Motivation to Learn, Self-Regulating Skills and Science Achievement of JHS Students amidst Pandemic: Basis for Enhanced Learning Continuity Plan

Abstract

The study was conducted to assess junior high school students’ motivation to learn, self-regulating skills, and Science achievement amidst the pandemic. The descriptive- correlational design systematically investigated the relationships or associations between and among variables. This study was conducted in the Cagayan Valley Region, particularly in the Schools Division of Tuguegarao City, during the school year 2021- 2022. Results indicated that the respondents of the study are generally moderately motivated in terms of intrinsic motivation, extrinsic motivation, self-determination, and self-efficacy. Moreover, findings reveal that the intrinsic motivation of the respondents is significantly correlated to their profile variables, sex, and grade level. The extrinsic motivation of the respondents is significantly correlated to their profile variables, sex, grade level, and materials used for distance learning. Students’ motivation in terms of self-determination and self-efficacy is significantly correlated to their profile variables sex, grade level, and average family monthly income. On the other hand, the self- regulating skills in environmental structuring are significantly correlated to materials used for distance learning and average family monthly income. The goal is significantly correlated to the materials used for distance learning, average family monthly income, father’s employment, and mother’s employment. Time management is significantly correlated to sex and materials used for distance learning. Help-seeking is significantly correlated to materials used for distance learning. Task strategy is significantly correlated with materials used for distance learning and average family monthly income. Furthermore, there is a significant moderate positive correlation between the level of students’ motivation to learn and their self-regulating skills. There is also a moderate positive relationship between science achievement and motivation to learn. Another mentions that there is a moderate positive relationship between science achievement and self-regulating skills.