Learners’ Interest in Science and Perceived Relevance of Science Lessons as Predictors of Science Academic Performance Among JHS Learners of Bigaan National High School, Division of Surigao del Sur: A Predictive-Correlational Approach
DOI:
https://doi.org/10.5281/zenodo.23142172Keywords:
science academic performance, science interest, perceived relevance, utility value, junior high school, predictive-correlational researchAbstract
This study examined learners’ interest in science and perceived relevance of science lessons as predictors of science academic performance among Junior High School learners of Bigaan National High School, Division of Surigao del Sur. A quantitative predictive-correlational design was employed. Total enumeration was attempted among 133 Grades 7–10 learners, and 110 complete and valid cases comprised the final analytic sample. Data were gathered using the adapted and contextualized Science Interest and Perceived Relevance Questionnaire (SIPRQ), while Science academic performance was obtained from official school records. Weighted means, standard deviations, rank ordering, Pearson product-moment correlation, and multiple linear regression were used. Learners reported high overall interest in science (M = 3.1614, SD = 0.5028) and high perceived relevance of science lessons (M = 3.0739, SD = 0.4108). Their mean Science grade was 84.1636 (SD = 6.5421). Interest showed a weak but significant positive relationship with science performance (r = 0.2066, p = 0.0303), whereas perceived relevance showed a moderate positive relationship (r = 0.5315, p < 0.001). Together, interest and perceived relevance significantly predicted Science grades, F (2,107) = 25.5838, p < 0.001, explaining 32.35% of the variance (R² = 0.3235). Perceived relevance was the strongest unique predictor (β = 0.7150, p < 0.001). The findings indicate that strengthening the usefulness and meaningfulness of science lessons, alongside strategies that sustain curiosity and engagement, provides an evidence-based direction for a school-based Science Motivation and Relevance Enhancement Program.
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