Relationship between Teachers’ Motivational Support and Students’ Achievement in Science Subjects at Secondary School Level

Abstract

This study aimed to investigate the perceptions of secondary school science students regarding their teachers' motivational support and its relationship with their academic achievement in science subjects in district Bannu, Khyber Pakhtunkhwa. Science subjects are often seen as challenging and require substantial effort from students. A correlational research design was employed for this study. The sample consisted of 1,030 10th-grade students selected through a stratified sampling technique. Data were collected using an instrument that included demographic information, science subject marks, and items assessing students' perceptions of their teachers' motivational support. The findings revealed a significant positive correlation between perceived teacher motivational support and students' academic achievement in science subjects. Students who reported higher levels of teacher-provided motivational support tended to achieve better academic results in their science courses. The study recommends that science teachers implement and consistently use effective motivational strategies to enhance their students' academic performance. Understanding and applying motivation within the classroom context is essential for improving student outcomes and fostering greater participation in science-related fields.