The Moderating Effect of Cognitive Engagement on Internet Usage and Learning Endeavour of Students in Technical Vocational Education

Abstract

The study explored the moderating effect of cognitive engagement on the interaction between internet usage and the learning endeavors of students in Technological Vocational Education. In this study, the researcher selected 200 students in the Secondary School District of Digos City as the respondents of the study. A stratified random sampling technique was utilized in the selection of the respondents. A non-experimental quantitative research design using a descriptive-correlational method was employed. The data collected were subjected to the following statistical tools: Mean, Partial Correlation, and Multiple Regression Analysis. Descriptive analysis showed that internet usage, learning endeavor, and cognitive engagement of students in Technological Vocational Education were rated as extensive. Further, partial correlation analysis demonstrated that there is a significant relationship between internet usage and the learning endeavor of students in Technological Vocational Education when moderated by cognitive engagement. Multiple regression analysis proved that cognitive engagement significantly moderates the interaction between internet usage and the learning endeavor of students in Technological Vocational Education. In other words, cognitive engagement is a significant moderator of students' internet usage and learning endeavors in Technological Vocational Education in the Secondary School District, Digos City.