Science Attitude and Science Anxiety on the Academic Performance of Grade 10 Learners

This study examines the relationship between science attitude and science anxiety on the academic performance of Grade 10 students in the Division of Panabo City. This study employs a quantitative correlational research design to investigate the relationship between learners' psychological factors and their academic performance in science. Descriptive statistics indicated that learners exhibited a high level of science attitude (M = 3.49, SD = 1.01, “High”) and a low level of science anxiety (M = 2.55, SD = 1.15, “Low”), while their science academic performance was satisfactory (M = 84.02, SD = 5.19, “Satisfactory”). The results of the Pearson correlation indicated a significant positive relationship between science attitude and academic performance (r = 0.358**, p < .000), whereas science anxiety exhibited a significant negative correlation (r = –0.305, p < .000). The analysis using multiple regression indicated that science attitude B = 2.935 (t= 6.061, p < .001) and science anxiety (B = -1.871, t = -4.624, p < .001) emerged as significant predictors of academic performance in science, explaining 17.7% of the variance (R² = 0.177). The results highlight the significance of fostering emotional support to inculcate positive attitudes towards science and reducing science anxiety to improve student academic performance. It recommends the enhancement and contextualization of psychological programs in teaching science to offer emotional support to learners. Future research should explore qualitative research that examines the elements influencing a learner's positive attitude towards science, as well as those that contribute to science-related anxiety.