Concept_Papers_Presentation.pptx group 1.pptx

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1. The Impact of Academic Burnout on Students’ Motivation and Academic Achievement among 2nd-Year Students of Tanauan City College. JAY VINCENT JUSOY CRIS JOHN MENDOZA JESOWEN ESTANOL GENREV CLET ANDELYN BUENO

2. INTRODUCTION In the early years of college, particularly during the first year, students often find academic tasks relatively manageable as they are still in the adjustment stage. However, as they progress to the second year, the academic journey becomes more demanding. Heavier workloads, more complex lessons, and higher expectations from instructors frequently lead to increased stress and fatigue among students. These challenges often result in academic burnout, a condition characterized by exhaustion, frustration, and a gradual loss of interest in learning.

3. INTRODUCTION For second-year students of Tanauan City College, experiencing academic burnout has become a critical concern. At this stage, students are expected to cope with multiple requirements while maintaining satisfactory academic performance. The overwhelming demands may negatively affect their motivation and, consequently, their academic achievement, leading some to lose confidence in their abilities.

4. INTRODUCTION This study seeks to examine the impact of academic burnout on students’ motivation and academic achievement. By exploring this issue, the research aims to provide valuable insights for educators and policymakers in addressing the challenges faced by students. The findings of this study may serve as a basis for developing effective interventions and support systems that promote both academic success and student well-being.

5. Statement of the Problem/ Central and Corollary Questions This study aims to determine the influence of academic burnout on the motivation and academic achievement of 2nd-year college students at Tanauan City College. Specially, this study aims to answer the following questions

6. Statement of the Problem/ Central and Corollary Questions 1.What is the extent of academic burnout experienced by 2nd-year college students in terms of: 1.1 Emotional exhaustion 1.2 Decline in motivation 1.3 Increased stress 2.What is the status of students’ motivation in terms of: 2.1 Emotional well-being 2.2 Study habits 2.3 Classroom participation

7. Statement of the Problem/ Central and Corollary Questions 3 .What is the status of students’ academic achievement in terms of: 3.1 Test performance 3.2 Assignment completion 3.3 Class participation 4. Is there a significant relationship between the extent of academic burnout and the status of students’ motivation.

8. Statement of the Problem/ Central and Corollary Questions 5. is there a significant relationship between the extent of academic burnout and the status of students’ academic achievement. 6. what recommendations and intervention strategies that address the problem of academic burnout and its effects on students’ motivation and academic achievement.

9. Research Design This study will use a quantitative correlational research design to examine the effect of academic burnout on the motivation and academic performance of 2nd-year students at Tanauan City College. This design is appropriate because it aims to identify the relationship between the independent and dependent variables without altering any conditions.

10. Research Design A descriptive approach will also be used to measure the levels of burnout, motivation, and academic performance of the students using standardized survey questionnaires and academic records. The data collected will undergo statistical analysis to determine significant relationships and the extent to which burnout affects motivation and academic achievement.

11. Research Design This design will provide objective results that can help teachers, administrators, and students better understand how burnout impacts learning. In addition, it will serve as a basis for developing interventions that can support the improvement of students’ academic success.

12. Locale This study will be conducted at Tanauan City College, which was chosen as the research locale because many of its students experience academic burnout while pursuing their studies. The institution provides an ideal setting for this research since it represents a diverse population of learners who face various academic pressures and challenges.

13. Locale Conducting the study here will allow the researchers to gather relevant data that reflects the actual experiences of students in a real academic environment. Furthermore, the findings of this study may directly benefit the institution by serving as a basis for developing support programs, policies, and interventions aimed at reducing burnout and improving student motivation and academic achievement.

14. Respondents of the Study Conducting the study here will allow the researchers to gather relevant data that reflects the actual experiences of students in a real academic environment. Furthermore, the findings of this study may directly benefit the institution by serving as a basis for developing support programs, policies, and interventions aimed at reducing burnout and improving student motivation and academic achievement.

15. JAY VINCENT JUSOY CRIS JOHN MENDOZA JESOWEN ESTANOL GENREV CLET ANDELYN BUENO Impact of Academic Motivation on Students’ Participation and Task Contribution in Team-Based Learning

16. INTRODUCTION In college, students face increasingly complex academic requirements that demand not only individual effort but also teamwork. In team-based learning, active participation, idea-sharing, and equal contribution are essential for success. Without these, members may lose motivation, resulting in conflicts and poor outcomes. For 2nd-year students at Tanauan City College, it is timely to examine how academic motivation influences participation and task contribution in team-based learning.

17. dd Statement of the Problem/ Central and Corollary Questions This research seeks to determine the impact of academic motivation on students’ participation and task contribution in team-based learning. Specifically, this study aims to answer the following questions:

18. dd Statement of the Problem/ Central and Corollary Questions 1.What is the level of academic motivation among 2nd-year students of Tanauan City College in terms of: 1.1 Intrinsic motivation 1.2 Extrinsic motivation 1.3 Self-efficacy 2. What is the level of students’ participation in team-based learning in terms of: 2.1 Level of engagement 2.2 Quality of contributions 2.3 Collaboration with peers

19. dd Statement of the Problem/ Central and Corollary Questions 3. What is the level of students’ task contribution in team-based learning in terms of: 3.1 Timeliness of output 3.2 Quality of work 3.3 Initiative in group activities 4. What is the relationship between academic motivation and students’ participation in team-based learning in terms of: 4.1 Active involvement in group discussions 4.2 Sharing of useful ideas 4.3 Working well with group members

20. dd Statement of the Problem/ Central and Corollary Questions 5.What is the relationship between academic motivation and students’ task contribution in team-based learning in terms of: 5.1 Submitting tasks on time 5.2 Producing good quality work 5.3 Taking part in group responsibilities 6.This study seeks to develop suggestions and approaches to enhance students’ academic motivation, participation, and task contribution in team-based learning.

21. Research Design This study will use a descriptive survey research design to examine the impact of academic motivation on students’ participation and task contribution in team-based learning. This design is appropriate because it allows the researchers to collect data from the students of Tanauan City College through survey forms and to determine the relationship between academic motivation, participation, and contribution as they naturally occur, without controlling or altering any conditions.

22. Research Design Survey questionnaires and observation checklists will be used to measure the levels of academic motivation, participation, and contribution of the students in team-based activities. The responses will be statistically analyzed to identify patterns, trends, and the extent to which motivation influences students’ active involvement in group tasks.

23. Research Design This survey will provide reliable data that can serve as a guide for teachers and administrators at Tanauan City College to better understand how students’ motivation affects collaboration and performance. Furthermore, it will serve as a basis for developing strategies that strengthen participation and ensure fair task contribution in team-based learning environments.

24. Locale This study will be conducted at Tanauan City College, which was chosen as the research location because it actively implements collaborative and team-based learning activities as part of its academic programs. This institution is an appropriate place for the study because its students regularly engage in group activities that require participation and equal contribution, providing a suitable environment to examine how academic motivation affects teamwork.

25. Locale Conducting the study here will allow the researchers to collect valuable data that reflects the real experiences of students in the context of team-based learning. Furthermore, the results of the study can directly assist the institution as a basis for developing strategies and interventions that will strengthen students’ academic motivation, promote, and encourage equal contribution in collaborative activities.

26. Respondents of the Study The respondents of this study are 2nd-year students of Tanauan City College who are engaged in team-based learning activities. They were chosen because second-year students are more exposed to group projects and collaborative tasks compared to first-year students. This makes them suitable participants for examining how academic motivation influences participation and task contribution. Their responses will provide meaningful insights that may help improve group collaboration and academic outcomes in the college.

27. Impact of students expectations for personalized attention in faculty responsiveness and boundary setting. JAY VINCENT JUSOY CRIS JOHN MENDOZA JESOWEN ESTANOL GENREV CLET ANDELYN BUENO

28. INTRODUCTION In the classroom, some learners will demand individual attention from their professors. For instance, if they pose a question, they will expect the professor to reply right away or offer one-to-one guidance. This type of attention will, no doubt, encourage learners to some extent, but it will also add another burden on the teachers, as they will have to cater to a large number of learners simultaneously. If faculty responsiveness is accompanied by appropriate boundary setting, then it can build a learning environment that is supportive while upholding professional levels.

29. INTRODUCTION Especially in college, it would benefit to explore how the expectation by students for personalized attention affects the responsiveness and setting of boundaries by faculty. The research here establishes the link between the expectation by the students and the faculty functions while demonstrating that the parties are responsible for establishing a healthy academic setting. The outcomes in this study can find usefulness in the formulation of strategies that cater to the needs of the students while safeguarding the well-being and professional boundaries for the faculty members.

30. Statement of the Problem/ Central and Corollary Questions This research aims to determine the relationship between students’ expectations for personalized attention (independent variable) and faculty responsiveness and boundary setting (dependent variables). Specifically, it seeks to answer the following questions:

31. Statement of the Problem/ Central and Corollary Questions 1.What are the students’ expectations for personalized attention in terms of: 1.1 Academic support needs 1.2 Communication frequency 1.3 Individualized feedback 2. What is the degree of faculty responsiveness in terms of: 2.1 Timeliness of responses 2.2 Clarity of communication 2.3 Willingness to provide support

32. Statement of the Problem/ Central and Corollary Questions 3. What is the extent of faculty boundary setting in terms of: 3.1 Time management boundaries 3.2 Communication boundaries 3.3 Role boundaries 4. What is the relationship between students’ expectations and faculty responsiveness in terms of: 4.1 Quick replies 4.2 Clear answers 4.3 Willingness to help

33. Statement of the Problem/ Central and Corollary Questions 5. What is the relationship between students’ expectations and faculty boundary setting in terms of: 5.1 Managing time 5.2 Limiting communication 5.3 Defining roles 6. This study seeks to provide ideas on how to address students’ expectations while maintaining a balance between faculty responsiveness and boundaries.

34. Research Design This study will use a causal-comparative research design to examine the effect of students’ expectations for personalized attention on teachers’ responsiveness and boundary-setting. This design is appropriate because it aims to identify possible cause-and-effect relationships between students’ expectations and teachers’ behaviors or practices without directly manipulating any variables.

35. Research Design Survey questionnaires will be used to measure students’ expectations, while teacher responsiveness and boundary-setting will be assessed through both teacher self-reports and students’ perspectives. The data will undergo statistical analysis to determine significant differences and possible cause-and-effect relationships among the variables.

36. Research Design This design will provide important insights into how students’ expectations influence teachers’ practices in maintaining responsiveness while setting professional boundaries. In addition, the results may serve as a guide in developing strategies that balance students’ academic needs with the well-being and professional responsibilities of teachers.

37. Locale This research will be carried out at Tanauan City College, where the site was selected as the venue of the study due to its appropriateness to study the dynamics between the students and teachers in a learning environment. This college was selected because it allows observation on how student demand for individualized attention influences teacher responsiveness and the establishment of their professional boundaries.

38. Locale Having the research here will enable the researchers to gather useful data that captures the actual experiences of the students and the teachers. In addition, the college can gain from the outcome of the study as a foundation for coming up with strategies that encourage a balanced learning environment where the interests of students are addressed while maintaining the welfare and professionalism of the teachers.

39. Respondents of the Study The respondents of this study were students of Tanauan City College, specifically from different year levels, as they represent diverse perspectives regarding their expectations for personalized attention from teachers.

40. Respondents of the Study They were selected because their responses would help to assess the extent to which these expectations affect the professional role of teachers and the overall learning environment. Through their responses, the study aims to provide strategies that balance the needs of students with the well-being and professional responsibilities of teachers.

41. THANK YOU