Students’ Wellbeing and Level of Motivation towards Science Learning in Relation to Their Academic Achievement

Abstract

Academic achievement requires a lot of motivation. Given that students' wellbeing substantially affects their overall performance, examining the many aspects and how they affect students is necessary. This study determined the students' wellbeing and motivation towards science learning concerning their academic achievement. The results were obtained from 134 respondents. The study employed a descriptive-correlational research approach and utilized three main tools: the Student Subjective Wellbeing Questionnaire, the Students' Level of Motivation Questionnaire, and the academic records of the students. The research in question employed various statistical techniques, including the Pearson Product Moment Correlation Coefficient, mean, standard deviation, stepwise multiple regression analysis, and mean. Results showed that the overall wellbeing of the students was good, their level of motivation was high, and their academic achievement in science was very satisfactory. It was found that there was a significant relationship between students' wellbeing and academic achievement in terms of academic efficacy. Furthermore, there is a significant relationship between students' levels of motivation and their academic achievement. The research results indicate that the extent of a student's motivation, specifically their self-belief and their goals for achievement, played a significant role in predicting their success in science education. The findings make instructors use different science teaching strategies that consider students' learning styles while planning classes and activities to help students develop desirable behaviors toward appreciation and interest in science.