Knowledge Acquisition Preference and Students’ Desire for Academic Recognition in Technology and Livelihood Education Using a Sequential Explanatory Approach

Abstract

This study was conducted to explore the significant relationship between knowledge acquisition preferences and desire for academic recognition of Grade 7-10 students. In this study, the researcher selected 155 Grade 7-10 students in District II in Davao City as the respondents of the study in the quantitative phase. In contrast, 10 students were chosen for IDI and FGD in the qualitative phase. A mixed-method research design using an explanatory sequential approach was employed. The data collected were subjected to the following statistical tools: Mean and Pearson-r Correlation Analysis. Findings revealed that knowledge acquisition preferences were rated moderately extensive, while the desire for academic recognition of Grade 7-10 students in District II, Davao City, was rated as extensive. Correlation analysis proved a significant relationship between knowledge acquisition preferences and the desire for academic recognition of Grade 7-10 students. The thematic analysis confirmed the moderately extensive ratings on knowledge acquisition preferences and extensive ratings on the desire for academic recognition of Grade 7-10 students. Thematic analysis showed that the reasons, intrinsic motivation, autonomy, interest, and passion confirmed the significant relationship between knowledge acquisition preferences and desire for academic recognition of Grade 7-10 students. The study, therefore, was conducted to further utilize findings through publication in a reputable research journal.