Authors :
Ailee Boco Acala
Volume/Issue :
Volume 9 - 2024, Issue 7 - July
Google Scholar :
https://rb.gy/p73ui8
Scribd :
https://rb.gy/p73ui8
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24JUL1652
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
This study aimed to determine which among
the predictors of educational variables influence student
engagement in learning. A total of 74 elementary students
from Jesus V. Ayala Elementary School, Binugao District,
Davao City Division, were identified through Tabachnick
and Fidell (2001). The study utilized a descriptive-
correlation design. Two survey questionnaires, focusing
on educational variables and student learning
engagement, were used for data collection. The statistical
tools employed in the study were mean, Pearson r, and
regression analysis. Results revealed that the level of
educational variables as predictors of student learning
engagement in terms of learning situation was high which
means that it was oftentimes evident. Meanwhile, the
teacher, and learning material was moderate which
means that it was sometimes evident. Regarding the level
of student engagement in learning, cognitive engagement
was sometimes observed, while behavioral and emotional
engagement were oftentimes observed, indicating a very
high level of commitment among learners. Further, the
findings showed a strong significant relationship between
the educational variables and student learning
engagement, with a p-value of less than .05 at the level of
significance. Moreover, learning situation, teacher, and
learning materials significantly influenced students’
learning engagement. This indicates that for every unit
increase in the three domains of educational variables, the
learning engagement of the students will increase by
1.908, holding other factors constant. Moreover, based on
the above manifestations the study, it is recommended
that school heads focus on enhancing the learning
environment to ensure it remains conducive to student
engagement and provide ongoing professional
development for teachers to improve their instructional
strategies.
Keywords :
Educational Variable, Learning Situation, Student Learning Engagement, Emotional Engagement, Philippines
References :
- Baron, P. & Corbin, L. (2022). Student engagement: rhetoric and reality, Higher Education Research & Development 31 (6), 759-772.
- Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2019). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.
- Gallup, Inc. (2023). U.S. overall: Gallup student poll results. 1-6.
- Lee, V., & Burkam, R. (2023). Dropping out of high school: The role of school organization and structure. American Educational Research Journal 40:353-393.
- Milgram (2019) Obedience to Authority An Experimental View. Retrieved from: https://www.nytimes.com/1974/01/13/archives/obedience-to-authority-an-experimental-view.html
This study aimed to determine which among
the predictors of educational variables influence student
engagement in learning. A total of 74 elementary students
from Jesus V. Ayala Elementary School, Binugao District,
Davao City Division, were identified through Tabachnick
and Fidell (2001). The study utilized a descriptive-
correlation design. Two survey questionnaires, focusing
on educational variables and student learning
engagement, were used for data collection. The statistical
tools employed in the study were mean, Pearson r, and
regression analysis. Results revealed that the level of
educational variables as predictors of student learning
engagement in terms of learning situation was high which
means that it was oftentimes evident. Meanwhile, the
teacher, and learning material was moderate which
means that it was sometimes evident. Regarding the level
of student engagement in learning, cognitive engagement
was sometimes observed, while behavioral and emotional
engagement were oftentimes observed, indicating a very
high level of commitment among learners. Further, the
findings showed a strong significant relationship between
the educational variables and student learning
engagement, with a p-value of less than .05 at the level of
significance. Moreover, learning situation, teacher, and
learning materials significantly influenced students’
learning engagement. This indicates that for every unit
increase in the three domains of educational variables, the
learning engagement of the students will increase by
1.908, holding other factors constant. Moreover, based on
the above manifestations the study, it is recommended
that school heads focus on enhancing the learning
environment to ensure it remains conducive to student
engagement and provide ongoing professional
development for teachers to improve their instructional
strategies.
Keywords :
Educational Variable, Learning Situation, Student Learning Engagement, Emotional Engagement, Philippines
