Motivation and Academic Performance of Secondary Students in Science: A Correlational Study

Germie Joy A. Sabanal, Keziah Grace D. Reputana, Sharene S. Palwa, Catherine Lolinette H. Labandero, Jemer A. Alimbon

Abstract


Motivation theories have suggested that motivation and academic performance are positively related. While many studies worldwide have explored this relationship, investigation in the Philippine educational setting remains scarce. Hence, this study described the levels of students’ motivation towards learning and academic performance in science and determined whether a significant relationship existed between these variables. Employing a correlational research design, this study surveyed 318 secondary students in a private, diocesan school in Davao del Norte, Philippines. Mean, standard deviation, and Pearson r were used to analyze the data. Results showed students’ motivation towards learning was generally high, and their academic performance was very satisfactory. Among the factors considered for motivation, only performance goal posted a moderate level, while other aspects, such as achievement goal, active learning strategies, learning environment stimulations, science learning value, and self-efficacy, registered high levels. Furthermore, this study revealed the students’ motivation towards learning and academic performance were positively and significantly correlated. While this study already found high motivation and very satisfactory academic performance among students, the researchers still recommend raising them to very high and outstanding levels, respectively. Further research on this topic with a more representative sample is highly recommended. Using other constructs to relate to any of the variables is also encouraged

Full Text:

PDF

References


Ahmad, N. J., Yakob, N., Bunyamin, M. A. H., Winarno, N., & Akmal, W. H. (2021). The effect of interactive computer animation and simulation on students’ achievement and motivation in learning electrochemistry. Jurnal Pendidikan IPA Indonesia, 10(3), 311–324. https://doi.org/10.15294/jpii.v10i3.26013

Aque, A., Barquilla, M., Buan, A., & Bagaloyos, J. (2021). Asynchronous learning: Its effects on academic performance and students’ motivation in science. Thabiea: Journal of Natural Science Teaching, 4(1), 17–32. http://doi.org/10.21043/thabiea.v4i1.9806

Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64(6), 359–372. https://doi.org/10.1037/h0043445

Banda, H. J., & Nzabahimana, J. (2023). The impact of physics education technology (PhET) interactive simulation-based learning on motivation and academic achievement among Malawian physics students. Journal of Science Education and Technology, 32(1), 127–141. https://doi.org/10.1007/s10956-022-10010-3

Beaton, A. E., Martin, M. O., Mullis, I. V. S., Gonzales, E. J., Smith, T. A., & Kelly, D. L. (1996). Science achievement in the middle school years: IEA’s third international mathematics and science study. Boston College.

Blajvaz, B. K., Bogdanović, I. Z., Jovanović, T. S., Stanisavljević, J. D., & Pavkov-Hrvojević, M. V. (2022). The jigsaw technique in lower secondary physics education: Students’ achievement, metacognition and motivation. Journal of Baltic Science Education, 21(4), 545–557. https://doi.org/10.33225/jbse/22.21.545

Chan, Y. L. & Norlizah C. H. (2017). Students’ motivation towards science learning and students’ science achievement. International Journal of Academic Research in Progressive Education and Development, 6(4), 174–189. http://doi.org/10.6007/IJARPED/v6-i4/3716

Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Pearson.

Department of Education. (2015). DepEd Order No. 8 s. 2015: Policy guidelines on classroom assessment for the K to 12 basic education program. https://www.deped.gov.ph/wp-content/uploads/2015/04/DO_s2015_08.pdf

Ebora, A. D. (2016). Academic performance in physics of fourth year high school students in one public high school in Batangas City, Philippines. Asia Pacific Journal of Education, Arts and Sciences, 3(3), 36–40.

Eccles, J. S. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). Freeman.

Garcia, R. E., & Garcia, M. P. (2023). Academic performance and motivational orientation of grade 10 students in earth science. International Journal of Multidisciplinary Research and Growth Evaluation, 4(1), 555–561. https://doi.org/10.54660/.IJMRGE.2023.4.1.555-561

Gottfried, A. E. (2019). Academic intrinsic motivation: Theory, assessment, and longitudinal research. In A. J. Elliot (Ed.), Advances in Motivation Science (Vol. 6, pp. 71–109). Elsevier. https://doi.org/10.1016/bs.adms.2018.11.001

Hasanah, Z., Ritonga, S., Ikhsan, Z., & Suarni. (2021). The implementation of problem based learning integrated with STEM-based worksheets to improve learning motivation. Asian Journal of Science Education, 3(2), 102–112. https://doi.org/10.24815/ajse.v3i2.19745

Hellas, A., Ihantola, P., Petersen, A., Ajanovski, V. V., Gutica, M., Hynninen, T., Knutas, A., Leinonen, J., Messom, C., & Liao, S. N. (2018). Predicting academic performance: A systematic literature review. In ITiCSE 2018 Companion: Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education (pp. 175–199). https://doi.org/10.1145/3293881.3295783

Kwarikunda, D., Schiefele, U., Muwonge, C.M. & Ssenyonga, J. (2022). Profiles of learners based on their cognitive and metacognitive learning strategy use: Occurrence and relations with gender, intrinsic motivation, and perceived autonomy support. Humanities and Social Sciences Communications, 9, Article 337. https://doi.org/10.1057/s41599-022-01322-1

Lee, G. G., Jeon, Y. E., & Hong, H. G. (2021). The effects of cooperative flipped learning on science achievement and motivation in high school students. International Journal of Science Education, 43(9), 1381–1407. https://doi.org/10.1080/09500693.2021.1917788

Leong, K. E., Tan, P. P., Lau, P. L., & Yong, S. L (2018). Exploring the relationship between motivation and science achievement of secondary students. Pertanika Journal of Social Science and Humanities, 26(4), 2243–2258.

Mahama, I., Yusuf Dramanu, B., & Asamoah-Gyimah, K. (2023). Predictive abilities of curiosity, creativity, and motivation on academic performance of high school students in Ghana. Education Research International, 2023, Article 4626945. https://doi.org/10.1155/2023/4626945

Mahzum, E., Farhan, A., & Ramadhani, E. (2020). The use of social media instagram as instructional media for physics toward student’s learning motivation. Asian Journal of Science Education, 2(1), 48–55. https://doi.org/10.24815/ajse.v2i1.14997

Mai, M. Y. M., Yusuf, M., & Saleh, M. (2015). Motivation and engagement as a predictor of students’ science achievement satisfaction of Malaysian of secondary school students. Proceedings of the International Conference on Social Sciences, 4, 45–53.

Martin, M. O., Mullis, I. V. S., Foy, P., (with Olson J. F., Erberber, E., Preuschoff, K., & Galia J.). (2008). TIMSS 2007 international science report: Findings from IEA’s trends in international mathematics and science study at the fourth and eighth grades. TIMSS & PIRLS International Study Center, Boston College.

Martin, M. O., Mullis, I. V. S., Gonzales, E. J., & Chrostowski, S. J. (2004). TIMSS 2003 international science report: Findings from IEA’s trends in international mathematics and science study at the fourth and eighth grades. TIMSS & PIRLS International Study Center, Boston College.

Martin, M. O., Mullis, I. V. S., Gonzales, E. J., Gregory, K. D., Smith, T. A., Chrostowski, S. J., Garden, R. A., & O’Connor, K. M. (2000). TIMSS 1999 international science report: Findings from IEA’s repeat of the third international mathematics and science study at the eighth grade. TIMSS & PIRLS International Study Center, Boston College

Mirabela-Constanța, M., & Maria-Madela, A. (2011). Intrinsic and extrinsic motivation - An investigation of performance correlation on students. Annals of Faculty of Economics, University of Oradea, Faculty of Economics, 1(1), 671–677.

Mubeen, S., & Reid, N. (2014). The measurement of motivation with science student. European Journal of Educational Research, 3(3), 129–144. https://doi.org/10.12973/eu-jer.3.3.129

Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study Center, Boston College.

Mullis, I. V. S., Martin, M. O., Smith, T. A., Garden, R. A., Gregory, K. D., Gonzales, E. J., Chrostowski, E. J. & O’Connor, K. M. (2003). Assessment frameworks and specifications 2003 (2nd ed.). Boston College.

Nur’Azizah, R., Utami, B., & Hastuti, B. (2021). The relationship between critical thinking skills and students learning motivation with students’learning achievement about buffer solution in eleventh grade science program. Journal of Physics: Conference Series, 1842(1), Article 012038. https://doi.org/10.1088/1742-6596/1842/1/012038

Organisation for Economic Co-operation and Development. (2019a). PISA 2018 results (volume I): What students know and can do. PISA, OECD Publishing. https://doi.org/10.1787/5f07c754-en

Organisation for Economic Co-operation and Development. (2019b), PISA 2018 assessment and analytical framework. PISA, OECD Publishing. https://doi.org/10.1787/b25efab8-en.

Ortega-Torres, E., Solaz-Portoles, J-J., & Sanjosé-López, V. (2020). Inter-relations among motivation, self-perceived use of strategies and academic achievement in science: A study with

spanish secondary school students. Sustainability, 12(17), Article 6752. https://doi.org/10.3390/su12176752

Paring, I. R. B., Cereno, A. C. C., & Decano, R. S. (2021). Determining factors to students’ science achievement in the implementation of K to 12 spiral progression approach: a mixed method. International Journal of Educational Research Review, 6(1), 46–54. https://doi.org/10.24331/ijere.815698

Punzalan, E. M. D. (2018). Study skills and science academic performance of the conditional cash transfer program ('pantawid pamilyang pilipino program') junior high school beneficiaries in Zambales, Philippines. International Journal of Humanities and Social Sciences, 7(1), 71–80.

Rana, R. A., Mahmood, N., & Reid, N. (2015). Motivation and science performance: Influence on student learning in science. Science International (Lahore), 27(2), 1445–1452.

Santos, N. C. (2017). Learning motivation factors of grade 8 students and its implications in science teaching. International Journal of Sciences: Basic and Applied Research, 36(6), 127–134.

Santos, J. P. E., Villarama, J. A., Adsuara, J. P., Gundran, J. F., De Guzman, A. G., & Ben, E. M. (2022). Students’ time management, academic procrastination, and performance during online science and mathematics classes. International Journal of Learning, Teaching and Educational Research, 21(12), 142–161. https://doi.org/10.26803/ijlter.21.12.8

Sari, R., Sumarmi, S., Astina, I., Utomo, D., & Ridhwan, R. (2021). Increasing students critical thinking skills and learning motivation using inquiry mind map. International Journal of Emerging Technologies in Learning, 16(3), 4–19. https://doi.org/10.3991/ijet.v16i03.16515

Shunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.

Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The Journal of Educational Research, 95(6), 323–332. https://doi.org/10.1080/00220670209596607

Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453. https://doi.org/10.3102/00346543075003417

Taylor, R. (1990). Interpretation of the correlation coefficient: A basic review. Journal of Diagnostic Medical Sonography, 6(1), 35–39. https://doi.org/10.1177/875647939000600106

Tuan, H-L., Chin, C-C., & Shieh, S-H. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27(6), 639–654. https://doi.org/10.1080/0950069042000323737

Vu, T., Magis-Weinberg, L., Jansen, B. R. J., van Atteveldt, N., Janssen, T W. P., Lee, N. C., van der Maas, H. L. J., Raijmakers, M. E. J., Sachisthal, M. S. M., & Meeter, M. (2022). Motivation-achievement cycles in learning: A literature review and research agenda. Educational Psychology Review, 34(1), 39–71. https://doi.org/10.1007/s10648-021-09616-7

Wang, S. K., & Reeves, T. C. (2006). The effects of a web-based learning environment on student motivation in a high school earth science course. Educational Technology Research and Development, 54(6), 597–621. https://doi.org/10.1007/s11423-006-0638-2

Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015




DOI: https://doi.org/10.24815/ajse.v5i2.31668

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Germie Joy A. Sabanal, Keziah Grace D. Reputana, Sharene S. Palwa, Catherine Lolinette H. Labandero, Jemer Andoyo Alimbon

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Asian Journal of Science Education

ISSN  2715-5641 (online)
Organized by Universitas Syiah Kuala
Published by Universitas Syiah Kuala
Website  : http://jurnal.usk.ac.id/ajse
Email     : ajse@usk.ac.id


Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. | bokep jepang

View My Stats