糖心原创

Home⇛Journal of Interdisciplinary Perspectives⇛vol. 4 no. 5 (2026)

Learning Motivation in Face-to-Face and Online Classes Among First-Year Bachelor of Secondary Education Filipino Students

Cherimie N. De Leon | Ni帽a R. Butanog | Anna Marie L. Mendoza | Loraine Jane S. Padua | Jeddah B. Quiño-Justol

Discipline: Teacher Training

 

Abstract:

This study examined the relationship between face-to-face and online learning modalities and students’ learning motivation. Guided by SelfDetermination Theory, it assessed the motivation of 92 first-year Bachelor of Secondary Education major in Filipino students across four dimensions: instructional engagement, peer connection, self-regulation, and technologyenhanced interaction, and tested whether motivation significantly differed between the two modalities. Using a descriptive-comparative design, data were gathered using a validated researcher-made questionnaire (Cronbach’s α = 0.937) and analyzed using means, standard deviations, and paired samples t-tests. Results showed that students had very high motivation in face-to-face classes (M = 4.38, SD = 0.51) and moderate motivation in online classes (M = 3.35, SD = 0.77). A significant difference was found between the two modalities, favoring face-toface learning. The findings suggest that face-to-face instruction remains more effective in supporting student motivation and highlight the need to strengthen motivational strategies in online learning environments.



References:

  1. Ariffin, A. (2023). Online learning environments, learners’ empowerment, and learning behavioral engagement. ResearchGate.
  2. Barrot, J., Llenares, I., & del Rosario, L. (2021). Students’ online learning challenges during the COVID-19 pandemic. Education and Information Technologies, 26, 7321–7338.
  3. Booij, A.S., Leuven, E., & Oosterbeek, H. (2022). Peer effects, motivation, and learning process. ResearchGate.
  4. Boulton, C., Hughes, E., Kent, C., Smith, J., & Williams, H. (2019). Student engagement and wellbeing over time at a higher education institution. PLOS One, 14(11), e0225770.
  5. Briones, L. (2022). DepEd: Education must continue amid COVID-19 pandemic. Department of Education.
  6. Broadbent, J., & Poon, W.L. (2015). Self-regulated learning strategies and academic achievement in online higher education. The Internet and Higher Education, 27, 1–13.
  7. Chiu, T. (2024). Student engagement in K-12 online learning amid COVID-19: A self-determination perspective [Unpublished manuscript]. https://tinyurl.com/msz7dzs5
  8. Dalida, M.A., Cruz, J.P., & Santos, R.M. (2025). Self-determination and academic motivation among nursing students in their transition to face-to-face learning. Journal of Rural Community Nursing Practice, 3(1), 33–59. ResearchGate.
  9. Deci, E.L., & Ryan, R.M. (2022). Self-determination theory and online learning engagement. Education and Information Technologies, 27, 1411–1430.
  10. Dixson, M.D., Greenwell, M.R., Rogers-Stacy, C., Weister, T., & Lauer, S. (2016). Nonverbal immediacy behaviors and online student engagement: Bringing past instructional research into the digital classroom. Communication Education, 66(1), 37–53.
  11. Duckworth, A.L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2019). Clinical factors influencing resilience. Clinical Psychology Review, 70, 101776.
  12. Francis, M.K., Wormington, S.V., & Hulleman, C.S. (2019). Comparing online and face-to-face performance in community college mathematics courses. Frontiers in Psychology, 10, 2054.
  13. Hake, R. (1998). Interactive-engagement versus traditional methods. American Journal of Physics, 66(1), 64–74.
  14. Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, B., & Bedenlier, S. (2023). Students’ motivation in an online and a face-to-face semester. European Journal of Psychology of Education.
  15. Huang, Q., Hew, K.F., & Lo, C.K. (2019). Comparing teacher’s roles of face-to-face learning and online learning in a blended English course. Computer Assisted Language Learning, 32(3), 190–209.
  16. Lestari, I., Hamzah, A., & Yusuf, M. (2019). Face-to-face promotive interaction leading to successful cooperative learning. Cogent Education, 6(1), 1674067.
  17. Mendoza, L.P., & Dela Cruz, F.G. (2022). Pagsusuri sa epekto ng modality ng pagkatuto sa motibasyon ng mga mag-aaral sa piling komunidad na kolehiyo sa Mindanao. Mindanao Journal of Educational Studies.
  18. Ojo, A.O., Adu, E.O., & Olatoye, R.A. (2021). Investigating students’ motivation and online learning engagement through the lens of self-determination theory. ResearchGate.
  19. Oyeleke, J.T., Olaniyi, S.S., & Adeyemi, A.A. (2022). The effects of student engagement, satisfaction, and perceived learning in online learning environments. Education Sciences, 10(9), 304.
  20. Paris, S., & Paris, A. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101.
  21. Quiño, J. (2022). Students’ perception and satisfaction of Google Classroom as instructional medium for teaching and learning. Canadian Journal of Educational and Social Studies, 2(2), 1–25.
  22. Rasheed, R.A., Kamsin, A., & Abdullah, N.A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701.
  23. Romano, L., Tang, X., & Hwang, G.J. (2023). Exploring student perceptions and use of face-to-face classes and online resources. International Journal of Educational Technology in Higher Education, 20, Article 16.
  24. Salmani, N., Bagheri, M., & Hedayati, M. (2023). Multimedia use and its impact on the effectiveness of educators. Humanities and Social Sciences Communications, 10, Article 458.
  25. Salmela-Aro, K., Upadyaya, K., & Hietajärvi, L. (2023). Disrupted student engagement and motivation in online and face-to-face learning environments. Frontiers in Education, 8, 1320822.
  26. Schunk, D.H., & Greene, J.A. (2021). Handbook of self-regulation of learning and performance (2nd ed.). Routledge.
  27. Stark, A.M. (2023). The role of motivation in learning strategies and academic performance in online and face-to-face education. ResearchGate.
  28. Swan, K., & Shih, L.F. (2021). A constructivist model for thinking about learning online. In J. Bourne & J.C. Moore (Eds.), Elements of Quality Online Education: Engaging Communities (pp. xx–xx). Sloan-C.
  29. Teen Vogue. (2021). Why online learning during COVID-19 has been so difficult.
  30. Walker, A., Smith, J., & Johnson, P. (2024). Exploring the relationship between motivation and academic performance among online and blended learners. Oregon State University.
  31. Wang, C., Hsu, H.C., & Bonem, E.M. (2019). Need satisfaction and need dissatisfaction in online and face-to-face learning contexts. Computers in Human Behavior, 95, 114–125.
  32. WIRED. (2021). The messy transition to remote learning—and what we can learn from it.
  33. Zhang, Y., Liu, X., & Wang, Y. (2024). How peer relationships affect academic achievement among junior high school students. BMC Psychology, 12, Article 178.
  34. Zimmerman, B.J. (2002). Academic emotions in students’ self-regulated learning and achievement. Educational Psychologist, 37(2), 91–104.

Tools


Copyright © 2026  糖心原创 Exclusively distributed by