Self-Motivation and Academic Performance of Senior High School Students in General Biology

The researchers sought to examine the significant correlation between self-motivation and academic performance in General Biology, given that self motivation has a considerable impact in the class, serving as a driving force for students to perform well academically. The study employed a non experimental quantitative correlational design. A modified survey questionnaire and first-semester grade in General Biology were administered. A complete enumeration was considered to determine the study's respondents, with an overall population of 41 General Academic Strand (GAS) students. Results revealed that self-motivation in General Biology was Moderate with a mean of 3.32. On the other hand, Grade 12 General Academic Strand students' academic performance in General Biology was outstanding, with a mean score of 90.1463. Overall, there was no significant relationship between self motivation and academic performance (p = 0.176). These results shaped self determination theory through cognitive-evaluation theory, which asserted that students must be incorporated with two motivations: intrinsic and extrinsic, which helped improve their academic performance despite receiving insignificant results.