Reading Motivation, Classroom Climate, and Self-Directed Learning Readiness: A Structural Equation Model in Task Motivation of Students

Abstract

Aims: To determine the best fit model of task motivation among grade 11-Technical Vocational Livelihood Senior high School students.
 Study Design: Quantitative non-experimental design.
 Place and Duration of Study: The study was conducted among grade 11- TVL students in all public schools in Region 10 during the school year 2021-2022.
 Methodology: The respondents were 420 senior high school students from public schools in Region 10, Northern Mindanao, Philippines. The respondents were chosen using stratified random sampling. The data were collected using google forms.
 Results: The overall results showed that the respondents had a high level of reading motivation, classroom climate, self-directed learning readiness, and task motivation. It also showed a significant relationship between three variables: reading motivation, classroom climate, and self-directed learning readiness in task motivation in terms of student performance. Among the five models, model 5 best fits the study.
 Conclusion: The high level of reading motivation, classroom climate, self-directed learning readiness, and task motivation in students' performance suggests an eagerness to fulfill classroom tasks successfully. Researcher indicates that to develop students' curiosity, teachers will give texts to read that they may find appealing and exciting. Also, to lower anxiety in speaking inside and outside the classroom, teachers will give some speech activities like role-playing, speech choir debate, and many more for students to develop their ability in speaking. On the other hand, students' amotivation in classroom tasks will enhance students' interest in doing activities in school. More importantly, teachers should emphasize and reiterate to students the importance of task motivation in developing academic performance as also interconnected with self-determination theory.