Nexus of Scholastic Support and Motivation Among Iskolar Ng Bayan to Their Academic Performance

This study explored the relationship between scholastic support, motivation, and academic performance among graduating AB Economics and AB Political Science students collectively identified as Iskolar ng Bayan in a state university. Guided by the alternative hypotheses that scholastic support and motivation significantly relate to academic performance, the study employed a descriptive-correlational design using a researcher-made survey distributed to 126 respondents. Results revealed that home-related and school-related scholastic support were rated very high, with learning materials, library access, and inclusive education services as the most valued indicators. Likewise, intrinsic and extrinsic motivation levels were very high, highlighting goal-driven behavior, family inspiration, free education, and recognition as key drivers. Despite high ratings in support and motivation, Pearson correlation results showed that only home-related support had a significant but low negative correlation with academic performance. In contrast, school-related support, intrinsic, and extrinsic motivation showed no significant relationships. These findings suggest that while external support and motivation are perceived positively, they may not directly predict academic performance in measurable GPA terms. The study recommends continued investment in effective support systems and further exploration of internal and contextual factors that may influence student performance. The insights contribute to improving institutional strategies to support academic success among government-sponsored scholars.