Interrelationship of Academic Motivation, Science Process Skills, and Study Habits among BSEd Science Students

Abstract

The major aspirations of this study are (a) to promote and direct student behavior toward achievement, referred to as Academic Motivation (AM); (b) to help students understand phenomena, answer questions, develop theories, and discover information, which is referred as Science Process Skills (SPS); and (c) maintain self-esteem and competence in learning science known as Study Habits (SH), which are the qualities needed by students to become abreast and have a better learning encounter. This study utilized a quantitative-correlational research design amongfirst- and second-yearBSEd Science students, school year 2021-2022. Results revealed that academic motivation was “high” (M=3.98, SD=0.44), signifying that students put more emphasis on the subject's contribution to their career than worrying about failing the tests. Science Process Skills were also noted as “high” (M=2.73, SD=0.64), proving that students could record data accurately, use scientific knowledge to form a question, and analyze the results of a scientific investigation. Likewise, Study Habits revealed “high” (M=2.92, SD=0.51), denoting that students devote sufficient time to study their courses and review and edit their notes systematically. Moreover, significant interrelationships among the three variables were exposed. If the interests of the students would upsurge, so would their levels of science processing skills and study habits. Consequently, the teacher must assess academic motivation, science process skills, and study habits to tailor instruction to students' current acquisition and attain the highest learning experience.