Asian Journal of Education and Social Studies

Science education is essential for developing students’ critical thinking and problem-solving skills. However, international assessments such as TIMSS and PISA show that Filipino students continue to perform poorly in science. While motivation is often considered an important factor influencing students’ academic achievement, research findings suggest that its relationship with actual performance may vary depending on other cognitive and environmental factors. This study therefore examines the level of students’ motivation in science and its relationship with their academic achievement in Karikitan Integrated School. The study aimed to determine the relationship of the level of motivation in Science and Science academic achievement among Junior High Schools students in Karikitan Integrated School. Specifically, it sought to identify the level of students’ motivation in terms of intrinsic and extrinsic factors and examine the relationship between motivation and their science performance. A quantitative-correlational research design was employed in this study. The respondents consisted of Grade 7, Grade 8, and Grade 9 students. Data were gathered using a questionnaire adapted to measure students’ motivation towards science learning, alongside their academic grades in science. Descriptive and inferential statistics were employed in the study. The findings revealed that students had varying level of motivation across grade levels. The JHS students demonstrated satisfactory to very satisfactory level of academic achievement in science. The findings revealed that although students demonstrated high levels of motivation, the relationship between motivation and science academic achievement was weak to negligible. This suggests that motivation alone may not be a strong predictor of academic performance. The study recommends exploring other factors that may influence students’ achievement and interest in pursuing science-related careers.