THE MEDIATING EFFECT OF TECHNOLOGY INTEGRATION ON THE RELATIONSHIP BETWEEN CREATIVE TEACHING BEHAVIOR OF TEACHERS AND STUDENT ENGAGEMENT IN ENGLISH

Sharmaine Anne C. Alcantara, Arvin Herald M. Borrega

Abstract


This study investigated the mediating effect of technology integration on the relationship between creative teaching behavior and student engagement in English among 188 Junior High School English teachers in the Schools Division of Davao Oriental. Using a quantitative non-experimental descriptive-correlational design with mediation analysis, it examined the levels of creative teaching behavior, student engagement, and technology integration, as well as the relationships among these variables. The findings showed that teachers demonstrated a very high level of creative teaching behavior in terms of abstraction, inquisitiveness, motivation, and critical thinking. Student engagement in English was likewise high to very high across cognitive, affective, behavioral, and social dimensions. Teachers also exhibited a very high level of technology integration, reflected in positive attitudes, strong subjective norms, and high perceived behavioral control. Correlation analysis revealed significant positive relationships among creative teaching behavior, technology integration, and student engagement. Most importantly, mediation analysis confirmed that technology integration fully mediated the relationship between creative teaching behavior and student engagement. This suggests that technology integration is a key mechanism through which creative teaching practices enhance students’ engagement in English learning.

Keywords


creative teaching behavior, student engagement, technology integration

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References


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DOI: http://dx.doi.org/10.46827/ejel.v11i3.6796

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