Motivational Variables and Academic Performance of Educational Research Course Students

Abstract

Aims: This study aimed to determine the levels of motivational variables employed by Education students and their relationship with their academic performance in Research courses. Study Design:  This research used a descriptive-correlational quantitative design. Place and Duration of Study: The study was conducted at one of the higher institutions in Ozamiz City during the AY 2023-2024. Methodology: This study used the survey questionnaire to describe the levels of motivational variables such as intrinsic motivation, extrinsic motivation, task value, and self-efficacy, and the academic performance of Education students. Also, this examined whether a significant relationship exists between these variables and students' academic performance. The respondents' academic performance was assessed in this study by calculating their average weighted mean grades.  Results: The results showed that Education students were  motivated, including intrinsic motivation (x̄ = 3.00), extrinsic motivation (x̄ = 2.67), task value motivation (x̄ = 3.10), and self-efficacy (x̄ = 2.91). The respondents’ academic performance was found to be above average. Among the motivational variables, self-efficacy and task value significantly correlated with the respondents’ academic performance. Conclusion: Although education students were highly motivated both internally and externally in the research course, this did not guarantee an impact on their academic performance. Therefore, further research is needed to identify the motivational variables that influence academic performance.