Home⇛Journal of Interdisciplinary Perspectives⇛vol. 4 no. 7 (2026)

Motivational Strategies of Values Education Teachers and Their Effects on the Learning Attitudes of Grade 6 Learners

Katrina Gutierrez

Discipline: Teacher Training

 

Abstract:

This study examined the motivational strategies employed by Values Education teachers and their effects on the learning attitudes of Grade 6 learners in the Tubao District, Division of La Union, Philippines. A mixedmethods explanatory sequential design was utilized. Quantitative data were collected from 100 Grade 6 learners and 27 Values Education teachers using structured questionnaires that measured motivational strategies (intrinsic motivation, extrinsic motivation, teacher–student relationship, classroom environment, instructional practices) and learning attitudes (engagement, interest, participation, responsibility). Qualitative data were collected through semi-structured interviews with a subset of learners and analyzed using thematic analysis. Quantitative and qualitative data were then integrated to draw comprehensive insights and conclusions. Quantitative findings revealed that Values Education teachers employed motivational strategies at a very high level (M = 3.48, SD = 0.20), with teacher–student relationship (M = 3.68, SD = 0.15) and classroom environment (M = 3.60, SD = 0.18) as the most utilized dimensions. Learners demonstrated very high positive learning attitudes (M = 3.29, SD = 0.26). Qualitative findings corroborated these results, revealing that learners valued relatable lessons, teacher encouragement, interactive practices, and a safe classroom environment as key factors fostering engagement, interest, participation, and responsibility. Values Education teachers’ motivational strategies, particularly relational and intrinsic approaches, significantly enhance Grade 6 learners’ learning attitudes. The integration of supportive relationships, meaningful content, and engaging instructional practices within a positive classroom environment effectively promotes values internalization and learner accountability. Findings emphasize the importance of holistic, context-sensitive motivation practices in Values Education at the transitional Grade 6 level.



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