Abstract
The research explored the correlation among cultural diversity, motivation, and academic performance among senior high school students enrolled at MSU-Maigo School of Arts and Trades during the Academic Year 2022-2023. The study included a total of 205 participants from the twelfth grade of the Senior High School Department. Specifically, it sought answers to the questions related to the social categorization perspective, information/decision-making perspective, intrinsic motivation, and extrinsic motivation. The study employed a correlational research design, utilizing an adopted and modified survey questionnaire and interview questions to gather the desired data. The collected data were analyzed and interpreted using frequency and percentage distribution, weighted mean agreement, and chi-square. The study uncovered several key findings: 1. Students tend to form groups based on commonalities and enjoy collaborating within these groups, as indicated by the social categorization perspective. 2. Students exhibit both intrinsic and extrinsic motivation towards academic activities, deriving enjoyment and satisfaction from their studies while also valuing good scores for personal and academic growth, as well as recognizing the importance of external rewards and recognition. 3. A significant proportion of students (56.10%) achieved high grades within the range of 90–100, suggesting a notable number of high achievers among the participants. 4. Contrary to expectations, the research revealed no significant relationship between cultural diversity and the academic performance of senior high school students. Despite positive perceptions of cultural diversity, it does not seem to influence the overall academic outcomes of the students in this study. 5. Additionally, the study found no significant relationship between motivation (both intrinsic and extrinsic) and the academic performance of senior high school students. This implies that while students are motivated for various reasons, this motivation does not necessarily translate into a discernible impact on their academic achievements.
