Date of Completion

2026

Document Type

Thesis

Degree Name

Bachelor of Science in Physical Therapy

Keywords

Academic motivation, learning strategies, student performance

Abstract

Academic motivation and learning strategies are widely recognized as important factors influencing student performance. However, their role in specialized health science programs, such as Physical Therapy, remains unclear. Understanding their relationship with academic performance is essential for developing effective educational strategies and improving student outcomes in clinically oriented subjects. This study aims to determine the relationship between academic motivation and learning strategies and the academic performance of Physical Therapy students enrolled in CRS-taught subjects in a selected higher education institution in Dasmariñas, Cavite. A quantitative, cross-sectional research design was employed involving 196 Physical Therapy students across all year levels. Academic motivation was measured using the Academic Motivation Scale-College (AMS-C), while learning strategies were assessed using the Approaches to Study Skills Inventory for Students (ASSIST). Academic performance was determined using students’ General Weighted Average (GWA) in CRS-taught subjects. Descriptive statistics and Spearman’s rho correlation were used to analyze the data. Participants demonstrated high levels of academic motivation and learning strategies, as well as high academic performance based on median scores. However, statistical analysis revealed no significant relationship between academic motivation and academic performance, nor between learning strategies and academic performance. The findings indicate that academic motivation and learning strategies, despite being present at high levels, are not significantly associated with academic performance among Physical Therapy students in CRS-taught subjects. This suggests that other factors, such as the nature of the curriculum, assessment methods, or external influences, may play a more critical role. These results support the need for more comprehensive, multifactorial approaches to improving student academic outcomes.

First Advisor

Glazy Via Mae Guillen

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