Essential Blocks of Learning: Assessing Learners’ Motivation, Learning Styles, and Academic Engagement

This study delves into the intricate dynamics of learners' motivation, learning styles, and academic engagement among students at Noveleta Senior High School. Employing a quantitative approach, the research explores correlations among various motivational dimensions and learning styles to unravel the complex web of factors influencing students' academic experiences.

The findings reveal a multifaceted motivational landscape, with intrinsic motivation strongly linked to task value, control of learning beliefs, and self-efficacy for learning and performance. However, extrinsic motivation exhibits a nuanced relationship with academic engagement. The perceived value of tasks emerges as a crucial determinant of motivation, influencing how students approach their learning experiences. Test anxiety, as a facet of motivation, showcases a significant positive correlation with various motivational dimensions. Students grappling with higher test anxiety tend to report lower intrinsic and extrinsic motivation, highlighting the impact of psychological stressors on motivational factors. The exploration of learning styles indicates distinct preferences, with visual learning styles positively correlated with academic engagement. This suggests that students favoring visual aids in learning may exhibit higher behavioral, affective, and social engagement. The correlation matrix unravels complex connections between motivational factors and learning styles, emphasizing the strong positive relationship between learners' motivation and preferred learning approaches.