The Mediating Role of Science Motivation in the Relationship between Computer Literacy and Academic Performance of Grade 6 Learners

In the current digital era, education research is increasingly focusing on the correlation between computer literacy, science motivation, and academic achievement. Thus, this quantitative research aimed to determine the mediating role of science motivation on the relationship between computer literacy and the academic performance of Grade 6 learners during the academic year 2023-2024. Modified and adapted survey questionnaires from the Department of Education Computerization Program (DCP), Cagayan State University – Andrews Campus, and Glynn (2011), using a 5-point Likert scale, were employed for data collection. Analysis involved mean, two-way ANOVA, and path analysis. Results showed that the Grade 6 learners exhibited a high level of computer literacy in terms of computer integration (mean=3.78). The academic performance of Grade 6 learners indicated a very high level in terms of student-related factors (mean=4.3). Concurrently, Grade six learners are often more extrinsically motivated (mean=4.09). Significant indirect relationship was shown between computer literacy and academic performance through science motivation. Significant direct relationship was also shown between computer literacy and academic performance. The total effect estimates of 0.531 (SE = 0.0804, Z = 6.61, p < 0.001) suggests that there is a significant overall relationship between computer literacy and academic performance, regardless of the mediating effect of science motivation. Recommendations can be made for future researches as to longitudinal study, qualitiative researches, and intervention studies.