ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study examined the influence of equipment use in science and inquiry-based teaching on learners’ science motivation among senior high school students. Science motivation plays a significant role in enhancing students’ engagement and interest in science learning. The study employed a descriptive-predictive research design, with 150 respondents selected through cluster random sampling. Data were analyzed using descriptive statistics, correlation analysis, and multiple regression analysis. The findings revealed that equipment use in science significantly predicts learners’ science motivation, accounting for approximately 9.6% of the variance. However, inquiry-based teaching was not found to be a significant predictor of learners’ science motivation. These results partially support the principles of General Strain Theory, which suggest that certain learning experiences and classroom conditions may influence students’ responses and motivation toward academic tasks. The study recommends that future researchers include additional variables to better explain the variance in learners’ science motivation. Furthermore, mediation analysis or qualitative approaches may be conducted to explore deeper factors influencing students’ motivation in science learning. Keywords: Equipment use in science, inquiry-based teaching, science motivation, senior high school students, science education