Final Cbar Dalmacio-Dela Cruz-Denubo-Lubay-Magsino Bve 4-11

Republic of the Philippines
Philippine Normal University

The National Center for Teacher Education
INSTITUTE OF TEACHING AND LEARNING
______________________________________________________________________________
Enhancing Students’ Cognitive and Behavioral Engagement

during Online Distance Learning
Jacqueline L. Dalmacio, Jan Justin M. Dela Cruz, John Logie L. Denubo,
Christine M. Lubay, Jenifer A. Magsino
Practice Teachers (Faculty of Behavioral and Social Sciences,

Institute of Teaching and Learning, Philippine Normal University-Manila)
ABSTRACT
Online distance learning (ODL) features the teacher as a facilitator, engaging students'
active participation through the use of internet-based technologies while they are
geographically remote from each other during instruction. The purpose of this study
was to enhance the cognitive and behavioral engagement of Grade 9 students of Holy
Child Catholic School (HCCS) in Christian Living and Values Education (CLED)
subject during ODL by providing recommendations that address their identified
challenges through a quantitative descriptive research design. The participants of this
study were Grade 9 students of HCCS. There were a total of 48 respondents who were
gathered through simple random sampling. The data were collected using a survey
questionnaire, and the data were subjected to descriptive statistics. The findings of this
study revealed that the respondents demonstrated a high level of cognitive and
behavioral engagement in CLED subject during ODL. Furthermore, it was found that
emotional management was the biggest challenge for the respondents. The researchers
recommend providing proactive psychosocial support and assistance to students
through mental wellness programs that teach positive coping mechanisms to deal with
stressors and build confidence and self-efficacy in students by involving the peer
community and engaging online teachers.
Keywords: Online Distance Learning, Cognitive Engagement, Behavioral

Engagement, Identified Challenges
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1. Introduction
1.1. Background of the Study
The Coronavirus Disease of 2019 (COVID-19) pandemic has greatly affected the educational
system in the Philippines as the government decided to temporarily close all educational institutions
in an attempt to prevent further transmission of the virus. The Department of Education (DepEd)
developed a Basic Educational Learning Continuity Plan (BE-LCP), a package of educational
interventions that respond to basic educational challenges brought by COVID-19. It stands to protect
the health, safety, and well-being of the students, teachers, and personnel without compromising the
continuity of learning in basic education.
As stated in the BE-LCP, DepEd will offer Alternative Learning Delivery Modalities (ADMs)
including distance learning, blended learning, and homeschooling to various types of students across
the Philippines. This is to ensure that all students will have access to quality basic education for S.Y.
2020-2021 since face-to-face classes are still prohibited due to the public health emergency.
DepEd conducted a nationwide survey using an automated Learner Enrollment and Survey
Forms (LESF) to access students’ vital information including their preferred learning modality
(DepEd, 2020). The gathered data via LESF showed that 3.8 million out of 22.2 million enrollees
preferred ODL for S.Y. 2020-2021. Every DepEd field unit used these data and information, including
regional, division, and local offices, in designing their respective learning continuity plan particularly
in choosing the learning modality to be implemented in their area.
ODL features the teacher as a facilitator, engaging students' active participation through the
use of internet-based technologies while they are geographically remote from each other during
instruction. The internet is utilized to facilitate student-teacher and peer-to-peer communication.
ODL allows live synchronous instruction. It is more engaging than the other types of distance learning,
with real-time responses. This is practiced effectively by using a Learning Management System (LMS)
or related technologies (DepEd, 2020).
The education in the new normal has required students to have digital knowledge and skills
which are essential in ODL. Bond and Bedenlier (2019) proposed the use of technology to enhance
students’ engagement in short and long-term academic outcomes. Student engagement was defined as
the students’ involvement with their learning environment including the relationship they built with
their teacher, peers, instruction, and curriculum (Delfino, 2019). In addition, Christenson et.al (2018)
stated that student engagement happens when students invest and commit themselves to learning,
belonging, and identification in school as well as participating in activities that will lead to academic
outcomes.
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According to Bond & Bedenlier (2019), student engagement has three dimensions in a
technology-enhanced learning environment which are cognitive, emotional, and behavioral
engagement. In support of this, Ackerman (2020) explained how student engagement manifests in the
three dimensions. Cognitive engagement allows students to process and understand concepts, ideas,
or information by asking questions, presenting an example, or giving insights into the discussion.
Emotional engagement is visible when students show interest in the subject/course. The students may
feel various emotions during classes such as excitement, satisfaction, anxiety, enjoyment, and curiosity,
leading them to put time and effort into the subject matter. Lastly, behavioral engagement involves
observable characteristics resulting from cognitive and emotional engagement. It is visi ble in the
students’ participation in school-related activities, may it be in the classroom or in school. When the
students maximize their engagement, it will lead to a range of short and long-term academic outcomes
(Bond & Bedenlier, 2019).
In line with this, the researchers concluded that it is essential to conduct a study that aims to
describe how Grade 9 students of HCCS engage cognitively and behaviorally in CLED subject during
ODL, identify their challenges, and provide recommendations to address these identified challenges.
1.2. Statement of the Problem
The study aimed to enhance the cognitive and behavioral engagement of Grade 9 students of
HCCS in CLED subject during ODL by providing recommendations that address their identified
challenges.
Specifically, it sought to answer the following research questions:
1. How do students engage cognitively and behaviorally in CLED subject during ODL?
2. What are the challenges in students' engagement in CLED subject during ODL?
3. What are the actions to take in addressing the challenges in students' engagement in CLED
subject during ODL?
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1.3. Review of Related Literature and Studies
Student Engagement
Student engagement has been one of the most crucial things for teachers to remember in the
classroom. Teachers always consider how to engage the students in the discussion. Student
engagement is essential for students to acquire the necessary knowledge and skills to succeed in their
chosen careers. Knowing how students engage in class will help in understanding the effectiveness of
the teaching and learning process done in the classroom. Given that education drastically changed due
to COVID-19, wherein teaching and learning were undertaken remotely and on digital platforms,
changes arise in how student engagement is manifested in an online classroom, different from a face-
to-face set-up.
Various factors affect students’ engagement within the classroom. DeVito (2016) in her study
on “Factors Influencing Student Engagement” which aimed to assess and outline major factors influencing
student engagement in the middle school context using a case study; stated that student engagement
happens when students involve themselves in academic and extracurricular activities and have the
willingness to invest time and effort which lead to better academic outcomes. The findings of the
study showed that five major factors affect student engagement: (1) communication, collaboration,
active involvement in learning activities, and enriching educational experiences; 2) interactions
between students and teachers; 3) levels of academic challenge; 4) supporting classroom environment;
and 5) supporting family environment.
Furthermore, the study of Ghasemi et al. (2018) on “Student-related factors affecting academic
engagement: A Qualitative Study Exploring the Experiences of Iranian Undergraduate Nursing Students” aimed to
explain the experiences of undergraduate nursing students in terms of student-related factors affecting
academic engagement using a qualitative approach; defined academic engagement as the energy and
effort the students have given in doing academic-related activities. It happens from the interaction of
the students with their learning environment, including the teachers, their peers, and even the
academic activities. The study also revealed that the factors affecting the students’ academic
engagement were individual motivation and interest, participation in extracurricular activities, self-
directedness, mental concentration, and demonstration of emotions.
Both the studies of DeVito (2016) and Ghasemi et al. (2018) revealed that the interaction of
students with their learning environment, including the teachers and peers, is one of the manifestations
that student engagement manifests.
Delfino (2019) conducted a study entitled “Student Engagement and Academic Performance of
Students of Partido State University” to analyze the relationship between student engagement and students’
academic performance at Partido State University for the S.Y. 2017-2018 using a descriptive-
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correlational design. He claimed that student engagement is enhanced when students are provided
with meaningful learning experiences. Thus, a strong collaboration between the teacher and school is
needed to create avenues that would maximize student engagement.
In line with this, Delfino (2019) categorized student engagement into three dimensions:
cognitive, emotional, and behavioral engagement. He revealed that behavioral engagement is
manifested when students work to earn good grades by focusing and staying up on the lesson. On the
other hand, cognitive engagement is visible when students are working well on paper in which they
integrate information from previous sources and apply it to real-life contexts. Last is the emotional
engagement which is observable when the students are having fun in the class.
Sengsouliya et al. (2020) conducted a study entitled “An Investigation on Predictors of Student
Academic Engagement'' to investigate the characteristics of academic engagement in 12th-grade students
and determine factors predicting their academic engagement using a convergent parallel design. The
findings revealed that interaction with teachers and peers are the key factors that predict student
engagement. The teachers interact and encourage students to participate in the discussion, and the
students find enjoyment in interacting with their classmates in the classroom.
Lastly, the study of Werang and Leba (2022) on “Factors Affecting Student Engagement in Online
Teaching and Learning: A Qualitative Case Study” aimed to explore online lecturers’ perceptions of factors
affecting student engagement in online teaching and learning offered at Musamus University,
Indonesia using a case study approach. The researchers found that the following are the factors that
affect student engagement: (a) accessibility to technological tools, specifically personal computers, and
internet connection; (b) technological experiences and skills; and (c) learning habits.
Online Distance Learning
The COVID-19 pandemic brought changes to the current education system in the world,
schools were forced to shut down all across the globe, and face-to-face learning was not advisable.
The Philippines was also affected by the crisis the same as the rest of the world. As a result, the learning
modality in education changed drastically, whereby different alternatives were explored to provide
continuous education using various learning modalities, thus teaching and learning was undertaken
remotely and on digital platforms.
As the Philippines faced more issues brought about by the COVID-19 pandemic, DepEd
proposed alternatives to continue teaching and learning, and one of these alternatives was distance
learning. Quinones (2020) defined distance learning as a learning delivery modality, where the learning
occurred when the teachers and students were geographically remote during the teaching and learning
process. This modality includes ODL, Modular Distance Learning, and TV/Radio-Based Instruction.
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The LESF 2020 data showed that ODL is the third most preferred modality of students with
3.8 million votes. ODL features the teacher as a facilitator, engaging students' active participation
through the use of internet-based technologies while they are geographically remote from each other
during instruction. The internet is utilized to facilitate student-teacher and peer-to-peer
communication. ODL allows live synchronous instruction. It is more engaging than the other types
of distance learning, with real-time responses. This is practiced effectively by using a Learning
Management System (LMS) or related technologies (DepEd, 2020).
ODL is highly dependent on internet-based technologies. However, the Philippines is

considered a less economically developed country (Alipio, 2020). It will result in various challenges in
the teaching and learning process during ODL. The study by Clemen et.al (2021) on “Education During
COVID-19 Era: Readiness of Students in a Less-Economically Developed Country for E-Learning” aimed to
assess the readiness of Filipino higher education students for e-learning during the COVID-19 era and
its association with demographic variables using a survey quantitative research. The overall findings
revealed that Filipino higher education students were not ready for e-learning during the pandemic.
The majority of the respondents had no access to a computer with an internet connection and
adequate software (e.g., Microsoft Word, Adobe Acrobat). Generally, they believe they do not possess
basic skills to operate a computer (e.g., saving files, creating folders) and find ways around the Internet
(e.g., using search engines, entering passwords).
This was supported by the study of Baticulon et al. (2021) on “Barriers to Online Learning in the
Time of COVID-19: A National Survey of Medical Students in the Philippines” which aimed to determine the
challenges that the medical students in the Philippines are facing in online learning during the
pandemic using a cross-sectional study. The study found out that medical students in the Philippines
struggle with online learning because of adjusting to learning styles, performing responsibilities at
home, and poor communication or lack of clear directions from educators. Mental health difficulties
and lack of physical space conducive to studying were also common. The data showed that the
availability of fast and reliable internet connections was a bigger concern than either device ownership
or technical aptitude when one out of ten students lacked basic needs such as food, water, medicine,
and security.
The study by Moralista and Oducado (2020) entitled “Faculty Perception toward Online Education
in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic” which was
focused on determining the perception of online education among faculty in a State College in the
Philippines using a descriptive online survey. The study revealed that instructors lack computer
competency and had no training in online teaching, while others have an unstable internet connection.
The study recommended that faculty should be provided with continued support and training as they
adapt to the education in the New Normal.
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Students’ Engagement during ODL
To further enrich this study, the researchers collected related literature and studies on students'
engagement during ODL. These were categorized into the challenges in student engagement during
ODL and the provided recommendations on how to improve student engagement during ODL.
The study of Khlaif, et al. (2021) on "Emergency remote learning during COVID-19 crisis: Students’
engagement" aimed to explore the factors that influence student engagement in emergency remote
teaching in COVID-19 in Palestine using a descriptive case study. The study found that the emerging
factors that affected students' engagement in ODL during the pandemic were infrastructure and
cultural factors, digital inequality, and digital privacy. Furthermore, breach of digital privacy issues
negatively influenced student engagement in the Emergency Remote Learning (ERL) environment.
Moreover, Werang & Leba (2022) in their study on "Factors Affecting Student Engagement in Online
Teaching and Learning: A Qualitative Case Study" explored online lecturers’ perceptions of factors affecting
student engagement in online teaching and learning offered at Musamus University, Indonesia using
a qualitative case study. The study revealed the problems that students faced in online learning were
collected under the headings of technological devices, internet access, students’ learning habits, and
students' technological unfamiliarity. These problems hindered students from actively engaging in
online teaching and learning.
Furthermore, Balta-Salvador et. al (2021) in their study "Academic and Emotional Effects of Online
Learning during the COVID-19 Pandemic on Engineering Students" delve into engineering undergraduate
students’ online education experience during the COVID-19 pandemic and its emotional impact
across time. The findings of this study highlight that the majority of students were not satisfied with
the quality of their online education enforced during the lockdown due to the COVID-19 pandemic,
and that they believe that it has negatively affected their academic performance. Regarding their
emotional state, students reported feeling discouragement, boredom, confusion, and worry to a greater
extent, and calm and trust to a lesser extent.
In addition, Barrot et.al. (2021) in their study "Students’ online learning challenges during the pandemic
and how they cope with them: The case of the Philippines" focused on understanding students' online learning
experience in times of the COVID-19 Pandemic using a mixed-method approach. The study revealed
that respondents experienced various online learning challenges in terms of type and extent. The
learning environment at home was the greatest challenge while technological literacy and competency
were the least challenging.
On the other hand, the following studies provide recommendations on how to improve
student engagement during ODL. The study of Sarder (2014) on "Improving Students Engagement in Online
Courses' ' aimed to test whether the three (3) teaching techniques will be effective to enhance students'
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engagement in online courses using a mixed method of research. The study found the effectiveness
of In-Lecture Event Identification Applications, Offline Lecture Splicing, and Student-Interaction
Enhancement Application teaching techniques to enhance students' engagement. It helped advance
knowledge by improving the effectiveness of current alternate course delivery methods. The multi-
tiered online delivery enhanced student learning by increasing student interactions/engagement
through a repository and encouraged students to actively engage and experience different ways of
thinking and learning that aid cognitive flexibility.
Farell & Brunton (2020) in their study on "A balancing act: a window into online student engagement
experiences" explored themes relating to online student engagement experiences using a qualitative case
study. The findings indicate that successful online student engagement was influenced by several
psychosocial factors, including peer community, engaging online teachers, and confidence or self-
efficacy. Structural factors such as life load and course design were also common. Time management
and organizational skills were essential for students' online success and engagement, enabling them to
balance their life load and study. However, the study encouraged the students to follow a regular study
schedule.
These findings are supported by Mohtar and Yunus (2022) in their study on "A Systematic
Review of Online Learning during COVID 19: Students’ Motivation, Task Engagement, and Acceptance " which
aimed to identify students’ perceptions of online learning in terms of motivation, task engagement,
and acceptance. In this study, the researchers recommended using an appropriate teaching approach
to effectively engage the students. Teachers must design learning experiences that allow independent
and student-centered learning.
In addition, Salas-Pilco et al. (2022), in their study, "Student engagement in online learning in Latin
American higher education during the COVID-19 pandemic: A systematic review", suggested the need for (a)
transformation of higher education, (b) adequate professional training, (c) access to Internet
connectivity, (d) quality online learning in higher education and (e) student well-being to improve
student engagement. The conceptualization of the tripartite dimensions of student engagement sheds
light on the teaching and learning processes and the key characteristics of student engagement in
online learning. Thus, it serves as a basis to improve the quality of online learning.
Moreover, Baloran et al. (2021) conducted a study entitled "Course Satisfaction and Student
Engagement in Online Learning amid COVID-19 Pandemic: A Structural Equation Model" to investigate the
significant influence of course satisfaction on student engagement in online learning at the University
of Mindanao - Bansalan College amid the COVID-19 pandemic. It also aimed to determine the best
fit model showing the interrelationships between and among course satisfaction and student
engagement domains in online learning. The findings revealed that students are highly satisfied with
online learning delivery, especially with how teachers established online communication and provided
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constant feedback on their performance. Students who were satisfied with the learning opportunities
provided by teachers online are more likely to be engaged in course skills, participation, performance,
and emotion. It was further specified through structural equation modeling that online course
satisfaction is significantly related to students’ skills, emotion, participation, and performance
engagement which are constructs of student engagement in online learning.
The study by Sekiwu et. al (2020) discovered that an increase in school attendance leads to a
reciprocal increase in academic performance during online learning. Furthermore, Dodson (2014)
claimed that online homework increases and maintains student performance within a virtual
classroom. Lastly, Bukaliya & Mubika (2015) found that students preferred to participate in small
group discussions during online learning because they can generate more ideas and information due
to sharing of resources. Students would rather engage with somebody instead of engaging alone.
1.4. Conceptual Framework
Figure 1.
Visual Representation of the Conceptual Framework
The figure shows the visual representation of the relationship of the research va riables in this
study. The variables were ODL as the independent variable and students' cognitive and behavioral
engagement as the dependent variables. Since the respondents were under an online learning program,
the researchers aimed to enhance the cognitive and behavioral engagement of Grade 9 students of
HCCS in CLED subject during ODL by providing recommendations that address their challenges.
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1.5. Scope and Delimitation
The study aimed to enhance the cognitive and behavioral engagement of Grade 9 students of
HCCS in CLED subject during ODL by providing recommendations that address their challenges.
The researchers did not include the emotional dimension of student engagement since it is not
measurable in ODL.
The study was conducted in HCCS, a private-sectarian school in Tondo, Manila. The
respondents were 70 Grade 9 students from 6 different sections and gathered through simple random
sampling. The duration of this study was conducted from December 2021 to April 2022. Within that
period, the researchers collected data through a survey questionnaire and utilized descriptive statistics
for data analysis.
1.6. Definition of Terms
Below is the list of the definition of terms that transpired in this study.
a. Alternative Learning Delivery Modes - are instructional learning modalities that do not
strictly follow the typical setup for regular classroom instruction but follow the K to 12
curricula in content (DepEd, 2020).
b. Behavioral Engagement - involves observable characteristics resulting from cognitive and
emotional engagement. It is visible in the students’ participation in school-related activities,
may it be in the classroom or in school (Bond and Bedenlier. 2019).
c. Cognitive Engagement - allows students to process and understand concepts, ideas, or
information by asking questions, presenting an example, or giving insights into the discussion
(Bond and Bedenlier. 2019).
d. Distance Learning - refers to a learning delivery modality where learning takes place between
the teacher and the learners who are geographically remote from each other during instruction
(DepEd, 2020).
e. Online Distance Learning - features the teacher as a facilitator, engaging students' active
participation through the use of internet-based technologies (DepEd, 2020).
f. Student Engagement - is defined as the students’ involvement with their learning
environment including the relationship they built with their teacher, peers, instruction, and
curriculum (Delfino, 2019).
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2. Methods
2.1. Research Design
According to McCombes (2019), descriptive research aims to accurately and systematically

describe a population, situation, or phenomenon. It can answer what, where, when, and how
questions, and is an appropriate choice when the research aim is to identify characteristics, frequencies,
trends, and categories.
Moreover, Siedlecki (2020) referred to descriptive research as describing individuals, events,

or conditions by studying them in nature. It looks at the characteristics of a population and identifies
problems that exist within a unit, an organization, or a population.
The study utilized a quantitative descriptive research design to describe how Grade 9 students
of HCCS engage cognitively and behaviorally in CLED subject during ODL, identify their challenges,
and provide recommendations to address these identified challenges. It aims to enhance the students’
cognitive and behavioral engagement during ODL.
2.2. Research Locale
The study was conducted in Holy Child Catholic School (HCCS), a private-sectarian school
under the supervision of the Roman Catholic Archdiocese of Manila founded in 1945, located in
Tondo, City of Manila. The school does its role by providing a comprehensive basic education
program that caters to nursery up to senior high students. It includes Christian Values Education in
its curriculum, and they offer online learning through flexible teaching-learning and home education
learning programs. The school utilized Real-time Instructional Support Engagement (RISE) during
synchronous sessions and Self-directed Offline Activities and Resources (SOAR) during asynchronous
sessions.
The researchers chose HCCS because of the availability and accessibility of the data needed
since one of the research variables is ODL, and the researchers were practice teachers of the said
school.
2.3. Respondents of the Study
The respondents of the study were Grade 9 students of HCCS under ODL. The total sample
of respondents was drawn from the total population of 236 enrolled Grade 9 students of HCCS S.Y.
2021-2022.
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8 respondents were selected from St. Justin, St. Sebastian, St. Lorenzo Ruiz, St. Blase, St.
Lawrence, and St. Boniface, respectively. Overall, there were a total of 48 respondents, 20% of the
total population, in this study.
The researchers decided to utilize 20% of the total population because Asemahagn (2020)
stated that it is usually recommended to include 20% to 30% of the population as a sample size when
conducting a descriptive research design.
The total sample of the participants is as follows:
Table 1.
Total Sample of the Respondents
Sections Population Sample Percentage
St. Justin 36 8 16.67%

St. Sebastian 40 8 16.67%
St. Lorenzo Ruiz 40 8 16.67%
St. Blasé 40 8 16.67%

St. Lawrence 40 8 16.67%
St. Boniface 40 8 16.67%
Total 236 48 100%
2.4. Instrumentation
The study utilized a self-constructed research instrument to capture rich and quality data that
supports the formulation of substantial and credible answers to the research questions. In line with
this, the researchers created a structured survey questionnaire to describe how Grade 9 students of
HCCS engage cognitively and behaviorally in the CLED subject during ODL and identify their
challenges.
The survey questionnaire consisted of three (3) components. The first component is for the
demographic profile of the respondents, including the name, grade level, and section.
The second component includes the 20-item Likert scale questions, divided into two
dimensions: cognitive and behavioral engagement. It aims to describe how Gra de 9 students of HCCS
engage cognitively and behaviorally in CLED subject during ODL. The indicators for the two
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dimensions were adapted from the study of Delfino (2019). These indicators were contextualized in
an ODL modality since the mentioned study was conducted in a face-to-face setting. A four-point
Likert scale that varies from 'Always' (4) to 'Rarely' (1) was utilized to measure the data.
The four-point Likert scale interpretation and allocation of values are as follows:
Likert Scale Value Allocation Likert Description
1 1.00 - 1.49 Rarely

2 1.50 - 2.49 Sometimes
3 2.50 - 3.49 Often
4 3.50 - 4.00 Always
The third component is a structured multiple-response question to identify the challenges in

students' engagement in CLED subject during ODL. The answer choices were adapted from the study
of Werang & Leba (2022), but the respondents can also specify answers that weren't included in the
options.
To ensure the validity and reliability of the research instrument in collecting the data, the
researchers sought assistance from a teacher who is considered an expert in the field of education and
academic research.
2.5. Data Gathering Procedures
The study utilized an online data collection for convenience and accessibility since the
respondents were under an online learning program. To answer the research questions, the researchers
surveyed the Grade 9 students of HCCS with a structured questionnaire.
As the first step of the data collection process, the researchers sent a formal letter of request
via Gmail to the school principal of HCCS to ask for permission to conduct the study in the said
school. When the school principal approved the request, the researchers required the respondents and
their parents to sign a consent form before participating in the study. Subsequently, the researchers
sent the link of the google form survey questionnaire to the respondents through Gmail and
messenger.
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2.6. Statistical Treatment of Data
The collected data were analyzed using descriptive statistics for an accurat e and reliable
interpretation and discussion. In this study, the researchers computed the frequency and percentage
distribution, weighted mean, and standard deviation using Microsoft Excel.
The formulas are as follows:
Frequency and Percentage Distribution
Where:
% = Percentage
𝑓
%= ∗ 100
f = Frequency 𝑁
N = Number of respondents
Weighted Mean
Where:
∑ = symbol for summation

∑𝑥
N = total number of scores 𝑥̅ =
𝑁
X = value of all scores
Standard deviation
Where:
σ = population standard deviation
∑ = summation of…
X = each value ∑(𝑋 − μ)2

σ= √
𝑁
N = number of values in the population
μ = population mean
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The frequency and percentage distribution and weighted mean were utilized to describe the
data about students’ cognitive and behavioral engagement during ODL. The standard deviation was
computed to measure how spread out the data are. A standard deviation close to zero indicates that
data points are close to the mean, which concludes the accuracy and reliability of data.
After analyzing the data, the researchers provided recommendations that address the identified
challenges in students' cognitive and behavioral engagement in CLED subjects during ODL.
2.7. Ethical Considerations
Below is the list of ethical considerations that transpired in this study.
a. Risk to the Respondents and Researchers

The study had no risk for the respondents and the researchers. This classroom-based action
research was guided by the PNU Code of Research Ethics.
b. Benefits to the Respondents or the Community
The benefits of this study were maximized to achieve its purpose which is to enhance the
cognitive and behavioral engagement of Grade 9 students of HCCS in CLED subject during ODL.
There were no monetary benefits to be provided to the respondents of the research.
c. Confidentiality and Handling of Data
The data gathered in this study were kept strictly confidential and solely used for academic
purposes. All collected data were destroyed upon completion of the study.
d. Consent Form
The respondents were fully informed about the study by providing informed consent forms.
The researchers did not pressure the participants to participate in this study. They have the right to
decline or withdraw their participation at any point.
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3. Results and Discussion
This section presents the results and discussions of data gathered through a survey
questionnaire that was systematically presented, analyzed, and interpreted to achieve the purpose of
this study. The tables and figures presented were in accord with the research instrument utilized to
conduct this study.
3.1. Demographic Profile of the Respondents
Figure 2.
Profile of the Respondents by Section
Figure 2 shows the profile of the respondents by section. There were six sections of Grade 9
in HCCS, particularly St. Sebastian, St. Lawrence, St. Lorenzo Ruiz, St. Justin, St. Blase, and St.
Boniface. A total of 48 respondents agreed to participate in this study, with 8 (16.67%) students from
each section.
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3.2. Students’ Cognitive Engagement in CLED subject during ODL
Table 2.
Students’ Cognitive Engagement in CLED subject during ODL

Weighted Standard Verbal
Statement Total
4- 3- 2- 1- Mean Deviation Interpretation
Always Often Sometimes Rarely
Cognitive
1. Made a class 21 20 4 3
155 3.23 0.86 Often
presentation 43.75% 41.67% 8.33% 6.25%
2. Put together ideas or

23 19 6 0
concepts from different 161 3.35 0.70 Often
47.92% 39.58% 12.50% 0.00%
subjects
3. Used electronic
medium (online
22 21 5 0
applications) to discuss 161 3.35 0.67 Often
45.83% 43.75% 10.42% 0.00%
or complete an
assignment.
4. Used messaging
applications to 36 11 0 1
178 3.71 0.58 Always
communicate with 75.00% 22.92% 0.00% 2.08%
teachers.
5. Asked about grades or

17 17 9 5
assignments with 142 2.96 0.99 Often
35.42% 35.42% 18.75% 10.42%
teachers
6. Shared ideas with

17 17 10 4
others from the readings 143 2.98 0.96 Often
35.42% 35.42% 20.83% 8.33%
or classes
7. Looked over class

19 25 3 1
notes to make sure I 158 3.29 0.68 Often
39.58% 52.08% 6.25% 2.08%
understand the lesson
8. Put effort to
27 18 2 1
accomplish the given 167 3.48 0.68 Often
56.25% 37.50% 4.17% 2.08%
tasks
9. Worked harder to
meet the teacher’s 26 16 6 0
164 3.42 0.71 Often
standards and 54.17% 33.33% 12.50% 0.00%
expectations
10. Applied the

26 19 2 1
learnings to real-life 166 3.46 0.68 Often
54.17% 39.58% 4.17% 2.08%
situations
Average Weighted Mean 3.32 Often
17
______________________________________________________________________________
Table 2 presents the students’ cognitive engagement in CLED subject during ODL. There
were a total of 48 respondents who answered the survey questionnaire.
The data indicate that 21 (43.75%) respondents always made a class presentation, 20 (41.67%)
often, 4 (8.33%) sometimes, and 3 (6.25%) rarely. The weighted mean of indicator number 1 was 3.23,
and the standard deviation was 0.86, with a verbal interpretation of often.
23 (47.92%) respondents always put together ideas or concepts from different subjects, 19
(39.58%) often, and 6 (12.50%) sometimes. The weighted mean of indicator number 2 was 3.35, and
the standard deviation was 0.70, with a verbal interpretation of often.
22 (45.83%) respondents always used electronic medium (online applications) to discuss or

complete an assignment, 21 (43.75%) often, and 5 (10.42%) sometimes. The weighted mean of
indicator number 3 was 3.35, and the standard deviation was 0.67, with a verbal interpretation of often.
36 (75.00%) respondents always used messaging applications to communicate with teachers,

11 (22.92%) often, and 1 (2.08%) rarely. The weighted mean of indicator number 4 was 3.71, and the
standard deviation was 0.58, with a verbal interpretation of always.
17 (35.42%) respondents always asked about grades or assignments with teachers, 17 (35.42%)
often, 9 (18.75%) sometimes, and 5 (10.42%) rarely. The weighted mean of indicator number 5 was
2.96, and the standard deviation was 0.99, with a verbal interpretation of often.
In addition, 17 (35.42%) respondents always shared ideas with others from the readings or
classes, 17 (35.42%) often, 10 (20.83%) sometimes, and 4 (8.33%) rarely. The weighted mean of
19 (39.58%) of the respondents always looked over class notes to make sure they understood
the lesson, 25 (52.08%) often, 3 (6.25%) sometimes, and 1 (2.08%) rarely. The weighted mean of
27 (56.25%) respondents always put effort to accomplish the given tasks, 18 (37.50%) often,
2 (4.17%) sometimes, and 1 (2.08%) rarely. The weighted mean of indicator number 8 was 3.48, and
26 (54.17%) respondents always worked harder to meet the teacher’s standards and
expectations, 16 (33.33%) often and 6 (12.50%) sometimes. The weighted mean of indicator number
9 was 3.42, and the standard deviation was 0.71, with a verbal interpretation of often.
18
______________________________________________________________________________
26 (54.17%) respondents always applied the learnings to real-life situations, 19 (39.58%) often,
2 (4.17%) sometimes, and 1 (2.08%). The weighted mean of indicator number 10 was 3.46, and the
standard deviation was 0.68, with a verbal interpretation of often.
Overall, the average weighted mean was 3.32 with a verbal interpretation of often. It reveals
that the respondents are often cognitively engaged in CLED subject during ODL. Specifically, it was
highly manifested by the respondents through the use of messaging applications to communicate with
teachers. It was the consequence of the limited face-to-face interaction of students and teachers
because of the COVID-19 pandemic, still present today. Moralista & Oducado (2020) claimed that
the communication between students and teachers virtually takes place because there has been a
transition in the educational system due to the public health crisis, shifting from a face-to-face setup
to online teaching and learning.
3.3. Students' Behavioral Engagement in CLED subject during ODL
Table 3.
Students' Behavioral Engagement in CLED subject during ODL

Statement Total
Behavioral
1. Asked questions in
18 19 8 3
class or contributed to 148 3.08 0.90 Often
37.50% 39.58% 16.67% 6.25%
class discussion.
2. Clicked raised hand 1

28 15 4
button or used chat box 2.08% 166 3.46 0.74 Often
58.33% 31.25% 8.33%
in class to recite.
0
3. Participated in small 29 15 4
0.00% 169 3.52 0.65 Always
group discussions. 60.42% 31.25% 8.33%
4. Did all the given 30 14 4 0

170 3.54 0.65 Always
homework. 62.50% 29.17% 8.33% 0.00%
5. Came to class every 32 14 1 1

173 3.60 0.64 Always
day 66.67% 29.17% 2.08% 2.08%
6. Took good notes in 24 17 6 1

160 3.33 0.78 Often
class 50.00% 35.42% 12.50% 2.08%
7. Received prompt
written or oral feedback 15 20 11 2
144 3.00 0.85 Often
from teachers on your 31.25% 41.67% 22.92% 4.17%
academic performance
19
______________________________________________________________________________
8. Came to class 20 23 3 2
157 3.27 0.76 Often
prepared for the lesson 41.67% 47.92% 6.25% 4.17%
9. Made sure to study on 22 21 3 2

159 3.31 0.78 Often
a regular basis 55.83% 43.75% 6.25% 4.17%
24 23 1 0
10. Did well on test 167 3.48 0.55 Often
50.00% 47.92% 2.08% 0.00%
Table 3 presents the students’ behavioral engagement in CLED subject during ODL. There
were a total of 48 respondents who answered the survey questionnaire.
The data indicate that 18 (37.50%) respondents always asked questions in class or contributed
to class discussion, 19 (39.58%) often, 8 (16.67%) sometimes, and 3 (6.25%) rarely. The weighted
mean of indicator number 1 was 3.08, and the standard deviation was 0.90, with a verbal interpretation
of often.
28 (58.33%) respondents always clicked raised hand button or used the chat box in class to
recite, 15 (31.25%) often, 4 (8.33%) sometimes, and 1 (2.08%) rarely. The weighted mean of indicator
number 2 was 3.46, and the standard deviation was 0.74, with a verbal interpretation of often.
29 (60.42%) respondents always participated in small group discussions, 15 (31.25%) often,

and 4 (8.33%) sometimes. The weighted mean of indicator number 3 was 3.52, and the standard
deviation was 0.65, with a verbal interpretation of always.
30 (62.50%) respondents always did all the given homework, 14 (29.17%) often, and 4 (8.33%)
sometimes. The weighted mean of indicator number 4 was 3.54, and the standard deviation was 0.65,
with a verbal interpretation of always.
32 (66.67%) respondents always came to class every day, 14 (29.17%) often, 1 (2.08%)
sometimes, and 1 (2.08%) rarely. The weighted mean of indicator number 5 was 3.60, and the standard
deviation was 0.64, with a verbal interpretation of always.
In addition, 24 (50.00%) respondents always took notes in class, 17 (35.42%) often, 6 (12.50%)
sometimes and 1 (2.08%) rarely. The weighted mean of indicator number 6 was 3.33, and the standard
deviation was 0.78, with a verbal interpretation of often.
15 (31.25%) respondents always received prompt written or oral feedback from teachers on
their academic performance, 20 (41.67%) often, 11 (22.92%) sometimes and 2 (4.17%) rarely. The
weighted mean of indicator number 7 was 3.00, and the standard deviation was 0.85, with a verbal
interpretation of often.
20
______________________________________________________________________________
20 (41.67%) respondents always came to class prepared for the lesson, 23 (47.92%) often, 3
(6.25%) sometimes and 2 (4.17%) rarely. The weighted mean for indicator number 8 was 3.27, and
22 (55.83%) respondents made sure to study on a regular basis, 21 (43.75%) often, 3 (6.25%)
sometimes and 2 (4.17%) rarely. The weighted mean for indicator number 9 was 3.31, and the standard
deviation was 0.78, with a verbal interpretation of often.
24 (50.00%) respondents always did well on tests, 23 (47.92%) often and 1 (2.08%) sometimes.
The weighted mean for indicator number 10 was 3.48, and the standard deviation was 0.55, with a
verbal interpretation of often.
Overall, the weighted mean was 3.36 with a verbal interpretation of often. It reveals that the
respondents often behaviorally engaged in CLED subject during ODL. The respondents were highly
engaged in attending class every day, doing all the given homework, and participating in small group
discussions. In line with this, Sekiwu (2020) stated that an increase in school attendance leads to a
reciprocal increase in academic performance during online learning. This conforms to the views of
Thatcher et al. (2007) that high-performing students regularly attend class more than those who are
irregular. Moreover, the study by Dodson (2014) indicates that online homework increases and
maintains student performance within a virtual classroom. And lastly, Bukaliya & Mubika (2015)
revealed that students preferred to participate in small group discussions during online learning
because they can generate more ideas and information due to sharing of resources.
3.4. Identified Challenges in Students' Cognitive and Behavioral Engagement
Table 4.
Identified Challenges in Students' Cognitive and Behavioral Engagement
Identified Challenges Total Percentage
1. Financial Matters 8 16.67%
2. Time Management 23 47.92%
3. Students’ Learning Habits 18 37.50%
4. Schoolwork 23 47.92%
5. Technological Familiarity 9 18.75%
6. Teaching Approaches 7 14.58%
7. Emotional Management 28 58.33%
21
______________________________________________________________________________
8. Responsibilities at home 22 45.83%

9. Teacher Communication 7 14.58%
10. Learning Environment 20 41.67%
11. Learning Resources 5 10.42%
12. Others 2 4.17%
Table 4 presents the identified challenges in students’ cognitive and behavioral engagement
during ODL. There were a total of 48 respondents who answered the survey questionnaire.
The data indicates that 28 (58.33%) respondents identified emotional management as a

challenge in their cognitive and behavioral engagement in CLED subject during ODL, followed by
time management and school work with 23 (47.92%) responses each.
Furthermore, 22 (45.83%) respondents answered responsibilities at home, 20 (41.67%) in the

learning environment, and 18 (37.50%) in students’ learning habits, followed by technological
familiarity and financial matters with 9 (18.75%) and 8 (16.67%) responses, respectively.
7 (14.58%) respondents had problems with teaching approaches and teacher communication,
while 5 (10.42%) respondents had no sufficient learning resources, and 2 (4.17%) respondents stated
physical health as another challenge aside from the provided indicators.
Based on the results, the majority of the respondents identified emotional management as a
challenge in their cognitive and behavioral engagement in CLED subject during ODL, followed by
time management and schoolwork, responsibilities at home, the learning environment, and students’
learning habits, consecutively.
Emotional management is supported by the study of Balta-Salvador et. al (2021) where

students reported that they were discouraged, bored, confused, and worried to a greater extent during
online learning, lesser on being calm and trustful. In relation to this, Mohtar & Yunus (2022)
emphasized that lack of motivation needs to be addressed to engage students effectively with this
learning modality.
As time management and schoolwork were tied as the second most identified challenges by
the respondents, it is essential for students to learn how to manage their time effectively because it
enables them to balance their life load and study. This conforms with the view of Farell & Brunton
(2020) that time management is essential for students' online success and engagement.
22
______________________________________________________________________________
Regarding the responsibilities at home, the study by Farrel & Brunton (2020) mentioned that
one of the most challenging aspects of being an online learner was balancing one’s studies and caring
responsibilities. It revealed that students felt pressured to balance their responsibilities while finding
time to study. In addition, Baticulon et al. (2021) stated that one of the most frequently encountered
challenges was difficulty adjusting learning styles while performing responsibilities at home.
The learning environment was one of the highly identified challenges by the respondents.
According to Baticulon et al. (2021), the lack of physical space conducive to studying was one of the
common barriers to online learning. Furthermore, this was supported by Barrot et. al (2021) as he
claimed that students were greatly challenged by their learning environments, pa rticularly distractions
at home and having limited learning space.
Lastly, students’ learning habits were the fifth most identified challenge. The study by Werang
and Leba (2022) revealed that students demonstrate poor learning behaviors, which affects the ir
preparedness to engage in online classes actively and complete class assignments.
4. Conclusions and Recommendations
This section presents the summary of conclusions, and recommendations after all the data
gathered were systematically analyzed and interpreted to describe how Grade 9 students of HCCS
engage cognitively and behaviorally in the CLED subject during ODL and identify their challenges.
4.1. Conclusions
The majority of the respondents were often cognitively engaged in CLED subject during
ODL. Specifically, the cognitive engagement of the respondents was always manifested by using
messaging applications to communicate with their teachers. Moreover, the respondents often
accomplished the given tasks with effort, worked hard to meet the teacher’s standards and
expectations, applied learnings to real-life situations, and put together ideas or concepts from different
subjects.
In addition, the respondents often used electronic media (online applications) to discuss or
complete an assignment and make a class presentation. Lastly, the respondents often looked over class
notes to understand the lesson, asked about grades or assignments with teachers, and shared ideas
with others from the readings or classes. In conclusion, the respondents revealed a high level of
engagement in the CLED subject during ODL.
23
______________________________________________________________________________
Students’ Behavioral Engagement in CLED subject during ODL
The majority of the respondents were often behaviorally engaged in CLED subject during
ODL. Specifically, the behavioral engagement of the respondents was always manifested by coming
to class every day, doing their homework, and participating in small group discussions. Moreover, the
respondents often did well on their tests, clicked the raise hand button, or utilized the chatbox to
recite in class.
In addition to this, the respondents often take good notes, study regularly, and come to class
prepared. Lastly, the respondents often asked questions in class or contributed to class discussion and
received prompt written or oral feedback from teachers on their academic performance. In conclusion,
the respondents revealed a high level of engagement in the CLED subject during ODL.
Identified Challenges in Students’ Cognitive and Behavioral Engagement
The majority of the respondents identified emotional management as their biggest challenge
in their cognitive and behavioral engagement in CLED subject during ODL, followed by time
management and schoolwork. Responsibilities at home, learning environment, and learning habits also
hindered students' engagement in online classes. In conclusion, the respondents struggle in their
cognitive and behavioral engagement in CLED subject during ODL because of various reasons,
particularly lack of motivation and low self-esteem.
4.2 Recommendations
The study revealed that emotional management, time management, schoolwork,

responsibilities at home, and learning habits were the biggest challenge in students’ cognitive and
behavioral engagement in CLED subject during ODL. With that, the researchers would like to
recommend the following:
 Provide proactive psychosocial support and assistance to students by developing mental

wellness programs that teach positive coping mechanisms to deal with stressors.
 Build confidence and self-efficacy by involving the peer community and engaging online
teachers.
 Encourage students to maintain a consistent study schedule.
 Extend leniency to students who bear additional responsibilities at home. They could be
granted reasonable extra time to complete tasks. Alternative learning activities must be offered
if they are unable to attend synchronous sessions.
 Implement an asynchronous method of content delivery with minimal requirements whenever
possible.
24
______________________________________________________________________________
 Effectively engage students using an appropriate teaching approach.

 Assist students who are struggling in online classes due to non-conducive learning
environments.
 Come up with possible strategies to help students understand their best learning style
 Design learning experiences that allow independent and student-centered learning.
 Collaborate with school guidance counselors to create a plan for guiding students in
developing good study habits.
Acknowledgment
This paper is a course requirement for the PT02 Teaching Internship for the Bachelor in
Values Education at Philippine Normal University-Manila. The researchers would like to express their
heartfelt gratitude to the following people for their support in the fulfillment of this study.
First and foremost, to the Holy Child Catholic School through its Junior High School
Principal, Mrs. Ofelia Lumaoig, for allowing us to conduct this study in their school.
Next is to Ms. Bernarose Villas Dichoso, Grade 9 CLED Teacher, for helping us reach and
communicate with the students and their parents. And of course, to the Grade 9 students for
participating in this study and sharing their valuable insights and experiences.
We would also like to thank Ms. Charmaine S. Bacay, Senior High School Coordinator,
Distance Learning Supervisor, and Research Teacher of Immaculate Conception Academy of Manila,
for validating the research instrument used in our data collection.
And lastly, to our Almighty Father for guiding us throughout this endeavor to make this study
possible and beneficial to His people.
To God be the glory.
25
______________________________________________________________________________
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APPENDICES
Appendix A
Letter of Request to the HCCS Junior High School Principal
28
______________________________________________________________________________
29
______________________________________________________________________________
Appendix B
Parental Consent Form
30
______________________________________________________________________________
31
______________________________________________________________________________
Appendix C
Data Collection Tool
32
______________________________________________________________________________
33
______________________________________________________________________________
Sample 1
34
______________________________________________________________________________
35
______________________________________________________________________________
36
______________________________________________________________________________
Sample 2
37
______________________________________________________________________________
38
______________________________________________________________________________
39
______________________________________________________________________________
Sample 3
40
______________________________________________________________________________
41
______________________________________________________________________________
42
______________________________________________________________________________
Appendix D
Figures and Tables
Figure 1.
Visual Representation of the Conceptual Framework
Figure 2.
Profile of the Respondents by Section
43
______________________________________________________________________________
Table 1.
Total Sample of the Respondents
Sections Population Sample Percentage
St. Justin 36 8 16.67%

St. Sebastian 40 8 16.67%
St. Lorenzo Ruiz 40 8 16.67%

St. Blasé 40 8 16.67%
St. Lawrence 40 8 16.67%
St. Boniface 40 8 16.67%
Total 236 48 100%
Table 2.

Statement Total
Cognitive
1. Made a class 21 20 4 3
155 3.23 0.86 Often
presentation 43.75% 41.67% 8.33% 6.25%
2. Put together ideas or

23 19 6 0
concepts from different 161 3.35 0.70 Often
47.92% 39.58% 12.50% 0.00%
subjects
3. Used electronic
medium (online
22 21 5 0
applications) to discuss 161 3.35 0.67 Often
45.83% 43.75% 10.42% 0.00%
or complete an
assignment.
4. Used messaging
applications to 36 11 0 1
178 3.71 0.58 Always
communicate with 75.00% 22.92% 0.00% 2.08%
teachers.
5. Asked about grades or

17 17 9 5
assignments with 142 2.96 0.99 Often
35.42% 35.42% 18.75% 10.42%
teachers
44
______________________________________________________________________________
6. Shared ideas with

17 17 10 4
others from the readings 143 2.98 0.96 Often
35.42% 35.42% 20.83% 8.33%
or classes
7. Looked over class

19 25 3 1
notes to make sure I 158 3.29 0.68 Often
39.58% 52.08% 6.25% 2.08%
understand the lesson
8. Put effort to
27 18 2 1
accomplish the given 167 3.48 0.68 Often
56.25% 37.50% 4.17% 2.08%
tasks
9. Worked harder to
meet the teacher’s 26 16 6 0
164 3.42 0.71 Often
standards and 54.17% 33.33% 12.50% 0.00%
expectations
10. Applied the

26 19 2 1
learnings to real-life 166 3.46 0.68 Often
54.17% 39.58% 4.17% 2.08%
situations
Table 3.
Students' Behavioral Engagement in CLED subject during ODL

Statement Total
Behavioral
1. Asked questions in
18 19 8 3
class or contributed to 148 3.08 0.90 Often
37.50% 39.58% 16.67% 6.25%
class discussion.
2. Clicked raised hand 1

28 15 4
button or used chat box 2.08% 166 3.46 0.74 Often
58.33% 31.25% 8.33%
in class to recite.
0
3. Participated in small 29 15 4
0.00% 169 3.52 0.65 Always
group discussions. 60.42% 31.25% 8.33%
4. Did all the given 30 14 4 0

170 3.54 0.65 Always
homework. 62.50% 29.17% 8.33% 0.00%
5. Came to class every 32 14 1 1

173 3.60 0.64 Always
day 66.67% 29.17% 2.08% 2.08%
6. Took good notes in 24 17 6 1

160 3.33 0.78 Often
class 50.00% 35.42% 12.50% 2.08%
45
______________________________________________________________________________
7. Received prompt
written or oral feedback 15 20 11 2
144 3.00 0.85 Often
from teachers on your 31.25% 41.67% 22.92% 4.17%
academic performance
8. Came to class 20 23 3 2
157 3.27 0.76 Often
prepared for the lesson 41.67% 47.92% 6.25% 4.17%
9. Made sure to study on 22 21 3 2

159 3.31 0.78 Often
a regular basis 55.83% 43.75% 6.25% 4.17%
24 23 1 0
10. Did well on test 167 3.48 0.55 Often
50.00% 47.92% 2.08% 0.00%
Table 4.
Identified Challenges in Students' Cognitive and Behavioral Engagement
Identified Challenges Total Percentage
1. Financial Matters 8 16.67%
2. Time Management 23 47.92%
3. Students’ Learning Habits 18 37.50%
4. Schoolwork 23 47.92%
5. Technological Familiarity 9 18.75%
6. Teaching Approaches 7 14.58%
7. Emotional Management 28 58.33%
8. Responsibilities at home 22 45.83%
9. Teacher Communication 7 14.58%

10. Learning Environment 20 41.67%
11. Learning Resources 5 10.42%
12. Others 2 4.17%
46

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Final Cbar Dalmacio-Dela Cruz-Denubo-Lubay-Magsino Bve 4-11

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Republic of the Philippines

Philippine Normal University

Enhancing Students’ Cognitive and Behavioral Engagement

Practice Teachers (Faculty of Behavioral and Social Sciences,

Keywords: Online Distance Learning, Cognitive Engagement, Behavioral

1.1. Background of the Study

1.2. Statement of the Problem

Specifically, it sought to answer the following research questions:

1.3. Review of Related Literature and Studies

Online Distance Learning

ODL is highly dependent on internet-based technologies. However, the Philippines is

Students’ Engagement during ODL

1.4. Conceptual Framework

1.5. Scope and Delimitation

1.6. Definition of Terms

2.1. Research Design

According to McCombes (2019), descriptive research aims to accurately and systematically

Moreover, Siedlecki (2020) referred to descriptive research as describing individuals, events,

2.2. Research Locale

2.3. Respondents of the Study

The total sample of the participants is as follows:

Sections Population Sample Percentage

St. Justin 36 8 16.67%

St. Lorenzo Ruiz 40 8 16.67%

St. Blasé 40 8 16.67%

St. Boniface 40 8 16.67%

Total 236 48 100%

Likert Scale Value Allocation Likert Description

1 1.00 - 1.49 Rarely

3 2.50 - 3.49 Often

4 3.50 - 4.00 Always

The third component is a structured multiple-response question to identify the challenges in

2.5. Data Gathering Procedures

2.6. Statistical Treatment of Data

The formulas are as follows:

Frequency and Percentage Distribution

∑ = symbol for summation

σ = population standard deviation

X = each value ∑(𝑋 − μ)2

2.7. Ethical Considerations

Below is the list of ethical considerations that transpired in this study.

a. Risk to the Respondents and Researchers

3. Results and Discussion

3.1. Demographic Profile of the Respondents

3.2. Students’ Cognitive Engagement in CLED subject during ODL

Frequency and Percentage Distribution

2. Put together ideas or

5. Asked about grades or

6. Shared ideas with

7. Looked over class

10. Applied the

Average Weighted Mean 3.32 Often

22 (45.83%) respondents always used electronic medium (online applications) to discuss or

36 (75.00%) respondents always used messaging applications to communicate with teachers,

3.3. Students' Behavioral Engagement in CLED subject during ODL

Frequency and Percentage Distribution

2. Clicked raised hand 1

4. Did all the given 30 14 4 0

5. Came to class every 32 14 1 1

6. Took good notes in 24 17 6 1

9. Made sure to study on 22 21 3 2

Average Weighted Mean 3.36 Often

29 (60.42%) respondents always participated in small group discussions, 15 (31.25%) often,