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All Journal EduLine: Journal of Education and Learning Innovation
Haydee D. Villanueva
Misamis University, Ozamiz City, 7200,Philippines
Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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Teachers' Pedagogical Practices in Relation to Students' Motivation in Blended Learning Mhie B. Daniel; Haydee D. Villanueva
EduLine: Journal of Education and Learning Innovation Vol. 3 No. 3 (2023)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline1911

Abstract

The emergence of the new normal in education has brought about the need for effective classroom management strategies from teachers and an unwavering commitment to learning from students. In this vein, this study aimed to investigate the relationship between teachers' pedagogical practices and students' motivation in blended learning modality. The research was conducted in one of the private institutions in Ozamiz City, Philippines. The descriptive-correlational research design was used in the study, 120 college students as respondents and were selected through purposive and quota sampling techniques. Researcher-madeTeachers' Pedagogical Practices and Students' Motivation in Blended Learning Questionnaires were used in gathering the data that were analyzed using Mean and Standard Deviation as well as Pearson Product-Moment Correlation Coefficient.Results revealed that teachers' pedagogical practices in blended learning were to a very great extent and the level of the students’ motivation was very high. It was also found that the teachers’ pedagogical practices had very high influence on the students’ motivation in the learning modality used. The study concluded that the practices of teachers in delivering education to the students had an impact on how motivated the latter were in their studies. Thus, it is recommended that teachers continue to enhance and innovate their pedagogical practices in blended learning to keep the students highly motivated in the teaching-learning process.
Co-Authors Mhie B. Daniel