INFLUENCE OF MOTIVATION AND READINESS TO THE ACADEMIC PERFORMANCE OF STUDENTS

ACADEMIC, EDUCATION

The purpose of this study was to determine the relationship and predictive influence of motivation and academic readiness on the academic performance of upcoming Grade 11 students in the six (6) Integrated Schools of Maragusan, Davao de Oro. Using a quantitative descriptive correlational design, data were gathered from selected incoming Senior High School students through a validated adopted questionnaire. Descriptive results revealed that students demonstrated high levels of motivation, particularly in extrinsic motivation, and moderate to strong levels of academic readiness, with problem-solving skills emerging as the most developed domain. Academic performance based on 3rd quarter test scores in Filipino, English, Mathematics, and Science was found to be satisfactory. Inferential analysis showed a significant relationship between motivation and academic performance, as well as a significant relationship between academic readiness and academic performance. Regression analysis identified extrinsic motivation as the significant predictor of academic performance among motivational domains, while stress management emerged as the strongest predictor among academic readiness indicators. These results indicate that while students are generally motivated and moderately prepared, emotional and behavioral readiness particularly stress regulation—plays a crucial role in shaping academic outcomes. The study concludes that enhancing academic performance requires a balanced approach that strengthens both motivational sources and readiness competencies. It is recommended that schools implement programs that cultivate intrinsic motivation, reinforce effective study and time management skills, and provide structured support for stress management to promote holistic student development.

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