TECHNOLOGY Proficiency, Technology Acceptance, and Student Motivation as Predictors of Online Learning Engagement among Senior High School STUDENTS

Abstract

This quantitative study investigates the relationship between technology proficiency, acceptance, student motivation, and online learning engagement among senior high school students from three private schools in Davao City. With a descriptive-correlational research design, respondents were chosen through stratified random sampling, and three questionnaires were used to collect data. The questionnaires were meant to determine how proficient students were with technology, how willing they were to use it, how motivated they were to learn, and how involved they were in online learning. The collected data were analyzed using the mean, standard deviation, and Pearson Product Moment Coefficient. The outcome of the investigation revealed a significant positive correlation among the three variables.  Regression analysis was also utilized to discern how the variable interplays among the three independent variables; thus, only technology acceptance and student motivation can significantly predict online learning engagement. These findings underscore the potential for educational  institutions to recognize the importance of fostering technological proficiency, acceptance, and  motivation to enhance online learning engagement. Strategies and interventions focusing on  improving technology acceptance skills and increasing student motivation may lead to more  effective online learning experiences.