Learning Approaches and Willingness as Predictors of the Gratification of Public Elementary Schools Students towards Merged Learning during Pandemic

Abstract

This study aimed to determine if learning approaches and willingness significantly predict students’ gratification in merged learning environments. A descriptive-correlational research design was utilized, involving a total of 200 public elementary school students in Davao Oriental during the 2022–2023 school year. Standardized questionnaires were used for data collection. The data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and simple and multiple linear regression. The results revealed that the level of learning approaches, willingness, and gratification was described as high. Correlation analysis showed significant relationships between learning approaches and willingness on gratification. Furthermore, both learning approaches and willingness significantly influenced gratification in merged learning. It is recommended that schools may foster students’ learning approaches by promoting time management, collaboration, and reflective thinking. Likewise, willingness may be enhanced by developing technological self-efficacy, motivation, and digital communication skills. By doing so, students may experience greater gratification in merged learning environments.