Teacher’s Constructivist Classroom Management Approach And Learner’s Motivation: A Logistic Regression Analysis

Abstract

The study aimed to look into the influence of teachers’ constructivist classrooms on the learners’ motivation. In this study, the researcher selected the 200 elementary school teachers in Cluster 4 Schools in Davao 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 correlational method was employed. The data collected were subjected to the following statistical tools: Mean, Pearson Moment Product Correlation, and Logistic Regression Analysis. Findings revealed that teachers’ constructivist classroom management approach acquired a moderately extensive rating. The learners’ motivation in Cluster 4 Schools in Davao City was extensive. Further, correlation analysis demonstrated a significant relationship between teachers’ constructivist classroom management approach and learners’ motivation in Cluster 4 Schools in Davao City. Evidently, regression analysis proved that teachers’ constructivist classroom management in terms of communication and interaction, relation establishment, and skills development were significant predictors of learners’ motivation in Cluster 4 Schools in Davao City. In other words, teachers’ constructivist classroom management influences the process of learners’ motivation in Cluster 4 Schools in Davao City.