CHAPTER 1

THE PROBLEM AND ITS SCOPE

Rationale of the Study

Inclusive education is a global imperative aimed at ensuring equal learning

opportunities for all students, regardless of their backgrounds, abilities, or circumstances

(UNESCO, 2020). Our study dives into the significant gaps in performance and

motivation that persist amongst higher education students. This study is concerned with

innovative approaches to inclusive education and how these can reduce such gaps and

create an enabling environment which is also motivating. The dire need for a solution to

the educational inequalities that pervade higher education motivates us to explore this,

despite all efforts put forward. This research study will add to the emergent body of

knowledge on inclusive education, with innovative approaches that might effectively

make a marked difference in focus. The study will investigate new approaches and

strategies that could be applied in pursuit of practical solutions for realizing an equitable

learning environment within higher education institutions. The gaps in academic

performance and motivation, particularly among students from underrepresented groups,

highlight the necessity for innovative approaches that promote inclusivity and equity.

According to UNESCO (2017), inclusive education is not only a fundamental human

right but also a key driver of educational quality and equity.

Global Perspective
 Inclusive education, according to literature globally, leads to improvements in

students' performances and motivation levels in general and higher education in particular.

According to the OECD (2018), for inclusive practices of education, disparities in the

achievement of academic goals will be reduced; such practices ensure more equity in

learning outcomes. UNESCO (2020) further established that such innovative and

inclusive approaches to education would, in the process, capture the imagination and

motivations of diverse student groups toward eventual success.

The shift towards inclusive education has gained momentum, driven by the

recognition that diverse classroom required more that just equitable access; they

demanded tailored pedagogical methods that addresses the unique challenges faced by

the students with different abilities, backgrounds, and learning styles (Ainscow,

2020). Inclusive education (IE) has been a topic of intense interest and some debate for

the past few decades. While the term can refer to welcoming all students by removing

barriers to full access and participation (e.g. Ainscow et al. 2006, Brooks et al. 2010,

Kugelmass 2004), it originally linked to school reform focused on increasing access for

students with disabilities (Winzer 2002). Both terminology and conception of IE has

evolved over the years and has been described in three phases, beginning in the 1970s

and shifting every few decades (Ryndak et al. 2013, Wehmeyer 2006). This includes an

initial focus on place—that is students with disabilities being educated in the same

location as those without. The second phase centers on instruction, specifically including

advances in the science and use of effective strategies for teaching students with

disabilities. And, the third phase of evolution puts the focus on access to appropriately

challenging educational content at the forefront of IE (Ryndak et al. 2013, Wehmeyer

2006). In addition, they found that empirical research was most often focused on the

placement-centered definition, while position papers on IE typically used one of the other

three definitions (Nilholm and Göransson 2017).

Further reviews of research on inclusive education have found a general focus on

theoretical and position-oriented papers with less focused on intervention-related research

(Amor et al. 2019, Nilholm and Göransson 2017). IE is indeed a topic of global interest

across multiple fields and covers four main topics including: teachers and schools,

students with disabilities, a combination of the two, and issues of policy and social justice

(Hernández-Torrano et al. 2020). While the concept of IE has, in general terms, garnered

more consensus in relation to students with high incidence disabilities, the status for

students with more significant support needs such as intellectual disability (ID) is much

more disparate (Colley 2020, Dukes and Berlingo 2020, Norwich 2014). This thesis

argues that innovative approaches—such as differentiated instruction, the use of assistive

technologies, and culturally responsive teaching—are essential in bridging the gaps in

student performance (Tomlinson, 2017). These methods not only support academic

achievement but also foster a more inclusive and supportive learning environment.

Regional Perspective

In Southeast Asia, the inclusion of inclusive education in higher education is setting

stage, as countries like Malaysia, Singapore, and Thailand are using innovative

approaches to meet the various needs of their students. A major strategy has been the use

of culturally relevant teaching practices that incorporate the students' linguistic and

cultural variety. For instance, in Malaysia universities have developed instruction that

utilizes a variety of languages and cultural allusions, specifically students from different
ethnicities such as Malays, Chinese, and Indians. Hedwig Agustin (2021) says that

culturally responsive teaching not only leads to an increase in student engagement, but

also makes education easier and more relevant to the total student population, thus

resulting in academic performance. Moreover, numerous countries have employed

technologies to assist in the achievement of inclusion like e-learning platforms and

assistive devices with functionalities for students to over-come.

National Perspective

The Philippines has also been among those countries that have gone a long way in

ensuring equal access to quality education for all learners. Both the DepEd and CHED

have expressed developing policies toward inclusiveness in higher education institutions.

However, in spite of these assertions, there continues to exist performance gaps and

motivational gaps within diversity and marginalized groups of students. With the country

striving to attain the SDGs and, for that matter, SDG 4-assuring inclusive and equitable

quality education-innovative approaches have increasingly been viewed as important in

bridging these gaps. While change has engulfed the national educational landscape, much

is still left in terms of genuinely inclusive practices at the level of higher education,

where the disparities in performance and motivation are felt more strongly.

For the most part, academic performance among Philippine higher education

students reflects general social inequalities: students from underprivileged groups,

indigenous groups, and those with disabilities are left behind because of a lack of both

inclusive resources and pedagogical approaches. According to Dela Cruz et al. (2020),

students from low socio-economic statuses in universities within the Philippines have,
more than anything else, been led into academic difficulties and motivational deficiency

due to limited access to learning resources, language barriers, and cultural differences.

Such gaps in education point out the need to innovate teaching methods, giving

consideration to diverse learners through blended learning approaches, differentiated

instruction, and culturally responsive curricula. Without these innovations, the gap in the

performance of students from diverse backgrounds is bound to persist and will be an

obstacle toward the country's move toward a genuinely inclusive education.

Regarding motivation, many Filipino students experience disincentives that damage

their motivation to learn the academic content. According to the study by Magno (2019),

motivational factors among students in Philippine universities depend largely on the

learning environment, quality of teacher-student relationships, and curriculum relevance

to practical life. This therefore dictates that the institutions of higher learning have to

adopt an engaging and relevant pedagogical approach that can help in cultivating

motivation among the students. For instance, project-based learning with infusion

technology-enhanced instruction and community engagement activities may provide a

more relevant and motivating learning experience for students. Such innovative

approaches also build ownership in learning that eventually raises better academic

performance.

The implementation of comprehensive inclusive education strategies in Philippine

higher education institutions to bridge gaps in performance and motivation. Initiatives by

CHED that involve promoting flexible learning options and enhancing faculty

development are a step in the right direction. However, a lot more needs to be done in

order for such initiatives to reach the very last student-especially those who lag in pace.
Adaptive learning technologies, personalized learning plans, and peer mentoring

programs are just some ways students could get the help that allows them to succeed

academically. It also means that policies of inclusion must reach beyond the classroom to

provide students with a range of support services-including mental health counseling,

financial aid, and career guidance-necessary to help them stay motivated and successful.

Such an innovative approach would make great leaps toward closing the gaps in

performance and motivation within the Philippines higher education system and allow all

students to have the potential to succeed.

Local Perspective

At Talisay City has become so germane, as it works toward closing performance

gaps and motivational gaps through an inclusive education system. The board of diverse

students in Higher Education has impelled it to seek more innovative ways in ensuring

that students from every background can attain academic success. Recent initiatives

within Higher Education have been in the lines of implementing inclusive teaching and

support services to motivate students better. Local studies and reports, and those by

Higher Education, evidence that these initiatives have improved student motivation and

consequent performance among the underrepresented/disadvantaged groups.

This study is conducted to determine inclusive education approaches have to be

effective such that the performance of the students can be enhanced with the facilities and

resources provided to them, whatever the background they come from. Indeed, studies

have identified various personalized learning approaches, including differentiated

instruction and adaptive learning technologies, as holding great potential for enhancing
student engagement and academic achievements by a significant stride. And tailoring

educational experiences to meet the needs of students with individualized needs, schools

provide support to close performance gaps and create a more equitable learning

environment. It is particularly relevant in the local setting when the means are limited,

and few innovative solutions can make a marked difference in student outcomes.

The other important aspect that prevails in academic commitment relates to

motivation. It has been proven that when students are encouraged and supported in the

educational context, their motivation to study automatically increases. To this respect, it

will be effective to make them feel included through culturally relevant curricula, among

other supportive teaching strategies, therefore raising their sense of belonging as well as

intrinsic motivation. It is in this regard that motivation among the students is envigorated

when students realize their needs in education are met and that they belong to the

community. This is very significant at the local levels where student's motivational levels

may be highly suppressed due to additional challenges and barriers.

The principle of inclusive education addresses performance and motivation, which is

the success the Philippine higher education institutions have been seeking. Meeting the

needs for diversity with innovative approaches will enhance performance and motivation

among students, leading to a more equitable and supportive educational environment. As

the higher education sector is continuously evolving, the local institutions should commit

themselves to inclusivity as the surest path for allowing all students to succeed and thrive

in their academic pursuits.

Theoretical Background

The study is anchored on the theory of educational productivity by Herbert J.

Walberg. Walberg’s theory tackles about the influences on learning that affects the

academic performance of a student. Several studies have been done to identify problems

that affects student’s academic performance. Walberg's theory tackles about the

influences on learning that affects the academic performance of a student. It is an

exploration of academic achievement wherein Walberg used a variety of methods on how

to identify the factors that affects the academic performance of a student.Walberg's

theory also focuses on the learning environment as a significant factor influencing student

outcomes in addition to characteristics of the students and methods of instruction.

According to him, the productive control of environment- positive, supportive, and

inclusive-will greatly enhance educational productivity, whereas a negative or disengaged

environment will depress performance (Walberg, 1981). This aspect of the theory is

particularly relevant in inclusive education where high importance is accorded to making

learning spaces where all kinds of children feel valued, respected, and supported. It

includes such things as providing accommodations for student learning, creating an

inclusive culture that respects and encourages students to work together, and ensuring

that teaching materials can be accessed by all kinds of learners in higher education. As

proved by Ainscow and Sandill (2010), students are better at scholastic achievement in an

inclusive environment due to their feeling of engagement and support towards learning.

This supports the belief of Walberg that the situational factor has a tremendous impact on

the student's performance. A motivation to succeed is inherent in the situation where the

students feel belongingness or their needs are fulfilled. The Walberg’s Theory is
connected to this study because it describes clearly how many of these affect student

success as it provides the interaction between student attributes, pedagogical approaches,

and contextual factors-this combination among students, pedagogical approaches, and the

environment appears to be closely aligned with the aims of inclusive education that,

therefore, looks to make learning environments for all students responsive to the different

needs. The model of Walberg provides important insights in how innovation and

inclusion can be implemented in scrutinizing how performance and motivational gaps can

be bridged in higher education.

This study is supported by the Theory of Academic Performance (ToP) emanates

from Elger (2007) and the author defined 'perform' as the ability to generate a valuable

outcome, 'performer' as an individual or group that collaborates, and 'degree of

performance' as the location in an academic journey. Elger (2007) identified six

components of performance levels: level of knowledge, level of skills, level of identity,

personal factors, and fixed factors. He also proposed three axioms for effective

performance: performer's mindset, immersion in an enriching environment, and

engagement in reflective practice. The notion of performance encourages educators to

enhance their performance through empowerment in order to assist others learn and

flourish. This form of learning promotes rapid achievement and produces knowledge that

has societal implications. According to the findings of Wiske (1998), performance

implies learning-for-understanding. Higher academic performance creates results that

contribute to an improvement in academic quality. This method results in an atmosphere

in which performance exceeds the expectations of academic community stakeholders.

There will also be a cost reduction, which means that the financial resources required to
achieve the desired result will be decreased. Higher academic achievement will lead to

increased competence, capacity, knowledge, skills, and motivation. This development is a

favorable indicator for the university’s publicity and acceptance. Elger's Theory of

Academic Performance (ToP) is connected to our study that offers improvement in the

outcome of students through the satisfaction of different needs. ToP defines that

academic performance is a result of a mix of dynamic factors such as knowledge, skills,

and identity, along with the context in which they are placed. These are very critical in

inclusive education as students come from different backgrounds and learning abilities.

ToP focuses on personalized approaches to teaching and learning hence sticking with the

inclusive practices in terms of bridging gaps in performance and motivation and ensuring

the access of education is equitably distributed for every student.

The study was supported by Abraham Harold Maslow’s the Maslow’s hierarchy of

needs, one of the most well-known motivation theories, the hierarchy of needs was

published by psychologist Abraham Maslow in his 1943 paper “A Theory of Human

Motivation.” The gist is that Maslow’s hierarchy outlines five tiers of human needs,

commonly represented by a pyramid. These five tiers are: First is physiological needs

such as Food, water, shelter, air, sleep, clothing, reproduction, Second is safety needs

such as Personal security, employment, resources, health, property, Third is Love and

belonging such as Family, friendship, intimacy, a sense of connection, Fourth is esteem

such as Status, recognition, self-esteem, respect. Lastly, Fifth is self-actualization such

the ability to reach your full potential. Maslow clarifies that his hierarchy of needs isn’t

quite as sequential as the pyramid framework might lead people to believe. One need

doesn’t necessarily have to be fully met before the next one becomes pertinent. These
human needs do build on each other, but they’re interdependent and not always

consecutive. As Maslow himself said, “No need or drive can be treated as if it were

isolated or discrete; every drive is related to the state of satisfaction or dissatisfaction of

other drives.” The theory of Maslow declares that the needs and drives of man are

interdependent, not isolated from one another. Every drive, then, will be affected by the

state of satisfaction or unsatisfaction of other desires, and the tension will grow in a

complicated interrelationship of motivations. Interdependence of drives is the core of the

idea underlying the explanation of behavior-the different levels of needs, from basic

physiological ones to high psychological desires, operate. This theory is connected to our

study as Maslow's explanation of human motivation is somewhat related to studying

innovative approaches in inclusive education. It indicates that within the diversity,

students' needs must be met for developing both performance and motivation;

accordingly, attainment takes place. Students of higher education have their different

backgrounds where each of them has different needs which need to be satisfied for

inclusion to take place in the learning environment. Conscious of the hierarchy of needs-

from basic physiological and safety needs to higher-order needs like belonging, esteem,

and self-actualization-they will be able to formulate plans in support of all students and

help those at risk. This underlines that taking a holistic approach to unmet needs at the

different levels is highly important for inclusive education, enhancing students'

engagement and satisfaction and, in that way, diminishing gaps in performance and

motivation.

This study is also supported by Aldelfer’s ERG Theory of Motivation proposed by

Clayton Aldelfer offering a more flexible and dynamic model of human motivation.
Alderfer simplifies Maslow’s five-stage hierarchy into three essential categories:

Existence, Relatedness, and Growth, which form the acronym ERG. By doing so, he

introduces a framework that allows for greater adaptability in understanding how

individuals are motivated. While Maslow’s theory implies a rigid structure where lower

needs must be satisfied before higher ones are pursued, Alderfer presents a model where

different needs can be pursued concurrently, providing a more nuanced and realistic

understanding of motivation in both personal and organizational contexts. Existence

needs, the first category in Alderfer’s model, correspond closely to Maslow’s

physiological and safety needs. These are the most basic requirements for human survival,

encompassing access to food, water, shelter, and a sense of security, including job

stability and physical safety. Alderfer suggests that the fulfillment of these needs is

crucial but does not necessarily mean that individuals must completely satisfy them

before moving on to higher-order needs. For example, in a workplace setting, employees

might still strive for growth and relatedness even if their financial compensation (part of

existence needs) is not ideal. This idea allows for a more practical understanding of

human behavior, particularly in environments where resource limitations may prevent the

full satisfaction of existence needs. Relatedness, deals with social connections and

interpersonal relationships. This includes the need for friendship, family bonds,

recognition, and social esteem, which aligns closely with Maslow’s concepts of love and

belonging. Relatedness highlights the importance of maintaining meaningful

relationships with others, which is crucial for emotional well-being and social validation.

In organizational settings, fostering a sense of relatedness can significantly impact

employee morale and productivity. Teamwork, collaboration, and positive relationships

with colleagues and supervisors are vital elements that fulfill relatedness needs.

Alderfer’s theory recognizes that social bonds are not only essential for emotional

support but also for professional satisfaction, making this category pivotal in any

motivation model applied to workplaces. Growth, the final category, focuses on an

individual’s inner drive for personal improvement and achievement. It encompasses

creativity, problem-solving, and the desire to realize one’s full potential, aligning with

Maslow’s higher-order needs such as self-esteem and self-actualization. Alderfer’s

perspective on growth suggests that individuals have a deep-seated need to continuously

develop and challenge themselves, which is essential for long-term motivation and

fulfillment. In the workplace, growth is often seen in the pursuit of career advancement,

skill development, and the acceptance of challenging tasks. This aspect of Alderfer’s

theory underscores the importance of creating environments that foster continuous

learning and personal development, where employees feel they can grow both

professionally and personally.

One of the key innovations in Alderfer’s theory is the frustration-regression

principle, which suggests that if individuals face challenges in fulfilling higher-order

needs, such as growth, they may redirect their efforts toward satisfying lower-order needs,

like relatedness or existence. For instance, if a person feels stuck in their career and is

unable to achieve personal development goals, they might refocus their attention on

social relationships or seek more job security. This flexibility is one of the major

differences between ERG theory and Maslow’s hierarchy, as it allows individuals to shift

between needs in response to external circumstances. This principle reflects the dynamic

nature of human motivation and is especially useful for understanding how people adapt
to changing environments or setbacks. In organizational settings, Alderfer’s ERG Theory

offers valuable insights into employee motivation. Unlike Maslow’s hierarchy, which

implies that employees must have their basic needs fully met before they can focus on

higher-order needs, ERG theory suggests that employees can simultaneously be

motivated by various needs. For instance, an individual might seek both social belonging

(relatedness) and opportunities for professional growth (growth), even if they are not

entirely satisfied with their salary (existence). This multi-dimensional approach to

motivation provides managers with a more comprehensive framework for understanding

employee behavior and designing policies that cater to multiple levels of need. By

addressing existence, relatedness, and growth needs simultaneously, organizations can

create a more motivated and satisfied workforce.

 CONCEPTUAL FRAMEWORK

Conceptual framework is planned using the IPO Model or the Input, Process and

Output. The input is the statement form of the statement of the problem that contains all

the information needed in this study to be conducted. Process has the different techniques,

methodologies and tools that were used to process the data. Lastly, the output contains

the proposed action plan based on the findings of the study.

What is the profile of the Questionnaire

respondents in terms of:
 Age Statistical Tool
 Gender
 Civil Status  Percentage
What are the Impacts of P
student’s performance in  Weighted Mean
terms of: R
 Students
Engagement O
 Assessment Analysis
 Collaborative G
Learning Interpretation
 Technology R
Integration in
Learning A
What are the Impacts of
student’s motivation in M
terms of:
 Intrinsic motivation
 Self-Efficacy
 Goal setting
 ARCS Model

Figure 1: Flow of the Study