Institutional Factors Influencing the Use of the Information Processing Model in Digital Learning Environment

Abstract

The study's significance offers policymakers and school administrators insights into how institutional variables, teacher preparedness, and attitude affect the efficient utilization of the information. Using a cross-sectional survey method to gather information from teachers, a quantitative research strategy was used to standardize the adopted surveys. Higher secondary public school instructors, both male and female, made up the study's participants. Selecting participants from the desired population, use a random sampling procedure. The study's sample size was 289, and 205 were answered. The result reveals that the relationship between Institutional Factor and the Information Processing in Digital Learning construct were significantly positive. The finding suggest that Information processing is positively impacted by institutional and support-related aspects, as seen by Student Succeeds best explanatory power among the sub-variables, which is closely followed by Practices Support and Institutional Culture. The Recommendations are suggested to improve the use of the Information Processing Model (IPM) in digital learning contexts. The fundamental setting required for efficient information processing, policymakers should first promote a positive institutional culture that prioritizes digital innovation, teamwork, and open communication. Additionally, Future research could examine (Higher order thinking) HOT variables that potentially impact digital learning outcomes in order to better understand the dynamics of IPM deployment.