Motivational Strategy and Academic Performance of Bachelor of Elementary Education

This study determined the Motivational Strategy and Academic Performance of Bachelor of Elementary Education (BEED)students. Specifically, this study aims to: Determine the level of motivational strategy of the Bachelor of Elementary Education in terms of: a. Intrinsic goal orientation; b. extrinsic goal orientation; c. task value; d. control of learning beliefs, as well as the level of academic performance of the respondents.
The study was conducted at Don Carlos Polytechnic College, Don Carlos, Bukidnon, during the year 2025-2026. The respondents of the study consisted of one hundred (100) third- year BEED students selected through random sampling. Data were gathered using a validated questionnaire adapted from the Motivated Strategies for Learning Questionnaire (MSLQ).
The findings revealed that the respondents demonstrated a high level of motivational strategies in all areas, including intrinsic goal orientation, extrinsic goal orientation, task value, and control of learning beliefs.
In terms of academic performance, most students obtained very good to excellent grades. However, the results showed that intrinsic goal orientation, extrinsic goal orientation, and task value had no significant relationship with academic performance. On the other hand, control of learning beliefs showed a significant but negative relationship with academic performance.
The study concluded that although students possess high levels of motivation, motivational strategies alone do not significantly influence academic performance. Other factors, such as study habits, learning strategies, and assessment systems, may play a more important role in determining students’ academic outcomes. Therefore, with the hypothesis that was tested at the 0.05 level of significance, the study revealed that there is a significant relationship between motivational strategies and academic performance.

Motivational Strategies, Academic Performance, Intrinsic Goal Orientation, Task Value, Control of Learning Beliefs

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