Intrinsic and Extrinsic Motivation in Science Learning Among Grade 3 Pupils

Motivation is crucial in enhancing pupils’ interest, engagement, and positive experiences in science education. This study employed a descriptive quantitative research design to examine the intrinsic and extrinsic motivation of Grade 3 pupils in selected elementary schools in the Santa Fe District, Nueva Vizcaya. Intrinsic motivation was evaluated based on interest in science, curiosity, desire to learn, enjoyment of science activities, and self-confidence. Extrinsic motivation factors included teacher support and encouragement, rewards and recognition, classroom environment, and availability of learning materials. The research also identified obstacles impacting pupils’ motivation to learn science. Data were collected using a researcher-developed questionnaire and analyzed using frequency, percentage, mean, and standard deviation (SD). The findings provide a foundation for identifying motivational strengths and areas needing further support in science education. These results underscore the importance of creating engaging classroom experiences, providing appropriate learning resources, strengthening teacher support, and maintaining a positive learning environment that encourages active participation in science activities. Based on the identified motivational needs and obstacles, a motivation-based intervention program was proposed to enhance pupils’ intrinsic and extrinsic motivation and support meaningful science learning. The findings may offer teachers and school administrators practical guidance in developing learning experiences that foster pupils’ interest, curiosity, enjoyment, confidence, and sustained engagement in science.