“Motivation and Academic Outcomes in Traditional and Online Learning: Evidence from Philippine Higher Education"

The rapid shift from traditional face-to-face instruction to technology-mediated online learning has transformed educational delivery, raising important questions about its effects on student motivation and academic performance. Grounded in Self-Determination Theory and Expectancy-Value Theory, this study examined the levels of student motivation and academic performance in traditional and online learning environments and determined whether significant differences exist between the two modalities in the Philippine higher education context. A descriptive-correlational quantitative design was employed involving 65 first-year education students who had experienced both learning modalities. Data were collected using a validated survey questionnaire measuring motivation and academic performance and were analyzed using descriptive statistics, Pearson correlation, and inferential tests. Results revealed that students demonstrated higher motivation and stronger academic performance in traditional face-to-face learning compared to online learning. Indicators related to classroom interaction, discipline, and engagement obtained the highest mean scores, while online learning indicators were rated only moderately. A very strong positive correlation was found between frequency of engagement in learning modalities and academic performance (r = 0.916, p < 0.001). These findings indicate that direct interaction and structured learning environments significantly enhance students’ motivation and academic outcomes. The study concludes that while online learning offers flexibility, traditional classroom instruction remains more effective in sustaining motivation and academic success, highlighting the need to improve digital learning designs to better support student engagement and self-regulation.

online learning, face-to-face instruction, student motivation, academic performance

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