Teacher Support and Student Motivation on Academic Achievement in Mathematics 10 among Secondary Students in Medium School in the City Division of Tacurong
Year: 2025
Type: article
Study design: Observational Study
Abstract: This study examines the relationship between perceived teacher support, student motivation, and academic achievement among Mathematics 10 students in four medium-sized secondary schools in Tacurong City. Using a descriptive-correlational design and total enumeration sampling, the study assesses the extent of teacher support, student motivation, and academic achievement. Findings reveal that teachers provide strong moral, instructional, emotional, and social support, though improvements are needed in guiding study habits and fostering a sense of belonging. Students show moderate intrinsic motivation, driven by accomplishment and confidence, with slightly higher extrinsic motivation influenced by career goals and recognition. Academic achievement varies, with some schools meeting proficiency levels while others do not. A significant positive relationship exists between teacher support and student motivation, but no significant link is found between teacher support and academic achievement. Similarly, motivation has a weak and insignificant effect on achievement, suggesting that other factors, such as study habits and external influences, play a greater role. These findings emphasize the need for effective instructional strategies, intrinsic motivation development, and structured academic interventions to improve student performance in mathematics.
DOI: 10.70838/pemj.350505
Authors: Charo Lajo, Reynaldo Dalayap
Institutions: Department of Education, Sultan Kudarat State University
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4409458865