Student’s Technology Literacy Skills and Level of Motivation in Relation to their Online Learning Behavior

Abstract

This research investigates the nexus of students' technology literacy skills, motivation levels, and online learning behavior at Misamis University, College of Education, during the 2020–2021 academic year. Employing a descriptive-correlational design, the study sampled 126 education students using a simple random sampling technique. Utilizing three adapted questionnaires, the research explored students' technology literacy skills, motivation levels, and online learning behavior. Data collection was facilitated through Google Forms, and statistical analysis involved the mean, standard deviation, and Pearson product-moment correlation coefficient. The findings revealed that education students exhibited remarkably high levels of technology literacy skills, motivation, and positive online learning behaviors. Additionally, students demonstrated elevated digital citizenship, participation, innovative skills, and a strong sense of self-determination. Noteworthy was their high technical proficiency, creativity, perceived values, and interest in online courses. Importantly, the study established a significant correlation between students' technology literacy skills, motivation levels, and their online learning behavior. Consequently, students' conduct and performance in the online learning environment were discernibly influenced by their technological competencies and motivational factors. The study recommends the sustained use of innovative teaching strategies, the creation of effective learning environments, and the integration of technology in developing online learning materials. These recommendations aim to further amplify students' online learning behavior, underscoring the pivotal roles of technology literacy skills and motivation in shaping the dynamics of the online educational landscape.