Learning Attitudes, Motivation, and Learning Environment: A Structural Model for Filipino Language Learning
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Abstract
This study investigated the learning attitudes, motivation, learning environment, and Filipino language learning outcomes of students in public secondary schools. The research aimed to identify significant relationships between exogenous variables (learning attitudes, motivation, and learning environment) and the endogenous variable (Filipino language learning), as well as to determine the most appropriate predictive model for analyzing Filipino language learning among students. The study employed a descriptive-predictive design with 400 eighth-grade students from public secondary schools in the Davao Region as respondents. Data analysis utilized descriptive statistics (mean), Pearson product-moment correlation, multiple regression, and structural equation modeling (SEM) to examine relationships and model fit. Results revealed that students frequently exhibited positive learning attitudes, motivation, and favorable learning environments, with correspondingly high levels of Filipino language learning. Significant positive relationships were found between all exogenous variables and Filipino language learning outcomes. The SEM analysis demonstrated that the exogenous variables directly influenced Filipino language learning, with motivation emerging as the strongest predictor, followed by learning attitudes and learning environment. The proposed structural model achieved satisfactory fit indices, confirming that learning attitudes, motivation, and learning environment collectively provide an appropriate framework for understanding Filipino language learning.
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