RELATIONSHIP BETWEEN MOTIVATION AND ENGLISH ACADEMIC PERFORMANCE AMONG GRADE 12 HUMSS-A STUDENTS IN UM PEÑAPLATA COLLEGE

Abstract

The study aimed to determine the significant relationship between motivation and English academic performance of Grade 12 HUMSS-A students at UM Peñaplata College. The study used a correlational survey design to find the mean of the different items contributing to the student's academic performance. A Likert-type survey was conducted among the Grade 12 HUMSS-A students through total population sampling. The data was gathered from 50 respondents and was analyzed via mean and Pearson-r as the statistical tools to determine motivation level and English academic performance. The results revealed are often intrinsically and always extrinsically motivated, but the overall effect was very high. Results indicated that the English academic performance of Grade 12 HUMSS-A students was very high; this represents that students have very high academic grades in English. Results also revealed that the level of motivation and English academic performance of Grade 12 HUMSS-A students has no significant relationship between the two variables. This demonstrates that motivation does not affect the grades of Grade 12 HUMSS-A students at UM Peñaplata College; this suggests that their association is not substantial and that some other elements or variables affect their performance in addition to motivation. This showed that teachers should maintain their learning tactics and techniques to keep students' grades