A STRUCTURAL MODEL OF STUDENT’S ACADEMIC MOTIVATION AS PREDICTED BY PARENTAL INVOLVEMENT, INSTRUCTIONAL STRATEGIES AND SCHOOL ENVIRONMENT

This study aimed to examine the performance of a structural model of student’s academic motivation as predicted by parental involvement, instructional strategies and school environment of Matalam South District and Matalam Central District. The respondents of this study are the 300 teachers of Matalam South District and Matalam Central District. A path analysis was employed using adopted survey questionnaire. The mean standard deviation, regression analysis and structural equation modeling were used as statistical tools. The findings revealed the result on the level of student’s academic motivation, that all of it have a high value. Specifically, at striving for excellence standards and goal have a highest mean. While on the level of parental involvement, the findings revealed that there was a moderate parental involvement perceived among parents have a moderate mean. On the level of instructional of instructional strategies, the result revealed that teacher’s skills in managing classroom behavior was high, teacher’s specific teaching was found to be moderate, teachers have moderate collaborative engagement with parents and have moderate planning and support. On the level of school environment, the result revealed that school environment has all high mean. These are school safeness, the teaching and learning, the relationships of the people within the school. The result also revealed that the variables on Parental Involvement, Instructional strategies and School environment showed to have a significant relationship with the student academic motivation. While on the regression analysis, the variables on Parental Involvement, Instructional strategies and School environment do significantly predict the student academic motivation. The structural fit model equation revealed that there were models that best fit the relationship of the variables. Specifically, the model 2 and model 3 best fit the relationship of the variables. In detail, the model 2 shows that Parent-Teacher Involvement, Instructional strategies and school environment were the direct predictors of student academic motivation. It also revealed that on model 2 that Parental Involvement and instructional strategies have significant relationship as well as instructional strategies and school environment has also a significant relationship.