In this study, the analysis of academic motivation among students in the DHASS revealed
several key takeaways. First, students displayed a low level of excitement when attending
school illustrated by the teacher, administration, and their low score in academic motivation
level. Additionally, there were variations in their levels of motivation, which indicate the
need for equity in addressing students’ unique circumstances. Similarly, teachers’ negative
societal perceptions were identified as a significant factor that negatively impacted their
motivation to teach, which indirectly contributed to low student motivation.

Furthermore, the contrast between administration faculty and parents on student motivation
and teacher and student contrasting thoughts on teacher motivation showed a lack of
communication between these stakeholders. However, the school environment was seen to
have a strong negative influence on student and teacher motivation, showing a negative
influence on the low academic motivation of students. In contrast, teacher motivation was
more strongly influenced by the outside environment (82.4%) and society’s low perception of
the occupation (64.7%). This was supported by both the head teacher development and the
teachers themselves.

87.5% of parents, on the other hand, agreed that their children are motivated to attend and
learn. This assumption, however, may not represent the whole parent population due to the
small sample size of respondents. Since most surveyed parents didn’t finish secondary
school, there is a common consensus among parents in wishing their child a successful
academic outcome, better than themselves.

Generally, most potential factors that could contribute to the observed decline in academic
motivation didn’t show a statistically significant trend. Most of the collected data showed a
noticeable standard deviation, indicating a strong divide on which factors affect students and
to what extent. For instance, all the Likert-scale data of the student questionnaire had a
standard deviation of 1.2 and above. Thus, it is hard to conclude such a scattered pool of perceptions.

However, this is expected due to the abstract and subjective nature of the study;
the data shows the need for interventions based on the unique circumstances of groups of
students being impacted by certain influences.