Learning Motivation and Science Achievement in Third-Grade Students: A Quantitative Study

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Quantitative analysis reveals no significant correlation between learning motivation and academic performance in third-grade science students.

Findings indicate no significant relationship between learning motivation and science achievement.
58% of students showed strong agreement with motivation statements, yet results varied widely.
Study employed descriptive and inferential statistical techniques with data from 26 third-grade students.
Implications suggest that motivation alone may not be sufficient to influence academic performance.

Riskita et al. (2025) studied this question.

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Quantitative analysis reveals no significant correlation between learning motivation and academic performance in third-grade science students.