SUBMISSION-BASED MOTIVATION AND LEARNER PERFORMANCE: BASIS FOR A DATA-DRIVEN INSTRUCTION AND ASSESSMENT PLAN

This study investigated submission-based motivation as a foundation for developing a data-driven instruction and assessment plan among Grade 9 learners at Northville 15 Integrated School, Division of Angeles City, for the school year 2024–2025. Utilizing a quantitative-descriptive research design, the study examined the relationship between learners’ demographic profiles and their submission-based motivation. A total of 139 Grade 9 learners participated, providing data through validated questionnaires and academic performance records. Statistical analyses, including frequency, percentage, average weighted mean, and chi-square tests, revealed that household income, parental occupation, and gender significantly influenced submission-based motivation, whereas academic achievement and attendance did not. The study also identified key factors contributing to delayed submission, including difficulty balancing responsibilities, understanding assignments, and managing time. Findings underscore the importance of equity-focused, feedback-driven, and gender-responsive instructional strategies. A data-driven instruction and assessment plan was proposed to enhance learner engagement, motivation, and performance.