This study was designed to analyze the relationship of students’ learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of their motivation did not vary across their sex, age, and curriculum year. | Journal of Technology and Science Education JOTSE, 2016 – 6(3): 209-218 – Online ISSN: 2013-6374 – Print ISSN: 2014-5349 SCIENCE LEARNING MOTIVATION AS CORRELATE OF STUDENTS’ ACADEMIC PERFORMANCES Nhorvien Jay P. LIbao , Jessie John B. Sagun , Elvira A. Tamangan , Agaton P. Pattalitan, Jr. , Maria Elena D. Dupa , Romiro G. Bautista College of Teacher Education, Quirino State University (Philippines) nhorvienjayl@, jessiejohnsagun@, elviraapigotamangan@, agatonpattalitanjr@, , *corresponding author: Received June 2016 Accepted September 2016 Abstract This study was designed to analyze the relationship of students’ learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of their motivation did not vary across their sex, age, and curriculum year. Moreover, the respondents had good academic performances in science. Aptly, extrinsic motivation was found to be related with their academic performances among the indicators of motivations in learning science. Keywords – Motivation, Science Learning, Academic Performances. ---------- -209- Journal of Technology and Science Education – 1. Introduction Science learning, at the helm of the 21st century, is confronted with the relevance of science and technology to the societal needs and demands. In its concordance to relevance, science learning is paramount to reshape the mental cognition of students towards academic performance and the acquisition of the desired competencies, ., subject specific skills and general and transferable scientific skills (Lavigne, Vallerand & Miquelon, 2007; Bautista, 2012). Purportedly, academic performance in .
