The Influence of Learning Interest On Students’ Learning Outcomes

Abstract

Learning interest is widely acknowledged as a key psychological factor that shapes students’ motivation, engagement, and overall academic performance. Despite its importance, empirical evidence examining how learning interest influences academic outcomes in rural elementary school settings remains limited. This study investigates the effect of students’ learning interest on their learning outcomes at SDN 24 Ani Senabah, where preliminary observations indicated low enthusiasm and inconsistent participation during classroom activities. Utilizing a quantitative correlational design, data were collected from 30 sixth-grade students through a validated learning interest questionnaire and a post-test aligned with instructional objectives. Normality testing revealed that both variables were not normally distributed (p < 0.05); therefore, Spearman’s rho was employed for hypothesis testing. The results demonstrate a strong and statistically significant positive correlation between learning interest and learning outcomes (ρ = 0.664, p < 0.01), indicating that students with higher interest levels tend to achieve superior academic performance. These findings support theoretical perspectives that position learning interest as an internal motivational construct that enhances persistence and cognitive engagement. The study underscores the need for teachers to adopt interactive, student-centered instructional approaches that foster learning interest and sustain students’ academic achievement. Recommendations for instructional practice and directions for future research on additional contributing factors are also presented.