Constructivist learning environment and situational motivation of physical education students

Abstract

The purpose of this study was to determine which domain of constructivist learning environment that best predicts situational motivation of Physical Education students. The respondents were 171 Grade 12 Senior High School students of Private Catholic Institution of Davao using stratified random sampling. Two sets of questionnaires on five-point Likert rating scale were utilized. The data obtained were tabulated, analyzed, and interpreted utilizing the descriptive correlation technique. Mean, Pearson-r and regression analysis were used as the statistical tools of the study. The result revealed that the level of constructivist learning environment and situational motivation of students were interpreted as high. However, there were only certain indicators that had significant relationship to situational motivation of students namely; the learning to communicate, learning about technology and learning to speak out to the intrinsic motivation and identified regulation as indicators of situational motivation of students. Moreover, no single domain of constructivist leaning environment best predicts the situational motivation of students in physical education.