IMPLICATION OF MOTIVATION ON PUPILS’ MATH ACHIEVEMENT

The purpose of this descriptive-correlational survey was to determine the implications of intrinsic and extrinsic motivation on Grade 6 pupils' mathematics achievement. The components of intrinsic motivation included interest/enjoyment, effort/importance, perceived competence, and value/usefulness, while extrinsic motivation included teacher support and parents' support. A total of 79 pupils from a public elementary school in the district of Misamis Oriental were considered participants. A questionnaire was used to collect data on pupils' motivation, and second-quarter grades were obtained from teachers. Data were analyzed and interpreted using descriptive statistics and Pearson's r. The general findings showed that none of the extrinsic motivation components influenced graders' mathematics achievement. Interest/enjoyment, effort/importance, and perceived competence were significantly associated with the graders' achievement in mathematics. Neither teacher support nor parent support was significantly associated with pupils' mathematics achievement. This study found that pupils' achievement is high when intrinsic motivation is strengthened.