Unveiling the Barriers to Science Learning Among Low-Performing Non-Stem Senior High School Students in Science: A Basic Psychological Need Theory Perspective

AUTHOR(S)

CAMILLE JOY A. INSANG

ABSTRACT

—— Low-performing non-STEM senior high school students often struggle in science, yet the underlying psychological factors behind this issue are underexplored. Anchored on the Basic Psychological Needs Theory, this study examined the connections between frustrations of autonomy, competence, and relatedness, proposing that learning barriers are manifestations of these psychological needs. The study aimed to (1) identify the specific barriers experienced by non-STEM students in learning science and (2) determine whether these barriers significantly predict their self-efficacy in learning science. A total of 336 low-performing non-STEM students participated, and a researcher-made Barriers to Science Learning Scale and Self-efficacy for Learning Form were administered. The latent factors were determined by the use of Exploratory Factor Analysis, and the correlation between the barriers and self-efficacy was tested using descriptive statistics and multiple regression. Four major barriers emerged: social exclusion, conceptual difficulty, inflexible instruction, and failure expectancy. These barriers reflect frustrations in relatedness, competence, and autonomy. Regression analysis showed that none of the identified barriers were significant predictors of self-efficacy, suggesting a more complex, indirect relationship, possibly mediated by motivational quality and engagement over time. The barriers to science learning seem to stem from psychological need rather than inability. Science teachers should adopt need-supportive instructional practices – encouraging autonomy, providing competence scaffolds, and fostering meaningful teacher-student and peer relationships. Keywords: barriers. science learning, psychological needs, exploratory factor analysis, selfefficacy