Technology-Based Learning, Academic Motivation, and Performance of Students in Literature: Basis for Intervention

Abstract

This study examined the relationship between technology-based learning, academic motivation, and academic performance in Literature among Grade 12 Academic Track learners enrolled in a public senior high school in a division component city in Northern Negros Occidental during School Year 2026-2027. Anchored on the Technology Acceptance Model, Self-Determination Theory, and Social Cognitive Theory, the study employed a quantitative descriptive-correlational research design. Using proportionate stratified sampling and Slovin’s formula, 198 learners were selected from a population of 393. Data were collected through a researcher-made and validated four-point Likert-scale questionnaire and analyzed using frequency, percentage, weighted mean, Spearman Rank-Order Correlation, Kruskal-Wallis H test, and effect size measures. Results revealed high levels of technology-based learning (WM = 2.85) and academic motivation (WM = 2.78), but low academic performance in Literature (WM = 1.81). Technology-based learning showed a weak and insignificant relationship with academic performance (rs = 0.103, p = 0.150), while academic motivation demonstrated a significant but very weak positive relationship (rs = 0.142, p = 0.045). Although differences in performance were observed based on sex, the effect size indicated limited practical significance. Overall, the findings suggest that high levels of technology use and academic motivation do not necessarily translate into improved academic performance in Literature.