ENGAGEMENT TRAITS AND STUDENT’S

PERFORMANCE IN TLE COMPUTER

SYSTEM SERVICING

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 10
Pages: 596-602
Document ID: 2023PEMJ884
DOI: 10.5281/zenodo.8127347
Manuscript Accepted: 2023-8-7
Psych Educ, 2023, 10: 596-602, Document ID:2023 PEMJ884, doi:10.5281/zenodo.8127347, ISSN 2822-4353
Research Article

Engagement Traits and Student’s Performance in TLE Computer System Servicing

Shaira May B. Orbeta*
For affiliations and correspondence, see the last page.
Abstract
This study aimed to identify the engagement traits and TLE performance in computer system
servicing (CSS). A quantitative research was used in this study. It employs to gather information
about the present situation of the students to help and develop this study for future use. It also deals
with the process of identifying and examining the relationship of engagement traits and performance
in TLE computer system servicing of Grade 9 students with a total of 225 respondents in six (6)
different sections zinc, rubidium, lead, tin, zirconium and manganese of Lutucan Integrated National
High School. This study used the quantitative methods using survey questionnaire as the basic data
gathering tool since it aimed to measure the significant relationship between the student’s
engagement traits and their performance in TLE Computer System Servicing (CSS). The data were
gathered and treated using frequency, mean, standard deviation, and Pearson r. The findings of this
study revealed that: as to the students, they are engaged in terms of attention, interest and optimism as
to their performance in TLE computer system servicing. However, the study reveals that there is no
significant relationship between the engagement of students in curiosity and passion and their
performance in terms of cognitive, affective and psychomotor. The data revealed that there is a
significant relationship between the engagement traits and performance of Grade 9 students in TLE
Computer System Servicing.

Keywords: affective, cognitive, engagement traits, performance and psychomotor

Introduction collaborate, receive feedback, and social support,

Education consists of culture appropriation, and it is
understood in a wider way, involving knowledge,
information, values, science, art, technology,
philosophy, rights, customs, that is, all the things that
man produces in order to transcend his/her
nature.Understanding the complexity of interaction
outside of the domains of cognition, behavior, and
psychomotor includes the historically placed
individual inside their contextual context through
emotion or aspects that constantly affect how involved
an individual is, such as personal and familial
circumstances. The person or group of person is still
learning.When the pupils returned to class after using
online and modular learning methods, the teacher
observed significant changes in them. Because they are
working with youngsters of all backgrounds,
intelligence levels, and attitudes, some students
experienced culture shock because of Covid-19.
Therefore the teacher should start all over again from
the basic for them to refresh the mind of the student’s.
Students can benefit from the convenience and
flexibility of attending classes at the times and places
of their choosing thanks to distance education
technology. While distance learning is practical and
has the ability to use rich multimedia elements, there
are still problems with student involvement in the
learning process. Distance education instructors and
peers are not physically present in a classroom, so
students may lack opportunities to interact,
which could result in less engagement in learning
activities (Tuckman, 2007) [1]. This is in contrast to
the environment in traditional educational settings.
Moreover, distant education allows students far more
discretion in how and when they interact, and
consequently, their capacity to govern their own
learning seems to be crucial. Given the potential
limitations associated with limited supervision,
monitoring of student progress and opportunities to
provide feedback to students, it would be useful for
distance education instructors and course designers to
have a better understanding of what factors influence
student engagement.The purpose of this study was to
find out how crucial student engagement in given
subject or school was and how it would impact the
students if it is lacking. The researcher is aware that a
significant aspect is whether or not pupils are
interested in attending class or learning new things
from their teachers. However, how can the researcher
tell if the students are unwilling to learn new
information?
The researcher looked at the important role that
student engagement plays in their academic
performance and discovered that, as a result of the
Covid-19 pandemic, face-to-face instruction has
resumed after nearly two years of being suspended due
to the disease. Previously, students had switched to
online and modular distance learning. In that situation,
all students must use a distance learning method and
complete all assignments independently while utilizing

Shaira May B. Orbeta 596/602

Psych Educ, 2023, 10: 596-602, Document ID:2023 PEMJ884, doi:10.5281/zenodo.8127347, ISSN 2822-4353
Research Article
a laptop, cell phone, and personal computer in a
location that is convenient for them, on the other hand
they will also have difficulty in answering activities
because they were at home and the communication of
teacher and students was through online like google
forms, google classroom and sometimes zoom
meeting. The researcher found that many pupils had
changed when classes resumed since schooling had
returned to classroom set up. For example, there were
fewer students who were eager to learn new things,
and absenteeism was twice as high as it had been
before the pandemic. It was also because the parents'
funds ran out because they lost their jobs and source of
daily income. In that situation, it would be difficult for
the parents to send their kids to a school that
encourages absenteeism and discourages them from
working hard in school and pursuing their goals that’s
why many of the students were dropping out from the
school.
Second, there were not enough resources available,
particularly in the school, such as books, modules, and
most significantly a computer lab for all Computer
System Serving (CSS) students. The researcher
discovered that there was only one functional
computer laboratory for all Grade 9 students, with a
total of 9 sections and almost 47 students per section.
This made it challenging for teachers to teach lessons
and impart new knowledge to their students because
there was only one section that can use the computer
laboratory. The researcher was aware of the benefits of
simply knowing how to operate a computer and that
only a small percentage of students were computer-
illiterate.
Third, are the student's attitude and behavior towards
the teacher and their classmates, have had a gap
because they had not been in school for a long time.
They had a hard time getting along with their
classmates and teachers because of that were troubles,
there was never a day when kids were physically
fighting with classmates over trivial issues that led to
fights and injuries. Additionally, even when the
teacher was talking about something essential, students
still used their cellphones in front of the teacher and
engaged in conversation with their classmates.
According to the researcher, this is happening right
now because kids have lost their interest to learn.
Lastly, as to teacher-students relationship teachers
should share more to all and get to know their pupils
better, teachers may deepen their relationships with
their students. By giving students a choice, one may
increase their involvement in decision-making and
make learning more about their ideas. Additionally,
Shaira May B. Orbeta
encouraging effort each day in class challenges and
motivates pupils to work harder. Teachers should help
their students set goals and they need to believe in
themselves by showing them real world success stories
of adults who come from the same circumstances the
students achieved their goals by trusting and believing
themselves.
Research Objective
The goal of this research was to discuss and clarify
how crucial student’s engagement in their studies is,
how much it will aid in their academic success, and
how much it will help them be successful in their daily
lives and achieve their future goals. As a result, it
would have an impact on their academic performance
since, if one does not study, it indicates one does not
want to learn and participate in school activities; as a
result, one will only be a burden to this teacher and
would not want to go to class any longer.
Methodology
This study used a quantitative methods, the use of
validated questionnaires was the basic data gathering
tool since it aimed to measure the significant
relationship between the student’s engagement traits
and their performance in TLE Computer System
Servicing (CSS). The respondents of the study were
the secondary students of Sariaya, Quezon in Lutucan
Integrated National High School. Specifically, Junior
High School students from the 6 sections taking TLE
Computer System Servicing (CSS). The school of
Lutucan Integrated National High School (LINSH) is
located at Brgy. Malabag Sariaya, Quezon.
Approximately, six thousand (6,000) students, two
hundred (200) teachers in overall and 24 teachers who
taught TLE subject in different strands, the researcher
used systematic sampling technique to answer survey
questionnaire. The research instruments used were a
survey questionnaire, test, scale, rating, or tool
designed to measure the variable(s), characteristic(s),
or information on interest, often behavioral or
psychological characteristic.
The survey questionnaires were the main instrument in
gathering the data. The researcher made questionnaires
in the performance of the students in TLE Computer
System Servicing (CSS) and teacher made survey
questionnaires to gather information needed in the
study.Survey questionnaire was prepared and
597/602
Psych Educ, 2023, 10: 596-602, Document ID:2023 PEMJ884, doi:10.5281/zenodo.8127347, ISSN 2822-4353
Research Article

forwarded to Junior High School student’s respondents were used to answer the survey
respondents. The students were asked to answer the questionnaire.
survey questionnaire, personal information were asked
and how did the students engage in the subject TLE Table 3. Respondents Parent’s Highest Educational
(CSS) in terms of their performance. To determine the Attainment.
relationship between the students engagement traits
and their performance in TLE (CSS) the researcher
will be using a survey questionnaire, the scale used in
questionnaire was 5-point scale, 5 represents highly
engaged, 4 engaged, 3 moderately engaged, 2 less
engaged, 1 not engaged.

Results and Discussion

Table 1. Respondents according to Age
Table 1 shows that ninety two (92.4%) of the
respondents were 14-15 years old which is the
appropriate age of Grade 9 students. And, two (2) of
the respondents (0.9%) were unsuitable age for Grade
9 students which means they stopped studying for a
long time due to lack of interest and unstable financial
status.
Table 3 reveals that only (12.9%) of the respondents’
fathers were college graduates, and majority of the
respondents’ fathers were high school graduates
(64.4%). However, even if the majority of their fathers
just have a high school diploma, at least they are able
to support their children's education and they are not
neglected. Only (13.3%) of the respondents’ mothers
were college graduates and majority of the
respondents’ mothers were high school graduates
(83.6%). Despite the challenges of life, they continue
to help their children with their academics so they can
finish their education.
Table 4. Respondents Parent’s Occupation

Table 2. Respondents according to Gender

Table 4 reveals that (65.3%) of the respondents’

Table 2 shows that the number of the female
respondents (58.2%) is far from the number of male
respondents (41.8%) with the total of 131 for female
and 94 for male. Based on the figure, the dominated
gender among the respondents is female. Overall, 225
fathers were employed and (20.2%) were self-
employed where they can provide for their child’s
education. However, (14.2%) of the respondents’
fathers were unemployed. In addition it also reveals
that (65.8%) of the respondents’ mothers were
employed and (29.3%) were self-employed where they
can also provide for their children education.
However, (4.8%) of the respondents’ mothers were
unemployed.

Shaira May B. Orbeta 598/602

Psych Educ, 2023, 10: 596-602, Document ID:2023 PEMJ884, doi:10.5281/zenodo.8127347, ISSN 2822-4353
Research Article

Overall, the table shows that majority of the parents
were employed. However, the higher percentage of
unemployed were the respondents’ father and least
percentage were the respondents’ mothers.
Table 5. Respondent’s Family Monthly Income
listening carefully to the teachers’ explanation is
highly engaged (Mean= 4.53), As a result of their
attentiveness to the teacher, the students are better able
to comprehend the material and maintain their
attention for longer periods of time.
Table 7. Perceived Level of Student’s Engagement in
terms of Curiosity

Table 5 shows that majority of the family monthly

income were below 5,000 which is (48.0%) and only
(9.3%) were above 19,000. In spite of that, to ensure
their children could complete their schooling, they
collaborate and manage their finances wisely.

Table 6. Perceived Level of Student’s Engagement in

terms of Attention

Table 7 discloses an overall perception (MN= 4.13),

which shows that the respondents had engaged in
terms of curiosity. They perceived that they
remembered the facts and had gained knowledge of the
topic (Mean= 4.29). However, the respondents got the
lowest mean for trying out things that are not clear to
them which is (Mean= 3.93). That is why students
should not afraid to ask questions and participate
during discussion and performance task for them to
learn more in the subject matter.

Table 8. Perceived Level of Student’s Engagement in

terms of Interest

The data in Table 6 reveal the respondents’ perceived

level of engagement in terms of attention. The overall
perception (Mean =4.18) shows that the respondents
have “high level of engagement in TLE computer
system servicing as to their attention.” Similarly, they
perceive that level of engagement of the students
(Mean=4.05) should lead quicker and be more directed
to complete the task. Additionally, the verbal
interpretation of the respondents who are watching or

Shaira May B. Orbeta 599/602

Psych Educ, 2023, 10: 596-602, Document ID:2023 PEMJ884, doi:10.5281/zenodo.8127347, ISSN 2822-4353
Research Article

Table 8 shows that the respondents perceived level of Table 10. Perceived Level of Student’s Engagement in
engagement in terms of their interest got the overall terms of Optimism
mean perception (Mean= 4.34) with a verbal
interpretation of “engaged”. The respondents should
be interested in the subject in order to learn more about
it.

They perceived that they enjoy TLE subject computer

system servicing (CSS) (Mean= 4.57). Moreover, they
are willing to finish their studies and accomplish their
goals (Mean= 4.55). However, the respondents got the
lowest mean for easily be able to connect to the topic
without any difficulties which is (Mean= 3.89). The
reason why teachers must provide preliminary
activities that will catch the student’s attention.

Table 9. Perceived Level of Student’s Engagement in

terms of Passion

Table 10 shows the respondents’ perceived level of

engagement in terms of optimism which gained an
overall perception (Mean= 4.26) with the verbal
interpretation of “engaged.” The respondents believe
that they have their own capacity to succeed in this
course with the highest mean of (Mean= 4.36). Even
so, to transform negative situations into opportunities
for progress and development into their learning got
the lowest mean which is (Mean= 4.16), Knowing
your capacity will help you to excel in the subject of
specialization.

Table 11. Students Level of Cognitive Performance

Table 9 reveals the respondent’s perceived level of

engagement in terms of their passion with an overall
perception (Mean = 4.30) with verbal interpretation of
“engaged”. Your aspiration to study will more likely
to be fulfilled if you are passionate about it.

The respondents are willing to share their knowledge
to help others and to reach their success (Mean 4.37).
Also, to encourage others appreciate the topic they are
studying with the support of the teacher (Mean= 4.36).
Nevertheless, the students’ needs to cope up any
challenges to excel in this area of specialization (Mean
4.23). In line with this, they need to be physically and
mentally prepared in any activities that will be given to
them.
Table 11 reveals that the student’s performance in
computer system servicing in terms of cognitive were
17-20 got the highest score with a frequency of
seventy nine (79), which is (35.1%) with a verbal
interpretation of excellent. However, the lowest score
were 4-8 with a frequency of nineteen (19) which is
(8.4%) that showed only few respondent’s got fair
grade. Overall, the data show that many of the students

Shaira May B. Orbeta 600/602

Psych Educ, 2023, 10: 596-602, Document ID:2023 PEMJ884, doi:10.5281/zenodo.8127347, ISSN 2822-4353
Research Article
got a highest score in their 2nd quarterly examination in
terms of cognitive learning. Therefore, the respondents
are active in their learning and can retain new
information with existing ideas.
Table 12. Student’s Level of Affective Performance
Table 12 reveals the student’s performance in
computer system servicing in terms of affective, the
score of 13-16 got the highest frequency which is
seventy two (72), (32%) with a verbal interpretation of
very good. The score of 4-8 got the lowest frequency
which is nineteen (19) which is (8.4%) with a verbal
interpretation of fair grade. Overall, the data show that
many of the students passed their 2nd quarterly
examination in terms of affective learning. Therefore,
the respondents are aware of their studies especially to
those topics in related to health and safety procedure in
the subject computer system servicing especially when
they are in the computer laboratory.
Table 13. Student’s Level of Psychomotor
Performance
Table 13 reveals the student’s performance in
computer system servicing in terms of psychomotor,
were 17-20 who got the highest score with a frequency
of ninety seven (97) which is (43.1%) with a verbal
interpretation of excellent, and the lowest score were
4-8 who got the lowest score with a frequency of
twenty three (23) which is (10.2%) with a verbal
interpretation of fair grade. Therefore, most of the
respondents passed in their 2nd quarterly examination
in terms of psychomotor learning, even though they
Shaira May B. Orbeta
are lack of tools and laboratory when assembling and
disassembling of a computer system unit.
Additionally, many of them have an understanding of
the topics. They can also relate their knowledge and
values when it comes to performance.
Table 14. Significant Relationship between Students
Engagement and Performance in TLE Computer
System Services
The table shows that there is a strong association
between students’ engagement and their performance
in various aspects of their education. Specifically,
there is a significant correlation between student’s
engagement in terms of attention and their affective
performance. This suggest that when students are able
to avoid distractions and concentrate on their work,
they are more likely to perform well emotionally.
Moreover, there is a notable correlation between
students’ engagement in terms of interest and their
cognitive, affective and psychomotor performance in
TLE Computer System Servicing. This indicates that
when students are consistently attending their class
and have a strong interest in the subject matter, they
are likely to perform well across different domains of
learning.
Another noteworthy finding from the table correlation
between students’ engagement in terms of optimism
and their psychomotor performance. This implies that
when students have a positive outlook and believe in
their own abilities, they are more likely to find
solutions to problems and perform well in task that
involve physical coordination. Overall, the table
suggest that students’ engagement is a critical factor in
their academic success, and educators should strive to
create an engaging and supportive learning
environment to foster student’s motivation and
performance.
Conclusion
Based on the findings of this study, the following
601/602
Psych Educ, 2023, 10: 596-602, Document ID:2023 PEMJ884, doi:10.5281/zenodo.8127347, ISSN 2822-4353
Research Article
conclusion was drawn: (1) Since it is revealed that
there is a significant and insignificant relationship
between the student’s engagement and their
performance in TLE Computer System Servicing
(CSS), the null hypotheses posited in this study is
partially sustained.
Based on the findings and conclusions presented, the
following recommendations are hereby offered: (1)
Students are encouraged to try out things that are not
clear to them to be able to apply what they have learnt
in the future. (2) Teachers may continue to support and
enhance more their ability to teach and for students to
have a m e a n i n g f u l and a productive
learning. (3)Further study of the same nature may be
conducted focusing on the students’ engagement and
their performance in TLE Computer System Servicing
(CSS).
References
Altun, M. (2017). The role of passion in effective teaching and
learning. International Journal of Social Sciences & Educational
Studies, 3(3), 155-158.
Barlow, A., & Brown, S. (2020). Correlations between modes of
student cognitive engagement and instructional practices in
undergraduate STEM courses. International Journal of STEM
Education, 7(1), 1-15.
Da Rocha Seixas, L., Gomes, A. S., & de Melo Filho, I. J. (2016).
Effectiveness of gamification in the engagement of
students. Computers in Human Behavior, 58, 48-63.
Emerson, L., Fear, J., Fox, S., & Sanders, E. (2012). Parental
engagement in learning and schooling: Lessons from research. A
report by the Australian Research Alliance for Children and Youth
(ARACY) for the Family–School and Community Partnerships
Bureau: Canberra.
Fall, A. M., & Roberts, G. (2012). High school dropouts:
Interactions between social context, self-perceptions, school
engagement, and student dropout. Journal of adolescence, 35(4), 787-
798.
Furrer, C. J., Skinner, E. A., & Pitzer, J. R. (2014). The influence of
Shaira May B. Orbeta
teacher and peer relationships on students’ classroom engagement
and everyday motivational resilience. Teachers College
Record, 116(13), 101-123.
Kahu, E. R., & Nelson, K. (2018). Student engagement in the
educational interface: understanding the mechanisms of student
success. Higher education research & development, 37(1), 58-71.
McIlveen, P., Beccaria, G., & Burton, L. J. (2013). Beyond
conscientiousness: Career optimism and satisfaction with academic
major. Journal of Vocational Behavior, 83(3), 229-236.
Philp, J., & Duchesne, S. (2016). Exploring engagement in tasks in
the language classroom. Annual Review of Applied Linguistics, 36,
50-72.
Reeve, J. (2012). A self-determination theory perspective on student
engagement. In Handbook of research on student engagement (pp.
149-172). Springer, Boston, MA.
Shabiralyani, G., Hasan, K. S., Hamad, N., & Iqbal, N. (2015).
Impact of Visual Aids in Enhancing the Learning Process Case
Research: District Dera Ghazi Khan. Journal of education and
practice, 6(19), 226-233.
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of
student engagement, coping, and everyday resilience. In Handbook
of research on student engagement (pp. 21-44). Springer, Boston,
MA.
Tuckman, B. W. (2007). The effect of motivational scaffolding on
procrastinators’ distance learning outcomes. Computers &
Education, 49(2), 414-422.
Van Rooij, E. C., Jansen, E. P., & van de Grift, W. J. (2017).
Secondary school students' engagement profiles and their
relationship with academic adjustment and achievement in
university. Learning and Individual Differences, 54, 9-
19.Zagoruyko, S., & Komodakis, N. (2016). Paying more attention to
attention: Improving the performance of convolutional neural
networks via attention transfer. arXiv preprint arXiv:1612.03928.
Affiliations and Corresponding Information
Shaira May B. Orbeta
Cagsiay I National High School
Department of Education - Philipppines
602/602