An Investigation on Intellectual Intuition Domains Influencing Instructional Approach of Teachers in Technology-Mediated Classroom: A Mixed Method Research

Abstract

This study explored the significant relationship between intellectual intuition and instructional approach of teachers in technology-mediated classroom. In this study, the researcher selected the 155 public elementary school teachers in Buhangin District in Davao City as the study's respondents in the quantitative phase. In comparison, 10 teachers were chosen for IDI and FGD in the qualitative phase. Mixed method research design using explanatory sequential approach was employed. The data collected were subjected to the following statistical tools: Mean and Pearson-r Correlation Analysis. Findings revealed that teachers' intellectual intuition was rated as extensive, while the instructional approach of teachers in technology-mediated classrooms was rated as moderately extensive. Correlation analysis proved a significant relationship between intellectual intuition and instructional approach of teachers in technology-mediated classroom in Buhangin District in Davao City. Thematic analysis confirmed the extensive rating on intellectual intuition, and the moderately extensive rating on instructional approach of teachers in technology-mediated classroom. Thematic analysis showed that the codes, critical thinking, multimodal learning, and efficiency, confirmed the significant relationship between intellectual intuition and instructional approach of teachers in technology-mediated classroom.