Relationship Between Extrinsic Motivation and Academic Performance in Biology Among Grade 12 STEM Students
DOI:
https://doi.org/10.67903/ijroms0360Keywords:
External Motivation, Identified Motivation, Integrated Motivation, Introjected MotivationAbstract
Extrinsic motivation can influence students’ engagement and achievement, yet the extent to which different forms of extrinsic motivation are associated with academic performance in Biology remains insufficiently understood, particularly among senior high school students. This study examined the level of extrinsic motivation among Grade 12 Science, Technology, Engineering, and Mathematics students and determined its relationship with academic performance in Biology. A causal-comparative research design was employed with 80 students, comprising 27 males and 53 females, from a private school in Zamboanga City, Philippines, selected through total enumeration. Data were collected using a modified academic motivation scale for learning Biology with responses rated on a six-point Likert scale. Descriptive statistics, correlation analysis, linear regression, independent-samples t-tests, and analysis of variance were used to analyze the data. Results showed a significant positive relationship between overall extrinsic motivation and academic performance in Biology (r = 0.395, p = 0.012). Among the dimensions of extrinsic motivation, identified motivation (r = 0.281, p = 0.012) and integrated motivation (r = 0.326, p = 0.003) were significant predictors of academic performance, whereas external and introjected motivation were not significant predictors. No significant differences in extrinsic motivation were found according to gender or socioeconomic status. However, female students had significantly higher academic performance than male students (p = 0.018), while socioeconomic status had no significant effect on academic performance. The findings suggest that academic performance in Biology was more strongly associated with internalized forms of extrinsic motivation than with externally regulated or introjected forms. The results support attention to learning conditions that foster more internalized motivation while maintaining equitable opportunities for students across gender and socioeconomic groups.
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