Students’ Learning Motivation in Filipino, Readiness for Blended Learning, and Self-Efficacy: A Structural Equation Model of Effective Teaching Strategies among Pre-service Students

Abstract

Aims: To investigate the best-fit model of effective teaching strategies through the predictors of students’ learning motivation in the Philippines, readiness for blended learning, and self-efficacy. Study Design: Structural equation modelling Place and Duration of Study: The study was conducted at the Caraga region, Philippines, during the school year 2023-2024. Methodology: A validated, four-dimensional survey questionnaire was used to collect the data. Five hundred pre-service college students were randomly chosen to be the respondents in this study. Results: The levels of students’ learning motivation in Filipino, readiness for blended learning, self-efficacy, and effective teaching strategies were at a High descriptive level. Further, the relationship and influence among students’ learning motivation in the Philippines, readiness for blended learning, and self-efficacy in effective teaching strategies yield significant results. Lastly, Model 3 is predicted to be the best-fit model of effective teaching strategies. Conclusion: This study highlights the significance of learning motivation in Filipino, assessed through various motivation tools, integrative motivation, and preferred learning styles; readiness for blended learning, indicated by the availability of facilities and overall preparedness for integrated learning; and self-efficacy, demonstrated through the ability to transfer information to different contexts, aspects of the learning process and environment, social support from more knowledgeable peers, and goal setting as key strategies in effective language teaching.