Traversing the Relationship Between Student Engagement and Science Achievement: Sigla Program in Junior Highschool
DOI:
https://doi.org/10.67167/vertex.756Keywords:
Educational Management and Development, Student Engagement, Science Achievement, Behavioral Engagement, Emotional Engagement, Cognitive Engagement, S.I.G.L.A. Science Program, Villaba, LeyteAbstract
This research investigated the relationship between student engagement and academic achievement within the context of the S.I.G.L.A. (Science Innovations for Genuinely Localized Action) Program. The research aimed to determine how localized instructional interventions influence the behavioral, emotional, and cognitive involvement of learners and their subsequent mastery of Science competencies in rural secondary schools. A descriptive-correlational research design was employed to analyze the dynamics between engagement dimensions and academic outcomes. The respondents of the study included a total of 110 respondents from select National High Schools in the District of Villaba, Leyte, namely Villaba National Comprehensive High School, Cahigan National High School, and Sambulawan National High School. The teacher-respondent profile (n=5) consisted of licensed professional educators, primarily aged 26–45, with a balanced gender distribution and active involvement in graduate studies. The student-respondent profile (n=105) comprised Junior High School learners, predominantly aged 13–16, coming from low-income households with a monthly family income typically below ₱10,000. Results indicated that the S.I.G.L.A. Program is perceived as "Highly Positive" (3.70) by stakeholders, with its gamified and localized activity exemplars receiving the highest approval. Student engagement was found to be generally high (3.23), characterized by "Very High" Emotional Engagement but relatively lower Cognitive Engagement. In terms of academic performance, the respondents demonstrated a Satisfactory level of Science achievement (81.76); however, competency-based assessments highlighted a significant struggle in Higher-Order Thinking Skills (HOTS), particularly in analyzing and synthesizing (77.50%). Correlational analysis revealed a significant relationship between engagement levels and Science achievement, though this relationship is hindered by a Linguistic Barrier (82.7%) and a Lack of Laboratory Equipment (75.5%). The study concludes that while the S.I.G.L.A. Program effectively captivated students through localized interest, cognitive scaffolding and translanguaging strategies are necessary to translate engagement into mastery. The study recommends the formal adoption of the S.I.G.L.A. Science Enhancement Program to institutionalize community-based inquiry and dismantle the linguistic and resource-based barriers in the District of Villaba.
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Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Furlong, M. J., & Christenson, S. L. (2008). Engaging students at school and with learning: A relevant construct for all students. Psychology in the Schools, 45(5), 365–368. https://doi.org/10.1002/pits.20302
Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273. https://doi.org/10.1111/j.1746-1561.2004.tb08283.x
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Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202–209. https://doi.org/10.1037/0022-0663.90.2.202
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