Chapter 1

Introduction

Background of the Study

Academic pressure, characterized by high expectations, intense

competition, and a constant drive for academic achievement, can have profound

effects on students' mental health. This pressure often stems from a variety of

sources, including parents, teachers, peers, and societal expectations. Students

may experience stress, anxiety, depression, and even burnout as a result of

these pressures. It can manifest as physical symptoms, like headaches and

sleep disturbances, and lead to a decline in overall well-being (Ercigil, 2023)

Academic pressure can have both positive and negative impacts on

student well-being and performance. While some level of pressure can motivate

students to excel, excessive pressure can lead to stress, anxiety, and even

burnout. This can result in decreased academic performance, as well as negative

effects on mental and physical health. It's essential for educators and parents to

support students in managing academic pressure effectively, promoting balance,

self-care, and healthy coping mechanisms to maintain well-being while striving

for success

It can act as a motivator, driving students to work hard and achieve, but it

can also become a burden, leading to stress, anxiety, and even detrimental

effects on learning. A
Related Studies

This section presents the relevant research and studies that the

researcher considered in reinforcing the importance of the present study. There

are five (5) indicators of motivation in science.

The following indicators relevant to the present study are.

Intrinsic motivation. It refers to inherently interesting or enjoyable act to

learn about something. Intrinsic motivation remains an important natural human

propensity to learn and assimilate. Meanwhile, extrinsic motivation is argued to

vary considerably in its relative autonomy and thus can either reflect external

control or true self-regulation (Ryan & Deci, 2000).

A decrease in intrinsic motivation is not necessarily due to negative

performance feedback in the form of grades (Weidinger, 2017). It was instead of

that common opinion that a perception of being less capable, as reflected by

poor grades, is responsible for weakening students’ intrinsic motivation, calls into

question (Weidinger, 2017). Furthermore, a study by (Cortright R. et al., 2015)

results document a positive relationship among intellectual development, intrinsic

motivation, and class performance for female students only. In sharp contrast,

there was a negative relationship between intellectual development, intrinsic

motivation, and class performance for male students. Consequently, (Cortright R.

et al., 2015) suggest that sex influences intellectual development, which

influences intrinsic motivation for learning a specific topic.

2
 Grade motivation. The effect of grades on student motivation, learning

and achievement has been a question since the beginning of the 1970s and

research indicates diverging results (Harlen & Deakin, 2002). Research has

indicated that external rewards have negative effects on student interest,

motivation and learning and that students´ motivation to learn diminishes when

they receive grades (Condry & Koslowski, 1977; Deci & Ryan, 1987).

Grades have several explicit functions such as to give information of the

learner’s attainment, to function as a tool of selection to the upper level in the

educational system, and to increase students’ motivation to learn (Lekholm,

2010). Grade increases motivation to learn as it says, grades compromise

intrinsic motivation and learning experience, which only increases reliance on

them. They are put into practice as they are used as evaluator among students

and used as motivation (Stan, E., 2012). It is also revealed that 26% of 130

teachers think that their students learn for grades, 35% because students must

learn, 6% because the students go to school, and 46% because students must

give back to their parents (Stan, E., 2012). This implies that grades only come

third and that student’s duty to parents is the most compelling indicator of

extrinsic motivation among the four indicators presented by (Stan, E., 2012) as

perceived by teachers. However, the study by (Stan, E., 2012) only covers four

indicators of external motivation among students perceived by teachers. Possible

extrinsic indicators may be synthesized and added for future research.

Grades have no effect on academic motivation rather grades

increase anxiety and avoidance towards courses that are difficult (Chamberlin,

3
K., Yasué, M., & Chiang, I.-C. A., 2018). Grades are demotivators while narrative

evaluation or feedback helps and supports psychological needs and motivation

among students. Hence, it was recommended that re-evaluation should be done

when and in which programs grades may be appropriate to educational

institutions.

In contrast to the prior related literature by (Chamberlin, K., Yasué,

M., & Chiang, I.-C. A., 2018) a study on student motivation during covid 19

pandemic in virtual class setting shows that graded assignments are major

contributors to students’ motivation. Additionally, continuation of graded

assignments is also a major contributor to student’s motivation. Consequently,

grade security may affect motivation levels of the student (Nell, A., Hood, M.,

Graff, Haylee., 2020)

Career Motivation. Another indicator of science motivation is career

motivation. Career motivation is defined as a multidimensional construct

consisting of three major elements: career resilience, career insight and career

identity (London, 1983). Career identity is the direction of motivation; insight is

the energizing or arousal component of motivation that encourages involvement

in career planning and career decisions; and career resilience is the maintenance

or persistence component (Noe & Bachhuber, 1990). Research pointed out that

career motivation has an important role as a starting point in the science

motivation model and as a predictor of academic track choice. It suggests that it

is important to facilitate students’ career motivations for improving both their

science motivation and their long-term science achievements. To facilitate

4
students’ career motivation, it would be necessary to provide the opportunity to

explore various career possibilities and the students’ future science career from a

long-term perspective. It is the essential role of science education that help

students to consider science in relation with their future career (Glynn et.al.,

2011).

Self-Efficacy. The term ‘self-efficacy” was first coined by psychologist

Albert Bandura (1977) a Canadian American psychologist and a professor at

Stanford University. Self-efficacy is defined by Albert Bandura as people's beliefs

in their capabilities to exercise control over their own functioning and over events

that affect their lives. One's sense of self-efficacy can provide the foundation for

motivation, well-being, and personal accomplishment.

Research on self-efficacy theory pointed out that people who have a low

sense of efficacy for accomplishing a task may avoid it; those who believe they

are capable should participate readily. Individuals who feel efficacious are

hypothesized to work harder and persist longer when they encounter difficulties

than those who doubt their capabilities. High self-efficacy has been linked with

numerous benefits to daily life, such as resilience to adversity and stress, healthy

lifestyle habits, improved employees’ performance, and educational achievement

(Lopez-Garrido, G., 2020).

Research on self-efficacy pointed out self-efficacy beliefs have been

positively related to motivation (e.g., Hackett & Betz, 1989). Individuals with

higher levels of self-efficacy are inclined to pursue desired goals and to have

strong commitment even when they encounter obstacles. In contrast, individuals

5
with lower levels of self-efficacy are more likely to avoid undesired

responsibilities or assignments, have less commitment and effort to pursue their

goals, and are more vulnerable to stress (Bandura, 1993; Chowdhury &

Shahabuddi, 2007).

Self-Determination. Self-determination theory describes that an individual

is intrinsically motivated by three innate psychological needs: autonomy,

competence, and relatedness (Deci & Ryan, 2000). Competence refers to

individuals’ ability to affect the outcome and experience mastery (Deci & Ryan,

1985). The feelings or perceptions of competence in specific content and

contexts facilitates individuals’ goal attainment and provides them with a sense of

need satisfaction from engaging in an activity.

Many studies have clearly shown that when individuals receive information

that undermines their sense of competence, their intrinsic motivation declines

(Deci & Ryan, 1985). Autonomy facilitates the desire of individuals to be a source

of their own behavior (Deci & Ryan, 1985). For example, autonomy encourages

engagement in a classroom activity. Relatedness refers to the need to be cared

for, connected to, related to, or a feeling of belonging in each social setting (Deci

& Ryan, 2000). Furthermore, satisfaction of the need for relatedness facilitates

intrinsic motivation and the internalization of extrinsic motivation, whereas

neglecting these needs can adversely affect self-determined motivation

(Vallerand et al., 1997).

A study of comparison on benefits of having one or several autonomy

supportive relations suggested that having more autonomy-supportive

6
relationships are better for grades. However, having more autonomy-supportive

relationship are worse for motivation (Guay et al., 2013).

Stress is a perception of emotional or physical tension. There are number of incidents in

a person’s life that leads to negative emotions like anger, frustration and nervousness that

further develops stress in an individual. Stress is the body’s reaction to challenge or demand. It

can be positive at times; however prolonged stress can lead to severe health conditions. Stress

levels can differ on the basis of how one reciprocates to a certain situation. Some people just do

not care and do not get anxious; they perceive stress as trivial knock and move on in life on daily

basis. Others actually worry themselves more than required and affect their health. Stress is

considered as negative, behavioral, physiological process that takes place when the person tries

to adapt or compromise with stressors (Bernstein et al. 2008). Stressors are the circumstances

that disrupt, or threaten to disrupt, individuals, ‟daily functioning and cause people to make

adjustments” (Auerbach and Grambling,1998).

7
Significance of the Study

Supporting Student: By understanding how academic pressure affects

students' well-being, the school can create a more supportive and nurturing

environment that promotes holistic student success. This paves the way for

students to thrive academically while prioritizing their mental and emotional

health, setting them up for success in their future careers and personal lives.

This study focuses on the relationship between science motivation

and academic performance of the college students at Saint Peter’s College of

Toril College Department.

Administrators. This study will help department faculty members in all

administrative areas of proposal development.

Researchers. The outcome of the study is beneficial to either present

researchers or the future researchers. This study may be used as basis for future

research that entails relationship between motivation and student performance in

science subject.

Students. This study would help the students become aware on how

motivation correlates to their performance in science subject.

Teachers. This study may support them in grasping the difficulty that the

students encounter in school specifically the science subject. This would help

them develop strategies regarding the motivation of their students.

8
 Researchers. This study would serve as reference that would help in

conducting future research studies.

Statement of the Problem

This study aims to determine the Impact of Academic Pressure on Student

Well-being of senior high school students in Inawayan National High School in

the Academic year 2023-2024.

Specifically, it aims to answer the following questions:

1. What is the average level of stress experienced by senior high school students
at Inawayan National High School, categorized by the types of academic
pressure they face?
1.1. Parental Pressure

1.2. Teacher Pressure

1.3. Peer Pressure

1.4. Societal Pressure

1.5. Self-imposed Pressure

2. When comparing students who experience high academic pressure to

those experiencing low pressure, is there a significant difference in their reports
of self-esteem, sense of belonging, and academic motivation?

9
Theoretical Framework

This study is anchored on theories of learning motivation. These theories

have been introduced to convey the concept and type of learning motivation.

Self-determination theory (SDT), intrinsic and extrinsic motivation theory, and

Expectancy Theory are the three theories: The Self-determination Theory (SDT)

of motivation emphasizes the importance of quality above quantity and describes

a motivational continuum (Ryan and Deci 2000). This covers the range from

intrinsic motivation to extrinsic motivation (integrated regulation, identifiable

regulation, introjected regulation, and external regulation) in between. Intrinsic

motivation comes from a genuine chance to engage in a certain activity. Extrinsic

motivation is obtained from a measurable benefit or outcome. Not all forms of

extrinsic motivation are undesirable, as SDT explains. Extrinsic motivation

encompasses a range of self-determination levels, from high to low (Ryan and

Deci 2000).

The existing motivational theories are useful in this study in determining

the relationship between the level of motivation of students and their

performance. In addition to theories of learning motivation, is the self-efficacy

theory in which motivation and performance has been increasingly explored

since Bandura's (1977) original publications. Self-efficacy refers to, "People's

judgments of their capabilities to organize and execute courses of action required

to attain designated types of performances" (Bandura, 1986).

Information about learners’ motivation is the main factor to design an

effective instructional plan. (Runnels et al., 2006). This may help educators to

10
improve learning of students. It is a well-known fact that learners’ capability to

raise their enthusiasm to participate in overall activities related to academics has

been considered as a significant factor to understand their performance and

learning (Wolters, 1999). Research related to learning strategies and motivation

also reported that beliefs of learners about motivation and their learning

strategies are associated with their learning (Zimmerman, 1989; Pintrich,

Wolters, & Baxter 2000; Pintrich, Schunk, & Pajares, 2002).

Purportedly, academic performance in science is equated to students’

motivation and interests in the academic pursuits that they do, e.g., scientific

cognition that they are exposed with in school science (Osborne & Collins, 2001;

Jegede, 2007; Barmby, Kind & Jones, 2008).

Conceptual Framework

Independent Variable Dependent Variable

Academic Pressure Student Well-Being

1. Parental Pressure

2. Teacher Pressure

3. Peer Pressure

4. Societal Pressure

5. Self-imposed Pressure

11
Figure 1. Conceptual Framework

Figure 1 shows the conceptual framework of this study. The independent

variable is science motivation, which is patterned after the study of (You, et., al,

2017). In their study, they identified five indicators which are: Intrinsic Motivation,

Self-efficacy, Self Determination, Grade Motivation, and Career Motivation.

Intrinsic motivation means doing an activity for the inherent satisfaction of the

activity itself. (Ryan & Deci, 2000, p. 71). Self-efficacy means belief in one’s

capabilities to organize and execute the courses of action required to produce

given attainments emerged from socio-cognitive theory. Self-determination

describes those individuals who are intrinsically motivated by three innate

psychological needs: autonomy, competence, and relatedness (Deci & Ryan,

2000). Career motivation means the desire to exert effort to

enhance career goals. Students who are grade-oriented are extrinsically

motivated, whereas students who seem to truly embrace their work and take

agenuine interest in it are intrinsically motivated.

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 Chapter 2

Methodology

This chapter discusses the outline of the research methods employed in

this study. This provides the information regarding the setting of the study and

the respondents. The description of the research design, the purpose and the

reasons for the study choice, the instruments that are going to be used for data

collection, the procedures that must be followed to carry out this study and the

methods to be used to analyze the data are found in this chapter.

Research Design

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 This study utilized descriptive correlation design. Descriptive correlation

design involves the systematic investigation of the nature of relationships, or

associations between and among variables, rather than direct cause-effect

relationships. Correlational designs are typically cross-sectional. These designs

are used to examine if changes in one or more variable are related to changes in

another variable(s) (Sousa, V., Driessnack, M., Mendes, I., 2007).

Pearson r correlation formula was used to determine the association

between motivation in science subject and academic performance and test the

significance of r value using the Regression analysis tool found in Microsoft Excel

program. For the mean and standard deviation, STDEV function was used found

in the Microsoft Excel program.

Research Respondents

The study was conducted at St. Peter’s College of Toril, Mac Arthur

Highway in the City of Davao. The researchers believe to improve the said

school as part of the objectives of this study. This place was also selected for

efficiency and availability of the respondents.

The identified respondents were the college students taking up SciTech

101 subject at St. Peter’s College of Toril. The circumstances and nature of the

sample size is small and limited and for particular purpose. Convenience and

purposive non-probability sampling was used in which college students taking up

SciTech 101 were selected as research respondents in this study. Purposive

14
sampling involves an iterative process of selecting research subjects rather than

starting with a predetermined sampling frame. This study utilized a purposeful

sampling technique to select informants based on their knowledge of, and/or

experience with, the focus of empirical inquiry (Schutt, 2006). Consequently,

convenience sampling was also utilized. The respondents were selected based

on their availability. The easier the elements of the group to reach, the higher the

chance they will be part of the sample.

The population size of the study is 66 and the required sample size is 56

with 1% margin of error and 95% confidence level.

Research Procedure

The following steps were followed by the researchers in the conduct of the

study:

Asking Permission to Conduct the Study. The researchers asked

permission, through a formal letter noted by the adviser, to the School

Administration, Program Chairperson, and the Dean of College to conduct the

study.

15
 Administration of Research Instrument. After getting the necessary

permissions, the researchers distributed the adopted questionnaires to the

selected respondents through online in google forms.

Retrieval, Collation and Tabulation of Data. The researchers retrieved

the survey questionnaires, collated, and tabulated all the data that were

subjected to statistical analysis. The results were analyzed and interpreted based

on the statement of the problem of the study.

Role of the Researcher

The researchers of the study asked permission to administer the survey

questionnaire online, together with the consent letter. The survey questionnaire

was in the form of Google Forms of 25-item 5-point Likert scale adopted survey

questionnaire Science Motivation Questionnaire II (Glynn, et al, 2011). An official

letter was submitted to the research adviser for approval, which gave permission

to gather specific data. The grades collected and their responses from the survey

questionnaire were strictly confidential.

Data Analysis

The succeeding procedures were followed in the conduct of analyses of

the quantitative data. The statistical tools that the researcher employed are as

follows.

16
Research Instrument

Science Motivation Questionnaire II. This tool was adopted from the

study of (Glynn, et al., 2011). This scale measures 5 underlying factors of

intrinsic motivation, self-efficacy, self-determination, career motivation, and grade

motivation. This tool has 25-items and a 5-point frequency scale from 5-Always

to 0-Never. The Cronbach’s alpha of all 25 items was 0.92 (Glynn et al., 2011).

The Likert Scale used to evaluate the responses of the respondents:

Level of Motivation
Numerical Range of Descriptive Interpretation
Equivalent Means Rating

5 4.20 – 5.00 Always The science motivation is Excellent

4 3.40 – 4.19 Usually The science motivation is Good

3 2.60 – 3.39 Sometimes The science motivation is Average

2 1.80 – 2.59 Rarely The science motivation is Fair

1 1.00 – 1.79 Never The science motivation is Poor

Academic performance refers to the grades of the college students in

science subjects. Academic performance is the dependent variable, which will be

measured by their term grade in SciTech 101 subject. Term grade is the average

of their prelim and final grade.

Level of Academic Performance

Numerical Grade’s scale Description Interpretation
Equivalent

5 95-100 Very high Academic

performance level is
Excellent
4 88-94 High Academic

17
 performance level is
Above Average

3 80-87 Moderate Academic

performance level is
Average
2 75-79 Low Academic
performance level is
Below Average
1 74 and lower Very low Academic
performance level is
poor

Statistical Treatment

The statistical tools used in this study were the mean and s Pearson

Product-Moment Correlation Coefficient. Mean is a measure of central tendency

and refers to the average value of a group of numbers. Mean will be used to

determine the level of science motivation and status of their academic

performance of SciTech 101 students. Additionally, Pearson Correlation

Coefficient r is a measure to determine the relationship between variables,

science motivation indicators and academic performance in SciTech 101.

Ethical Consideration

The degree of consideration on moral direct (the activities that are close to

home, proficient, and during research movement) has both expanded and

widened because of society's assumption for more noteworthy responsibility

(Haggerty, 2004; Held,2006; Zegwaard, Campbell, & Pretti, 2017).

18
 Informed Consent. The cornerstone of ethical research is ‘informed

consent’ (Denzin & Lincoln, 2011). The term consists of two important elements,

with each requiring careful consideration, that is, ’informed’ and ‘consent’.

Respondents were fully informed of what will be asked of them, how their data

will be used, and the consequences of their participation. The respondents were

provided explicit, active, signed consent to take part with the research, including

understanding their rights to access to their information and the right to withdraw

at any point. The informed consent was addressed through online google forms

together with the questionnaires which were sectioned. The respondents were

asked to provide an electronic signature given that they have read and agreed to

the contents of the informed consent.

Privacy and Confidentiality. Privacy is the right of people not to share

data about themselves and confidentiality is the commitment to keep private

information that has been gathered from being shared with others (Dunn and

Chadwik, 2004). The researchers stated how their data will be kept private and

confidential in the google forms. The respondents were assured that their identity

and other personal information will not be made available to anyone who is not

directly involved in the study. The respondents’ privacy and confidentiality were

strictly observed as to the adherence of Data Privacy of the Republic of the

Philippines. The researchers are the only ones that have access to the data

provided by the respondents and their anonymity is preserved and will not be

made available except the respondents themselves.

19
 Risk Benefits and Safety. Risk refers to the probability of harm or injury

(physical, psychological, social, or economic) occurring because of participation

in a research study and benefit refers to a valued or desired outcome, an

advantage. In this study, the risk benefit ratio was determined by considering all

potential research outcomes and balancing the risks with proportionate benefits.

To minimize the physical risk, the researcher conducted the survey questionnaire

through online via google forms that were given. Additionally, the researcher fully

observed the Health and Safety Protocol of the Inter-Agency Task Force.

20
 Chapter 3

Results

This chapter deals with the findings of the study and the analysis of the

data obtained. It presents the level of science motivation, the level of academic

performance, and the significance of the relationship between science motivation

and academic performance.

The Level of Science Motivation

Table 1 shows the level of science motivation of the SciTech 101 students

at St. Peter’s College of Toril. The overall mean is 2.63 which is described as

moderate. The overall standard deviation is 1.03 which is close to 1.00 indicates

a homogeneity of responses from the respondents. Science motivation involves 5

indicators, namely: intrinsic motivation, self-efficacy, self-determination, grade

motivation, and career motivation.

In terms of intrinsic motivation, its category mean is 2.89 which is

described as moderate. It has a mean range of 2.72 to 3.05. The item, learning

science is interesting has the highest mean. It has a mean value of 3.05 which is

described as moderate while the item, I enjoy learning science has the lowest

mean. It has a mean value of 2.72 with a description of moderate.

In terms of self-efficacy, its category mean is 2.54 which is described as

low. It has a mean range of 2.39 to 2.61. The items, I am confident I will do well

on science labs and projects, and I believe I can master science knowledge and

skills has the highest mean. It has a mean value of 2.61 which is described as

21
moderate while the item, I enjoy learning science” has the lowest mean. It has a

mean value of 2.39 with a description of low.

Table 1
Science Motivation of SciTech 101 Students

Indicators/Statement Mean SD Description

Intrinsic Motivation
1. The science I learn is relevant to my life. 2.91 1.14 Moderate
2. Learning science is interesting. 3.05 1.12 Moderate
3. Learning science makes my life 2.75 1.17 Moderate
more meaningful.
4. I am curious about discoveries 3.00 1.15 Moderate
in science.
5. I enjoy learning science. 2.72 1.10 Moderate
Category Mean 2.89 1.14 Moderate

Self-efficacy
1. I am confident I will do well on 2.51 1.05 Moderate
science tests.
2. I am confident I will do well on 2.61 0.88 Moderate
science labs and projects.
3. I believe I can master science 2.61 0.90 Moderate
knowledge and skills.
4. I believe I can earn a grade of 2.39 1.01 Low
“A” in science.
5. I am sure I can understand science. 2.58 1.16 Low
Category Mean 2.54 1.00 Low

Self-determination
1. I put enough effort into learning science. 2.81 0.97 Moderate
2. I use strategies to learn science well. 2.60 0.90 Low
3. I spend a lot of time learning science. 2.70 0.93 Moderate
4. I prepare well for science tests and labs. 2.47 1.00 Low
5. I study hard to learn science. 2.58 0.96 Low
Category Mean 2.63 0.95 Moderate

Grade Motivation
1. I like to do better than other students 2.47 1.00 Low
on science tests.
2. Getting a good science grade is 2.60 1.08 Low
important to me.
3. It is important that I get an 2.40 1.07 Low
"A" in science.
4. I think about the grade I will get in 2.67 1.02 Moderate

22
 science.
5. Scoring high on science tests and 2.40 0.98 Low
labs matters to me.
Category Mean 2.51 1.03 Low

Career Motivation
1. Learning science will help me get 2.67 0.91 Moderate
a good job.
2. Knowing science will give me 2.63 0.98 Moderate
a career advantage.
3. Understanding science will 2.53 1.05 Low
benefit me in my career.
4. My career will involve science. 2.44 1.07 Low
5. I will use science problem-solving 2.54 0.95 Low
skills in my career.
Category Mean 2.56 0.99 Low
Overall Mean 2.63 1.03 Moderate

In terms of self-determination, its category mean is 2.63 which is

described as moderate. It has a mean range of 2.47 to 2.81. The item I put

enough effort into learning science has the highest mean in this category. It has a

mean value of 2.81 which is described as moderate while the item, I prepare well

for science tests and labs has the lowest mean. It has a mean value of 2.47 with

a description of low.

In terms of grade motivation, its category mean is 2.51 which is described

as moderate. It has a mean range of 2.40 to 2.67. The item I think about the

grade I will get in science has the highest mean. It has a mean value of 2.67

which is described as moderate while the item, it is important that I get an ‘A’ in

science and scoring high on science tests and labs has the lowest mean. It has a

mean value of 2.40 with a description of low.

23
 In terms of career motivation, its category mean is 2.56 which is described

as moderate. It has a mean range of 2.44 to 2.67. The item learning science will

Table 1.1
Summary of Category Means

Indicators/Statement Mean SD Description

Intrinsic Motivation 2.89 1.14 Moderate

Self-efficacy 2.54 1.00 Low

Self-determination 2.63 0.95 Moderate

Grade Motivation 2.51 1.03 Low

Career Motivation 2.56 0.99 Low

Overall Mean 2.63 1.03 Moderate

help me get a good job has the highest mean. It has a mean value of 2.67 which

is described as moderate while the item, my career will involve science has the

lowest mean. It has a mean value of 2.44 with a description of low.

Table 1.1 shows the category means of the indicators of science

motivation. The overall mean of the indicators is 2.63 which is described as

moderate. The indicators have a mean range of 2.51 to 2.89. The intrinsic

motivation has the highest mean among the indicators with a mean value of 2.89

with a moderate description. It is followed by the indicator self-determination with

a mean value of 2.63 which has low as description. Among the 5 indicators, the

median is the career motivation. It has a mean value of 2.56 which is described

as low. Career motivation is then followed by self-efficacy. It has a mean value of

24
2.54 with a low description. The lowest mean among the indicators is the grade

motivation. It has a mean value of 2.51 which is also described as low.

Table 2

Level of Academic Performance of SciTech 101 Students

Mean Standard Description
Deviation
Academic Performance in 86.28 2.52 Moderate
SciTech 101 students

The Level of Academic Performance

Table 2 shows the level of academic performance of the SciTech 101

students at St. Peter’s College of Toril. The overall mean is 86.28 which is

described as moderate. The overall standard deviation was 2.52 which is close to

3.00 indicated a heterogeneity of responses from the respondents.

The Significance of the Relationship between Science Motivation and

Academic Performance

Table 3 shows the result of correlation analysis wherein the purpose of

which is to determine the degree of relationship between the Science Motivation

and academic performance of college students. The analysis revealed that the

coefficient of correlation r between science motivation and academic

performance is 0.003 which indicated a non-significant correlation. It also

revealed a p-value of

0.983 which is greater than 0.05 alpha which also indicated a non-significant

correlation.

25
 Table 3

Significance of Science Motivation and Academic Performance of

SciTech101 students
Standardize t p-value Interpretation

Coefficients

0.011 0.021 0.983 Not significant

R=0.003

square=0.00001

F=0.00044

26
 Chapter 4

Discussion

This chapter deals with discussion that is all about the interpretation of

data results gathered from the online survey of the study.

Level of Science Motivation. The results showed that the respondents

obtained a moderate description this meant that their science motivation level is

average, implying that the college students of SciTech 101 subject have good

level of motivation in science.

Intrinsic Motivation. The results showed that the respondents obtained a

moderate description which implies that their level of intrinsic motivation in

science is average. This is anchored ons self-determination theory

which suggests that people are motivated to grow and change by three innate

and universal psychological needs which are competence, connection, and

autonomy (Deci & Ryan, 1985). This means the college students of SciTech 101

are sometimes intrinsically motivated in science. They tend to be driven by a

need to grow and gain fulfillment in science.

Self-efficacy. The results indicated that the respondents obtained a low

description which implied that their level of self-efficacy in science was fair. This

27
is connected to the theory of Self-Efficacy which refers to an individual's belief in

his or her capacity to execute behaviors necessary to produce specific

performance attainments (Bandura, 1977). This means that the college students

of SciTech101 have are not confident on their capability in science and have the

tendency to avoid task related in science.

Self-determination. The results revealed that the respondents obtained a

moderate description which implies their level of self-determination in science is

average. The theory of self-determination theory suggests that people can

become self-determined when their needs for competence, connection, and

autonomy are fulfilled (Deci & Ryan, 2000). Hence, the respondents gave a good

amount of effort in learning science.

Grade Motivation. The results affirm that the respondents obtained a low

description which implies that their level of grade motivation in science is fair.

This is linked to the incentive theory which proposes that people behave in a way

they believe will result in a reward and avoid actions that may entail punishment

(The Psychology Notes Headquarters, 2019). This implies that the respondents

were not motivated in getting high grades in science.

Career motivation. The results have shown that the respondents obtained

a moderate description which implied that their level of career motivation is

average. Accordingly, the career motivation theory states it is the individual’s

desire to exert effort to enhance career (London, 1983). This means that the

respondents believed that science would help them in the development of their

careers.

28
 Level of Academic Performance. The academic performance includes

one indicator which is the term grade in SciTech 101 subject. The overall mean is

described as moderate which indicates that the academic performance of

SciTech 101 students is average, and the standard deviation signifies that the

result is spread out. Findings revealed that the shape distribution of the term

grade represents the true mean of the college students in SciTech 101.

Science Motivation and Academic Performance. The results have

shown that there is no significant relationship between science motivation and

academic performance. An article by (Klein, 2020) claims that grades fail to

motivate students. In contrast to the article and our study, a study by (Almalki,

2019) found that academic performance and motivation are statistically

significant correlated and that motivation for learning can influence academic

performance. In addition, a study on the relationship of academic motivation and

academic performance shows a significant relationship between academic

motivation and academic performance (Amrai et al., 2011). Our study indicates

no significant correlation between science motivation and academic performance

because of the sample size of the study.

Conclusion

The college students in SciTech 101 subject have an average level of

science motivation resulting into low to moderate in the science motivation

indicators. The respondents obtained a moderate description in the intrinsic

motivation, self-determination, and career motivation indicators. Simultaneously,

their level of self-efficacy, and grade motivation have low description. Therefore,

29
their intrinsic motivation, self-determination, and career motivation have an

average level while, self-efficacy, and grade motivation are on the fair level.

The academic performance of college students in SciTech 101, has a

moderate description. Therefore, the college students of SciTech 101 have an

average level of academic performance.

This study revealed that the relationship of science motivation and

academic performance has no significant correlation. Therefore, science

motivation has no significant influence on the academic performance of the

college students in SciTech 101 subject.

Recommendations

Based on the results, the following recommendations are presented:

Since self-efficacy, and grade motivation are on the fair level, the

educational institution should provide a program that would improve the level of

self-efficacy and grade motivation of the college students.

Since the students are not aiming for high grades in science subjects, the

educational institution should provide ways to motivate students to aim for better

grades in science.

Since the academic performance of college students in SciTech 101 is

average, the researchers recommend that the educational institution should

investigate the quality of instruction to improve the student academic

performance.

30
 A similar study could be conducted in other subject areas like Math and

English to find out if the level of motivation could affect the area performance of

students.

Further studies are suggested to verify whether there is no significant

correlation between motivation in science and academic performance.

31
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Appendices A

38
39
Appendices B

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41
42
43
 Appendices C

Respondents Term Description Respondent Term Description

Grades s Grades
1 87 Moderate 30 84 Moderate

2 87 Moderate 31 87 Moderate

3 85 Moderate 32 88 Moderate

4 92 High 33 85 Moderate

5 85 Moderate 34 87 Moderate

6 86 Moderate 35 91 Moderate

7 82 Moderate 36 87 Moderate

8 85 Moderate 37 78 Low

9 88 High 38 85 Moderate

10 85 Moderate 39 83 Moderate

11 87 Moderate 40 86 Moderate

12 91 High 41 84 Moderate

13 84 Moderate 42 87 Moderate

14 84 Moderate 43 88 High

15 84 Moderate 44 93 High

16 88 High 45 85 Moderate

17 89 High 46 89 High

18 85 Moderate 47 87 Moderate

19 86 Moderate 48 89 High

20 86 Moderate 49 84 Moderate

21 86 Moderate 50 87 Moderate

22 87 Moderate 51 88 High

44
23 85 Moderate 52 86 Moderate

24 85 Moderate 53 89 High

25 88 High 54 84 Moderate

26 85 Moderate 55 87 Moderate

27 86 Moderate 56 85 Moderate

28 89 High 57 82 Moderate

29 86 Moderate

45