Smart classroom implementation and students'academic motivation: basis for improved classroom pedagogy

The rapid development and integration of technology into teaching has prompted many innovations in the learning milieu, and one of which is the use of the smart classroom method. This correlational research assessed the perception of 198 college students on the implementation of smart classroom and their academic motivation. The survey tools used were Smart Classroom Evaluation Questionnaire (SCEQ) and Academic Motivation Scale (AMS), and the results there is full implementation of smart classroom in terms of presentation (x ̅ = 3.75), environment (x ̅ = 3.73), enhancement (x ̅ = 3.68), and management (x ̅ = 3.61). There is a moderate implementation on resources (x ̅ = 3.08) as perceived by the students. Academic motivation were perceived to be high in extrinsic motivation – identified (x ̅ = 5.09), intrinsic motivation to know (x ̅ = 5.03), extrinsic motivation to – external regulation (x ̅ = 5.01), and moderate motivation in areas of intrinsic motivation to experience stimulation (x ̅ = 4.97), extrinsic motivation – introjected (x ̅ = 4.92), intrinsic motivation towards accomplishment (x ̅ = 4.91), and amotivation (x ̅ = 3.32). Correlating the data in terms of the smart classroom implementation yielded a non significant, negligible, negative correlation (r = -0.02, p = 0.78). Based the findings of the study, it can be concluded that smart classroom implementation has to be implemented extensively to help improve academic motivation. Digital learning was developed to address the discrepancies that were uncovered in this research.