The Mediating Effect of Self-Regulation on the Relationship Between Self-Directed Learning and Digital Competence

Riza Mae S. Toroba and Celso L. Tagadiad
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Riza Mae S. Toroba: Department of Education, Davao del Norte, Philippines
Celso L. Tagadiad: UM Panabo College, Davao del Norte, Philippines

International Journal of Research and Innovation in Applied Science, 2024, vol. 9, issue 1, 26-40

Abstract: The purpose of this study was to discover the mediating effect of self-regulation on the relationship between self-directed learning and digital competence of students. The respondents of this study were the 300 grade 11 & 12 TVL senior high school students at Mati School of Arts and Trades selected through simple random sampling. Three adapted instruments were used to gather the data from the respondents. A quantitative method was employed to conduct the study and the tools used in analyzing the data were Mean, Pearson r, Regression and Medgraph using Sobel z-test. Results show that the grade 11 and 12 TVL senior high school students posted a high-level of self-directed learning, high-level of self-regulation, and a high level of digital competency. Findings also reveal that there is no significant relationship between self-directed learning and digital competence and self-regulation and digital competence show no significant relationship as well. However, between self-directed learning and self-regulation, the two variables show significant relationship. Further, it was found that there is no mediating effect of self-regulation to the relationship between self-directed learning and digital competence.

Date: 2024
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