Authors : Darwin B. Pasco; Manuel V. Estera

Volume/Issue : Volume 11 - 2026, Issue 3 - March

Google Scholar : https://tinyurl.com/yzh3fjhf

Scribd : https://tinyurl.com/mumrssdb

DOI : https://doi.org/10.38124/ijisrt/26mar1070

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 investigated the causes and performance of learners’ disengagement in the basic education Key Stages 1 and 2. Using a mixed-method research design, data were gathered from thirty (30) teachers from selected public elementary schools in the Juban District through a researcher-made questionnaire and interviews. Findings revealed that teacher–learner interaction, technology utilization, and assessment of learning outcomes are primary factors contributing to disengagement. Reduced direct contact learning time (mean = 4.63) and unclear classroom routines (mean = 4.42) were the most significant teacher-related issues, while technology-related concerns included too many distractions in learning materials (mean = 4.57) and unclear task instructions (mean = 4.56). Assessment practices also influenced disengagement, with complex instructions (mean = 4.21) and unfamiliar formats (mean = 4.02) identified as major contributors. Qualitative data highlighted patterns such as selective attention, limited acknowledgment of learners’ ideas, and vague instructions reducing active engagement. To mitigate disengagement, the study proposed innovative activities focusing on interactive teacher–learner strategies, immersive technology integration, and meaningful assessment practices. Conclusions emphasized that addressing these factors through collaborative discussions, structured routines, engaging digital tools, and formative assessments can foster active participation and improve academic performance. Recommendations include implementing interactive teaching methods, designing distraction-free digital resources, and simplifying assessments with timely feedback to sustain learner engagement in Key Stages 1 and 2.

Keywords : Learners’ Disengagement, Technology Utilization, Selective Attention, Technology Integration, Key Stages 1 and 2

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