Assessing the Motivation in Learning Mathematics among Senior High School Students at Sulu National High School in Patikul, Sulu

Nuriati Mohammad; Mailen Antao

doi:10.62596/70zj3n02

Authors

Nuriati U. Mohammad School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author
Mailen A. Antao School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/70zj3n02

Keywords:

mathematics motivation, intrinsic motivation, extrinsic motivation, self-efficacy, senior high school

Abstract

This study assessed the level of motivation in learning mathematics among senior high school students at Sulu National High School. Specifically, it examined students’ motivation in terms of intrinsic motivation, extrinsic motivation, and self-efficacy with goal orientation, and determined the relationships among these motivational components. A quantitative descriptive–correlational research design was employed. The study involved 100 senior high school students selected through purposive sampling. Data were collected using a structured questionnaire adapted from a validated instrument and analyzed using weighted mean, standard deviation, and Pearson product-moment correlation. The findings revealed that students demonstrate a positive level of motivation in learning mathematics across all dimensions. Intrinsic motivation, extrinsic motivation, and self-efficacy with goal orientation were all rated as “Agree,” indicating that students are both internally and externally motivated and possess confidence in their ability to succeed. Furthermore, significant relationships were found among the motivational components, showing that these variables are interconnected and collectively influence students’ learning behavior. The study concludes that motivation in mathematics is multidimensional, where internal interest, external influences, and self-belief work together to support students’ engagement and performance. Strengthening these components through appropriate instructional strategies and supportive learning environments can further enhance students’ motivation and academic outcomes in mathematics.

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