MOTIVATION AND ENGAGEMENT IN LEARNING: THEIR INFLUENCE ON THE ACADEMIC PERFORMANCE

Education

This study aimed to determine the influence of learning motivation and student engagement on the academic performance of Grade 5 and Grade 6 learners in Laminga Elementary School, Datu Bandahan Elementary School, and Datu Sandingan Elementary School, Don Alejandro, San Luis, Agusan del Sur, during the School Year 2025–2026. The study employed a quantitative descriptive-correlational research design utilizing adopted survey questionnaires as the primary data-gathering instruments. The respondents were the 157 Grade 5 and Grade 6 learners selected through universal sampling. Data were analyzed using mean, Pearson r correlation, and multiple linear regression analysis. The findings revealed that learning motivation was often exhibited among the learners across all measured dimensions, with self-efficacy for learning and performance obtaining the highest level. Student engagement was likewise often exhibited, particularly in terms of participative and emotional engagement. Moreover, the learners demonstrated satisfactory academic performance based on their recorded academic grades. The results further showed that learning motivation and student engagement had significant positive relationships with academic performance. Regression analysis revealed that selected dimensions of learning motivation and student engagement significantly predicted academic performance. The findings suggest that learners who possess higher motivation and stronger engagement in learning activities tend to achieve better academic outcomes. Therefore, strengthening motivational strategies, promoting active student participation, fostering meaningful classroom engagement, and creating supportive learning environments are recommended to further enhance learners’ academic performance.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.