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

This study examined the relationship between face-to-face and online learning modalities and students’ learning motivation. Guided by Self Determination 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 technology enhanced 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-to face 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.

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