Final Paper of Research Chemistry

SACRED HEART ACADEMY OF STA. MARIA (BULACAN), INC.
Level of Engagement in Online Learning of STEM Students in SANTA

MARIA, BULACAN
A research
Presented to
Sacred Heart Academy
Of Sta. Maria, Bulacan Inc.
Municipality of Sta. Maria, Bulacan
In Partial Fulfillment to the Subject
Of the Requirements for the Subject
Inquiries, Investigation, and Immersion
Submitted by:
AGARAO, JOHN MICHAEL C. GONZALES, ALYSSA P.
ARANETA, ROSE ANN M. MATULLANO, MARK TERENCE G.
CORMINAL, MARY JOY DC. RAFAEL, CARL JOHN
CORNEJO, ERLINE S. RAMOS, BEATRICE ANDREA I.
CUEVA, RAFAEL MIGUEL M. TANIO, JANE ANN B.
GABRIEL, MARC JULIUS S.
Submitted to
Research adviser
John Erick C. DeGuzman
April 2021
1
TABLE OF CONTENTS
1. Introduction 3
1.1. Elements of Research Introduction 3
1.2. Scope and Delimitation 7
1.3. Significance of the Study 7
1.4. Statement of the Problem 8
1.5. Conceptual Framework 9
1.6. Theoretical Framework 9
1.7. Review of Related Literature 11
1.8. Definition of Terms 14
2. Methodology 15
2.1. Research Design 15
2.2. Research Locale 15
2.3. Population, Sample Size, And 18
Sampling Technique
2.4. Statistical Treatment of Data 19
3. Result and Discussion 21
3.1. Conclusion 29
3.2. Recommendation 30
Appendices 32
References
35
2
Introduction
Communication is what connects us as human beings. Society
cannot function without communication, whether it is face-to-face
conversation across a dinner table or video conferencing across
international boundaries. But because it is a regular part of our lives,
almost like breathing, communication is often thought of, if at all, as
something we were just naturally born to do. Communication is an art, a
science, a process and a technique. It is also an intricate process of
sharing ideas, thoughts, and information. ( Flores, R. 2016)
One of the researchers, Mr. Rafael, identifies that engagement is an
act where as the communication happens. It is a process of getting and
sorting information by listening. In addition, engagement requires
commitment with one another.
According to Mr. Matullano, also one of the researchers, being
engage, strengthens the relationship of people. It requires interaction,
which is a way to communicate with others. It promotes positive changes to
an individual such as improved happiness, health, and general well-being.
Also, engagement can help to make a student more confident and develop
their social skills which can result to a more productive student.
Online learning has gradually become an important way of learning.
In the process of online learning, without rigid requirements of students’
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age, educational background and knowledge structure, they can choose
appropriate learning content according to their actual level, and can flexibly
adjust their learning progress. This is also one of the important reasons
why many students are eager to online learning. ( Hu, Min and Li, Hao
2017)
The expected respondents are those who are currently taking the
STEM(Science, Technology, Engineering, Mathematics) strand. The
researchers, are going to study the relationship of the social engagement
and interactions that are affecting the understanding and learning during
this online-based education. The Sacred Heart Academy of Santa Maria
Bulacan is a private, non-sectarian educational institution located in Santa
Maria, Bulacan. Sacred Heart Academy of Sta. Maria, Bulacan is one of
the schools that are offering synchronous and asynchronous learning that
are applicable as of these times.
It is relevant to develop an understanding of what underpins the
engagement of students in online learning environments. Based on the
study of Florence Martin of the University of North Carolina Charlotte and
Doris U. Bolliger of the University of Wyoming, Student engagement
increases student satisfaction, enhances student motivation to learn,
reduces the sense of isolation, and improves student performance in online
courses. In their work, it is written that their research study examines
student perception of various engagement strategies used in online
courses based on Moore’s interaction framework. The “learner-to-learner,
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learner-to-instructor, and learner-to-content” engagement strategies. The
study also analyzed the effect of age, gender, and years of online learning
experience differences on students’ perception of engagement strategies.
Student engagement has gone through a single dimension to
multi-dimensional process, early research tended to focus on the
behavioral dimension, later appeared the behavioral and emotional
dimensions, and finally joined the cognitive dimension.
In 2004, Fredricks, Blumenfeld, and Paris published a
comprehensive research on student engagement, and in the article,
student engagement was divided into behavioral engagement, cognitive
engagement, and emotional engagement according to Bloom’s educational
goal classification. In 2010, the British Higher Education Academy
conducted a literature review of student engagement and found that
students were more likely to recognize student engagement in three
dimensions: behavioral engagement, cognitive engagement, and affective
engagement . Student engagement is an organic combination of
behavioral engagement, cognitive engagement, and emotional
engagement, and this view is also supported by official agencies, such as
National Center for Student Engagement (NCSE) and National Research
Council. Qiping Kong also believes that student engagement includes
three aspects: behavior engagement, cognitive engagement, and
emotional engagement, and through the study of student engagement in a
5
mathematics classroom, it is considered that these three aspects are
important factors influencing the learning results.
Behavioral engagement is the basic form of engagement, is explicit
and observable, and mainly includes student’s specific behaviors in the
learning process. Cognitive engagement mainly refers to the use of
learning strategies, that is, students grasp and control mental effort in
learning, and the use of different learning strategies will lead to different
levels of thinking. Emotional engagement mainly refers to students’
emotional reaction, including interest, boredom, happiness, sadness, and
anxiety, and some scholars understand emotional engagement as a sense
of belonging and values.
The main objective of this research is: to increase the level of
engagement of student in online learning, helping them to grasp in the
lesson that they have; to increase the progress of learning in online classes;
and to know what practices can be applied to enhance their level of social
engagement affecting the progress of understanding in online learning.
Conducting this research purposely aims to examine how visual
learning affects students and their engagement in any lesson that is being
presented. This study comprehends what will happen if the engagement in
online learning are not applied thoroughly or comprehensively. Lastly, this
study will also help to identify if the method of learning in online learning
being use are truly beneficial to students.
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Scope and Delimitation
The study focuses on the level of social engagement that are affecting the
understanding progress oof learning in online learning of STEM students in
Sacred Heart Academy of Sta. (Maria), Bulacan during the new normal academic
year of 2020-2021. The senior high school has five (5) strands which are STEM,
ABM, GAS, HUMSS, and TVL. The researchers chose STEM students as our
respondents.
The estimated population of students (Grade 12) in STEM strand is 200.
The study is limited to Senior High school students in STEM strand.
The variables of this study were limited in social engagement,
asynchronous classes, synchronous classes, and the progress of learnings that
affects the comprehension of STEM students while having their online class.
Significance of the Study
The result of this study will benefit the following:
The Students – This research will provide awareness to learners, as to why
social engagement affect the study of online learners.
Parents- The research also benefits the parents of the students since this study
will show how gadgets help their children to socialize in a modern way. This
research might also subside the judgment of parents to the usage of gadgets as a
tool for communication instead of distraction.
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Administration- As one of the facilitator of the students, administration like
teachers will know how does the online classes affect the performance of a
students and how socially engage the students is. In this research, it will provide
data that will help the facilitator to adjust and cooperate better with the learners.
Professionals- Professionals like doctors will also benefit in this research. In this
paper, the psychological behavior of the students will be known helping the
professionals to understand .the relationship of the social engagement in online
learning and how does it affect the mental-motor of the students.
Statement of the Problem
This study aims to know the level of engagement in online classes of
grade 12 senior high school STEM (Science, Technology, Engineering, and
Mathematics) students at Sacred Heart Academy of Sta. Maria (Bulacan), Inc.
during the school year 2020-2021.
This study seeks to answer the following:
1. What is the level of engagement in terms of:
1.1 behavior;
1.2 social;
1.3 emotion; and
1.4 cognition?
2. What is the overall level of engagement in online classes?
3. Based on the findings, what practices can be recommend to enhance
the engagement of students in online learning?
8
Conceptual Framework
The figure presented shows the behavioral responses of different
engagement. The conceptual structure of student engagement was derived from
both traditional and modern classroom teaching result. Although the method of
teaching is different, they need the students participation. This figure describes
the relationship of the observable and hidden behavior engagement in the overall
level of engagement towards the conclusion of the study.
Theoretical framework
This research correlates with the study of Vicki Trowler in the year 2010.
According to her, Student engagement is concerned with the interaction between
the time, effort and other relevant resources invested by both students and their
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institutions intended to optimize the student experience and enhance the learning
outcomes and development of students and the performance, and reputation of
the institution.
Many authors argued about the engagement. They tend to asked, if a student
is not engaged, then what are they?.
Mann (2001) contrasted engagement with alienation, proposing the
engagement– alienation dyad as a more useful framework to understand
students’ relationships to their learning than the surface–strategic–deep triad.
More over, (Marton and Säljö, 1976) added that since both ‘surface’ and
‘strategic’ approaches to learning are responses to alienation from the content
and the process of study.
In 2004, Fredericks published a comprehensive study about student
engagement. In his research, he described what is engagement in different
dimension. Behavioral engagement was connected and involved with the learning
behavior of a student such as the participation, effort, and the contribution to class
discussion. Emotional engagement, on the other hand, refers to the students,
reaction in class which includes the boredom, interest, and anxiety. Lastly,
cognitive engagement comes from the literature of school’s engagement which
stresses investment in learning, desire to go beyond requirements, and a new
preference of challenges.
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Review of Related Literature
According to Mycota (2018), the student to student and student to teacher
interactions help to reduce the feeling of isolation of the students when they are in
online classes by building social presence or the students’ feeling of being with
real classmates in a virtual environment or community.
Alsadoon (2018) stated that several studies show that online students’
motivation to learn, academic performance, persistence to course completion,
satisfaction with online courses and instructors, and intention to enroll in future
online courses tends to correlate positively with both social and teaching
presence.
Student engagement in online learning is not only an engagement
displaying the behavioral performances in doing their quizzes and
assignments, however it also manifest students’ engagement in perceiving
the cognitive performances of students towards their performances on how
are they applying new knowledge in real life situation to asses relevant
information and resources. Moreover, emotional performances build
interconnection at students engagement in online learning as it provide
satisfaction in learners’ achievement, inclination to learning activities and
stability. ( Hu, Min and Li, Hao 2017)
According to Leni Casimiro (2016) the high rate of dropout or attrition in many
online classes, as well as concerns about their efficiency, has sparked interest in
online student engagement research. Because of its close connection to learning,
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cognitive engagement is one of the most important dimensions of engagement.
However, because of the physical distance between teachers and online students,
as well as the mental existence of cognitive processes, it is difficult to observe
cognitive interaction.
According to J Lynn McBrien, Rui Cheng, Phyllis Jones (2009) we evaluate
student data from six undergraduate and graduate courses related to the use of a
virtual classroom space in this research study,which is a joint project between
faculty in social foundations, special education, and instructional technolgy.
Transactional distance theory (Moore & Kearsley, 1996) operates as our
theoretical framework as we explore the role of a virtual classroom in distance
education and analyze the ways in which a synchronous learning environment
affects students learning experiences. These topics are discussed in the article as
a means of reducing student "distance" in online learning and improving
high-quality distance education experiences for students in higher education.
Based from the study of Patricia Arinto, an instructor from University of the
Philippines, Teaching online effectively requires more than technology-related
skills. Faculty need skills in content development, learning activities, teaching
strategies, and assessment. The development of these skills should be
undertaken in such a way that the integration of content, pedagogical, and
technological knowledge and skills—that is what Mishra & Koehler (2006) refer to
as technological pedagogical content knowledge or TPACK—is facilitated. ( Arinto
[2013])
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In the study of Bendejo and Gempes from University of Mindanao, Student
engagement is parallel to the achievement of students and to their social cognitive
development, but research over a span of years. The concept of school
engagement attracts increasing attention thus, presenting a possible remedy to
deteriorating student engagement. It can be one among the many factors in the
concept of high achievement of students. It may address problems such as low
achievement, boredom and alienation, and high dropout rates.
In the research of Neal Espejo from De La Salle University (2018), the
students’ academic engagement is influenced by their perception of their learning
environment. It states that people perceives their basis of their motivational
orientation. Being influenced by autonomous-supportive concept, learners
psychological development uplifted by the understanding between the instructor
and learner. In contrary, a controlled environment of learning of learners tend to
have less independence but create a less chaotic and well behaved environment
for the class.
Dr. Delfino describes that Understanding the behavior of students in the
academic institutions will provide a glimpse of how the instructions and academic
practices are going on in the university. As such, it could be used as a powerful
tool by the teachers and academic supervisors to design an effective pedagogical
techniques to maximize the learning experiences of the students.
Social media application were studied by Maribel Beltran-Cruz and Shannen
Cruz. In summary of their study, they explored use of social media as a tool in
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enhancing student’s learning experiences, by using online instruction as a
supplement to a face-to-face general education course. Their respondents was
taught in a blended learning format. In their findings, when traditional face-to-face
instruction was combined with online components, students’ learning was
enhanced. Adding that, students had better experience, better engagement, and
appreciated both the social learning experience gave by the online social network.
Definition of terms
Level - Position of frequency of the datas collected.
Engagement - Refers to the behavior or commitment to the speaker.
Online - A technological platform to convey information.
Learning - Developing skills to acquire knowledge.
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METHODOLOGY
This chapter addresses to study the research design, research locale,
sampling technique, data gathering procedure, and the statistical treatment data
of the research. This chapter will briefly explain the process and method of how
the data accumulated. Since the research is quantitative, the researchers are
tasked to examine the correlation of the variables given in the major problem.
Research Design
The researchers use the mixed quantitative and qualitative method. This
method will help the researchers to pay attention to the numerical and statistical
data gathered on how the participants perform in their classes.
Student engagement in online learning is an important aspect of
analyzing students’ learning process, and the level of engagement is a
significant sign of online learning effectiveness. Student engagement is a
multidimensional concept, involving student behavior, cognition and
emotion, including both explicit behavior and emotional and psychological
reflection (Hu, Min and Li, Hao 2017). Therefore, descriptive and inferential
procedure will be substantial assistance to our research.
Research Locale
The expected respondents are those who are currently taking the
STEM (Science, Technology, Engineering, Mathematics) strand. The
researchers are going to study the relationship of the social engagement
and interactions that are affecting the understanding and learning during
15
this online-based education. The Sacred Heart Academy of Santa Maria
Bulacan is a private, non-sectarian educational institution located in Santa
Maria, Bulacan. Sacred Heart Academy of Sta. Maria, Bulacan is one of
the schools that are offering synchronous and asynchronous learning that
are applicable as of these times.
Population, Sample Size and Sampling Technique
The respondents for this research were chosen in a particular private school
in Santa Maria, Bulacan. More specifically, the Grade 12 STEM students of
Sacred Heart Academy of Santa Maria, Bulacan. The sampling used for the
study’s quantitative strand, in which the researchers conducted the surveys on 5
sections of STEM (Grade 12 only) and a total of 202 students, who enrolled this
academic year of 2021-2022 will be used as the respondents. However, that does
not mean that this will be the exact number who will return the survey
questionnaires answered, as unexpected circumstances may occur, such as poor
internet connection and the data instability of the student who cannot answer it.
In choosing the technique that will be used in the research to collect
data, the researchers choose the stratified sampling technique, whereas
the stratified sampling will be utilized to get the perceptions of the
participants on how they respond to their classes. To avoid acquiring
biased result, the researcher decided remove the section where they
belong to. The total number of population of STEM will be use is 162. After
16
knowing the technique, the researchers applied the Slovin’s formula

�
( 1+��2
) with desired margin (e) of 5%.
To compute the Sample Size of the 12 STEM students, the formula was:
�
n≥ �+��
Wherein:
N = population size
�� = margin of error (5%)
n = sample size
��
�=
� + �� (�%)�
��
�=
� + �. ��
��
�=
�. ��
� = ��
Table 1. Research Sampling
SECTION NUMBER OF STUDENTS SAMPLE SIZE

Physics 40 29
Algebra 40 28
17
Geometry 40 28
Calculus 42 30
TOTAL: 162 115
Data Gathering Procedure and Instrument
Permission to conduct this research was asked to the supervisor of the
researchers, Mr. John Erick De Guzman, and the principal of the school,
Mr. Willam DC. Enrique, LPT. PHD.
 Through Random and Stratified Sampling Techniques, the researchers
found the most suitable used for the respondents.
 The researchers collects the answers of respondents either offline or
data online collection.
 The first step before visiting the testing proper is to create a call for
participation letter. The questionnaire provided was be consulted to a
Psychometrician to examine the correlation of the variables to the
questionnaire itself.
 Waiting for the consent of approval, the researchers totalize the
number respondents in grade 12 STEM strand.
 Upon approval, the researcher retrieves the request letter. The
research adviser give the go signal for the distribution of
questionnaires to the respondents.
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 In administering the questionnaires, the researcher used the time
allotted for vacant to avoid distraction of sophistication discussions. As
being said, the researchers conduct a survey in a questionnaire form.
Since the study is done during the pandemic, researchers used Google
forms instead to facilitate the participants in conducting the research.
Statistical Treatment of Data
To determine the average engagement of the participants on different
terms in the SOP (Statement of the Problem), the researchers will use the
Weighted Mean formula:
��
�� =
�
Wherein:
WM = weighted mean
TWF = total weight frequency
n = sample size
To classify each possible reason, the following arbitrary scale was used:
Weighted Mean Verbal Interpretation
3.26 – 4.00 Highly Engaged
2.51- 3.25 Moderately Engaged
19
1.76 - 2.50 Slightly Engaged
1.00 -1.75 Least Engaged
To compute the percentage of ABM graduate who took up ABM related course
the formula use was:
�
�= × ��
�
wherein:
F = number of students who took up ABM related courses in college
n = sample size
20
Result and Discussion
This chapter presents and review the data collected under
investigation. The analysis and interpretation are discussed and answer to
the research problems.
Results of the Respondents’ Response
Table 2 to 5 shows the frequency and percentage distribution of the
respondents according to the different factor that influence the level of
engagement in online learning which is divided into four: behavioral
engagement, social engagement, emotional engagement and cognitive
engagement.
Table 2.
Frequency and Percentage Distribution of Results of Level of
Engagement in Terms of Behavioral Aspect
ITEMS VERY OFTEN OFTEN SOMETIMES (2) NEVER

(4) (3) (1)
(fx4) (%) (fx3) (%) (fx2) (%) (fx1 (%) Weighted Verbal
) mean Interpretation
1.)I am excited to go 5 4.3 37 32.1 67 58.26 6 5.22 2.36 Slightly
to online class 4 7 Engaged
2.)I am motivated to 17 17. 55 47.8 42 36.5 1 0.87 2.77 Moderately
learn. 78 3 2 Engaged
3.)I am satisfied with 10 8.7 45 39.1 54 45.2 8 6.96 2.50 Slightly
the way learning is 0 3 2 Engaged
structured at my
school right now.
4.)I put effort to 23 20 54 46.9 32 27.83 6 2.39 2.82 Moderately
manage time during 6 Engaged
asynchronous and
21
synchronous classes.
5.)I am engaged in 10 8.7 65 39.1 37 32.17 3 2.61 2.71 Moderately
discussions about 0 3 Engaged
my academic work.
6.)I have discussed 4 3.4 42 36.5 60 52.17 9 7.83 2.36 Slightly
ideas from my 8 2 Engaged
readings or classes
with others after the
classes.
7.)I came to class 18 15. 50 43.7 43 37.39 4 3.47 2.71 Moderately
having completed 65 8 Engaged
readings or
assignments.
8.)I spend significant 16 13. 51 44.3 43 37.39 5 4.35 2.68 Moderately
amounts of time 91 5 Engaged
studying and on
academic work.
9.)I sought academic 14 12. 43 37.3 55 47.83 3 2.61 2.59 Moderately
advice. 17 9 Engaged
Total Weighted Mean: 2.61
Verbal Interpretation: Moderately Engaged
Table 2 shows the frequency and percentage of how engaged the
student in their online classes. The result of the table gives a total weighted
mean of 2.61 proving that the level of engagement in online learning of
STEM student were moderate. In this table, it shows that numerous
number of students put effort to manage their time during synchronous and
asynchronous classes as it give a maximum average weighted mean of
2.82, following with a 2.77 of average weighted mean in those student who
is motivated to learn during their classes. Moreover, the students who were
engagement in discussion about the academic work and came to class
having completed readings and assignment produce a same amount of
average of 2.71.
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Table 3.
Engagement in Terms of Social Aspect
ITEMS VERY OFTEN SOMETIMES NEVER

OFTEN (4) (3) (2) (1)
(fx4) (%) (fx3) (%) (fx2) (%) (fx1) (%) Weighted Verbal Interpretation
mean
1.)I am active in 17 14. 44 38. 53 46. 1 0.8 2.67 Moderately
class. 78 26 09 7 Engaged
2.)I am eager to 19 16. 48 41. 46 40 2 1.7 2.73 Moderately
participate in any 52 74 4 Engaged
lesson.
3.)I participate in 19 16. 58 50. 37 32. 1 0.8 2.83 Moderately
timetabled classes. 52 43 17 7 Engaged
4.)I participate in 14 12. 37 32. 55 47. 9 7.8 2.49 Slightly Engaged
extracurricular 17 17 83 3
activities.
5.)I work on online 21 18. 39 33. 51 44. 4 3.4 2.67 Moderately
projects or 26 91 35 8 Engaged
assignments with
other students.
6.)I study the lesson 11 9.5 32 27. 59 51. 13 11. 2.36 Slightly Engaged
contents with other 7 83 30 30
students.
7.)I feel connected 9 7.8 42 36. 54 46. 10 8.7 2.43 Slightly Engaged
with my other class 3 52 96 0
students.
8.)I ask my 15 13. 47 40. 45 39. 8 6.9 2.60 Moderately
instructor for 04 87 13 6 Engaged
clarification if I
cannot keep up
with the lesson
during our classes.
Verbal interpretation: Moderately Engaged
23
Table 3 shows the the frequency and percentage of level of
engagement in social aspect. The result collected in a numerical data form
hands a total of 2.6 weighted mean giving a verbal interpretation of a
moderate engagement in this aspect. After testing proper, the question
from number 2 “I participate in timetabled classes.” acquired the highest
average weighted mean of 2.83, following with 2.73 average mean from
the students who were eager to participate in any lesson. In addition, this
table has the replication of data with the same average of 2.67 which is the
question of “I am active in class” and “I work on online projects or
assignments with other students”.
Table 4.
Engagement in Terms of Emotional Aspect
ITEMS VERY OFTEN OFTEN SOMETIMES NEVER

(4) (3) (2) (1)
(fx4) (%) (fx3) (%) (fx2) (%) (fx1) (%) Weighted Verbal
mean Interpretation
1.)I am happy with 10 8.7 38 33.0 58 50.4 9 7.83 2.43 Slightly
the amount of 0 4 3 Engaged
time spent
learning in classes.
2.)Other students 21 18. 51 44.3 42 36.5 1 0.87 2.8 Moderately
are friendly and 26 5 2 Engaged
supportive.
3.)I felt the care of 36 31. 52 45.2 25 24.3 2 7.14 3.06 Moderately
my instructor for 30 2 5 Engaged
my progress.
4.)I motivate 35 30. 44 38.2 33 28.7 3 2.61 2.97 Moderately
myself to 43 6 0 Engaged
continuously
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improve my skills.
5.)I am 46 40 47 40.8 21 18.2 1 0.87 3.2 Moderately
encouraged to 7 6 Engaged
pass all my marks.
Verbal Interpretation: Moderately Engaged
Table 4 shows the frequency and percentage from the aspect of
emotion. The data gathered presents the total weighted mean of the table
which is 2.9 mean, resulting to a moderately engaged interpretation. One
of the question that earned the highest average weighted mean is the
encouragement to pass the student’s marks in online learning with 3.2
mean following with 3.06 mean of “I felt the care of my instructor for my
progress.” and 2.8 average mean in “Other students are friendly and
supportive”.
Table 5.
Engagement in Terms of Cognitive Aspect
ITEMS VERY OFTEN SOMETIMES NEVER

OFTEN (4) (3) (2) (1)
(fx4) (%) (fx3) (%) (fx2) (%) (fx1) (%) Weighted Verbal
mean Interpretation
1.)I study every 3 2.6 32 27. 73 63. 7 6.09 2.27 Slightly
lesson during 1 83 48 Engaged
asynchronous
schedule.
2.)I use computers, 25 21. 50 43. 35 30. 5 4.35 2.83 Moderately
tablets, video calls, 74 48 43 Engaged
and learning
25
applications to gain
knowledge and
study better.
3.)I read facts and 8 6.9 34 29. 57 49. 16 13.9 2.29 Slightly
ideas from 6 57 57 1 Engaged
different textbook
to prepare for my
new classes.
4.)I apply theories 8 6.9 40 34. 56 48. 11 9.57 2.39 Slightly
or concepts to 6 87 70 Engaged
practical problems
or in new
situations.
5.)I take the 18 15. 43 37. 51 44. 3 2.61 2.66 Moderately
lesson's concept 65 39 35 Engaged
into a real life
situation.
6.)I judge the value 8 6.9 49 42. 51 44. 7 6.09 2.50 Slightly
of an information 6 61 35 Engaged
base on the
knowledge learned
in an online based
class.
7.)I analyze the 12 10. 54 46. 44 38. 5 4.35 2.63 Moderately
thoughts, 43 96 26 Engaged
experience, and
theories about the
knowledge from
online based
classes.
8.)I study related 19 16. 33 28. 56 48. 7 6.09 2.55 Moderately
contents by myself 52 70 70 Engaged
after online classes.
Verbal interpretation: Moderately Engaged
Table 5, the last table in determining the level of engagement in
different aspect possess a total weighted mean of 2.52 that reflects to a
moderately engaged verbal interpretation. In this table, the question “I use
computers, tablets, video calls, and learning applications to gain
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knowledge and study better” had an average of 2.83 mean following with a
2.66 average mean from the answer of th e student who take the lesson’s
concept into a real life situation and 2.63 mean from the question of “I
analyze the thoughts, experience, and theories about the knowledge from
online based classes”.
Table 6.
Overall Weighted Mean and Verbal Interpretation of the Respondents

according to the in terms of Level of Engagement
Terms Weighted Mean Verbal Interpretation
Behavioral Aspect 2.61 Moderately Engaged
Social Aspect 2.60 Moderately Engaged
Emotional Aspect 2.90 Moderately Engaged
Cognitive Aspect 2.52 Moderately Engaged
Average Weighted Mean 2.66 Moderately Engaged
Table 6 describes the engagement of the student in different aspect. It
answers the overall weighted mean of the problem which is the level of
engagement in online learning of STEM students in Santa Maria Bulacan.
The 2.66 overall weighted mean was interpreted as a moderate
engagement in online classes. Emotional aspect carries the highest mean
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among all of the aspect with a 2.90 weighted mean. In contrast, cognitive
aspect bears the lowest weighted mean of all which is 2.52 mean.
Nevertheless, the result of all aspect displays a moderate engagement
which benefit the bearing of overall level of engagement.
Table 7
Frequency and Percentage Distribution of Responses of Grade 12
STEM students with regards to the barrier that affects the Level of
Engagement
Items Frequency (f) Percentage (%)
Auto-pilot lessons 1 0.9
Barrier with interest 10 8.7
Over-assigning tasks 16 13.9
Technicality problem 35 30.4
Lack of motivation 17 14.8
Relevancy of the contents 36 31.3
Stress and anxiety 0 0
Total 115 100
28
Table 7 shows the data that hindrance the level of engagement of
students towards their online classes. In table presented, the 3 common
problem that the student facing were the: Relevancy of the contents
(31.3%), Technicality problem (30.4%), and lack of motivation (14.8%).
Conclusion
After knowing and gathering facts, based on the data collected, the research data
will be synthesized and interpret findings to create a reasoned judgment that
corresponds to the findings.
Highlights of the chapter:
1. With an overall 2.66 weighted mean in different aspects, the level of
engagement of the student in the STEM strand was in a moderately engaged
facility. This proves that students from STEM had a great interaction with their
populace.
1.1. Level of engagement in behavioral aspect promotes a competent result that
bears maximum in this research. It answers how does the behavior of students
correlate with their engagement in classes. It is proven that the behavioral aspect
is influential towards engagement as it had an average of 2.61 of weighted mean.
1.2. Level of engagement in social aspect had an almost a replicate average
mean in behavioral aspect carrying a 2.60 mean. It is important to study the social
engagement of students to be aware of the activeness of them which will provide
a good habit for the next learner.
1.3. Level of engagement in the emotional aspect has proven that students were
emotionally engaged with their studies as it holds the highest average and total
29
average mean in all aspects. The overall weighted mean that it carries was 2.90
mean. The question “I am encouraged to pass all my marks” holds a 3.2 mean. As
being answered, they are emotionally engaged and it is the eagerness to pass all
their classes.
1.4. Level of engagement in cognitive aspect was relevant and essential, despite
having the minimum range of the weighted mean of all, in finishing this study.
Cognition is the hardest to observe not only due to the distance in learning but
also in the mental existence of the cognitive process. Cognition bears the attitude
of all aspects. It may have the least result (2.52 mean) but it kept up with the result
of others.
Recommendation
This study was conducted to answer the purpose and goal of this research. With
the help of the finding and conclusion, the 3 main barriers affecting enhancing the
students' engagement will be answered. Researchers created the following
recommendation to enhancing the students' engagement in online learning:
1. Relevancy of the contents becomes a problem of many may because of the
insufficiency of providing examples. Explaining thoroughly and giving illustrations
will make them more engaged. These kinds of habits were proven in the social
aspect of the level of engagement. Example: I analyze the thoughts, experiences,
and theories about the knowledge from online-based classes.
2. Technicality problem is one of the major problems of the students. Many of
them were having a hard time following their classes. The instructor of them
should understand and give care to the student. “I felt the care of my instructor for
30
my progress” this question was positively taken by students in an emotional
aspect.
3. Last to the major problem affecting the level of engagement is the lack of
motivation. The researchers discussed that, to make keep students motivated,
give them praise and use humor in classes. This kind of behavior was
experienced by the researcher. “I am happy with the amount of time spent
learning in classes” was the least answered “very often” in the emotional aspect.
4. Visual learning does have an impact on the level of engagement of the students.
It is substantial and it creates huge and positive feedback in all aspects.
5. Engagement grows as the students had the desire to have a connection in their
instructor and content. If a learner tends not to have connection and engagement,
it will go in the opposite direction.
6. The researchers recommend to the administration to assess the student’s
engagement in online learning so that they will track the performance of the
learners.
31
CARL JOHN RAFAEL
REFERENCE CONTACT
- Janine Sharmaine de Gracia +63 9206340196
Licensed and Registered Pharmacist carljohnrafael2@gmail.com
09759767349
ACHIEVEMENT
-Aldrin Lopez
- Leadership Awardee
Grade 11 Adviser - Academic honor
Grade 8-10
09068295167
Grade 12
SKILL EDUCATION
-Time table person - Lambakin Elementary School (2009-2011)
-Good Communicator - San Gabriel Elementary School
-Productive and Creative (2011-2015)
-Good at Leadership - Santa Maria National High School
(2015-2019)
- Sacred Heart Academy (2019-Current)
32
ERLINE S. CORNEJO
REFERENCE CONTACT
- John Ray Celestino
+63 9556084344
Grade 12 Adviser erlinecornejo03@gmail.com
09121161567
ACHIEVEMENT
-Aldrin Lopez
- 2nd Honorable Mention
Grade 11 Adviser Kinder
- Academic honor
09068295167
Senior High School
SKILL EDUCATION
- Cooking skills - Sta. Maria Elementary School (2009-2015)
- Positive attitude - Sacred Heart Academy of Sta. Maria Bulacan
- Self- Management (2015-2018)
- Sacred Heart Academy of Sta. Maria Bulacan
(2019-Current)
33
MARK TERENCE G. MATULLANO

REFERENCE CONTACT
- John Ray Celestino
+63 9082253878
Grade 12 Adviser tmatullano13@gmail.com
09121161567
ACHIEVEMENT
-Abigael G. Abapo
- Academic honor
Grade 11 Adviser Pre- Elementary to Senior High School
- Conduct Awardee
09472718689
- Basketball varsity during Elementary
SKILL EDUCATION
- Good Communicator - Sacred Heart Academy of Sta. Maria Bulacan
- Works Under Pressure (2009-2015)
- Organized - Sacred Heart Academy of Sta. Maria Bulacan
-Confident (2015-2018)
- Sacred Heart Academy of Sta. Maria Bulacan
(2019-Current)
34
Reference
Flores, R. (2016). Oral Communication in Context. Florentino St., Sta.
Mesa Heights, Quezon City: Rex Book Store, Inc.
Hu, Min., & Li, Hao. (2017). Student Engagement in Online Learning: A
Review. Retrieved from:
https://www.computer.org/csdl/pds/api/csdl/proceedings/download-
article/12OmNyQYtr2/pdf
Martin, F., & Bolliger, D.U. (2018). Engagement matters: Student
perceptions on the importance of engagement strategies in the
online learning environment. Online Learning 22(1), 205- 222.
doi:10.24059/olj.v22i1.1092. Retrieved from:
https://files.eric.ed.gov/fulltext/EJ1179659.pdf
Fredricks J A, Blumenfeld P C and Paris A H, “School engagement:
Potential of the concept, state of the evidence,” Review of
educational research, vol. 74, no. 1, pp. 59-109, 2004. Retrieved
from: https://www.isbe.net/Documents/engagement-concept.pdf
Trowler, V., (2010). Student Engagement Literature Review. Retrieved
from:https://www.researchgate.net/publication/268398395_Student_E
nggement_Evidence_Summary
Casimro, L., (2016). Cognitive Engagement in Online Intercultural Interactions:
Beyond Analytics. Retrieved from:
35
https://www.semanticscholar.org/paper/Cognitive-Engagement-in-Online-
InterculturalBeyondCasimiro/9f8d9676f7a3520caa29c614559abc8495e47ee
6? p2df
Mcbrien, J., Cheng, R,. & Jones, P., (2009). Virtual Spaces: Employing a
Synchronous Online Classroom to Facilitate Student Engagement in Online
Learning. Retrieved from: https://www.erudit.org/en/journals/irrodl/1900-v1-
n1irrodl05155/1067862ar/abstract/?fbclid=IwAR2a9Nr61RLkKQWjL1pdVVLN
yaWiCOKPpT32bTY6nrmwzt7gXaIAgsk1Ns
Arindo, P., (2016). Issues and Challenges in Open and Distance
e-Learning: Perspectives from the Philippines. Retrieved from:
Bendejo, G., & Gempes, G., (2019). The Path Of Influence Of Contributory
Variables To Student Engagement. Retrieved from:
http://www.ijstr.org/final-print/oct2019/The-Path-Of-Influence-Of-Contri
butory-Variables-To-Student-Engagement.pdf
Espejo, N., (2018). Difference in Academic Engagement among College
Students as a function of Learning Environment. Retrieved from:
https://www.dlsu.edu.ph/wp-content/uploads/pdf/conferences/research
-congress-proceedings/2018/lli-16.pdf
Delfino, R., (2019). Student Engagement and Academic Performance of
Students of Partido State University. Retrieved from:
36
Beltran-Cruz, M., & Cruz, S., (2013). The Use of Internet-Based Social
Media as a Tool in Enhancing Student’s Learning Experiences in
Biological Sciences. Retrieved from:
37

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SACRED HEART ACADEMY OF STA. MARIA (BULACAN), INC.

Level of Engagement in Online Learning of STEM Students in SANTA

In Partial Fulfillment to the Subject

Of the Requirements for the Subject

Inquiries, Investigation, and Immersion

AGARAO, JOHN MICHAEL C. GONZALES, ALYSSA P.

ARANETA, ROSE ANN M. MATULLANO, MARK TERENCE G.

CORMINAL, MARY JOY DC. RAFAEL, CARL JOHN

CORNEJO, ERLINE S. RAMOS, BEATRICE ANDREA I.

CUEVA, RAFAEL MIGUEL M. TANIO, JANE ANN B.

GABRIEL, MARC JULIUS S.

John Erick C. DeGuzman

cannot function without communication, whether it is face-to-face

conversation across a dinner table or video conferencing across

international boundaries. But because it is a regular part of our lives,

almost like breathing, communication is often thought of, if at all, as

something we were just naturally born to do. Communication is an art, a

science, a process and a technique. It is also an intricate process of

sharing ideas, thoughts, and information. ( Flores, R. 2016)

One of the researchers, Mr. Rafael, identifies that engagement is an

act where as the communication happens. It is a process of getting and

sorting information by listening. In addition, engagement requires

commitment with one another.

According to Mr. Matullano, also one of the researchers, being

engage, strengthens the relationship of people. It requires interaction,

which is a way to communicate with others. It promotes positive changes to

an individual such as improved happiness, health, and general well-being.

their social skills which can result to a more productive student.

Online learning has gradually become an important way of learning.

In the process of online learning, without rigid requirements of students’

age, educational background and knowledge structure, they can choose

STEM(Science, Technology, Engineering, Mathematics) strand. The

researchers, are going to study the relationship of the social engagement

this online-based education. The Sacred Heart Academy of Santa Maria

Bulacan is a private, non-sectarian educational institution located in Santa

Maria, Bulacan. Sacred Heart Academy of Sta. Maria, Bulacan is one of

are applicable as of these times.

It is relevant to develop an understanding of what underpins the

engagement of students in online learning environments. Based on the

study of Florence Martin of the University of North Carolina Charlotte and

Doris U. Bolliger of the University of Wyoming, Student engagement

increases student satisfaction, enhances student motivation to learn,

reduces the sense of isolation, and improves student performance in online

courses. In their work, it is written that their research study examines

student perception of various engagement strategies used in online

courses based on Moore’s interaction framework. The “learner-to-learner,

learner-to-instructor, and learner-to-content” engagement strategies. The

experience differences on students’ perception of engagement strategies.

Student engagement has gone through a single dimension to

multi-dimensional process, early research tended to focus on the

behavioral dimension, later appeared the behavioral and emotional

dimensions, and finally joined the cognitive dimension.

In 2004, Fredricks, Blumenfeld, and Paris published a

comprehensive research on student engagement, and in the article,

student engagement was divided into behavioral engagement, cognitive

engagement, and emotional engagement according to Bloom’s educational

goal classification. In 2010, the British Higher Education Academy

conducted a literature review of student engagement and found that

students were more likely to recognize student engagement in three

dimensions: behavioral engagement, cognitive engagement, and affective

engagement . Student engagement is an organic combination of

behavioral engagement, cognitive engagement, and emotional