TECHNOLOGY-ENABLED Active Learning, Academic Expectations, and Academic Motivation of Graduate School STUDENTS

Abstract

This study determined the influence of technology-enabled active learning and academic expectations on the academic motivation of graduate school students. The study aims to share its findings through oral presentations, faculty meetings, and conferences at various levels, with plans to publish in an academic journal for broader public awareness. This study used a quantitative, descriptive, correlational procedure. Quota sampling was used to select the respondents in this study. Data utilized in this study were gathered through adapted and validated questionnaires. The statistical tools used in this study included the mean, standard deviation, Pearson product-moment correlation, and multiple linear regression. Results revealed that the technology-enabled active learning, academic expectations, and academic motivation of graduate students were very high, respectively. Further, there was a moderate positive relationship between technology-enabled active learning and academic motivation and a strong positive relationship between academic expectations and academic motivation among graduate students. Although the combined influence of technology-enabled active learning and academic expectations on graduate students' academic motivation was significant, only academic expectations had a significant impact when considered individually.