1. What is the students’ level of engagement in the class?

Table 1

Students’ Level of Engagement in the classroom?

Indicators Mean Standard Interpretation

Deviation
1. I always raise my hands in class. 2.09 1.06 Low

2. I like to share my thoughts in class. 2.48 1.02 Low

3. I feel happy joining in with classroom 2.46 .97 Low

discussions.
4. I participate actively in small group 2.34 1.086 Low
discussions.
5. I always involve myself in the teaching and 2.51 1.18 Moderate
learning process.
6. I discuss my ideas to my fellow classmates. 2.56 1.28 Moderate

7. I love to ask questions during class lectures. 2.43 1.37 Low

8. I always make sure to engage with the 2.56 1.43 Moderate

teacher during classroom lectures
9. I like to be around with other people. 2.4 1.45 Low

10. I prefer to work in a group than to work 2.31 1.66 Low

alone
Overall Mean 2.34 .75 Low
Legend: 4.50 – 5.00 Very High; 3.50 – 4.49 High; 2.50 – 3.49 Moderate;1.50 – 2.49 Low ; 1.00 – 1.49 Very
Low

Table 1 presents the Mean Distribution for the students’ level of engagement in the classroom. As
shown in the table, item number 5, “I always involve myself in the teaching and learning process”, and
item number 8, “I always make sure to engage with the teacher during classroom lectures”, has the
highest mean of 2.56 which is interpreted as moderate. On the other hand, the lowest mean is for item
number 1, “I always raise my hands in class”, with a mean of 2.09 which is interpreted as low. The
overall mean is 2.34, which revealed that the participants have a low level in engaging themselves in the
classroom. This finding supports the claim of………. (RRL please)
Problem 2. What is the level of students’ skills in terms of:
2.1 Reading; and
2.2 Writing?

Table 2
Level of Students’ Skills in Reading

Indicators Mean Standard Interpretation

Deviation
1. I enjoy reading the books that Low
1.97 .98
are given in class.
2. I can easily understand what I read. 2.36 .99 Low
3. I can synthesize what I read. (i.e., combine Moderate
2.58 .92
information to see how it all fits together).
4. I am able to recall what I have read. 2.53 1.07 Moderate
5. I enjoy reading lengthy paragraphs. 2.46 1.05 Low
6. I understand the structure of the educational Moderate
2.63 1.06
material that I read.
7. I am a fast reader. 2.61 1.15 Moderate
8. I can identify main ideas 2.48 1.38 Low
9. I can interpret and evaluate what I read. 2.56 1.41 Moderate
10. I can easily summarize what I read using my Low
2.39 1.70
own words.
Overall Mean 2.38 .70 Low
Legend: 4.50 – 5.00 Very High; 3.50 – 4.49 High; 2.50 – 3.49 Moderate;1.50 – 2.49 Low ; 1.00 – 1.49 Very
Low

Table 2 presents the Mean Distribution for the level of students’ skills in reading. The data shown that in
items number 6, “I understand the structure of the educational material that I read”, got the highest
mean score of 2.63 which is interpreted as moderate. The lowest score on the other hand, is in number
1, “I enjoy reading the books that are given in class”, with mean score of 1.97 which is interpreted as
low. The overall mean is 2.38 which means that the participants’ skills in reading is low. Thus, to support
this claim, (RRL)
Table 3
Level of Students’ Skills in Writing

Indicators Mean Standard Interpretation

Deviation
1. I can write a good academic paragraph. 2.171 .9193 Low
2. I can logically organize my ideas
2.537 .8688
when I write something. Moderate
3. I can use appropriate strategies in writing. 2.561 1.0012 Moderate
4. I can use appropriate spelling, capitalization, Moderate
2.585 1.1396
and punctuation.
5. I can write quickly and effectively even under Moderate
2.707 1.0061
time constraints.
6. I can summarize educational materials in my Moderate
2.659 1.0865
own words in writing.
7. I can make an outline of the material in Moderate
2.780 1.1071
writing.
8. I use appropriate grammar and punctuation Moderate
2.512 1.2474
to emphasize meaning.
9. I love writing essays, stories, and poems. 2.659 1.4766 Moderate
10. I can easily put my ideas into words. 2.488 1.7193 Low
Overall Mean 2.385 .7040 Low
Legend: 4.50 – 5.00 Very High; 3.50 – 4.49 High; 2.50 – 3.49 Moderate;1.50 – 2.49 Low ; 1.00 – 1.49 Very
Low

Table 3 presents the Mean Distribution for the students’ level in writing skill. As per the data shown, the
item that got the highest mean is in number 7, “I can make an outline of the material in writing”, with
the mean score of 2.780 which is interpreted as moderate. This to be followed by number 5, “. I can
write quickly and effectively even under time constraints, which has the mean score of 2.70 and still
interpreted as moderately. The lowest mean score in the table presented is in item number 1, “I can
write a good academic paragraph”, which has the mean score of 2.171 which is interpreted as low. The
overall mean is 2.385 which indicates that the level of students’ writing skill is low. (RRL)
Problem 3. Is there a significant relationship between the students’ reading and writing skills and their
class engagement?

Table 4
Correlation Analysis Between the Level of Students’ Class Engagement and Level of Reading and
Writing Skills

Engagement Reading Writing

Engagement 1

Pearson .801** .852**

Correlation
Sig. (2-tailed) .000 .000
Reading 1
Pearson .801** .841**
Correlation
Sig. (2-tailed) .000 .000
Writing 1
Pearson Correlation .852** .841**
Sig. (2-tailed) .000 .000
**. Correlation is significant at the 0.01 level (2-tailed).

Table 4 presents the Pearson Correlation Analysis for the significant relationship between the
students’ reading and writing skills and their class engagement. As depicted in the table, students’ Level
of Engagement is statistically related to level of reading and writing skills. The higher level of students’
engagement in the classroom the higher are the level reading and writing skills. This conclusion
supports the statement of Astin (2017) where he stated in his theory of Student Involvement that the
greater the student’s involvement, the greater will be the amount of student learning and personal
development. Kuh (2011) also added that those classrooms that more fully engage their students in the
variety of activities
can claim to be of higher quality of performance compared with other classrooms where students are
less engaged. Similarly, Umbach and Wawryznski (2015) argued that teacher-student interactions are
the most important factor in encouraging student learning. Equally important are the institutional
supports that are vital in encouraging the student to be actively engaged. As stressed by Coates (2005),
institutions need to provide students with the appropriate resources and opportunities to make possible
and promote specific kinds of interactions and engagement because these serves as a gateway towards
academic achievement and improvement of performances such as reading and writing. The more
students are engaged, the better their classroom performance will be.