STUDENT ENGAGEMENT AND ACADEMIC PERFORMANCE OF

SELECTED G-12 STUDENTS IN ALFONSO INTEGRATED

HIGH SCHOOL S.Y. 2022-2023:
A CORRELATIONAL STUDY

A Research Paper Presented to the Faculty of Victorious Christian

Montessori College-Alfonso, Inc.

In Partial Fulfilment of the Requirement for the Practical Research 2

Atendido, Allaine Joyce F.

Mojica, Angela Mae R.
Pegollo, Dimitri Gilberth G.
Piape, Vincent Ariel M.
Socorro, Vinzent Jones B.
 CHAPTER I

INTRODUCTION

Background of the Study

Student engagement is defined as active participation in the learning

environment. It is best viewed as a partnership between the student and the
school, including instructors, classmates, teaching, and curriculum (Martin and
Torres, 2015). The word derives from a corpus of work concerned with student
engagement, and it has gained global popularity, notably in North America and
Australasia, where it has been firmly established through yearly large-scale
national surveys (Trowler, 2010). The phrase "student engagement" refers to
how concerned or interested students appear to be in their learning, as well as
how attached they are to their classrooms, schools, and each other. Student
engagement is concerned with the interaction between the time, effort, and other
relevant resources invested by both students and their organizations in order to
optimize the student experience and improve students' learning outcomes and
development, as well as the institution's performance and reputation. Student
involvement is divided into three categories: behavioral, emotional, and cognitive.
The participation of students in academic and extracurricular activities is referred
to as behavioral engagement. Students' emotional involvement refers to their
good and negative reactions to their peers, students, and school. While cognitive
engagement refers to students' attentiveness and eagerness to learn challenging
skills.
Student engagement is an essential concept that is used to analyze
student behavior in the teaching-learning process. Understanding student
conduct in academic institutions will give insight into how instructions and
academic practices are carried out at the school. As such, teachers and
academic administrators might utilize it as a useful tool to build successful
pedagogical strategies to optimize students' learning experiences. Data on
student participation provides the benefit of revealing what students are actually
doing. The data has larger implications for the schools, students, and academic
programs. Schools can make judgments based on more objective data rather
than assumptions or partly anecdotal reports regarding student activity.
Information regarding student activities would give schools with important
marketing and recruitment information, as well as assist them in being more
sensitive to student learning objectives. Schools can only get beyond taking
student activities for granted if they have reliable and accurate information on
what students are doing.
Despite considerable observational study on the link between the two, the
results have been inconsistent thus far. According to King (2015), academic
success was positively related to behavioral and emotional engagement.
Pietarinen, Soini, and Pyhältö (2014) discovered a correlation between cognitive
engagement and academic performance. Other academics, however, did not
come to the same conclusions, and in several studies, researchers did not even
find a meaningful association between student engagement and academic
performances. Chen, Yang, Bear, and Zhen (2013) discovered no significant
relationship between student engagement and academic performances.
According to Shernoff (2010), there is no substantial relationship between
students' active emotional engagement.  One possible explanation for these
findings is that students who attain high grades learn the abilities required to
learn information rapidly, allowing them to spend minimal time to their studies.
Students who obtain failing grades, on the other hand, are lacking a strong
foundation of abilities that help them to learn, so they attempt to acquire excellent
scores even when they try harder.
This study aims to determine the level of student engagement and examine
the relationships between student engagement and academic performances at
Alfonso Integrated High School. The researcher wants to measure both student
engagement and academic performances. Additionally, this study has the
intention to analyze and study into the factors that affect students' engagement.

STATEMENT OF THE PROBLEM

This study aims to determine the relationship of student engagement and

academic performance.

Specifically, it seeks to answer the following question:

1. Does student engagement has any significant effect to the academic
performance of the students?
2. Is there a substantial relationship between student engagement and academic
performance of the students?
3. How do these factors affect the student's engagement and academic
performance?

3.1. self-efficacy
3.2. teacher’s competency
3.3. material preparation
3.4. institution and environment
3.5. family provision and support

NULL HYPOTHESES

Ho: Student engagement has no significant effect to the academic performance

of selected grade 12 students before and after participating in programs and
learning activities.

Ho: There is no substantial relationship between student engagement and

academic performance of selected grade 12 students before and after
participating in programs and learning activities.

OBJECTIVES

This study aims the following:

 to determine the extent of and analyze the relationship between

student engagement and academic performance of selected
students of Alfonso Integrated High School.
 to assess student participation as well as academic success.
 to identify and investigate the factors that influence student
engagement.
 to discover a link between student engagement and academic
performance from among sample of selected student of Alfonso
Integrated High School.
SIGNIFICANCE OF THE STUDY

This study is deemed substantial to the following sectors:

SCHOOL ADMINISTRATORS AND TEACHER - The outcomes of this study will

benefit them in developing a framework and implementing a program to help
each student to improve their student engagement, which is linked to academic
achievement. They will be prompted with significant empirical data that will help
them adjust in specific learning modalities that they could utilize for better student
engagement.

LEARNERS - This paper will benefit students since the findings will provide
information and an eye-opener concerning the relationship between student
engagement and academic achievement, which is a concern among learners.
Learners will then be presented with facts that will motivate them to be more
engaged in different learning modalities.

FUTURE RESEARCHERS - This research will be of good reference for the

future researcher and can further be replicated in various context.

SCOPE AND DELIMITATION OF THE STUDY

This research paper will focus on identifying the relationship of student

engagement and academic performance as perceived by selected G-12 students
of Alfonso Integrated High School. Data will be gathered from all learners from
the selected students.
DEFINITION OF TERMS

For the purpose of clarification, the important terms used in this study
have been defined. The following terms are:

Academic Performance - is the performance of the students academically that

is measured by their general weighted average.

Behavioral Engagement - is a student's action that relates to academic

involvement and participation in learning activities. It encompasses traits such as
effort, perseverance, attention, questioning, participation, rule compliance, and
the absence of disruptive activities.

Cognitive Engagement - refers on what the student is thinking about in class.

This level of engagement is highly dependent on the teacher's unique method,
task, or activity. Ideally, the learner is focused on the subject, lesson, or activity
rather than something beyond the school.

Emotional Engagement - refers to students' emotional reactions to their school,

classroom, classmates, and teachers. This form of involvement refers to the
student's overall feelings as well as their feelings about the learning. It
encompasses feelings like boredom, contentment, sadness, worry, a sense of
belonging, and a preference for or dislike of school. The learner has an emotional
attachment to the topic, lesson, or activity. He or she is invested in what is
actually occurring and consequently feels a sense of connection to the learning.

Self-Efficacy - is an individual's belief in their capacity to act in the ways

necessary to reach specific goals, or achieve specific task
Student Engagement - is a measure of students’ level of interactions with others
and the quantity of involvement in and quality of effort directed toward activities
that lead to persistent and completion of specific tasks.
 CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies after the
thorough and in-depth search done by the researchers. This will also present the
synthesis of the art, theoretical and conceptual framework to fully understand the
research to be done, and lastly the definition of terms for better comprehension
of the study.

I. SIGNIFICANCE OF STUDENT ENGAGEMENT AND ACADEMIC

PERFORMANCE
Zhu (2010) found that there was a significant and relatively strong
correlation between student engagement and academic achievement, and King
(2015) concluded that academic performance was positively correlated with
behavioral and emotional engagement.
Lee (2014). Most research had discovered a significant correlation
between engagement and academic success, this had proven that emotional and
behavioral engagement substantially predicted reading ability. Casuao-Jolgado
et.al. (2013) Student engagement was significantly correlate with school
performance, although there was no evidence of correlation.
Selim (2014). The result of the study revealed that there were significant
relationships between the students’ academic achievement and student
engagement as well as between their academic achievement and especially the
dimensions of cognitive engagement, behavioral engagement, and sense of
belonging.

II. RELATIONSHIP BETWEEN STUDENT ENGAGEMENT AND

ACADEMIC PERFORMANCE
Learner engagement, according to Dixson (2015), refers to a learner's
endeavor to promote his or her psychological commitment to stay engaged in the
learning process in order to acquire knowledge and develop critical thinking
skills.
 Student involvement has emerged as a dynamically interesting topic within
the educational sphere, according to Asian Social Science (2019). Academic
achievement has been boosted by increased student participation.
According to DeVito (2016), wherein he discovered when students clearly
understand the teacher's instructions, they become involved in their learning.
When they were given the opportunity to participate in decision-making.
Institutional efforts, instructors' roles, student self-efficacy and self-
motivation, pedagogical advancements, and technology, according to Coates
and Dollineger (2016), are the five primary areas that could promote student
engagement.
Urquijo and Extremera (2017) found that students who were more
engaged had higher academic accomplishment; Casuso-Holgado, et al. al,
(2013) hypothesized that pupils who were more engaged were more likely to
excel academically.
Wen-ye (2018). The results revealed that there was a moderately strong
and positive correlation between overall student engagement and academic
achievement, and an analysis of the domains of behavioral, emotional, and
cognitive engagement showed that almost all had a positive correlation with
students.

III. FACTORS AFFECTING STUDENT ENGAGEMENT AND ACADEMIC

PERFORMANCE

A. Self – Efficacy
One of the essential aspects affecting academic performance is
academic self-efficacy. Academic self-efficacy is the concept that refers to
students' beliefs and attitudes about their potential for academic success, as well
as their belief in their ability to complete academic tasks and successfully learn
the subject.
Self-efficacy beliefs lead to improved performance by increasing
commitment, effort, and determination. Learners with high self-efficacy attribute
their failures to fewer attempts rather than a lack of ability, whereas those with
low self-efficacy attribute their failures to a lack of ability. As a result, self-efficacy
can influence task choice as well as motivation. In other words, students who
have low self-efficacy are more likely to avoid, postpone, and abandon their
tasks.
Those with high levels of self-efficacy, on the other hand, are more likely
to rely on themselves to resolve complicated issues, as well as to be patient
during the process, make more efforts, and cope better longer to overcome the
challenges. As a result, self-efficacy appears to be one of the most important
factors in students' academic success. Chemers and Garcia, for example,
discovered that students' self-efficacy in their first year of university is a strong
predictor of their future performance.
Alyami et al. (2017) found that academic self-efficacy has a positive and
significant effect on academic performance in a study of 214 university students.
Other studies have discovered that academic self-efficacy has a significant
impact on students' learning, motivation, and academic performance.
B. Competency
Competency in this context includes the pre-requisite knowledge, the
ability to quickly navigate through the materials, and comprehend the materials
independently. This requires preparation, planning, scheduling, and interaction.
The lack of competency in academics is considered as a problem in influencing
engagement. Since the competency of academics is related to their preparation,
it impacts directly students’ engagement. In fact, this lack of competency may
lead the students’ intellectual helplessness, although the real problem is not
recognizing this ‘incompetence’.
In addition, Vincent Tinto (2014), states that many students do not
continue with their undergraduate studies in the same institution due to the lack
of connection with ‘peers, professors, and administrators at the institution’. That
means, academics that are not adequately prepared in their areas, do not have
proper tools to maintain the students engaged with the course and enforce the
teacher-student relation. On the other hand, students’ needs vary over time, and
the educational methods of last decade might not be currently useful. Academics
that have updated their knowledge and teaching methods can feel they are
prepared and their productivity may increase.
Novice teachers may increment their preparation by having mentoring
practices. Moreover, certified teachers feel better prepared than non-certified
teachers. That is why the enthusiasm of academics, their commitment, and their
capacity to keep students motivated can be directly related to their preparation
and their sense of efficacy and productivity. Therefore, the lack of competency
can be considered as a problem that impact the student engagement.
 Academics’ competency is related to the set of abilities, knowledge, and
skills that make a person suitable for the job of teaching. Robertson (2016)
explains that teachers require a set of knowledge involved in the teaching activity
that provides a point of reference about the capabilities that a teacher should
have. According to Christenson et al. (2012), student engagement is affected by
different contexts, including the school context, where teachers play a significant
role to provide clear expectations and maintain a good teacher-student
relationship.

C. Material Preparation
Student engagement is also affected by the way in which educational
materials are prepared. While in a traditional context, this pertains to answering
student queries, in alternative methods of teaching, this also includes the
handling of various tools provided. A primary challenge in the modern teaching
context is that students’ needs may include the time of communication exchange
as this can be beyond the traditional hours, individual learning characteristics and
supporting these with appropriate additional content, leading students to
advanced levels with additional content.
A study by Vogt and Rogalla (2014) demonstrated that using a high
Adaptive Teaching Competency approach, which involves preparation, planning,
and topic knowledge, may increase students’ learning and engagement. Thus,
new technological tools can assist in a better preparation of educational
materials. This will also be explored in the scope of this study.
Not all modern learning resources are appropriate for all learning
environments. The Internet age has made possible the approaching of new
learning resources in the education arena. Several studies have investigated the
use of social networks for educational purposes, which in some cases have
resulted in success. YouTube is an example of a learning resource that has
assisted students in their educational process. While students use social media
for communication and engagement in course content, not all social networks are
considered suitable for this purpose. Some researchers pointed out the worrying
gradual acceptance that some social networks, such as YouTube and Wikipedia,
may gain in education as valid reference sources. Social Media could divert a
student’s attention, since a lot of information are channeled together, such as
messages, advertising, or more interesting news. Manca and Ranieri (2018)
stated that Facebook could not be suitable for some educational purposes since
it is not a good environment to create a productive argumentation and
discussion.
 A proper educational resource selection may lead a better student
engagement and can be key to increasing their motivation. Hämäläinen and De
Wever (2016) revealed that using a 3D game, academics were able to provide a
better guide to young adult students (between 16 to 18 years old), achieving a
good engagement from them. That means an impact of compatible resources on
students’ engagement. In the same way, using modern technologies may
improve students’ perception by catching their attention, especially on the
‘connected’ student generation, through the use of technological resources that
support their learning.

D. Institution and Environment

The author's presented in our previous publications, the thesaurus of
environmental approach in education, scientific resources addressing the topic of
examining educational environment as a factor of personal development, and the
analysis of the phenomenon of environment all help to determine the content of
fundamental notions of the research. Based on system methodology and
environmental approaches, it is defined that the educational environment is a
factor in personal development and engagement.
An environmental method includes stepping up efforts aimed at
conceptualizing, simulating, and producing educational environment that must
accommodate a student's educational needs efficiently teach. evaluated methods
for evaluating the performance of educational institutions, educational
effectiveness process and the environment's educational quality (L. Vashchenko,
S. Deryabo, and V. Yasvin) (2013), allow for the definition of the primary
qualitative and quantitative characteristics of educational environment of a higher
education institution. Several lists of the educational environment's quantitative
parameters are suggested by researchers a majority.
The school environment, such as variety tolerance and bullying
prevalence, has changed. Responders have identified as barriers to their
engagement. When they were feeling valued, regardless of their physical
appearance, religious affiliations, age, or marital status, they were more
enthusiastic about participating in school activities. These results were in
accordance with DeVito's study (2016).

E. Family Provision and Support

 (Fang and Feng 2011) and high school (Yang 2013), the discussion is also
limited in the correlation between family background and academic achievement.
There is a lack of discussion on the mechanisms of childhood academic
achievement, that is, the path through which the family background can affect
education attainment during childhood, which needs further examination in the
research of education.
Parents’ behavioral support for their children’s education (such as checking
homework, discussing school conditions, etc.) can foster the formation of good
study habits of children and influence their academic performance (Steinberg et
al. 2010; Fan and Chen 2011; Zhao and Hong 2012).
Research shows that the parental social economic status can affect their
children’s schooling quality significantly. The higher the social economic status of
a family, the better schools their children attend (Wen 2011; Chen and Fang
2014; Li 2018; Wu 2013).
The work of Brock and Hundley (2016) assists in instruction and assist
families in providing students with appropriate feedback. Families need to learn
how to contribute comments that is helpful and constructive and won't harm the
kid. The writers provide a good example of the kind of seemingly neutral input
that can have negative effects, "Students who were commended for their
intelligence were less likely to take risks. As they were encouraged for their
efforts, children lacked these insecurities (Brock & Hundley, 2016, p. 80).
Parental support, according to Pajarianto et al., (2020), is encouragement
offered to children by their parents. The primary responsibility of parents is to
give their children with the necessary pleasure by providing a home environment
that encourages them to excel in their schoolwork. Attending school functions,
assisting with homework, and expressing interest in what is going on at school
are all examples of parental support (Silinskas & Kikas, 2019). Parents, foster the
urge for accomplishment by giving support and encouragement and parental
support may impact students' academic success because parents who offer
more educational options and opportunities to their children generate great
motivation to accomplish (Ekinc -Vural, 2021). Parental support, for the sake of
this study, is a component of parenting that has a good or bad impact on
children's success in their schooling. The bottom line is that parents have a
critical influence in influencing their children's interest in and accomplishment in
school. Positive parental support may result in high student accomplishment and
interest, whilst poor parental support may result in low secondary school student
achievement (Pajarianto et al., 2020).
 A lot of studies show that there is a big effect of the nature of family
background on the academic performance of children in school. The family back
ground plays a big role on the academic performance of children at all levels of
education in the school system. It is generally accepted that the quality of family
interactions has important associations with the children’s academic motivation
and achievement. For instance, Ryan (2013) shows that there is a significant
effect of family background variables, parent support and teacher support on a
child’s educational attainment.
According to (Morgan et al, 2015), stresses that children from low socio-
economic status households and communities develop academic skills more
slowly compared to their counterparts from higher socio-economic status
families. The low socio-economic status (economic struggling families) deprives
children of what is necessary to support their growth and welfare. Initial academic
skills are correlated with home environment where low literacy involvement and
chronic stress negatively affect a child’s academic performance. Parents from
low socio-economic background are less likely to have the financial resources or
time availability to provide children with academic support.

SYNTHESIS
Zhu (2010) and King (2015) found a strong correlation between student
engagement and academic achievement. Lee (2014) found that emotional and
behavioral engagement significantly predicted reading ability. Casuao-Jolgado
et.al. (2013) found that student engagement was significantly correlated with
school performance. Selim (2014) revealed that there were significant
relationships between academic achievement and student engagement,
including cognitive engagement, behavioral engagement, and sense of
belonging.
According to Dixson (2015), learner engagement is a psychological
commitment to stay engaged in the learning process in order to acquire
knowledge and develop critical thinking skills. Academic achievement has been
boosted by increased student participation. DeVito (2016) found that students
become involved in their learning when given the opportunity to participate in
decision-making. Institutional efforts, instructors' roles, student self-efficacy and
self-motivation, pedagogical advancements, and technology are the five primary
areas that can promote student engagement. Urquijo and Extremera (2017) and
Casuso-Holgado, et al. (2013) found that students who were more engaged had
higher academic accomplishment. Wen-ye (2018) found a moderately strong and
positive correlation between overall student engagement and academic
achievement. An analysis of the domains of behavioral, emotional, and cognitive
engagement showed that almost all had a positive correlation with students.
Academic self-efficacy is the concept that refers to students' beliefs and
attitudes about their potential for academic success, as well as their belief in their
ability to complete academic tasks and successfully learn the subject. It has a
positive and significant effect on academic performance in a study of 214
university students, and other studies have found that it has a significant impact
on students' learning, motivation, and academic performance. Self-efficacy
beliefs lead to improved performance by increasing commitment, effort, and
determination, and can influence task choice as well as motivation. It is also a
strong predictor of future performance.

CHAPTER III

METHODOLOGY

This chapter reveals the methods of research to be employed by the

researcher in concluding the study which includes the research design,
respondents of the study, research instrument and its development establishing
its validity and reliability, data gathering procedures, and the appropriate
statistical treatment of data.

RESEARCH DESIGN
This research correlated the student engagement and academic performance
of selected students of Alfonso Integrated High School. The researchers' study is
correlational research. As Price and Oswald (2011) cited, correlational research
tests for statistical relationships between variables. The researcher begins with
the idea that there might be a relationship between two variables. They
measured both variables for each of a large number of cases and checks to see
if they are in fact related.

RESPONDENTS OF THE STUDY

 The respondent of the study is composed of students of Alfonso Integrated
High School SY 2022-2023, one of the vital processes to keep this study
successful. All of these participants were selected through random sampling.
This sampling method is conducted where each member of a population has a
capability to become part of the sample. The chosen respondents are containing
of two hundred (200) respondents from the aforementioned school. Alfonso
Integrated High School was chosen by the researchers because they are
accessible, suitable and applicable to the study.

RESEARCH INSTRUMENT
The questionnaire was used as the main data-gathering instrument. The
instrument to be prepared focused on answering the statement of the problem.
The questionnaire contains of fifteen (15) questions. The questionnaires will be
distributed to the respondents. The date gathering instrument was structured as
a Likert scale ranging from 1-5. Where in the (1) is strongly disagree, (2) is
disagree, (3) is neutral (neither agree nor disagree), (4) is agree and the last one
is (5) strongly agree. This legend will help the researchers to the analysis of the
results.

TIME AND PLACE

The survey of this research will commence exclusively during school hours
that will be conducted at Alfonso Integrated High School SY 2022-2023.

DATA GATHERING
A letter of request to conduct the study was prepared. The researcher
constructed a questionnaire checklist, validated by the director of the subject
then the questionnaire checklists are distributed. The researcher conducts the
research in Alfonso Integrated High School through survey, because of the
advantages of the survey method. The researcher explains to the respondents
the importance of their response to the study. The researcher clarifies some
terms to the respondents so that the respondents can answer the questionnaire
with full knowledge of their responsibility as the subject of the study. The
researcher requested the respondents to answer with all honesty. The
researcher uses a random sampling. In this study since the researcher goal is to
determine the student engagement and academic performance of selected
students of Alfonso Integrated High School, the researcher believes that this
method is the most appropriate in choosing the sample for the research. After the
respondents answered the questionnaire, the researcher collected and tallied the
data for interpretation. The researcher asks a statistician to help in determining
the appropriate statistical tools to be used and in interpreting the data. Based on
the data the researcher comes up with conclusion and recommendations for this
study.

DATA ANALYSIS