Science Motivation and Process Skills of Grade 6 Learners In Lupon, West District

This study aimed to determine the relationship between science motivation and science process skills of grade 6 learners in Lupon, West District, Davao Oriental. A quantitative descriptive-correlational research design was employed to assess five domains of science motivation: intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation; and their influence on five core science process skills, namely observing, measuring, inferring, experimenting, and communicating. The findings revealed that science motivation was rated "Extremely Extensive," with intrinsic and grade motivation ranking highest. Likewise, learners demonstrated "Extremely Extensive" science process skills, particularly in measuring and observing. Pearson correlation analysis showed a very strong positive and statistically significant relationship between science motivation and science process skills. Furthermore, regression analysis identified grade motivation, self-efficacy, career motivation, and intrinsic motivation as significant predictors of learners’ process skills. These findings highlight the vital role of science motivation in the development of learners’ scientific competencies. Teachers and school leaders are encouraged to integrate motivation-enhancing strategies in classroom instruction and resource planning to improve scientific engagement and skill development. This study also offers valuable insights for curriculum planners, education stakeholders, and future researchers focusing on the intersections of motivation and performance in science education.