Teachers' Pedagogical Practices in Relation to Students' Motivation in Blended Learning

  • Mhie B. Daniel Misamis University, Ozamiz City, 7200,Philippines (PH)
  • Haydee D. Villanueva Misamis University, Ozamiz City, 7200,Philippines (PH)
Keywords: education, pedagogical practices, modality, motivation, Philippines, students

Viewed = 0 time(s)


The emergence of the new normal in education has brought about the need for effective classroom management strategies from teachers and an unwavering commitment to learning from students. In this vein, this study aimed to investigate the relationship between teachers' pedagogical practices and students' motivation in blended learning modality. The research was conducted in one of the private institutions in Ozamiz City, Philippines. The descriptive-correlational research design was used in the study, 120 college students as respondents and were selected through purposive and quota sampling techniques. Researcher-madeTeachers' Pedagogical Practices and Students' Motivation in Blended Learning Questionnaires were used in gathering the data that were analyzed using Mean and Standard Deviation as well as Pearson Product-Moment Correlation Coefficient.Results revealed that teachers' pedagogical practices in blended learning were to a very great extent and the level of the students’ motivation was very high. It was also found that the teachers’ pedagogical practices had very high influence on the students’ motivation in the learning modality used. The  study concluded that the practices of teachers in delivering education to the students had an impact on how motivated the latter were in their studies. Thus, it is recommended that teachers continue to enhance and innovate their pedagogical practices in blended learning to keep the students highly motivated in the teaching-learning process.




Adams, D., Mabel Hwee, J. T., Sumintono, B., & Siew, P. O. (2020). BLENDED LEARNING ENGAGEMENT IN HIGHER EDUCATION INSTITUTIONS: A DIFFERENTIAL ITEM FUNCTIONING ANALYSIS OF STUDENTS’ BACKGROUNDS. Malaysian Journal of Learning and Instruction, 17(1), 133-158. doi:Retrieved on March 22, 2022 from http://dx.doi.org/10.32890/mjli2020.17.1.6

Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision processes, 50(2), 179-211. Retrieved on July 22, 2022 from https://bit.ly/3HFUqNV

Ben-Eliyahu, A., Moore, D., Dorph, R., & Schunn, C. D. (2018). Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts. Contemporary Educational Psychology, 53, 87-105.Retrieved on June 25, 2022 from https://bit.ly/3y4GxFF

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 319-340.Retrieved on June 22, 2022 from https://bit.ly/3HFUqNV

Faridah, I., Sari, F. R., Wahyuningsih, T., Oganda, F. P., & Rahardja, U. (2020, October). Effect digital learning on student motivation during Covid-19. In 2020 8th International Conference on Cyber and IT Service Management (CITSM) (pp. 1-5). IEEE. Retrieved on July 23, 2022 from https://bit.ly/39Iownh

Fırat, M., Kılınç, H., &Yüzer, T. V. (2018). Level of intrinsic motivation of distance education students in e‐learning environments. Journal of Computer Assisted Learning, 34(1), 63-70. Retrieved on June 16, 2022 from https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12214

HERGÜNER, G., SON, S. B., SON, S. H. E. R. G. E. R., & DÖNMEZ, A. (2020). The effect of online learning attitudes of university students on their online learning readiness. TOJET : The Turkish Online Journal of Educational Technology, 19(4) Retrieved on March 22, 2022 from https://bit.ly/3uCNvyB

Hockly, N. (2018). Blended learning. Elt Journal, 72(1), 97-101. Retrieved on June 30, 2022 from https://bit.ly/3OQdZ8n

Howard, J. L., Bureau, J., Guay, F., Chong, J. X., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300-1323. Retrieved on June 24, 2022 from https://bit.ly/3Os1gZw

Hussain, M., Zhu, W., Zhang, W., & Syed Muhammad, R. A. (2018). Student engagement predictions in an e-learning system and their impact on student course assessment sscores. Computational Intelligence and Neuroscience : CIN, 2018, 21. doi: Retrieved on March 22, 2022 from http://dx.doi.org/10.1155/2018/6347186

Ibrahim, M. M., & Nat, M. (2019). Blended learning motivation model for instructors in higher education institutions. International Journal of Educational Technology in Higher Education, 16(1), 1-21.

Liu, W., Wang, J., Zhang, H., Yu, C., Liu, S., Zhang, C., . . . Yang, B. (2021). Determining the effects of blended learning using the community of inquiry on nursing students' learning gains in sudden patient deterioration module. Nursing Open, 8(6), 3635-3644. doi: Retrieved on March 22, 2022 from http://dx.doi.org/10.1002/nop2.914

Morgan, H. (2020). Best practices for implementing remote learning during a pandemic. The clearing house: A journal of educational strategies, issues and ideas, 93(3), 135-141. Retrieved on June 23, 20222 from https://bit.ly/3uCNvyB

Panisoara, I. -. O., Chirca, R., & Lazar, I. (2020). The effects of online teaching on students’ academic progress in stem. Journal of Baltic Science Education, 19(6), 1106-1124. doi: Retrieved on March 22, 2022 from http://dx.doi.org/10.33225/jbse/20.19.1106

Pye, G., Holt, D., & Salzman, S. (2018). Investigating different patterns of student engagement with blended learning environments in australian business education: Implications for design and practice. Australasian Journal of Information Systems, 22 doi: Retrieved on March 22, 2022 from http://dx.doi.org/10.3127/ajis.v22i0.1578

RIZKALLAH, E., & SEITZ, V. A. (2017). Understanding student motivation: A key to retention in higher education. Scientific Annals of Economics and Business, 64(1).Retrieved on March 27, 2022 from https://www.ceeol.com/search/article-detail?id=546045

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68. Retrieved on June 22, 2022 from https://bit.ly/3y4GxFF

Subedi, S., Nayaju, S., Subedi, S., Shah, S. K., & Shah, J. M. (2020). Impact of E-learning during COVID-19 pandemic among nursing students and teachers of Nepal. International Journal of Science and Healthcare Research, 5(3), 68-76. Retrieved on June 16, 2022 from www.shorturl.at/gkmEP .

Suliman, S., Hassan, R., Athamneh, K., Jenkins, M. R., &Bylund, C. L. (2018). Blended learning in quality improvement training for healthcare professionals in qatar. International Journal of Medical Education, 9, 55-56. Retrieved on March 27, 2022 from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5834820/

Tang, W. T., &Pua, C. Y. (2021). Embracing inclusivity through pedagogical practices: Case studies from singapore science lessons. Asia-Pacific Science Education, 7(2), 235-279. doi: Retrieved on June 24, 2022 from https://doi.org/10.1163/23641177-bja10027

Yusoff, S., Yusoff, R., & Md Noh, N. H. (2017). Blended learning approach for less proficient students. Sage Open, 7(3), 2158244017723051. Retrieved on June 16, 2022 fromhttps://journals.sagepub.com/doi/full/10.1177/2158244017723051

How to Cite
Daniel, M. B., & Villanueva, H. D. (2023). Teachers’ Pedagogical Practices in Relation to Students’ Motivation in Blended Learning. EduLine: Journal of Education and Learning Innovation, 3(3), 312-319. https://doi.org/10.35877/454RI.eduline1911