SENIOR HIGH SCHOOL STUDENTS' MOTIVATION TOWARD SCIENCE LEARNING AND SCIENCE ACADEMIC PERFORMANCE

This study assessed the levels of motivation of students in learning science and determined the relationship of students’ motivation toward science learning and their science academic performance. The respondents of the study were 87 Grade 11 students at Calawitan National High School, who were enrolled during the School Year 2023-2024. The researchers utilized a descriptive correlational research design to measure the relationship of science motivation toward science learning and science academic performance. The data were gathered through the use of Students Motivation Toward Science Learning (SMTSL)/questionnaire that was adapted from Tuan et al. (2005). The questionnaire was composed of statements divided into six (6) sub-categories namely; self-efficacy, active learning strategies, science learning value, performance goal, achievement goal and learning environment stimulation. The collected data were analyzed using the statistical software Jamovi and interpreted using descriptive statistics and Pearson r moment correlation. Results showed that students agreed that they are motivated in learning science in terms of active learning strategies (M=3.57), science learning value (M=3.55, achievement goal (M=3.87) and learning environment stimulation (M=3.52) while they gave no opinion about self-efficacy (M=2.91) and performance goal (M=3.04) which both contained negative statements. Also, it was found out that students’ motivation toward science learning and science academic performance have a significant relationship (r = 0.270*; p- value = 0.011) it means that as the students’ motivation toward science learning increases, their science academic performance will become higher and vice versa. Students who are motivated in learning science tend to have higher science academic performance.