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The goal of this study was to determine the connection between academic performance and students' motivational orientation in Grade 10 Earth Science. A total of 325 students out of 1729 students of grade 10 of a typical junior high school of Pasig City, Philippines, the School Year 2018-2019 were asked to participate in this research. The results showed that the academic performance of the students was fairly satisfactory, and their motivational orientations were interpreted as "true of me", which means that the respondents' motivational orientation were in affordance in terms of the variables as to intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy for learning and performance, and test anxiety relative to the subject Earth Science. The research found out that generally, there were negligible correlations and insignificant relationships between the students' academic performance and motivational orientations. These findings suggest that though negligible correlations and insignificant relationships were found, extraneous factors may have affected their academic performance aside from the cited sources of motivation, these factors may be the teacher, the learning environment, the learners' home, or the curriculum itself.
Garcia et al. (Sun,) studied this question.