Multimedia Education, Self Determination and Learners’ Engagement in Remote Distance Learning Environment

Abstract

The study aimed to determine the relationship of multimedia education, self-determination and learners' engagement in a remote distance learning environment. The research adopted the descriptive correlational design which includes the 100 out of 154 teachers and se 100 learners of the 10 schools in Dapdapan District under the Division of San Pablo City during the school year 2021-2022. A four-part survey questionnaire was utilized in order to determine and interpret the respondents' perception on multimedia education, self-determination and learners' engagement in a remote distance learning environment. The results revealed that, there is a positive significant relationship between the multimedia education and the learners' engagement in terms of digital literacy, innovation, multimedia education, and technology management. And a positive significant relationship exists between the respondents' self-determination and the learners' engagement in terms of autonomy, competence and relatedness. Therefore, hypothesis stating that there is no significant relationship between the multimedia education and learners' engagement in a remote distance learning environment was not sustained. Likewise, the null hypothesis stating there is no significant relationship between respondents' selfdetermination and learners' engagement in remote distance learning environment is not sustained. The result of the Levene's test for equality also reveals that there is a significant difference in the perceptions of the teachers and the learners.