Abstract
This study explores the relationship between students' attitudes and academic performance in Science among Junior High School students at Immaculate Conception Archdiocesan School, Tetuan, during the 2025–2026 school year. It specifically examines students' attitudes toward participation, attention/focus, and interest, and how these dimensions relate to their achievement in science. A descriptive-quantitative-correlational design was employed, with a sample of 40 students from Grades 7 to 10 selected through stratified random sampling. Data were gathered using a self-administered survey questionnaire covering demographic profile, attitudes, and academic performance, and were analyzed using mean scores and regression analysis. Findings revealed that students generally exhibited high levels of participation, attention, and interest in science, which corresponded with high academic performance. Regression analysis confirmed that positive attitudes significantly predicted better performance, collectively explaining a substantial portion of the variance in students' Science achievement. These results highlight the importance of nurturing active participation, sustained attention, and genuine interest in promoting successful learning outcomes. The study concludes that fostering positive attitudes in science is crucial for enhancing students' academic performance, engagement, and motivation. The findings provide practical implications for teachers, administrators, and curriculum planners in designing strategies and interventions that cultivate constructive attitudes and support effective Science learning.
