Abstract
Science achievement is influenced by both learners’ inquiry competencies and their motivation to engage in meaningful scientific learning. This study examined whether science process skills and academic motivation significantly predict science achievement among junior high school students at Raniag High School, Ramon, Isabela. A quantitative descriptive-correlational and predictive research design was employed involving 180 students from Grades 7 to 10 selected through stratified random sampling. Data were collected using a researcher-developed Science Process Skills Test, an adapted Science Motivation Questionnaire, and students’ official science grades. Descriptive statistics, Pearson product-moment correlation, and multiple linear regression were used for data analysis. Results indicated that students demonstrated high science process skills, particularly in observing and communicating, and a generally high level of academic motivation across intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. Both science process skills and academic motivation were significantly associated with science achievement. Regression analysis further revealed that the two variables jointly predicted achievement, with science process skills emerging as the stronger predictor. The findings support inquiry-based and motivation-enhancing instructional strategies to improve science learning outcomes.
Keywords: science process skills, academic motivation, science achievement, inquiry-based learning, junior high school
DOI https://zenodo.org/records/22699789
