Impact of Teaching Style and Learning Environment on Academic Motivation of Grade-6 students

Education

The ultimate purpose of this study was to determine the variable that significantly predicts the academic motivation of pupils at Bunawan District Elementary Schools, Bunawan Agusan del Sur. The research employed a quantitative descriptive-correlational research design, utilizing a survey questionnaire as the primary data-gathering tool. The respondents were the randomly selected 220 Grade VI pupils through a stratified random sampling technique. The data collected were analyzed using statistical methods such as mean, pearson r, and multiple regression analysis. The findings revealed that both the level of teaching style, learning environment, and academic motivation are all described as often. Moreover, there is a significant relationship between teaching style and academic motivation as well as learning environment and academic motivation. This implies a moderately strong positive correlation which means that as the level of teaching style and learning environment increases, the level of academic motivation also increases and vice versa. Furthermore, suggestive teaching style and student cohesiveness were found to be the domains that best predict the academic motivation of the students. This suggests that there is a need for the teachers to utilize suggestive way of teaching as well as the establish a positive relationship and belongingness among students in order to promote motivation. Keywords: educational administration, teaching style, learning environment, academic motivation, students,

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