Work

Self-motivated Classroom Environment and Cooperative Learning Strategies of Teachers in Public Elementary Schools

Year: 2025

Type: article

Abstract: This study examined the self-motivated classroom environment and cooperative learning strategies of teachers in public secondary schools in Marilog District, Division of Davao City. A non-experimental quantitative research design employing the correlational method was used, with 133 teachers selected through universal sampling as respondents. Data were analyzed using mean, Pearson r, and regression analysis. Findings revealed that the self-motivated classroom environment, and cooperative learning strategies were high. Results further indicated a significant relationship between the self-motivated classroom environment and the cooperative learning strategies of teachers. Moreover, the domains of classroom environment were found to significantly influence cooperative learning strategies. These findings suggest that fostering a strong self-motivated classroom environment can enhance cooperative learning strategies, thereby improving teachers’ overall performance in public secondary schools in Marilog District, Division of Davao City. Keywords: Self-Motivated Classroom Environment, Cooperative Learning, Strategies Of Teachers, Public Elementary Schools

Source: EPRA International Journal of Multidisciplinary Research (IJMR)

DOI: 10.36713/epra24108

Authors: Algin Tan Carcasona, Josephine Bentayao Baguio

Language: English

Topic: Innovative Teaching and Learning Methods

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W4414454026

FWCI:

Cites:

Cited by:

Related to: