This study, students academic motivation and performance in post-pandemic education is descriptive research. It involves 50 respondents representing the said students from whom the data needed to elicit answers to the 1. The level of the students motivation in terms of intrinsic motivation as to Interest, Satisfaction, Enjoyment, and Goal. 2. The level of the students motivation in terms of extrinsic motivation as to Reward, Punishment, Feedback, and Recognition. 3. The level of the students performance in English in terms of Grammar, Vocabulary, Reading Comprehension, and Spelling. The study used the descriptive method of research, and a teacher-made questionnaire was employed as an instrument to gather the data and information necessary for this study. The statistical tools used were mean, standard deviation, frequency, percentage, Kruskal-Wallis Test, and T-test were used to test the hypothesis. From the procedure recapitulated above, the basic questions were solved. The salient points of the study presented found that grade 10 learners mostly are female, about 15-16 years of age bracket, and with family, income ranging below P10,000.00. The students exhibit a high level of intrinsic motivation in terms of interest, enjoyment, and goal to develop their perception in developing skills and learning in school. Meanwhile, learners received a high level of extrinsic motivation in terms of reward, punishment, feedback, and recognition. With the data obtained, the students performance was considered fair in their performance in English in terms of grammar, vocabulary, reading comprehension, and Spelling. With the computed ANOVA, data showed that there is a significant effect of the students profile on the students performance in English having a p-value greater than 0.05 interpreted leading to the acceptance of the alternative hypothesis.  Moreso, computed ANOVA, showed that students academic motivation has no significant effect on the students performance in English having a p-value greater than 0.05 interpreted leads to the rejection of the alternative hypothesis. In accordance with the findings of the study, there was a significant effect of the students profile on the students performance in English. It was implied that the students English performance depends on their age, gender, and socioeconomic status. Also, a students academic motivation has no significant effect on the students performance in English which entailed that students performance in the subject is independent of the received internal and external motivation. Therefore, the hypothesis stating that there is the students profile has a significant effect students performance in English is accepted. While the hypothesis stating that there is a significant effect of students academic motivation on the students performance in English at Santa Cruz Integrated National High School – Gatid Extension was rejected. From the said conclusion, the researcher advised teachers to shape students intrinsic motivation integrated into learning the English language and the skills required, develop a systematic motivation strategy integrated into teaching English, and design interactive instructional material based on students level of understanding to increase students learning in English, design instruction that is inclusive and gender-sensitive to enhance skills in English. Also, the researcher suggested that schools should develop mechanisms for sharing responsibility with parents to support and boost student motivation toward engagement in learning English skills. Furthermore, the researcher suggested to the future researcher study the support system and motivation received by students while learning English skills.

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