Document Types
Poster Presentation
Research Advisor (Last Name, First Name, Middle Initial)
Angelo M. Alberto
Abstract/Executive Summary
The pandemic has shifted all modes of education into the Online Distance Learning (ODL) Setup. Thus, several factors affect students’ perception on education and their learning motivation. However, previous studies lack discussion on the effect of time-related factors in determining students' learning motivation in this setup. This paper aims to analyze the relationship between different time-related variables and the students' learning motivation, exploring it with other non-time-related variables using ordinal multinomial regression analysis. Data were gathered by surveying ID 121 Grade 12 students of the De La Salle University - Integrated School (DLSU - IS) Manila. Results revealed that at 0.05 level of significance, academic engaged time is a significant positive odds predictor of both learning motivation and academic identity. Additionally, time-on-tasks for summative outputs is a significant positive odds predictor of academic identity. Consequently, as these time-related factors positively predict learning motivation and academic identity, school administrations must integrate strategies to increase the engaged time of students during class and evaluate the delivery of summative outputs for a more effective utilization of students’ time-on-task.
Keywords
allocated time; engaged time; time-on-task; learning motivation; online distance learning (ODL)
Research Theme (for Paper Presentation and Poster Presentation submissions only)
21st Century Learning and Innovations (CLI)
Start Date
12-5-2022 1:00 PM
End Date
12-5-2022 3:00 PM
Included in
Analyzing the Relationship Between Time-Related Factors and Learning Motivation in an Online Distance Learning (ODL) Setup using Ordinal Multinomial Regression
The pandemic has shifted all modes of education into the Online Distance Learning (ODL) Setup. Thus, several factors affect students’ perception on education and their learning motivation. However, previous studies lack discussion on the effect of time-related factors in determining students' learning motivation in this setup. This paper aims to analyze the relationship between different time-related variables and the students' learning motivation, exploring it with other non-time-related variables using ordinal multinomial regression analysis. Data were gathered by surveying ID 121 Grade 12 students of the De La Salle University - Integrated School (DLSU - IS) Manila. Results revealed that at 0.05 level of significance, academic engaged time is a significant positive odds predictor of both learning motivation and academic identity. Additionally, time-on-tasks for summative outputs is a significant positive odds predictor of academic identity. Consequently, as these time-related factors positively predict learning motivation and academic identity, school administrations must integrate strategies to increase the engaged time of students during class and evaluate the delivery of summative outputs for a more effective utilization of students’ time-on-task.
