THE RELATIONSHIP BETWEEN MOTIVATION AND ACADEMIC PERFORMANCE IN MATHEMATICS AMONG JUNIOR HIGH SCHOOL STUDENTS

This study aimed to explore the relationship between motivation and academic performance in Mathematics among Grade 9 students at Butong, Quezon, Bukidnon. Employing a quantitative correlational research design, the study gathered data from 35 randomly selected students using a Mathematics Motivation Scale Questionnaire adopted from Redoble (2020) and analyzed their third-quarter grades. Descriptive statistics were used to determine the students' level of motivation and academic performance, while Pearson’s r correlation was applied to examine the relationship between the two variables. Results revealed that students' academic performance in Mathematics was at a "Very Satisfactory" level with a mean score of 86. Their overall motivation was assessed as moderate, with a mean score of 3.24, highlighting strong motivation toward understanding and valuing mathematics content but also revealing emotional factors. Moreover, results showed a significant moderate positive relationship between students’ motivation and academic performance, indicating that higher motivation is associated with better academic outcomes, although it is not the sole determinant. These findings are consistent with previous local and international studies, reinforcing the role of motivation in fostering improved academic performance. The study recommends that educators implement strategies that not only enhance students’ engagement and perceived relevance of mathematics but also address emotional factors to maximize learning outcomes.