Student Performance as Predicted by Learning Environment and Student Engagement
DOI:
https://doi.org/10.54536/jtel.v4i2.7714Keywords:
Descriptive-Correlational Design, Elementary Education, Elementary Learners, Learning Environment, Student Engagement, Student Performance, Test ScoresAbstract
This study examined the relationship between learning environment and student engagement in relation to the performance of Grade 6 pupils at Rosario Central Elementary School in Rosario District, Agusan del Sur. Utilizing a descriptive-correlational research design, the study involved selected Grade 6 pupils who served as respondents of the study. Validated and adapted survey questionnaires were used to measure three key variables: learning environment sharing and comparing knowledge, relevance, self-control and self-reflection, epistemological understanding, teaching for understanding, support learning for understanding, and problem-solving strategies, student engagement behavioral, agentic, cognitive, and emotional, and student performance test scores. Data were analyzed using mean, Pearson product-moment correlation, and multiple linear regression. Results revealed that learners exhibited a high level of student engagement across all dimensions and perceived a favorable learning environment in terms of the identified indicators. Likewise, students demonstrated a satisfactory level of performance based on their test scores. Significant relationships were found between learning environment and student performance, as well as between student engagement and student performance. Furthermore, regression analysis indicated that certain dimensions of learning environment and student engagement significantly predicted student performance, while others did not show significant predictive influence.The findings suggest that both learning environment and student engagement play crucial roles in improving student performance, with some dimensions exerting stronger influence than others. Therefore, teachers and school administrators are encouraged to create supportive, engaging, and learner-centered classroom environments and to implement strategies that enhance students’ active participation and motivation, ultimately leading to improved academic outcomes.
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