The Relationship of Motivation, Study Time, and Test Anxiety on Academic Performance
Keywords:
Academic performance, Motivation, Senior High School, Study hours, Test anxietyAbstract
This study examined the relationships among academic motivation, study time, test anxiety, and academic performance among senior high school students in selected schools within the DepEd Division of Sultan Kudarat. A quantitative correlational research design was used, with data collected from senior high school students via validated questionnaires assessing motivation, study hours, and test anxiety, and academic performance measured by final grades. Descriptive statistics and correlation analysis were used to analyze the data. Results showed that students demonstrated moderate levels of academic motivation, study time, and test anxiety. Correlation analysis revealed no significant relationship between motivation, study time, or test anxiety and academic performance. These findings suggest that academic performance may be influenced more by other factors not included in the study, such as teaching strategies, cognitive abilities, and students’ backgrounds. The study concludes that improving academic performance requires a holistic approach that supports effective study habits and helps students manage test-related stress. Future research should include additional variables and contextual factors that may better explain students’ academic achievement.
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