Senior High School Learners’ Academic Engagement in Learning General Physics

Abstract

This study determined the academic engagement of public STEM* senior high school (SHS) learners in General Physics across different schools in Pangasinan, Philippines. Utilizing a quantitative correlational research design, it further investigated the relationship of academic engagement across certain profile variables, levels of engagement, dimensions of engagement and academic performance. It was found that learners had a moderate academic engagement and was influenced by but not correlated with their academic performance. The learners had high behavioral and emotional academic engagement towards their co-learners and was both found to be correlated to each other respectively. However, behavioral and emotional academic engagement towards school as a whole did only have a significantly moderate positive correlation in which draws to the conclusion that behavior could either or neither be more or less likely directed with positive emotionality in engaging with school science activities and facilities. A suggestive scheme in increasing the academic engagement was develop proposed. it is also recommended to evaluate assessment practices in teaching General Physics in order to be enlightened with the differing learners’ reports across academic performance.