This study aimed to investigate whether significant relationship exists between the affective components of learning such as academic motivation and self-efficacy on demonstrating technical skills among students and their level of academic performance in Exploratory TLE mini-courses. The study is descriptive-correlational in nature, which employed a questionnaire to gather the data. The study found that most of the junior high school respondents were at the approaching proficiency level in terms of dressmaking/tailoring and beauty care services. Meanwhile, most of the respondents were at the proficient level in terms of bread and pastry and production and mechanical drafting. It was also found that a significant relationship exists between students’ academic motivation and their performance in both bread and pastry and production and beauty care services mini-courses. Furthermore, there is a significant positive relationship between the respondents’ self-efficacy and their academic performance in the four TLE mini-courses covered. Based from the findings, a plan of action on strengthening the integration of affective targets in teaching TLE mini-courses could be recommended.
academic motivation, self-efficacy, technical skills, academic performance
Jasmin M. Dimaunahan. Corresponding author. Teacher 3, Recto Memorial National High School, Tiaong, Quezon, Philippines
Julie Fe D. Panoy. Assistant Professor 4, Laguna State Polytechnic University, San Pablo City, Laguna, Philippines
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Cite this article:
Dimaunahan, J.M. & Panoy, J.D. (2021). Academic motivation and self-efficacy in technical skills as correlates to academic performance. International Journal of Educational Management and Development Studies, 2(4), 70-89. https://doi.org/10.53378/352077
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