SELF-DETERMINATION AND STUDENTS' GRADE PERFORMANCE IN SCIENCE : BASIS FOR AN ACTION PLAN

Abstract

This study determined the relationship between self-determination and students’ academic performance in Science among junior high school learners. It focused on the three key components of self-determination: autonomy, competence, and relatedness, and how these psychological needs influence students’ motivation and achievement in Science. The study was conducted in response to observed low motivation, absenteeism, and poor performance among students in the subject.  Using a descriptive-correlational design, data were collected through a structured questionnaire to assess students’ self-determination levels and compared with their fourth-quarter Science grades. Findings revealed that students generally demonstrated high levels of autonomy and competence, while relatedness was moderately observed. Despite this, no significant correlation was found between self-determination and Science grades. However, differences in self-determination were evident when students were grouped by age, sex, and academic classification.  The study concluded that while students may feel motivated and capable, this does not directly reflect in their academic performance, pointing to other influencing factors. As a result, an action plan was proposed to enhance classroom practices, support individual learning needs, and create more inclusive and engaging learning environments to improve both motivation and academic outcomes in Science.