.728 0.530 0.000** Reject Ho
Love Motivation

** significant at 0.05 level of significance

means that there is a significant relationship between the level of the pedagogical love

of students and the level of students' motivation in learning mathematics (r=0.728;

p<0.05). Base on the results, the correlation coefficient of 0.728 which is high means

that the correlation between the level of the pedagogical love of students and the level

of students' motivation in learning mathematics has a high positive correlation and it

indicates that whenever the level of pedagogical love increases, the level of student

motivation also increases. In the same way, if the level of pedagogical love decreases,

the level of student motivation also decreases.

The finding revealed a substantial relationship between pedagogical love and

student motivation in learning mathematics, with the p-value less than the level of

significance (0.05). The computed r-value of 0.728 for pedagogical love with a p-value

less than 0.05 means a significant association with student motivation. Based on the

data, this direct variation between the variables means that as pedagogical love

increases, student motivation increases and vice versa. Furthermore, Avila (2020)

discovered that using Facebook Groups in virtual classrooms significantly improved

students' academic performance when compared to those who were taught using a

modular approach. Furthermore, students perceived that the use of Facebook could be

43
used as supportive tools in learning during the new normal teaching, despite difficulties

in using the said platform in learning. Similarly, Zarzycka et al. (2021) discovered that

increasing use of Facebook (FB) for professional purposes improves students'

communication and collaboration during distance learning courses. A high level of

activity on Facebook and LinkedIn (LKND) is essential for communicating with

educators. According to engagement theory, active participation in distance classes and

a high rating of the online tools used have a positive influence on students'

communication and collaboration processes.

As according Hornstra et al. (2015), teachers are key actors who shape the

learning environment and whose primary tasks include motivating students to learn.

Furthermore, Anwer (2019) quotes Erickson (1978) as saying, "Effective learning in

the classroom depends on the teacher's ability to maintain the interest that brought

students to the course in the first place." Also, (Center for Innovation in Teaching and

Learning, University of Illinois Urbana-Campaign) claims that effective teachers

recognize that their students have a natural desire to learn. They also recognize that

students come with the belief that the teacher is responsible for tapping into that natural

desire by creating a classroom environment that fosters a desire to learn and excitement

that lasts from the first day of the semester to the last.

"When teachers teach with love, combining care, commitment, knowledge,

responsibility, respect, and trust, we are often able to enter the classroom and go straight

to the heart of the matter, which is knowing what to do on any given day to create the

best climate for learning," stated by Bell Hooks in Teaching Community: A Pedagogy

of Hope. Moreover, teachers can help students see that their needs, wishes, wants, or

whatever it is that inspires them matter when love is entrenched in educational methods

(Torres, 2018). Students' motivation to learn is influenced by teachers' ability to

44
enhance students' competency, interest in the subject taught, and perceptions of self-

efficacy. Students who are satisfied with their teacher’s feedback as well as those who

have constant or sufficient communication with their teachers gained higher

motivational level (Lin et al., 2017; in Mese & Sevilen, 2021). Thus, students can

participate in the co-construction of their learning experiences in the classroom if

teachers are empowered through Pedagogies of Love (Reyes, 2020).

Regression Analysis on Pedagogical Love Influences Student Motivation in

Learning Mathematics in the Height of Pandemic

Presented in Table 4 is the regression analysis on Pedagogical Love influences

Student Motivation in learning Mathematics in the height of Pandemic. The results

shows that Internal has a beta of 0.282 with a p-value of 0.012; External has a beta of

0.283 with a p-value of 0.025 and Contextual has a beta of 0.231 with a p-value of

0.038, which is lesser than the 0.05 level of significance. Hence, all domains in the

pedagogical love in learning mathematics significantly predicts student motivation in

learning mathematics.

Table 7

Regression Analysis on Pedagogical Love Influences Student Motivation in

Learning Mathematics in the Height of Pandemic

Unstandardized
Coefficient Standardized
t-value p-value Decision
Coefficient
B SE
(Constant) 0.921 0.288
Internal 0.270 0.106 0.282 2.545 0.012 HO is rejected
External 0.251 0.111 0.283 2.269 0.035 HO is rejected
Contextual 0.208 0.099 0.231 2.106 0.038 HO is rejected

45
 The findings found pedagogical love to predict student motivation in a

regression analysis of the variables under consideration. All domains in the pedagogical

love of learning mathematics (internal, external, and contextual) significantly predict

student motivation in learning mathematics. The result implies that teachers with an

extreme sense of pedagogical love would influence high student motivation in learning

mathematics.

As per Barberos et al. (2022), the teacher must recognize individual differences

among his or her students and modify instructions to best suit the learners. It is critical

that we understand the importance of being motivated in order to have motivated

students in the classroom. When students are motivated, learning comes naturally.

Tanveer et al. (2012) discovered that teachers can successfully motivate their students

by using the following techniques: formal lesson planning, lesson elaboration, students'

counseling, de-emphasizing grades, promoting active participation, and using positive

emotions.

Further to that, Stehlik (2016) states that "pedagogical love" aims to "identify

pupils' strengths and interests and act on them to build students' self-esteem and self-

image as active learners." According to Bodeliwala & Piliyesi (2020), teachers play an

important role in increasing student learning through motivational support. Besides, as

cited by Terry (2017), Ferlazzo (2015) argued that teachers who develop positive

relationships with their students are more likely to influence their motivation to learn.

As per Schuitema et al.; Stearns, 2013, as cited by Johnson (2017), while

motivation can be intrinsic or extrinsic, it is important for teachers to create an

environment that motivates students' learning. Teachers play a critical role in creating

an environment that promotes student learning. Teachers help students develop

46
personal interest, involvement, and ownership of their work by supporting their choices

and interests.

Generally, the Dualistic Model of Passion, developed by Vallerand et al. in

2003, and the Self-Determination Theory by Deci and Ryan (2000; Assor et al., 2002;

Reeve, 2006), support these findings, which ground this investigation. Further, student

motivation is influenced by a teacher’s ability to listen to their students, understand or

show empathy, and provide adequate support towards students’ challenges. Moreover,

this assumption implies that pedagogical love is one of the driving forces of students to

learn. Students who have a teacher who is passionate about teaching are more likely to

be motivated to learn mathematics.

47
 Chapter 4

CONCLUSIONS AND RECCOMENDATIONS

This section contains the researchers’ conclusions and recommendations based

on the implication of the findings.

Conclusions

Based on the results of the level of pedagogical love in learning mathematics in

the height of pandemic in terms of External and Contextual, the researchers found out

that the level of pedagogical love indicates strong, means it is strongly exhibited.

While, in terms of Internal, the pedagogical love indicates extreme, means it is

extremely exhibited where teachers listen to their students. Thus, they concluded that

most of the teachers in Davao de Oro State College - Main Campus are extremely

exhibited Pedagogical Love to their students in learning Mathematics in the height of

pandemic.

On the other hand, the results of the level of student motivation in learning

Mathematics in the height of pandemic in terms of Interest of the Subject Matter,

General Desire to Achieve and Environment, the researchers found out that the level of

student motivation indicates high, means it is highly observed. Thus, they concluded

that most of the students in Davao de Oro State College - Main Campus are highly

motivated in learning Mathematics in the height of pandemic.

Moreover, in terms of the results in correlation, there is a significant relationship

between the level of Pedagogical Love and the level of Student Motivation. With high

positive correlation that implies whenever the level of pedagogical love increases, the

48
level of student motivation also increases. In the same way, if the level of pedagogical

love decreases, the level of student motivation also decreases. Hence, the following

hypotheses of this study has been tested in a 0.05 level of significance such as there is

no significant relationship between Pedagogical Love and Student Motivation, and

Pedagogical love does not significantly predict student Motivation in learning

Mathematics are rejected. In which, all all domains in the pedagogical love in learning

mathematics significantly predicts student motivation in learning mathematics.

Thus, the researcher concluded that if the teacher exhibit Pedagogical Love, the

ability to listen to their students (internal), understand or show empathy (external) and

provide adequate support (contextual) towards students’ challenges in learning amidst

the pandemic then it increases student motivation in learning Mathematics in the height

of pandemic, such as gaining high interest in the subject matter, holding a general desire

to achieve, and be able to adapt to the new environment of teaching.

49
Recommendations

Based on the findings and conclusions, the researcher recommends the

following:

For the School. They may implement rules for extending and strengthening

pedagogical love towards students. They should also hold a webinar and train their

teachers to improve their pedagogical knowledge and apply it in teaching mathematics

in order to increase students' motivation to learn, especially during the peak of the

pandemic.

For the Teachers. They may cultivate, sustain, and expand their pedagogical

love for teaching mathematics. They must have the ability to listen to their students,

understand or show empathy, and provide adequate support towards students’

challenges in learning amidst the pandemic.

For the Students. The students may have a positive relationship with their

teachers. They must approach and seek support from their teachers if they are having

difficulty learning mathematics, and they must share the difficulties they are

experiencing during the pandemic, as this will help them to be more motivated to learn.

For the future researchers. The researcher recommended that the output of

the study be used by future researchers to expand the scope of the study and not focus

on mathematics major students only.

50
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QiDkeftmBELM3qPYHXErqinpY2U

Tan, C. (2021), "The impact of COVID-19 on student motivation, community of inquiry

and learning performance", Asian Education and Development Studies, Vol. 10
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Tanveer, Muhammad & Farooq, Muhammad & Ammar, Muhammad & Dolla, Shahid
& Aslam, Hassan & Shabbir, Farooq. (2012). Influence of Teacher on Student'
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on_Student'_Learning_Motivation_in_Management_Sciences_Studies/citation
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(2020) Parents’ Perceptions of Student Academic Motivation During the
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55
 Appendix A

Certificate of Approval from REC

56
57
 Appendix B

Conduct of Research Approval Form from VPAA

58
59
60
 Appendix C

Adviser’s Endorsement for Proposal Presentation

61
 Adviser’s Endorsement for Proposal Presentation

This thesis proposal titled “THE INFLUENCE OF PEDAGOGICAL LOVE

ON STUDENT MOTIVATION IN LEARNING MATHEMATICS IN THE

HEIGHT OF PANDEMIC” prepared and submitted by SHIELO MAY A.

TOMBON, JUDITH R. CAMILOTES, and IVAN A. VELOSO in partial

fulfillment of the requirements for the degree Bachelor of Secondary Education

Major in Mathematics has been examined and is recommended for oral

presentation and review by the Panel of Examiners.

EUGINE B. DODONGAN
Adviser (Name and Signature)

Actions Taken [check appropriate box]:

 Accepted: Signature of Dean

 Accepted but Returned to Adviser with Notations/Corrections

 Rejected: Returned to Adviser for Improvement

Approved Schedule of Final Presentation:

Panel of Examiners: Chair:

Member:

Member:

62
 Appendix D

Adviser and Panelist Endorsement to proceed Data Gathering and Analysis

63
 Adviser’s Endorsement Sheet

Davao de Oro State College

TEACHER EDUCATION DEPARTMENT
Purok 10, Poblacion Compostela, Davao de Oro

Date:January 28, 2022

ADVISER’S ENDORSEMENT
TO PROCEED DATA GATHERING AND ANALYSIS

This is to certify that SHIELO MAY A. TOMBON, JUDITH R.

CAMILOTES, and IVAN A. VELOSO, BSEd Mathematics students, have defended

their research proposal titled, “THE INFLUENCE OF PEDAGOGICAL LOVE ON

STUDENT MOTIVATION IN LEARNING MATHEMATICS IN THE HEIGHT

OF PANDEMIC” last, December 12, 2021, and made the necessary revisions on their

study. This endorsement is issued for them to go on data gathering and final analysis of

their study, subject to the approval of the panelists.

EUGINE B. DODONGAN
Adviser (Name and Signature)

January 28, 2022

Date of Endorsement

64
 PANELISTS’ APPROVAL
TO PROCEED DATA GATHERING AND ANALYSIS

Name and Signature Date of

Approval
APPROVED: January 20,
2022

RONA C. APOLINARIO, Panelist

APPROVED: January 20,

2022

ROMALIE F. GALLETO, Panelist

APPROVED: January 20,

2022

JEVANNEL BORLIO, Panelist

65
 Appendix E

Adviser’s Endorsement for Final Presentation

66
 Adviser’s Endorsement for Final Presentation

This thesis proposal titled “THE INFLUENCE OF PEDAGOGICAL LOVE

ON STUDENT MOTIVATION IN LEARNING MATHEMATICS IN THE

HEIGHT OF PANDEMIC” prepared and submitted by SHIELO MAY A.

TOMBON, JUDITH R. CAMILOTES, and IVAN A. VELOSO in partial

fulfillment of the requirements for the degree Bachelor of Secondary Education

Major in Mathematics has been examined and is recommended for oral

presentation and review by the Panel of Examiners.

EUGINE B. DODONGAN
Adviser (Name and Signature)

May 23, 2022

Date of Endorsement

Actions Taken [check appropriate box]:

 Accepted: Signature of Dean

 Accepted but Returned to Adviser with Notations/Corrections

 Rejected: Returned to Adviser for Improvement

Approved Schedule of Final Presentation:

Panel of Examiners: Chair:

Member:

Member:

67
 Appendix F

Appended Table Items

68
 Appended Table Items

Table 1.1 Level of Pedagogical Love in terms of Internal

Item Mean SD Description

1. My teacher encourages and accepts our

4.40 0.7073 Extreme
different opinions.
2. My teacher often listens to our concerns. 4.28 0.8036 Extreme
3. My teacher usually asks us about how we
4.26 0.7746 Extreme
connect to our learning.
4. My teacher encourages us to share our
problems in dealing with this new normal 4.08 0.8066 Strong
set up in learning.
5. My teacher has an open mind and listens
to our thoughts without jumping to 4.29 0.7734 Extreme
conclusions.
4.26 0.5988 Extreme
Overall

Table 1.2 Level of Pedagogical Love in terms of External

Item Mean SD Description

1. My teacher makes me feel that she/he care

3.85 0.8905 Strong
about me.
2. My teacher encourages me to do my best. 4.23 0.8008 Extreme
3. My teacher recognizes and acknowledges
4.23 0.6890 Extreme
our effort.
4. My teacher always reminds us to take
good care of our physical and mental 4.14 0.8218 Strong
health.
5. My teacher always reminds us to be
4.38 0.7302 Extreme
positive in achieving better learning.
4.17 0.6486 Strong
Overall

69
Table 1.3 Level of Pedagogical Love in terms of Contextual

Item Mean SD Description

1. My teacher is helpful and approachable

4.21 0.7586 Extreme
when I ask questions.
2. My teacher takes an initiative in providing
us a recorded discussion on most of our 4.17 0.8803 Strong
topic.
3. My teacher presents a variety of teaching
methods based on our convenience
4.38 0.7174 Extreme
(Google Meet, Facebook Live, and
Zoom).
4. My teacher uses an accessible online
platform (Online graph illustrator,
4.17 0.7878 Strong
Supplemental Video, etc.) for us to
comprehend better.
5. My teacher let us to do our task well
4.18 0.8049 Strong
without dealing with high pressure.
4.18 0.6363 Strong
Overall

Table 2.1 Level of Student Motivation in Learning Mathematics in terms of

Interest in the subject matter

Item Mean SD Description

1. I am more motivated to learn in the topic

4.35 0.7249 Very High
that I love.
2. I am persistent in learning, even if the
3.93 0.8245 High
topics are difficult.
3. I’m persevered to learn the topics that not
3.76 0.8378 High
have been taught by our teacher.
4. I love solving mathematical problems. 3.84 0.8517 High
5. I will always find ways to learn
4.02 0.8712 High
Mathematics well.
3.98 0.6560 High
Overall

70
Table 2.2 Level of Student Motivation in Learning Mathematics in terms
General desire to achieve

Item Mean SD Description

1. I’m aiming to attain high grades in

4.10 0.8918 High
Mathematics.
2. I’m determined to obtain great learning in
4.27 0.7024 Very High
Mathematics.
3. I actively participate in Mathematics
3.65 0.9562 High
online classes.
4. I frequently ask my teacher a question
when I am having difficulty or confusion 3.61 1.0793 High
with mathematical concept.
5. I always prepare myself as well as the
3.84 0.8625 High
things I need in learning Mathematics.
3.90 0.6867 High
Overall

Table 2.3 Level of Student Motivation in Learning Mathematics in terms

Environment

Item Mean SD Description

1. I study Mathematics in a clean and well-

4.00 0.8607 High
organized environment.
2. I choose to have a quiet place when
4.06 0.8952 High
attending mathematics classes.
3. I am flexible enough to adopt a new
3.73 0.9092 High
learning modality.
4. I prefer to learn Mathematics using
3.98 0.9025 High
supplemental videos.
5. I am more inspired to learn Mathematics
together with my considerate and 4.25 0.7717 Very High
resourceful teacher.
4.09 0.5322 High
Overall

71
 Appendix G

Statistician’s Certificate

72
 Statistician’s Certificate

This thesis titled “THE INFLUENCE OF PEDAGOGICAL LOVE ON STUDENT

MOTIVATION IN LEARNING MATHEMATICS IN THE HEIGHT OF

PANDEMIC” prepared and submitted by SHIELO MAY A. TOMBON, JUDITH

R. CAMILOTES, and IVAN A. VELOSO in partial fulfillment of the requirements

for the degree Bachelor of Secondary Education major in Mathematics has been

reviewed and edited for correctness of its statistical analysis and interpretation.

Michael C. Morre Jr.

Statistician (Name and Signature)

April 1, 2022
Date

Actions Taken [check appropriate box]:

 Accepted: Signature of Dean

 Accepted but Returned to Adviser with Notations/Corrections

 Rejected: Returned to Adviser for Improvement

73
 Appendix H

Ethics Informed Consent/Assent Form

74
 DDOSC-REC Form 5.1
Informed Consent/Assent Form
Republic of the Philippines April 12, 2018
Davao de Oro State College
RESEARCH ETHICS COMMITTEE

ETHICS INFORMED CONSENT/ASSENT FORM

Informed Consent Form for THE INFLUENCE OF PEDAGOGICAL LOVE ON

STUDENT MOTIVATION IN LEARNING MATHEMATICS IN THE HEIGHT
OF PANDEMIC
Name of the Researcher(s) Shielo May M. Tombon
Judith R. Camilotes
Ivan A. Veloso
Institution DDOSC – Main Campus

PART I: INFORMATION SHEET

INTRODUCTION
The researchers request your consent for participation in a study entitled “The
Influence of Pedagogical Love on Student Motivation in Learning Mathematics in
the Height of Pandemic” conducted by the researcher at Davao De Oro State College
- Main Campus, because you fit the inclusion criteria for informants of our study. This
will be conducted through Google forms or messenger, depending upon the platform
you are easily accessible.
Your participation is completely voluntary. Please read the information below, and ask
question about anything you do not understand, before decide to discuss participation
with your family or friends.

If you decide to participate, you will be asked to sign this form. You will be given a
copy of this form.

PURPOSE OF THE STUDY

The purpose of this study is to discover in what domain of pedagogical love in terms of
internal, external, and contextual influences student motivation in learning mathematics
in the height of pandemic. In which, there is a dearth of study on the impact of external
factors (such as avoiding compensation for being absent and providing proper support
learning facilities) on student motivation to learn. Taking this gap into account, the
current study will use a quantitative method to investigate how a teacher’s empathy and
adequate support learning facilities influence student motivation to learn mathematics
in the midst of a pandemic. This study will help to better understand the influence of
pedagogical love on student motivation and also the vital significant of positive teacher-
student interactions.

STUDY PROCEDURES
The following procedures are the steps followed by the researchers in gathering the data
for the study:
Seeking Approval to the Research Ethics Committee. The researchers will
fill out all the form given by the REC of the institution, which contained complete and
specific information. The documents ensured that the research was conducted in
75
accordance with prevailing moral standards and human practices with no risk to
participants. The researchers will submit the requirements of the Research Ethics
Committee and submitted it for review. All the form will be submitted thru the official
Gmail account of the REC.
Seek Permission to the Director of Academic Division. The researchers will
make a letter addressing the director of academic division in DDOSC Campus which
contained permission and approval to conduct the study and inform who the target
respondents are. A letter will be sent thru the official Gmail account of the college.
Secure list of Officially Enrolled BSEd Mathematics Students. After
securing approval from the director, the researchers will approach a student from BSED
Mathematics and then ask for the official lists of students enrolled in the semester for
the academic year 2021-2022 to choose the target respondents.
Choose Respondents of the Study. After getting the list of official enrollees in
the said program, the researchers will then immediately proceed to data collection. The
researchers will choose approximately 109 respondents to be part of the study which
will be required to answer the survey questionnaire containing questions that is essential
to the study.
Informed Consent Process. The consent of the chosen respondents will be
given to inform them of the goals of the research. The researchers will ask the students
for their consent to participate the study through messaging them privately in
messenger. The given form includes a letter that certifies an agreement of participation.
Distribution and Retrieval of Survey Questionnaires. The researchers will
start to conduct the distribution of questionnaires after the approval participation of the
students in the study. The distribution will be happened through online platforms, and
the survey questionnaire will be distributed through Google Form. The researchers will
collect the forms after the students had answered the survey questionnaires within two
(2) hours. In retrieving the data, researcher will access the responses in the Google form
since everyone needed to follow the protocols from the government to maintain safety;
there were no physical meetings. The data retrieved will be tallied, analysed, and
interpreted.

DURATION
The research study place from February 2022, and the gathering of data started upon
the approval from REC ended in one (1) week after the approval. It will be collected
after the students answered the survey questionnaire with an allotted time of two (2)
hours.

POTENTIAL RISK AND DISCOMFORTS

During the conduct of the study, the respondents may feel discomfort in gathering the
data. You may opt not to answer questions, which make you feel any psychological or
emotional distress, or you can withdraw as a participant of the study if you feel that you
cannot discuss the information that is asked of you. Thus, the researchers will be
sensitive to the student's feelings by ensuring that all the questions and queries will be
answered privately, which means that they can message the researcher privately. The
students will not be forced in any way that will violate their well-being. The researchers
value your participation and will place your welfare as their highest priority during the
course of the study.

76
POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
The respondents' participation in this study will be beneficial to the Teachers Education
Department (TED) because the study results can be the basis for determining the
influence of pedagogical love in terms of internal, external, and contextual on student
motivation with its predictors such as interest in the subject matter, general desire to
achieve, and environment in learning Mathematics in this height of pandemic. Through
this study, it will help alleviate the student motivation to learn Mathematics.

In general, it will serve as the springboard in identifying plans and strategies for the
students to develop and enhance their motivation in learning mathematics through the
aid of pedagogical love given by their teachers.

CONFIDENTIALITY
The respondents will be informed of the study's main purpose during the conscription
phase. Personal information will be collected as part of the questionnaires, including
collecting personal information from the basic demographic profiles only (name, age,
sex, year, and section). The data to be gathered must strictly be used only for research
and not for commercial purposes. Therefore, the processing of personal data shall be
allowed but subject to the principles of transparency, legitimate purpose, and
proportionality. It means that the data subject must be aware of the purpose of the study,
the processing of information shall be related to declaring a purpose and should not in
contrast to the moral laws, and lastly, the processing of information should be relevant
and not excessive concerning to specified purpose.

Furthermore, the collection, processing, and retention of data shall also adhere to the
principles set by the Data Privacy Act of 2012. It is stipulated in Section 19 of Rule IV
that the collection of personal data must be:
Specified and has a legitimate purpose – the consent should be given before
the collection. The data subject should also be given specific information regarding the
purpose and the extent of processing the data provided by them. Moreover, it should
only collect personal data that is necessary for the study.
Processed fairly – it means the subjects' rights should be upheld; this includes
the right to refuse, withdraw consent, or object. The information given to the subject
shall also be understandable, clear, and in plain language.
Accurate – personal data should be accurate; inaccurate data should be rectified
or destroyed and restricted from further processing.
Not be retained longer than necessary – personal data should be disposed of
or discarded in a secure manner that would restrict further processing, unauthorized
access, or disclosure to other parties.

PARTICIPATION AND WITHDRAWAL

The participation of the respondents in this study is voluntary. The BSED Mathematics
students of DDOSC – Main Campus will receive an Informed Consent Form to notify
them about the purpose of the study. The Informed Consent Form will serve as proof
of their agreement to participate as respondents in the study voluntarily. In addition, the
respondents will be informed of the nature and purpose of the data gathering, including
the risks and safeguards involved, which means that the information concerning
personal data processes should be easy to access and are easily understood using words

77
and sentences within the comprehension of the subject. The subject may withdraw the
consent at any time to discontinue his/her participation without penalty.

INVESTIGATOR’S CONTACT INFORMATION

If you have any questions or concern about the research, please feel free to contact the
researcher at [email protected], [email protected] and
[email protected] or at 09107315834.

RIGHTS OF RESEARCH PARTICIPANT’S CONSENT

As the respondents of the study, you can ask for the result to the researcher after all the
data has been gathered.
If you have questions, concerns, or complaints about your right as a research participant
or the research in general and are unable to contact the research team, or if you want to
talk to someone independent of the research team, please contact:
Name: LILYBETH M. MATUNHAY, Ph.D.
Address: Purok 10 Poblacion, Compostela, Davao de Oro, Philippines 8803
Email: [email protected]
Mobile: 0998-571-7507

CERTIFICATE OF INFOMED CONSENT

I have read this information (or had the information read to me) I have had my questions
answered and know that I can ask question later if I have them.

I agree to take part in research.

__________________________________
_________________
Signature above over Printed name of the Child Date Signed
PART II: CERTIFICATE OF ASSENT

I have read this information (or had the information read to me) I have had my questions
answered and know that I can ask question later if I have them.

I agree to take part in research.

__________________________________ _________________
Signature above over Printed name of the Child Date Signed

IF ILLITERATE
I have witnessed the accurate reading of the consent form to the potential
participant, and the individual has had the opportunity to ask questions. I confirm that
the individual has given consent freely.

_____________________________________ ________________
Signature above Printed Name of Participant Date Signed Thumb
Print

78
To be accomplished by the Researcher Obtaining Consent:
I have explained the research to the participant and answered all of his/her questions. I
believe that he/she understands the information described in this document and freely
consents to participate.

SHIELO MAY A. TOMBON

JUDITH R. CAMILOTES

IVAN A. VELOSO
________________
Name of Person Obtaining Consent Date Signed

79
 Appendix I

Declaration of Anti-Plagiarism

80
 Declaration of Anti-Plagiarism

This thesis titled “THE INFLUENCE OF PEDAGOGICAL LOVE ON STUDENT

MOTIVATION IN LEARNING MATHEMATICS IN THE HEIGHT OF
PANDEMIC” prepared and submitted by SHIELO MAY A. TOMBON, JUDITH
R. CAMILOTES, and IVAN A. VELOSO in partial fulfillment of the requirements
for the degree Bachelor of Secondary Education Major in Mathematics is free from
any form of plagiarism, or taking and passing off one’s work as his/her own.

The undersigned attest to the originality of this research proposal and has cited properly
all the references used. Furthermore, all deliverables and the final research study
emanating from this proposal shall be of original content. Appropriate citations in
referencing other works from various sources is used.

The undersigned understand that violation from this declaration and commitment shall
be subject to consequences and shall be dealt with accordingly by the Teacher
Education Department.

Proponent: SHIELO MAY A. TOMBON

Signature:_________________________
Date: May 30, 2022

Proponent: JUDITH R. CAMILOTES

Signature:________________________
Date: May 30, 2022

Proponent: IVAN A. VELOSO

Signature:______ __________________
Date: May 30, 2022

81
 Appendix J

Validated Survey Questionnaire

82
 Survey Questionnaire

“The Impact of Pedagogical Love on Student Motivation in Learning

Mathematics in the Height of Pandemic”

As you answer the questionnaire you have the chance to fill in the answer anonymously.

Please answer the questions honestly as it contributes to the success of this research.

This is 30 items. We will assure that the data provided by you shall be used only for

research purposes.

Instruction: Please read each statement carefully and put check on the box (/) for

selection of the options.

Email Address:

Name (Optional):

Year and Section:

Scoring Scale:
5 = Strongly Agree 4 = Agree 3 = Neutral 2 = Disagree 1 = Strongly Disagree

83
Part I – Pedagogical Love
Question 5 4 3 2 1
A. Internal
1. My teacher encourages and accepts our
different opinions.
2. My teacher often listens to our concerns.
3. My teacher usually asks us about how we
connect to our learning.
4. My teacher encourages us to share our
problems in dealing with this new normal
set up in learning.
5. My teacher has an open mind and listens to
our thoughts without jumping to
conclusions.
B. External
1. My teacher makes me feel that she/he
care about me.
2. My teacher encourages me to do my
best.
3. My teacher recognizes and
acknowledges our effort.
4. My teacher always reminds us to take
good care of our physical and mental
health.
5. My teacher always reminds us to be
positive in achieving better learning.
C. Contextual
1. My teacher is helpful and approachable
when I ask questions.
2. My teacher takes an initiative in providing
us a recorded discussion on most of our
topic.
3. My teacher presents a variety of teaching
methods based on our convenience (Google
Meet, Facebook Live, and Zoom).
4. My teacher uses an accessible online
platform (Online graph illustrator,
Supplemental Video, etc.) for us to
comprehend better.
5. My teacher let us to do our task well without
dealing with high pressure.

84
Part II – Student Motivation
A. Interest in the subject matter
1. I am more motivated to learn in the topic
that I love.
2. I am persistent in learning, even if the topics
are difficult.
3. I’m persevered to learn the topics that not
have been taught by our teacher.
4. I love solving mathematical problems.
5. I will always find ways to learn
Mathematics well.
B. General desire to achieve
1. I’m aiming to attain high grades in
Mathematics.
2. I’m determined to obtain great learning in
Mathematics.
3. I actively participate in Mathematics online
classes.
4. I frequently ask my teacher a question when
I am having difficulty or confusion with
mathematical concept.
5. I always prepare myself as well as the things
I need in learning Mathematics.

C. Environment
1. I study Mathematics in a clean and well-
organized environment.
2. I choose to have a quiet place when
attending mathematics classes.
3. I am flexible enough to adopt a new learning
modality.
4. I prefer to learn Mathematics using
supplemental videos.
5. I am more inspired to learn Mathematics
together with my considerate and
resourceful teacher.

85
 Appendix K

Questionnaire Validation Certificate

86
 Questionnaire Validation Certificate

This thesis titled “THE INFLUENCE OF PEDAGOGICAL LOVE ON STUDENT

MOTIVATION IN LEARNING MATHEMATICS IN THE HEIGHT OF

PANDEMIC” prepared and submitted by SHIELO MAY A. TOMBON, JUDITH

R. CAMILOTES, and IVAN A. VELOSO in partial fulfillment of the requirements

for the degree Bachelor of Secondary Education Major in Mathematics has been

reviewed and edited for validity of its questionnaire or data gathering tool.

EUGINE B. DODONGAN
Adviser (Name and Signature)

January 20, 2022

Date

Validators:

PSYRYL PEREGRINO, MAED – ELT

(Name and Signature)

EVANGELINE D. SORIA, MAED – PE

(Name and Signature)

LIZA C. GENEBLASCO, MAED - MATH

(Name and Signature)

87
 Appendix L

Survey Questionnaire Validation Rubric

88
 Survey/Interview Validation Rubric

Criteria Operational Definitions Score Questions

NOT
1=Not Acceptable
meeting
(major
standard
modifications
needed) (List page
and
2=Below
question
Expectations
number)
(some
and need
modifications
to be
needed)
revised.
3=Meets
Please use
Expectations (no
the
modifications
comments
needed but could
and
be improved with
suggestions
minor changes)
section to
4=Exceeds recommend
Expectations (no revisions.
modifications
needed)
1 2 3 4
Clarity • The questions are direct
and specific.
• Only one question is
asked at a time.
• The participants can
understand what is
being asked.
• There are no double-
barreled questions (two
questions in one).
Wordiness • Questions are concise.
• There are no
unnecessary words
Negative • Questions are asked
Wording using the affirmative
(e.g., Instead of asking,
“Which methods are not
used?”, the researcher

89
 asks, “Which methods
are used?”)
Overlapping • No response covers
Responses more than one choice.
• All possibilities are
considered.
• There are no ambiguous
questions.
Balance • The questions are
unbiased and do not lead
the participants to a
response. The questions
are asked using a neutral
tone.
Use of Jargon • The terms used are
understandable by the
target population.
• There are no clichés or
hyperbole in the
wording of the
questions.
Appropriateness • The choices listed allow
of Responses participants to respond
Listed appropriately.
• The responses apply to
all situations or offer a
way for those to respond
with unique situations.
Use of Technical • The use of technical
Language language is minimal and
appropriate.
• All acronyms are
defined.
Application to • The questions asked
Praxis relate to the daily
practices or expertise of
the potential
participants.
Relationship to • The questions are
Problem sufficient to resolve the
problem in the study
• The questions are
sufficient to answer the
research questions.
• The questions are
sufficient to obtain the
purpose of the study.

90
 Measure of • The survey adequately
Construct: measures this construct.
*please define the
A: construct*
Measure of • The survey adequately
Construct: measures this construct.
*please define the
B: construct*
Measure of • The survey adequately
Construct: measures this construct.
*please define the
C: construct*
Measure of • The survey adequately
Construct: measures this construct.
*please define the
D: construct*

Comments and Suggestions

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
____________________________
Action Taken [Please check appropriate box].
✓ Accepted
 Returned to researcher for revision

Validated by:

LIZA C. GENEBLASCO, MAED - MATH

Validator

91
 Survey/Interview Validation Rubric

Criteria Operational Definitions Score Questions

NOT
1=Not Acceptable
meeting
(major
standard
modifications
needed) (List page
and
2=Below
question
Expectations
number)
(some
and need
modifications
to be
needed)
revised.
3=Meets
Please use
Expectations (no
the
modifications
comments
needed but could
and
be improved with
suggestions
minor changes)
section to
4=Exceeds recommend
Expectations (no revisions.
modifications
needed)
1 2 3 4
Clarity • The questions are direct
and specific.
• Only one question is
asked at a time.
• The participants can
understand what is
being asked.
• There are no double-
barreled questions (two
questions in one).
Wordiness • Questions are concise.
• There are no
unnecessary words
Negative • Questions are asked
Wording using the affirmative
(e.g., Instead of asking,
“Which methods are not
used?”, the researcher

92
 asks, “Which methods
are used?”)
Overlapping • No response covers
Responses more than one choice.
• All possibilities are
considered.
• There are no ambiguous
questions.
Balance • The questions are
unbiased and do not lead
the participants to a
response. The questions
are asked using a neutral
tone.
Use of Jargon • The terms used are
understandable by the
target population.
• There are no clichés or
hyperbole in the
wording of the
questions.
Appropriateness • The choices listed allow
of Responses participants to respond
Listed appropriately.
• The responses apply to
all situations or offer a
way for those to respond
with unique situations.
Use of Technical • The use of technical
Language language is minimal and
appropriate.
• All acronyms are
defined.
Application to • The questions asked
Praxis relate to the daily
practices or expertise of
the potential
participants.
Relationship to • The questions are
Problem sufficient to resolve the
problem in the study
• The questions are
sufficient to answer the
research questions.
• The questions are
sufficient to obtain the
purpose of the study.

93
 Measure of • The survey adequately
Construct: measures this construct.
*please define the
A: construct*
Measure of • The survey adequately
Construct: measures this construct.
*please define the
B: construct*
Measure of • The survey adequately
Construct: measures this construct.
*please define the
C: construct*
Measure of • The survey adequately
Construct: measures this construct.
*please define the
D: construct*

Comments and Suggestions

The questionnaire is clear and specific. My Applause!
___________________________________________________________
___________________________________________________________
___________________________________________________________
_____________________

Action Taken [Please check appropriate box].

✓ Accepted
 Returned to researcher for revision

Validated by:

PSYRYL PEREGRINO, MAED – ELT

Validator

94
 Survey/Interview Validation Rubric

Criteria Operational Definitions Score Questions

NOT
1=Not Acceptable
meeting
(major
standard
modifications
needed) (List page
and
2=Below
question
Expectations
number)
(some
and need
modifications
to be
needed)
revised.
3=Meets
Please use
Expectations (no
the
modifications
comments
needed but could
and
be improved with
suggestions
minor changes)
section to
4=Exceeds recommend
Expectations (no revisions.
modifications
needed)
1 2 3 4
Clarity • The questions are direct
and specific.
• Only one question is
asked at a time.
• The participants can
understand what is
being asked.
• There are no double-
barreled questions (two
questions in one).
Wordiness • Questions are concise.
• There are no
unnecessary words
Negative • Questions are asked
Wording using the affirmative
(e.g., Instead of asking,
“Which methods are not
used?”, the researcher

95
 asks, “Which methods
are used?”)
Overlapping • No response covers
Responses more than one choice.
• All possibilities are
considered.
• There are no ambiguous
questions.
Balance • The questions are
unbiased and do not lead
the participants to a
response. The questions
are asked using a neutral
tone.
Use of Jargon • The terms used are
understandable by the
target population.
• There are no clichés or
hyperbole in the
wording of the
questions.
Appropriateness • The choices listed allow
of Responses participants to respond
Listed appropriately.
• The responses apply to
all situations or offer a
way for those to respond
with unique situations.
Use of Technical • The use of technical
Language language is minimal and
appropriate.
• All acronyms are
defined.
Application to • The questions asked
Praxis relate to the daily
practices or expertise of
the potential
participants.
Relationship to • The questions are
Problem sufficient to resolve the
problem in the study
• The questions are
sufficient to answer the
research questions.
• The questions are
sufficient to obtain the
purpose of the study.

96
 Measure of • The survey adequately
Construct: measures this construct.
*please define the
A: construct*
Measure of • The survey adequately
Construct: measures this construct.
*please define the
B: construct*
Measure of • The survey adequately
Construct: measures this construct.
*please define the
C: construct*
Measure of • The survey adequately
Construct: measures this construct.
*please define the
D: construct*

Comments and Suggestions

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_____________________
Action Taken [Please check appropriate box].
✓ Accepted
 Returned to researcher for revision

Validated by:

EVANGELINE D. SORIA, MAED – PE

Validator

97
 Appendix M

Editor’s Certificate

98
 Editor’s Certificate

This thesis titled “THE INFLUENCE OF PEDAGOGICAL LOVE ON STUDENT

MOTIVATION IN LEARNING MATHEMATICS IN THE HEIGHT OF

PANDEMIC” prepared and submitted by SHIELO MAY A. TOMBON, JUDITH

R. CAMILOTES, and IVAN A. VELOSO in partial fulfillment of the requirements

for the degree Bachelor of Secondary Education major in Mathematics has been

reviewed and edited for edited for grammar correctness and appropriateness.

___________________________
Editor (Name and Signature)

__________________________
Date

Actions Taken [check appropriate box]:

 Accepted: Signature of Dean

 Accepted but Returned to Adviser with Notations/Corrections

 Rejected: Returned to Adviser for Improvement

99
 Appendix N

Clearance Certificate from REC

100
101
CURRICULUM VITAE OF THE RESEARCHERS

102
SHIELO MAY A. TOMBON
Purok 13 Brgy. Poblacion, Compostela, Davao De Oro
[email protected]
0910 – 731 – 5834

Educational Background

DAVAO DE ORO STATE COLLEGE – MAIN CAMPUS

Bachelor of Secondary Education Major in Mathematics 2019 – Present
Purok 10 Brgy. Poblacion, Compostela, Davao De Oro

DIOSDADO MACAPAGAL NATIONAL HIGH SCHOOL–SENIOR HIGH

SCHOOL
General Academic Strand
With Honor 2019
Purok 13 Centennial Brgy. Poblacion, Compostela, Davao De Oro

DIOSDADO MACAPAGAL NATIONAL HIGH SCHOOL

With Honor
Purok 13 Centennial Brgy. Poblacion, Compostela, Davao De Oro 2017

COMPOSTELA CENTRAL ELEMENTARY SCHOOL SPED CENTER

Purok 7, Osmena Street, Poblacion, Compostela, Davao De Oro 2013

Trainings and Seminars

Title: REC Orientation for Research Students

Date: November 23, 2021
Platform: Google Meet

Title: College – Wide Anti-Sexual Harassment, Anti-Bullying, Anti-Smoking,

Financial Literacy and VAWC Symposia
Date: May 21, 2021
Platform: Zoom Teleconference and Facebook Live Coverage

On Campus Involvement

▪ Society of Mathematics Educator Member 2019 – Present

▪ Red Cross Youth Council Secretary 2019 – Present
▪ Honor Society Member 2021 – Present

103
JUDITH R. CAMILOTES
San Isidro Brgy. Nuevo Iloco, Mawab, Davao De Oro
[email protected]
0907 – 645 – 6337

Educational Background

DAVAO DE ORO STATE COLLEGE – MAIN CAMPUS

Bachelor of Secondary Education Major in Mathematics 2019 – Present
Purok 10 Brgy. Poblacion, Compostela, Davao De Oro

NUEVO ILOCO NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL

Technical Vocational Livelihood – Cookery, BPP, and FBS
With Honor 2019
Nuevo Iloco, Mawab, Davao de Oro

NUEVO ILOCO NATIONAL HIGH SCHOOL

With Honor 2017
Nuevo Iloco, Mawab, Davao de Oro

KATIPUNAN ELEMENTARY SCHOOL

San Isidro, Nuevo Iloco, Mawab, Davao de Oro 2013

Trainings and Seminars

Title: REC Orientation for Research Students

Date: November 23, 2021
Platform: Google Meet

Title: College – Wide Anti-Sexual Harassment, Anti-Bullying, Anti-Smoking,

Financial Literacy and VAWC Symposia
Date: May 21, 2021
Platform: Zoom Teleconference and Facebook Live Coverage

On Campus Involvement

▪ Society of Mathematics Educator Member 2019 – Present

▪ Honor Society Member 2021 – Present

104
IVAN A. VELOSO
Purok 5B Brgy. Maparat, Compostela, Davao De Oro
[email protected]
0966 – 350 – 6776

Educational Background

DAVAO DE ORO STATE COLLEGE – MAIN CAMPUS

Bachelor of Secondary Education Major in Mathematics 2019 – Present
Purok 10 Brgy. Poblacion, Compostela, Davao De Oro

MAPARAT NATIONAL HIGH SCHOOL–SENIOR HIGH SCHOOL

General Academic Strand
With Honor 2019
Maparat, Compostela, Davao De Oro

MAPARAT NATIONAL HIGH SCHOOL

With Honor
Maparat, Compostela, Davao De Oro 2017

MAPARAT ELEMENTARY SCHOOL

Maparat, Compostela, Davao De Oro 2013

Trainings and Seminars

Title: REC Orientation for Research Students

Date: November 23, 2021
Platform: Google Meet

Title: College – Wide Anti-Sexual Harassment, Anti-Bullying, Anti-Smoking,

Financial Literacy and VAWC Symposia
Date: May 21, 2021
Platform: Zoom Teleconference and Facebook Live Coverage

On Campus Involvement

▪ Society of Mathematics Educator Member 2019 – Present

▪ Honor Society Member 2021 – Present

105