The Mediating Role of ICT Technology Application in Students' Learning Motivation and Knowledge Expectations

Abstract

This study explores the mediating role of information and communication technology (ICT) application in the relationship between students' learning motivation and their knowledge expectations. Employing a quantitative, correlational research design, the study involved 309 senior high school students from public schools in Bukidnon, Philippines, selected through stratified random sampling. Data were gathered using validated survey instruments and analyzed through descriptive statistics, Pearson correlation, and regression analysis. Results indicated that students reported high levels of both ICT usage in education and learning motivation, while knowledge expectations were rated at a moderate level. Significant positive correlations were found between learning motivation and knowledge expectations, ICT application and motivation, and ICT application and knowledge expectations. Furthermore, ICT application was found to partially mediate the relationship between students' motivation and their knowledge expectations, underscoring its pivotal role in enhancing learning outcomes within technology-integrated educational environments. These findings highlight the value of strategically integrating ICT to foster motivation and align students' learning expectations in the context of digital education.