CLASSROOM ENGAGEMENT AND EXPERIENCES

AMONG LEARNERS: THEIR INFLUENCE

ON LEARNERS’PERFORMANCE IN
KITCHARAO DISTRICT, AGUSAN
DEL NORTE DIVISION
by
Viena Sabaldan Mondia
vienamondia@gmail.com

Abstract

This study was purposely conducted to find out the

relationship between classroom engagement and
experiences among learners of Kitcharao District, Division
of Agusan del Norte, and their influence on learners’
performance. The factors examined included classroom
engagement in terms of classroom participation, ability to
communicate and sense of belongingness. Similarly, it
ascertained classroom experiences with teachers’
strategy, peer relationship and appropriate learning
materials. Variables on learners’ performance included
academic achievement, school retention and socio–
emotional functioning.
The study used the descriptive-correlational research
design. Respondents were randomly selected and sample
size was obtained using Raosoft software. The statistical
tool used was Kendall’s Tau to get the significant
relationship between classroom engagement and
experiences; and their influence on learners performance.
Results revealed that there was a significant
relationship between classroom engagement and
experiences and the performance of learners among
intermediate learners. It also showed that the level of pupil
engagement and experiences were very satisfactory and
their influence on learners’ performance was remarkable.
Teachers’ strategy, peer relationship and appropriate
learning materials influenced classroom engagement. As
a result, pupils noted improvements on their academic

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performance, school retention and positive socio–
emotional functioning. It was recommended that teachers
should give emphasis on pupils’ experiences in classroom
activities, not just to achieve standards even if these
standards are beyond pupils’ ability. The researcher
further recommended that DepEd officials and school
leaders intensify classroom observations and visitations to
guide the teachers on how to make classroom activities
more engaging in providing worthwhile experiences to the
learners as they interact with teachers, peers and learning
materials. Learning materials have to be designed to
promote classroom experiences to improve learners’
performance.

Introduction
Over the years, the Department of Education battles for
quality education. Recently, a shift to enhance curriculum
has been made to address the needs of 21st century pupils
and to ensure that quality education is at its peak. Although
rapid changes and educational upgrading are on its way,
pupils seem to have lost grip towards school. Less
engagement in school becomes evident due to
technological advancement which captivated pupils’
interest and divided attention. According to Cardwell
(2011), the discourse to remedy declining academic
motivation and success, inordinately high level of pupils’
boredom, and disproportionately high dropout rates paved
the way to study pupil engagement and experiences inside
the classroom.
Classroom engagement can be observed in pupils’
interest, affection and participation in the classroom.
Engagement simply is the involvement of the minds of
learners with what is to be learned. Teachers really need
to examine classroom engagement of learners for
successful learning. Learning requires the active
involvement of every learner.
Furthermore, pupil engagement opens a wider
opportunity to holistic classroom experiences. Knowledge
about how children learn and what motivate them
increased utilization of teaching–learning resources,
school climate, and positive behaviors.

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 Schools and teachers can dramatically influence the
extent and quality of learning for all pupils. The emphasis
must be on success, rather than on failures and
shortcomings. To make these possible, a learning
environment needs to be created in a way that all children
feel safe and understood and reach their full potential.
After all, this is the mission of the teaching profession.
The Philippine educational system adapts to the
change of society. In Jaliobong Elementary School, for
example, teachers observed some changes on pupils’
behaviors. Teachers claimed that children now respond
negatively to traditional methods of teaching. The
conventional chalk-talk method drain them and autocratic
discipline won’t work anymore. Moreover, pupils are easily
bored and at times disruptive, and difficult to discipline.
Negative behaviors are one thing, and when pupils’ school
performance is affected, it can be quite alarming. Teachers
of Jaliobong Elementary School found out from the
Philippine Informal Reading Inventory (Phil IRI) pre-test
results which revealed that there are pupils in Grades 4, 5
and 6 who are still at the frustration and instructional
reading levels. It was ascertained by the teachers that
these pupils were withdrawn and disengaged with
classroom activities due to absenteeism. Teachers further
added that these pupils do not go to school every day and
when they do, they cause troubles and do not participate
at all. According to Smith, Weiss, Carolan (2010)
emotional and social problems affect children’s ability to
learn to read, to follow directions and rules, and socialize
and interact with their peers and teachers. It can be said
that activities in which children indulge and experience an
emotional outcome can have impact in their ability to learn.
The general interest of this research is to study the
level of classroom engagement and experiences among
elementary pupils and their influence on learners’
performance so that teachers may use strategies that will
develop pupils’ interest towards learning and be able to
engage in varied school experiences.

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Moreover, learning materials are to be developed that may
encourage pupils’ engagement and experiences inside the
classroom.

Theoretical/Conceptual Framework
The study is anchored on the Self–Determination
Theory of Ryan and Deci. Self–Determination theory which
(SDT) suggests that learning occurs when pupils are
cognitively and emotionally engaged. The theory assumes
that pupils regardless of age, gender, and socio-economic
status, nationality, or cultural background, possess
inherent growth tendencies for intrinsic motivation,
curiosity, psychological needs that provide motivational
foundation for their high-quality classroom engagement
and positive school functioning (Reeve, 2012). Reeve
added that the theory acknowledges that pupils
sometimes lack self-motivation, display disaffection, and
act irresponsibly. SDT research identifies the classroom
conditions that support and vitalize pupils’ inner
motivational resources versus those that neglect,
undermine, and thwart them. This addresses how pupils’
inner resources interact with classroom conditions to result
in varying levels of pupils’ engagement.
This theory relates on how pupils participate,
communicate and feel the sense of belongingness when
engaged with motivational resources which are their
teachers, peers and the learning materials used in
instruction. These resources can contribute to pupils’ inner
affection towards learning.
Taking into account pupils’ psychological variables like
interest, curiosity and needs, teachers can involve, nurture
and vitalize these variables during the flow of instruction
and even displaying positive appeal to facilitate high–
quality pupil engagement.
On the other hand, pupils ability to interact with others
in a safe and inviting environment gave them intrinsic
motivation to feel the sense of belongingness.

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With the help of peers, pupils can be more productive and
engaged if motivated intrinsically – feeling connected and
welcomed in the context they are in.
Although addressing pupils’ psychological needs is of
significance, it is a fact that children build their experiences
from the lessons learned everyday. The more children
learn, the more they crave for knowledge as cognitive
individuals. Pupils are motivated to learn to satisfy their
cognitive needs.
This theory shows how intrinsic and extrinsic
motivational resources affect one another. SDT assumes
that pupils have their own ways and pace of motivating
themselves with regard to the factors that facilitate
engagement.

Statement of the Problem

This research sought to find out the level of classroom
engagement and experiences and their influence on the
learners’ performance of Kitcharao District, Agusan del
Norte Division.
Specifically, this answered the following questions:

1. What is the extent of classroom engagement

among learners in terms of:
1.1 classroom participation
1.2 ability to communicate
1.3 sense of belongingness
2. What is the extent of classroom experiences
among learners in terms of:
2.1 teachers’ strategy
2.2 peer relationship
2.3 learning materials appropriateness
3. What is the level of learners performance in terms
of:
3.1 academic achievement
3.2 school retention
3.3 socio–emotional functioning

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 4. Is there a significant relationship between the
classroom engagement and experiences and learners’
performance?
5. What instructional material may be designed
based on the findings?

Hypothesis
Ho1. There is no significant relationship between
classroom engagement and experiences and learners’
performance.

Findings
The primary goal of this study is to find out the
relationship between classroom engagement and
experiences and learners’ performance.
Data were summarized and processed and results of
the analysis revealed the following findings:
On the extent of classroom engagement, the results
revealed that the Grades 4, 5 and 6 pupils were very
satisfactory as to participation, communication and sense
of belongingness with an overall average weighted mean
of 3.77.
Moreover, on the extent of classroom experiences of
the learners, findings showed that the classroom
experiences were considerably high with a weighted mean
of 4.24. The variables involved in this regard, were on
experiences with teachers’ strategy, peer relationship and
appropriateness of leaning materials.
In addition, results revealed that classroom
engagement and classroom experiences influence
learners’ performance, with an average weighted mean of
3.96. Further, data revealed that pupils improved their
academic achievement, with a relatively high pupil
retention, and learners have positive socio–emotional
functioning.
Findings further revealed that classroom engagement
and experiences influenced learners’ performance.
Furthermore, findings revealed that instructional materials
have to be developed in such a way that it will promote
learners’ experiences inside the classroom through

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collaborative efforts, differentiated activities, hands on
activities, localization and contextualization.
As to significant relationship between classroom
experiences and engagement among learners and their
performance, findings showed that there is a significant
relationship between classroom engagement and
learners’ performance. It also conceded that classroom
experiences is significantly correlated to learners’
performance in the different grade levels.

Conclusions
Given the findings of the study, the following
conclusions were drawn:
Pupils of Kitcharao District have high extent of
classroom engagement and experiences which influenced
pupils’ performance. Therefore, there is a significant
relationship between classroom engagement and
experiences with learners’ performance.
In summary, the Grades 4, 5 and 6 learners
participated in class activities, communicated well and felt
a sense of belongingness with their experiences with their
teachers, peers and learning materials resulting to an
improved academic achievement, school retention and
positive socio–emotional functioning.

Recommendations
Based on the findings and conclusions of this study
the recommendations were offered for considerations:
DepEd officials need to intensify instructional
supervision focused on classroom strategies appropriate
learning devices and interactions of learners during the
teaching-learning process.
School heads need to initiate regular activities that will
develop pupils, both academically and socially.
Teachers must continually adapt and adhere to
feedbacks to improved instruction. The social environment
in school need to provide increased engagement and
activities in school.

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Pupils’ engagement is a high complex construct with many
attributes and subcomponents for future researchers to
further research on.

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