Exploring the Relationship between Mathematics Motivation and Performance among Junior High School Students

Abstract

This study explored the relationship between mathematics motivation and mathematics performance among junior high school students using a descriptive correlational design. Data were randomly gathered from 200 students through a survey. The findings revealed that students exhibited a moderate level of mathematics motivation overall, with moderate levels in extrinsic, intrinsic, and perception in mathematics. Students’ mathematics performance was found to be very satisfactory, indicating a strong grasp of the subject’s essential competencies. Correlation analysis showed a very high positive and significant relationship between mathematics motivation and mathematics performance with all motivation subdomains also showing significant positive correlations. These results suggest that motivated students tend to achieve higher academically in mathematics. The study concludes that strengthening students’ intrinsic and extrinsic motivation, as well as fostering more positive perceptions of mathematics, may contribute to improved academic outcomes. It recommends implementing engaging, student-centered strategies that enhance motivation and support learners in developing confidence and interest in mathematics.