Abstract
This research investigated the relationship between motivation based on various factors and the academic performance of Junior High School students in Urdaneta City. It assessed students' academic motivational factors, determined academic performance using third-quarter general averages, examined differences in motivational factors and academic performance, and explored their relationship. The study employed a quantitative approach with a descriptive-correlational research design. Data was collected through a survey questionnaire from Grade 7 to Grade 10 students in 22 high schools. The questionnaire measured specific motivational factors, namely interest in the subject, desire to achieve, patience, persistence, environment, and facilities. Statistical analyses included means, frequency distributions, single-factor analysis of variance, and Pearson's correlation analysis. Findings showed generally high levels of motivational factors among junior high school students. However, specific attention was needed to environmental and facility-related factors, such as adequate learning spaces, laboratories, and equipment. Academic performance ranged from 81% to 97%, encompassing both low and high achievers. No significant differences in motivational factors and academic performance were found among the four grade levels. However, a moderate to strong positive relationship existed between specific motivational factors and academic performance. These findings enhanced understanding of the relationship between motivation and academic performance among junior high school students, highlighting the importance of addressing specific motivational factors for improved outcomes. Implementing interventions to foster student motivation and enhance learning environments was recommended to optimize academic achievements.
