TECHNOLOGY INTEGRATION AND ACADEMIC PERFORMANCE: THE ROLE OF LEARNING MOTIVATION
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The rapid advancement of technology has significantly reshaped the educational landscape, presenting opportunities to enhance student engagement and improve academic performance. This study investigates the correlation between technology integration in education and students’ academic outcomes, with a particular focus on the mediating role of learning motivation. Utilizing a quantitative correlational research design, the study collected data from 200 senior high school students enrolled in a technology-integrated curriculum within a large urban school district. The data were gathered through validated survey instruments assessing technology usage, learning motivation, and academic performance, as measured by students’ grade point averages (GPAs). The results revealed a significant positive relationship between technology integration and academic performance (r = 0.52, p < 0.01). Furthermore, mediation analysis demonstrated that learning motivation partially mediated the relationship between technology integration and academic performance, accounting for 35% of the effect. These findings underscore the critical role of learning motivation in maximizing the benefits of technology in education. The study contributes to the growing body of literature on educational technology by highlighting the importance of not only integrating technology but also fostering intrinsic and extrinsic motivation among students to enhance their learning outcomes. This research provides valuable insights for educators, policymakers, and researchers seeking to understand the complex dynamics between technology, motivation, and academic success.
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