Teacher’s Technological Pedagogical Knowledge and Constructivist Approach on Learning Motivation of Learners: A Moderation Analysis
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 20, Issue 10
Abstract
The current study was set evaluate whether teachers’ technological pedagogical knowledge have significant moderating effect on the interaction between constructivist approach and learning motivation of learners. In this study, the researcher selected the 196 public elementary school teachers in Cateel 2 District, Davao Oriental as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Pearson Moment Product Correlation, and Heirarchical Regression Analysis. Descriptive analysis showed that teachers’ technological pedagogical knowledge and learning motivation of learners were described as extensive, while, teachers’ constructivist approach was rated as moderately extensive. Further, correlation analysis demonstrated that there is significant relationship among teachers’ technological pedagogical knowledge, constructivist approach, and learning motivation of learners. Evidently, heirarchical regression analysis proved that teachers’ technological pedagogical knowledge have significant moderating effect on the interaction between teachers’ constructivist approach and learning motivation of learners. In other words, teachers’ technological pedagogical knowledge is a significant moderator on the interaction between constructivist approach and learning motivation of learners in Cateel 2 District, Davao Oriental.
Authors and Affiliations
Michelle Rizaldo
Keywords
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- EP ID EP760877
- DOI 10.5281/zenodo.11839451
- Views 21
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