Teachers’ Technology use and Students’ Academic Motivation in Mathematics Learning: The Mediating Role of Self-Efficacy

Abstract

Teachers' use of technology in mathematics instruction strengthens students' academic motivation and self-efficacy in mathematics learning. This study examined the extent of teachers' technology use, students' academic motivation, and the mediating role of self-efficacy in a private higher education institution in Ozamiz City. Using a quantitative, explanatory, correlational design with mediation analysis, data were collected from 197 college students via stratified and simple random sampling within each stratum. Data were collected using researcher-developed questionnaires and analyzed using means, standard deviations, Spearman's rank-order correlation, regression, and general linear mediation analysis. Results revealed that teachers' technology use was practiced to a very great extent, while students demonstrated high self-efficacy and very high academic motivation. Significant relationships were found among teachers' technology use, students' academic motivation, and self-efficacy. The application of mathematics across different contexts, instructional use of technology, and perseverance in mathematics tasks significantly predicted students' academic motivation. Moreover, students' self-efficacy partially mediated the relationship between teachers' technology use and academic motivation. Purposeful technology integration in mathematics instruction strengthens students' motivation and confidence. Mathematics teachers may continue integrating interactive digital tools in their lessons. At the same time, the Human Resource Department and the Information Technology Office may support this by providing training and access to appropriate technological resources.