Classroom Process Quality, Use of Technology, and Student Engagement: Mediating Effect of Academic Intrinsic Motivation among HEI’s Students of Gujarat

Abstract

Classroom process quality in terms of instruction quality and use of technologies have affected the students’ engagement in higher educational institutions across the globe. Moreover, students’ motivation for learning also plays a crucial role in student outcomes. However, a holistic model for classroom process quality, academic intrinsic motivation and student engagement needs to be tested. The present study fills the gap by investigating the complex interplay between classroom process quality, use of technology, academic intrinsic motivation, and student engagement in HEIs. A study adopted a quantitative research design where responses from 296 students from HEIs across Gujarat state were collected. The result suggests that instructional quality as a measure of classroom process quality significantly influences student engagement. In contrast, the use of technology by faculties in the classroom does not influence student engagement. Similarly, academic intrinsic motivation indirectly mediates the relationship between instructional quality and student engagement and does not mediate the relationship between the use of technology and student engagement. This is the first of nature where the collective effect of classroom process quality (i.e. instructional quality and use of technology) on student engagement is assessed.