Authors : Menelyn C. Dayag

Volume/Issue : Volume 10 - 2025, Issue 11 - November

Google Scholar : https://tinyurl.com/25b5eep6

Scribd : https://tinyurl.com/3sbmmysp

DOI : https://doi.org/10.38124/ijisrt/25nov1172

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 meticulously investigated the relationship between Web-Based Engagement and Confirming Behavior among Junior High School (JHS) students. In an increasingly digital educational landscape, understanding how students interact with online learning platforms and, critically, how they affirm and validate their peers' contributions (Confirming Behavior), is paramount to fostering a positive virtual learning environment. The research employed a descriptive-correlational design, utilizing a validated, self-report survey instrument administered to a stratified random sample of JHS students. Preliminary findings indicated a high level of Web-Based Engagement, primarily driven by Interactive Features (e.g., synchronous discussions, collaborative document editing). Concurrently, students reported a moderate-to-high frequency of Confirming Behaviors, with the highest scores recorded for Recognizing and Praising Contributions (Affirmation). Crucially, the correlational analysis revealed a significant positive relationship between the students' use of the platform's Interactive Features and their display of Confirming Behaviors ($r = 0.68, p < 0.01$). These results suggest that the design of the learning management system (LMS) can actively shape pro-social communication. The study underscores the necessity for educators to strategically integrate collaborative, interactive web tools to intentionally cultivate a supportive and affirming online academic climate.

References :

1. Bodie, G. D., & Jones, S. M. (2018). The confirming messages instrument: Measuring the communication of respect. Communication Methods and Measures, 12(4), 273–290. (Core reference for confirming behavior theory).
2. Gunawardena, C. N., & Zittle, F. J. (1997). Social presence as a predictor of satisfaction and learning in a computer conference. The American Journal of Distance Education, 11(3), 8–26. (Foundational for social presence in online learning).
3. Kuhlmann, J., Priebe, A., & Leutner, D. (2018). Web-based engagement and learning success: The interplay of motivation and self-regulated learning. Learning and Instruction, 54, 141–152. (For the engagement variable).
4. Littlejohn, S. W., & Foss, K. A. (2011). Theories of human communication (10th ed.). Waveland Press. (Classic communication theory reference).
5. Tu, C. H. (2002). The measurement of social presence in an online learning environment. International Journal of Instructional Media, 29(2), 167–183.