Motivation significantly influences students’ academic performance, especially in subjects like Social Science that require engagement and critical thinking. This study investigated the relationship between motivation and academic achievement among Grade Eleven students at Medina College Science High School in Ozamiz City, Misamis Occidental. Grounded in Self-Determination Theory (SDT), the research explored how intrinsic and extrinsic motivational factors impact performance in Social Science. A descriptive-correlational research design was employed. The respondents were 123 Grade Eleven students. Data were gathered using a self-constructed questionnaire adapted from Deci and Ryan’s (2000) Basic Psychological Needs Scale. Descriptive statistics (mean, standard deviation) and Spearman’s rho were used for analysis. Findings revealed a high overall level of student motivation (mean = 4.009), with Relatedness rated highest (3.73), while Autonomy (2.88) and Competence (3.04) were average. Academic achievement was also high, with a mean score of 85.0. However, statistical analysis showed no significant correlation between motivation and academic achievement (Spearman’s ρ = 0.030, p = 0.743), indicating that motivation alone did not predict performance in Social Science. The results suggest that while students are generally motivated and perform well academically, motivation is not a sole predictor of achievement. Other variables—such as teaching quality, cognitive skills, or home environment—may exert greater influence. Although students display strong motivation and academic success, the lack of a significant correlation underscores the need to consider broader educational and psychological factors to support student performance in Social Science.
R. Zarate (Sat,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: