Learning Styles as Predictor of Learners' Motivation With Information Management Strategies As Moderator

The current study aimed to evaluate whether information management strategies mediates the relationship between learning styles and classroom engagement of the learners. In this study, the researcher selected the 150 public elementary school learners in San Roque District, Division of Davao City as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Pearson Moment Product Correlation, and Hierarchical Regression Analysis. Findings revealed that information management strategies and learners’ motivation were described as extensive, while learning styles of the learners of learners in San Roque District, Division of Davao City was rated as moderately extensive. Furthermore, correlation analysis revealed a significant relationship among learning styles, learners’ motivation, and information management strategies in the San Roque District, Division of Davao City. Evidently, Hierarchical Regression analysis proved that information management strategies moderate the interaction between learning styles and learners’ motivation in San Roque District, Division of Davao City. In other words, information management strategies are a significant moderator of the interaction between learning styles and learners’ motivation.