Academic Motivation and Multidimensional Constructs of Student Engagement and their Relationships to Performance in Professional Education Board Courses of Filipino Pre-Service Teachers

Abstract

The interconnected elements of academic motivation, student engagement, and performance make up the central goal of a school-wide improvement effort of improving quality education.   This study was conducted to 266 fourth year pre-service teacher-respondents who were enrolled during the 2nd semester of school year 2016-2017 in the Practice Teaching course of the Bachelor in Secondary Education (BSEd) program. The main objective of the study was to determine the relationship of academic motivation and the multidimensional constructs of student engagement to the performance of BSEd pre-service teacher-respondents in selected State Universities and Colleges in the National Capital Region. The research methodology used was the descriptive correlational method and the statistical treatment of data used in the study includes frequency, percentage, weighted mean, and the Pearson Product Moment. The findings indicated that there is a significant relationship between performances in the selected professional education board courses namely Child and Adolescent Development, The Teaching Profession, Principles of Teaching, Assessment of Student Learning, Educational Technology, and the factors of academic motivation specifically in extrinsic motivation namely, Authority Expectation, Peer Acceptance, Power Motivations, and Fear of Failure. Likewise, there is a significant relationship between performances in the selected professional education board courses and the multidimensional constructs of student engagement namely, Collaborative Learning, Student-Faculty Interaction, and Effective Teaching Practice. It is recommended that teacher educators must continue to foster student motivation through the use of intrinsic and extrinsic factors; teacher educators must, also, create teaching-learning environment in which engagement is the norm instead of the exception through the use of multidimensional constructs with emphasis on collaborative learning, effective teaching practices, and student-faculty interaction which were found to be significant to students’ performance.