Influence Of Learning Motivation On Academic Performance Of Pupils At Jolo II District, Division Of Sulu: Teachers’ Perspectives

Jovelyn Habil; Masnona Asiri

doi:10.62596/bta71f28

Authors

Jovelyn S. Habil School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author
Masnona S. Asiri School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author

DOI:

https://doi.org/10.62596/bta71f28

Keywords:

Learning Motivation, Academic Performance, Intrinsic Motivation, Extrinsic Motivation, Self-Efficacy, Teachers’ Perspectives

Abstract

This study assessed the influence of learning motivation on pupils’ academic performance in Jolo II District, Division of Sulu. It employed a descriptive-correlational research design involving 100 teacher-respondents selected through purposive sampling. Data were treated using frequency, percentage, weighted mean, standard deviation, Pearson’s correlation, t-test, and ANOVA. The study examined learning motivation in terms of intrinsic motivation, extrinsic motivation, and self-efficacy, while considering demographic variables such as age, gender, civil status, length of service, and educational attainment. Findings revealed that most respondents were 36–50 years old, predominantly female, married, with 16 years or more in service, and holding bachelor’s degrees. Teachers generally perceived the influence of learning motivation on pupils’ academic performance as favorable across all domains, consistently rated as “Great Extent.” Notably, teachers within the 36-50 age group, female, and married showed stronger appreciation of motivation’s role in terms of intrinsic and extrinsic motivation and self-efficacy. A very high positive and significant correlation was observed, supporting Self-Determination Theory, which posits that intrinsic and extrinsic motivation coactivate when learners internalize academic values. This is further reinforced by Behaviorism, highlighting how positive reinforcement and parental support act as environmental stimuli that strengthen learners’ sense of competence. Overall, the study underscores the crucial role of teachers and parents in fostering learners’ motivation and self-efficacy, leading to improved academic performance.

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