The Impact of Students’ Attitude Towards Science on the Academic Performance

Abstract

This study examined the impact of students’ attitudes toward science on their academic performance among Junior High School students at Buenavista Integrated School, Zamboanga City, Philippines, during the School Year 2025–2026. Specifically, the study assessed students’ attitudes toward science in terms of social implications, learning interest, and school resources, and determined whether these attitudes were significantly related to their academic performance in science. A quantitative descriptive–correlational research design was employed. Data were collected from 120 junior high school students using a validated questionnaire measured through a four-point Likert scale, while students’ academic performance was obtained from their second-quarter science grades. Descriptive statistics, including mean and standard deviation, were used to determine the level of students’ attitudes toward science and academic performance, and Pearson’s correlation coefficient was applied to examine the relationship between the variables. Results revealed that students demonstrated a moderately positive attitude toward science across all indicators, with social implications obtaining the highest mean (M = 2.90), followed by learning interest (M = 2.86) and school resources (M = 2.77). The overall attitude toward science was interpreted as moderately impacted (M = 2.84). Meanwhile, students’ academic performance in science was satisfactory, with a mean grade of 83.11 (SD = 4.88). However, the correlation analysis indicated no statistically significant relationship between students’ attitudes toward science and their academic performance (r = −0.108, p = 0.292). These findings suggest that while students generally hold positive attitudes toward science, such attitudes alone do not strongly predict academic achievement. Other factors, including teaching strategies, instructional quality, and availability of learning resources, may play a more substantial role in influencing students’ academic outcomes in science education.