Mediating Role of Perceived Technology Integration Knowledge of Teachers between Students Self Regulation in Learning Online and Scientific Inquiry skills

AUTHOR(S)

CHARISSE A. REMOCALDO ROGAR R. GARCIA, EdD

ABSTRACT

—— Scientific inquiry proficiency remains low. The mediating role of Technology Integration Knowledge of Teachers on the correlation between students self regulation for learning online and students scientific inquiry was determined. This study employed predictive research design, utilized total enumeration in selecting 251 respondents, collected data through survey, and analyzed results using mediation analysis. The findings reveal that the mediator partially but significantly mediates the correlation between the predictive and criterion variables, partly providing support for Social Cognitive Theory. Variables excluded in the study may be extracted from qualitative approaches to ascertain the remaining 84.5% variance. Law makers and educational practitioners may strengthen teachers’ technology integration knowledge and students’ self-regulation to ensure greater outcome in scientific inquiry skills. Keywords: Technology integration knowledge of teachers, students self-regulation, learning online, scientific inquiry skills