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Religiosity and Classroom Engagement of Nursing Students in an

Adventist Tertiary Education Institution

A thesis

presented to the faculty of School of Nursing

Manila Adventist College

In partial fulfillment

of the requirements for the degree

Bachelor of Science in Nursing

Rune Abraham N. Balagtas

Reigndell Jay L. Desabille

Samantha Rianne M. Hayen

Milshireen M. Narvaez

Kimberly Shayne E. Portugalete

June 2023
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Abstract

Religiosity and Classroom Engagement of Nursing Students in an Adventist

Education Institution

Rune Abraham N. Balagtas

Reigndell Jay L. Desabille

Samantha Rianne M. Hayen

Milshireen M. Narvaez

Kimberly Shayne E. Portugalete

Co-author: Eva A. Salvado, RN, MSN

This study aims to find out the impact of religiosity on nursing students during

classroom engagement. Grounded in Astin’s Student Involvement Theory and Stolz’s

Explaining Religiosity: Towards a Unified Theoretical Model, a descriptive-correlational

method of research design was utilized. Researchers used an adaptive survey

questionnaire as an instrument in gathering the needed data. A total population sample

(TPS) was utilized, with 160 respondents from an Adventist institution in Pasay City.

Participants were provided with informed consent with a clear description of the study's

goal to ensure voluntary participation and confidentiality. The researchers found out a

significant relation between religiosity and nursing students' classroom engagement at

the.01 level of significance. The study's findings reveal a substantial association between

religiosity and classroom engagement, and the null hypothesis was rejected. It

demonstrates that religiously minded students have better controlled behavior, are more

engaged academically, and are more comfortable expressing their feelings.

Keywords: religiosity, classroom engagement, behavioral, cognitive, and emotional

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Declaration

We affirm that this paper's entire "Religiosity and Classroom Engagement in an

Adventist Education Institution," is original to us and has not been falsified or

plagiarized. That full citations to each source we used or quoted have been included as an

indication and acknowledgement. Also, no other degree at any other higher education has

received submission of this work. And that we adhered scrupulously to the MAC

Institutional Research Board's and MAC Research guidelines.

Rune Abraham N. Balagtas

Reigndell Jay L. Desabille

Samantha Rianne M. Hayen

Milshireen M. Narvaez

Kimberly Shayne E. Portugalete

Noted by:

Eva A. Salvado, RN, MSN

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Acknowledgement

The success of this study will not be possible without the help and support of the

following individuals:

The researchers would like to express their deepest gratitude to Ma'am Eva A.

Salvado, RN, MSN, the researchers' adviser, and research instructor, for her guidance

throughout this study, for the knowledge she imparted to them, and for her patience, time,

and availability just to respond to all their concerns about the completion of this study.

To Ma’am Gezelle A. Puno, MAED, LPT, the researchers would like to express

their appreciation for her immense help and statistical expertise throughout their analysis

and interpretation of the data collected. As well as to Sir Joseph Xavier S. Castillo, LPT

for his English expertise to make their manuscript well-arranged, effective, and clear.

The researchers would also like to acknowledge their family for the help and

support they offered morally, emotionally, and most of all, financially. To their friends

also who help, support and gave encouragement to the researchers to work hard in

finishing this study.

The researchers also would like to give their regards to this study’s participants

for being part of the success of this study.

Most of all, the researchers also praise and glorify the Almighty God for His

abundant grace and mercy, guidance, and being present throughout their research

journey. He has given the researchers the strength, knowledge, and wisdom from above

that made them complete and finish the study successfully.

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Table of Contents

Page

List of Tables .......................................................................................................................8

List of Figures .....................................................................................................................9

Chapter 1. The Problem and Its Background ...............................................................10

Statement of the Problem .......................................................................................13

Null Hypotheses .....................................................................................................13

Significance of the Study .......................................................................................14

Students ......................................................................................................14

Academe ....................................................................................................14

School Administration ..............................................................................14

School Chaplain and Bible Instructors .....................................................15

Future Researchers .....................................................................................15

Theoretical Framework ..........................................................................................15

Conceptual Framework ..........................................................................................17

Definition of Terms................................................................................................17

Behavioral Engagement .............................................................................18

Classroom Engagement .............................................................................18

Cognitive Engagement ...............................................................................18

Emotional Engagement ..............................................................................18

Religiosity .................................................................................................18

Chapter 2. Review of Related Literature .......................................................................19

Religiosity ..............................................................................................................19
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Classroom Engagement .........................................................................................20

Behavioral Engagement .........................................................................................28

Cognitive Engagement ...........................................................................................32

Emotional Engagement ..........................................................................................34

Religiosity and Classroom Engagement ...............................................................37

Chapter 3. Methodology ..................................................................................................39

Research Design.....................................................................................................39

Population and Sampling .......................................................................................39

Instrumentation ......................................................................................................43

Scoring and Interpretation......................................................................................44

Data Gathering Procedure ......................................................................................46

Statistical Treatment of Data .................................................................................47

Ethical Considerations ...........................................................................................48

Chapter 4. Results and Discussions ................................................................................49

Extent of Religiosity of the Respondents ..............................................................49

Level of Classroom Engagement of Respondents .................................................51

Relationship of Religiosity and Classroom Engagement of Respondents .............59

Limitation of the Study ..........................................................................................62

Chapter 5. Summary of Findings, Conclusions, and Recommendations ...................63

Summary-of Findings ............................................................................................63

Conclusion .............................................................................................................64

Recommendation ...................................................................................................64

School Administrators ...............................................................................64

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For Instructors ............................................................................................65

For Nursing Students .................................................................................66

For Pastors .................................................................................................66

For Future Researchers ..............................................................................67

References……………………………………………………………………..………...68

Appendices…………………………………………………………………..……….….82

Appendix A. Revised Adapted Questionnaire .......................................................82

Appendix B. Informed Consent .............................................................................88

Appendix C. Correspondence Letter......................................................................91

Curriculum Vitae .............................................................................................................92

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List of Tables

Page

Table 1. Scoring and Interpretation for the Extent of Religiosity on Nursing Students ....45

Table 2. Scoring and Interpretation for Classroom Engagement of Nursing Students ......45

Table 3. Extent of Religiosity of the Respondents ...........................................................49

Table 4. Level of Classroom Engagement of Respondents in Terms of Behavioral

Engagement of Respondents ................................................................................52

Table 5. Level of Classroom Engagement of Respondents in Terms of Cognitive

Engagement .........................................................................................................54

Table 6. Level of Classroom Engagement of Respondents in Terms of Emotional

Engagement .........................................................................................................57

Table 7. Relationship of Religiosity and Classroom Engagement of Respondents ...........61

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List of Figures

Page

Figure 1. Conceptual Framework of the Relationship of Religiosity and Classroom

Engagement of Students ....................................................................................17

Figure 2. Distribution of the Respondents Based on Gender ........................................... ...40

Figure 3. Frequency and Percentage of Age of Respondents ............................................41

Figure 4. Frequency and Percentage of Year Level of Respondents .................................41

Figure 5. Frequency and Percentage of Religion of Respondents .....................................42

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Chapter 1

The Problem and Its Background

One of the drivers of globalization that expanded all throughout the years starting

from the past was the term “religiosity”. The religion has an impact to one’s life in

different ways; it may be the influence in culture or beliefs on the entire community,

nation, or even certain or big part of the world. The practices of a person, a family, or

even a community was developed because of religious beliefs, which can also be

applicable to nursing students, because the best quality of care for their patients can be

provided since values and character are factors. Throughout the process, there will be a

deeper understanding when it comes to some factors of the students’ religiosity and how

this affects their engagement to the classroom.

In the study of White and Hand (2017), it was found out that the failure of nursing

schools to include spiritual education in the curriculum contributed to a lack in students’

ability to engage in the classroom setting. As cited from the study of Baksi & Sürücü

(2019), as for the nursing students, engagement through their behaviors, cognition, and

emotions ere included in their engagement in classroom. Notably, a surrounding that is

appropriate educationally should be established for the student nurses to process well in

their engagement in classroom.

However, there has been a high sympathy in religious practices among nursing

students that could have helped them to have a positive engagement in class. (Reynaldo,

et al., 2019). According to the study of Abdul, et al. (2018), student engagement now

encompasses more than just involving students during organizational meetings. The

meaning of this as what have been taught from the past became more broad and far
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larger. The sufficiency in defining the concept now when it comes to engagement regards

to variety of perspectives, and there is no considered single perspective is sufficient. The

importance of the engagement of students emotionally, cognitively, and behaviorally in

their academic environment and in regards of their engagement to be genuine, not just

engaging in their course materials is beneficial, but also assisting them more in learning

also benefits them. The engagement of the student nurses is vital in regards to this

because they do not only have a job not in the classroom, but in their clinical as well.

According to Nasrollahi et al., (2020) religiosity in education, as a requirement for

increasing teaching and learning quality, is influenced by a variety of personal, social,

religious, and cultural factors. Further, one of the most important aspect in a person’s life

was religiosity. In today’s fast-paced world, a lot of people neglect the importance of

their religiosity due to the worldly pleasures that hinder one’s duty; and for students,

which is engaging in class (Monterosso, et. al, 2019). This study has its significance to

nursing students on how will they understand how important religiosity and classroom

engagement are, and how these, especially religiosity, is connected or how it affects their

engagement in class.

In 2018, Khalid et al. found out that the engagement of the students is

distinguished universally and through their religion, culutre, inspiration in school, and

socialization was determined and may be a factor to their engagement in classroom and

also their behavior. The above topics varies from the past strategies traditionally so that

there will be mechanical progress and the intercultural viewpoints were considered.

However, a person’s life can be affected beacuse of religiosity since this study is about

having a religious practices can be more likely have a good relationship when it comes to
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the student’s engagement in learning and classroom. It was as well seen to students which

have beliefs religiously with a good and bad can control the moral prominent sense of

well-being of a person and such a success engagement in the classroom will result. An

education which is based in religion can help develop and help the religious views of the

students which may also ascend their religiosity.A study by Petrie, et al (2019) stated that

there is a purpose and meaning in life given by religiosity, and the values that were

cherished and that upholds may be beneficial improve the way of living in every

involvement in the engagement and as to be especially engagement in the classroom.

For other students, religiosity, when it comes to their classroom engagemen can

affect it since every one of them has their differences when it comes to their beliefs and

practices religiously which comes from the environment they grown to, their home. An

surrounding that entails everyone in terms of emotional warmth, religious belief, and

experiences manifest to the life of student as well in their academic aspects and it starts in

the home. Given the fact that each and all nursing students have their own religious views

and practices, teaching religious care in nursing courses at schools and continuing

education programs for training of healthcare team members are necessary (Moosavi et

al., 2019).

In this present generation where a person’s beliefs and values in religion were

taken for granted, some people are lesser interested when it comes to what religion or

there were values and beliefs instilled in them. Many of the student nurses nowadays

value more their free time instead of having an allotted time with God by the means of

praying before their day was started; with that, their engagement in their class later on

will manifest. Without forgetting the religious beliefs of the students and their rooted for
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values may able to make them survive the day with frustration as resulted by a low

grades, or may also ace their activities and enjoy these.

With the scenario mentioned above, this study has a main goal of determining and

examining whether the religiosity had a relationship to the engagement of the student

nurses in class. It was believed by the researchers that student nurses were having a

struggling times to keep up in their beliefs religiously, and starting from the institution

where they entered their nursing journey including their skills, knowledge, and degree

uphold and a lot of differences were shown.

Statement of the Problem

The study examined how religiosity can impact the classroom engagement of

students in nursing. It mainly intends to address the following series of questions:

What is the extent of the religiosity of the respondents?

1. What is the level of classroom engagement of the respondents in terms of:

a. Behavioral Engagement

b. Cognitive Engagement

c. Emotional Engagement

2. Is there a significant relationship between religiosity and classroom engagement

of the respondents?

Null Hypothesis

1. There is no significant relationship between the religiosity and classroom

engagement of the respondents.

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Significance of the Study

The findings of this study will be highly advantageous to a certain group of

people. With its findings, it will be useful in a way in how they will specifically need this

study. Below you will see how this study will become an advantage to the following:

Students

This study will offer insights about their level of religiosity. It will assess the

nursing students’ attitudes and conduct about classroom engagement. The collected data

will aid students in enhancing their physical, mental, social, and spiritual abilities.

Academe

The study aims to help the clinical instructors evaluate nursing students’ religious

perspectives, attitudes, abilities, and academic performance. It also seeks to enhance their

teaching methods and examine how students’ religiosity impacts their classroom

participation. The study will demonstrate to the dean the impact of students’ religiosity

on their classroom involvement. This will help the dean enhance and promote class

devotions and work with other staff and pastors to advance religious nursing education.

This study also aims to inspire innovative methods to enhance knowledge, skills,

attitudes, and religiosity in nursing education, fostering globally competitive nurses with

a Christ-like demeanor. It also seeks to advance Adventist education, school

administration, clinical leadership, and teaching evaluation techniques.

School Administration

This study will prompt the institution’s administration to develop programs and

activities that enhance engagement of students in nursing, including other students across
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various fields. By addressing students’ physical, mental, behavioral, emotional, and

religious needs, the institution’s status and success can be significantly improved.

School Chaplain and Bible Instructors

This research will assist the college’s chaplain in developing and organizing

religious activities that will benefit all students at the school, aside from nursing. This

study will also be useful in developing programs for students at the institution who are

looking for religious guidance to help them overcome academic challenges and enhance

their overall student experience.

Future Researcher

This study will offer information to enhance and expand upon their research. This

will serve as guide and source of data for topics linked to this study.

Theoretical Framework

The Student Involvement Theory by Astin (1999), is a significant tool for faculty,

students, and administrators in creating a more successful learning settings. The

framework is about the students’ involvement when it comes to academic experience in

terms of the amount of their energy physically and psychologically as they dedicate to it.

The behavior of the student is emphasized in the involvement theory; what does the

student do and the behavior of the student is what characterizes and shows his or her

involvement. It emphasizes the active engagement of the student when it comes to

learning process. This model was originally created in the year of 1984. The desired

results were interpreted depends on the changes of the students go through throughout the

time and how they became matured as resulted by the co-curricular activities. In some

respects, this involvement concept was connected to the cathexis of Freudian concept
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where it also supports the theory. According to Sigmund Freud, people invest their

psychological energy in people and objects outside of themselves. People can catch on to

their friends, families, and schoolwork, in other words. There are also such similarities to

the vigilance, or time-on-task of involvement like what learning theorists defined in the

past. The concept of effort is quite like the concept of effort, even though it is much

narrower. With the idea of participation. Some postulates, variables, and characteristics

supported the actions which acts as the model’s focus point.

In Stolz’s Explaining Religiosity: Towards a Unified Theoretical Model, it says

individual interests, emotions, beliefs, and practices that are associated with an

established or self-made religion are what refer to as religiosity. “Religion” is a terms that

talks about the entire cultural symbol systems which address issues like meaning and the

continuity by making references to a transcendent reality which has impact to daily life

but it cannot be controlled entirely. Religious symbol systems include sanctifying grace

and mythical, ethical, and ritual components. “Religiosity” is the act of praying, making

sacrifices, believing in, loving, or frightening one’s God. It is also the reasonable

response to circumstances taken by various individuals depending on their preferences

and beliefs. The relation between religiosity and religion as a cultural phenomenon is

made clear by these concepts (Stolz, 2009).

Religiosity was explained in this theory as the basis of an individual’s values,

emotions, behavior, and actions, and even their approach to their religion or beliefs. In

our study, the spirituality of students reflects on their engagement in the classroom. In

many institutions for Christians, the students’ activities that symbolizes their faith were

seen as the impact of their religion. Religiosity contributes to making the identity of the
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students, the total of a person’s self-descriptions and self-evaluations, along with how

that person sees and perceives his or her environment, makes up their personal identity.

The mentioned models will be used by researchers to investigate the impact of religiosity

on classroom engagement and student performance (Stolz, 2009).

Conceptual Framework

This conceptual framework explains and illustrates the independent and dependent

variables of the study. In addition to that, the relationship of the dependent variable to the

independent variable. Overall, this section illustrates the relationship of the students’

religiosity and engagement in class.

Figure 1

Conceptual Framework of the Relationship of Religiosity and Classroom Engagement of

Students

Independent Variable Dependent Variable

Classroom Engagement

Religiosity a) Behavioral Engagement

b) Cognitive Engagement
c) Emotional Engagement

Definition of Terms:

The following terms in this study were utilized and operationally defined. These

terms are new to the readers and the ideas are unclear for them. Hence, the defined terms

gave the readers an idea or insights on how it is related to the study, and gave them an

easier view of the said terms.

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Behavioral Engagementt

The researchers used this term in observing the students who are actively engaged

to their studies. This is the reflection of the learning behavior, academic activities

involvement, and attempts to complete academic duties by the students.

Classroom Engagement

This term is about how the schools and greater community are connected, and the

interactions between institutions, families, instructors, and students. A substantial amount

of research has linked the participation of the student when in comes to accomplishment in

academics, and a strong atmosphere in school has been making it a vital component.

Cognitive Engagement

This terms is about the students’ ability and willingness on taking the learning job

at hand. The amount of the students’ effort was covered by this term and how the students’

willingness to put into task and work.

Emotional Engagement

The researchers refers this term as the students’ engagement emotionally and how

it connecys to the excitement and enthusiasm to their studies. So if a student is engaged

emotionally, the participation of the student is greater and he or she enjoys it more.

Religiosity

This is a term included by the researchers in this study describes the person’s

personal religiousness and devoutness to a God. Addition to that, this is also the rituals or

practices based on the religion of a person, and this also refers to his or her religious

practices.
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Chapter 2

Review of Related Literature

This chapter reviews existing research literature and concepts relevant and

significant to the research, along with references that support the study's variables.

Religiosity

The concept of religiosity refers to a people’s varying inclination to commit to

religious beliefs, principles, and activities (Ellis et al., 2019). In the study made by Filho

(2022), it was mentioned how religiosity play as important components in the subjectivity

of a human because they connect to the structure of life and how people make sense of

the world, as well as having an impact on a person's overall physical, mental, cultural,

and religious well-being. Aside from that, a growing relationship is present when it

comes to religiosity, religion and health aspects. When it comes to a person’s practices

religiously has a degree and it is correlated positively in terms of the character

subjectively which includes being happy, loved, moral, and is satisfied in his or her life.

Moreover, in terms of religiosity it is a main part of the well-being of a person

and when it comes the students’ performance in the institution, they are may be

connected. A study by Hu and Cheng (2021), involving 1623 college students from 135

universities in mainland China, shows that positive religious coping and participation

were found to be a strong indicator to the students’ quality life in their institution,

whereas those who are coping and participating on negative religiosity were also found to

be significant predictor of university life quality. Additionally, the study by Mizani et al.

(2022) found that religious convictions or a person's level of religiosity can lessen the

harmful effects of loneliness or depression on students. As a result, when students

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experience less loneliness, this will increase their sense of self-efficacy, drive, and

resolve. The students' achievement can be high, or they can also be extremely involved in

terms of their engagement in class because of their motivation and determination.

Religiosity serves as the most important aspect to student nurses, wherein the bad effects

of life in school were reduced beacuse of seeking in the assistance religiously. This

assistance is more effective when participating in social religious events rather than

private ones are included (Gonçalves et al., 2018). In addition to spirituality, religion is

also important to nursing students, and incorporating it into their education or practices

will improve their performance in class as well as their competency and performance in

nursing care, according to a study by Cunha et al. (2020).

Classroom Engagement

In the learning when it comes to medical aspects, there is a hot topic which

thinking critically, and an innovative educational materials and ways like flipped

classroom can be a helpful tool in proposing for promotion of this notion.This study has a

goal which is seeing the affectation of flipped classroom to the student nurses in terms of

thinking critically. As a result, this kind of way had an effect positively, according to

findings, students in nursing especially to the temperament of their critical thinking.

Future studies should investigate students’ happiness with this form of learning as a

component in encouraging critical thinking (Dehghanzadeh et al., 2018). This approach,

which is the flipped classroom is student and teacher-centered as they share their

responsibility to empower their students to actively participate in the process of learning.

Ther are studies from the past, wherein students who are part of accelerated program in

Bachelor of Science in Nursing are not part of the flipped classroom, even it resulted in
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the high results of tests compared to the approaches that are traditional ones. The goal of

this study is to see if there are any differences in exam scores and teacher satisfaction

between a 3-week flipped classroom and a standard classroom approach (El-Banna et al.,

2017).

Aside from the rules and policies of being an honor, student nurses were now

engaged occasionally to dishonest activities in academic. Researchers believe that as the

student nurses learn more and their perceptions of dishonest trait in academics, as well as

participating, will benefit the staff of the institution in creating new and more effective

codes, policies, and modules in their trainings. The activities that were all dishonest

academically are note perceived by the students in nursing. In context clinically, when it

comes to their classroom, a positive connection was seen between the perceptions of their

behaviors, and they are more behaviorally engaged that dishonesty was not considered by

them. Those that engage in dishonest activity are more likely to rationalize their actions

(McClung et al., 2018).

In addition to this, classroom response systems (CRSs) promotes the participation

to the learning of the students who are taking the nursing undergraduate program. Simple

"clicker" hardware became a more complex and a software that is a multi-platform which

may be used on different kind of system operations and devices, like mobile phones,

tablets, and laptops, just to improve the class performance, and engagement of the

students closely. However, multi-platform has an impact like mobile CRS to the

students taking undergraduate nursing that did not study. This study assesses

undergraduate nursing students’ perceptions of Top Hat TM CRS (classroom response

systems) software in usability, engagement, and learning (Sheng et al., 2019). Obstacles
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and changes were confronted in the study of nursing like the thinking inside the class.

Instructors should make experiments with different and evolved ways for their students to

be engaged. A tool like clickers can be useful in increasing the engagement, anonimity

maintenance, and knowledge learning facilitation. The findings show a link between

learning and a more effective pedagogical strategy for nursing students (Toothaker,

2018).

Yet, it may seem hard for the classroom engagement of the students in the present

days. But an engagement of a student must happen as the undergraduates make a venture

in learning mentally, and what the institution offers may seen difficult to attempt. Not

gaining in the formal pointers of success was not taken proudly, but as to understand that

in their lives they are fabricating, consolidation, or internalizing these all. According to

the study of Busebaia and John (2020), undergraduate nursing students apply their

information to real-world scenarios, advancing higher levels of cognition, by working

and engaging in bunches in classes, planning to plan arrangements beneath the direction

of the educators.

Students who are taking undergraduate program of nursing were seen to be

engaged more rather than included fairly in understudying even though the time of the

organization become more endless that it was accepted already. In presentation, the

assorted and different angles were seen not just in one perspective which the

characterization of the engagement was considered enough. A students’ enthusiasm, and

their interest cognitively, and behaviorally makes their engagement to their learning

surrounding becomes to be considered genuinely. It is not moreover supportive to lock in

understudy in course fabric but moreover aid understudies to get better results.
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Enagement in the undergraduate nursing, with respect is really basic that it has payment

which is twofold part. They not only engage in the classroom but moreover in the clinical

setting (Sattar et al., 2018). A students who are undergraduates are engaged actively in

their learning and class, there will be an environment which is empowering, and the

considerations that are basuc becomes more advanced. Instructors must reflect upon their

educational instructional method when understudies do not take an interest in

invigorating discourses, or inquire questions in class (Cassum& Gul, 2017).

The everyday progress of the nursing career, according to Stringfellow (2021),

must have accused nursing of being productive throughout their own teaching techniques,

with the said purpose of encouraging students as well as facilitating learning. For the

students to be more enhanced and engaged in their experience in leaning and for their

motivation, various learning methods were used in classroom like conflict thinking.

Being a result of this, which is the encounter or of learning passage has an aim in

engaging but also emboldens the student nurses.

According to Alshammari et al., (2017) the certain evaluation of competence,

defined as a student’s effectiveness in improving skills and abilities, can be used to

evaluate the classroom performance of student nurses. Accomplishment of either in terms

of attitudes and skills, the factors mentioned in the classroom were identified in the

research, such as the efforts in classroom, and satisfaction in learning and their identity.

There are also aspects in the classroom that affects the performance or struggles in thes

class, to have an effect that is valuable could be discovered from the influences inside the

classroom and on the nursing students’ learning in the entire study. There are some

qualities that are included which has accessibility or even includes laboratory as part of
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the qualities of the classroom, or even their strategies in learning and teaching. The basic

resources that are absent in classrooms, as well as some learning forms, often have low

and bad performance in academics. However, there are some assessments that can be

helpful to the nurses to gain more support in the class and the learning strategies can be

pursued and be finished in the time frame assigned and given. Throughout the matters,

respondents were encouraged to effectively learn by the means of the teaching method.

Meanwhile, in the study of Abebeabera Tesema et al., (2020), it was mentioned

there that, when students engage and actively participate in the class, it guarantees an

interactive learning experience.Many teachers although had emphasized how active

involvement in class and lectures is important, but it is more challenging to get it.

Teachers came from higher education contains strong inclinationin concealing the job of

their students, as well as their obligations. They should also employ the learning methods

actively, and heads of the departments must also follow the methods of teaching used by

their staff. This study has a primary goal to examine the students from nursing and

midwifery as how they understand and their techniques to promote their engagement

actively in the classroom.

Meanwhile, Abeasi, & Kwakwa, (2020) stated that engagement in class is vital for

students to attain successful learning, particularly for student nurses, who must be critical

thinkers, problem solvers, and creative by virtue of their profession. The study has its

purpose in looking the engagement and influence in classroom’s characteristics that also

influence the100 student nurses of Presbyterian University College in Ghana (PUCG).

The findings of this study founded that the key factors that impacts the participation in

the classroom are shyness, lack of English language command, and not being prepared.
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The desire to be quiet was not affected in participating. Also, in inspiring the students’

engagement in class were reported in faculty elements like having enough time, stating

the name of the student, equal opportunities were provided, and awarding marks to the

students. The teacher’s gender was also observed and it showed no relation to the

engagement of the student. Aside from that, a recognizable aspect like huge size in class

is as important aspect in the classroom setting which also has an impact in their

participation. Furthermore, a lot of people knows that teachers should create expectations

to the engagement of their students who are shy and their self-confidence must be

boosted, which lead them to being participative in the classroom. According to Loftin et

al., (2022) In order to enhance learning and promote critical thinking, it is necessary to

encourage students to be engaged in class. On the other hand, they continue to be hesitant

in joining discussions in the classroom for some reason. This study gives the report of the

perspectives of the students when it comes to their engagement in classroom and ideas for

their increasing levels of participation based on these findings.The other learning

modalities like group activities and lectures in class can be supported by the thoughtful

preparation of structure activities in classroom and to promote engagement to the

discussions. Nurse instructors that are effective can make an environment where all the

students are encouraged to participate actively in the class, active learning is improving,

as well as their critical thinking.

According to Hudson and Carrasco (2017), students who are engaged have quality

standards as well as behaviors, have been "compassionate" throughout their quality care,

and yet are credible or capable through their cooperation. The factors that are all included

in the practices of nursing are all satisfying. Intereset in the studies that should be taken
 26

under through the practice in the clinical should be developed by the students. Coinical

setting engagement all throughout seems to have its own challenges or even

opportunities. Instructors play vital roles in terms of providing in the different level of

care and the connections to the improved care. Those who cultivate essential skills for the

nursing’s effectiveness and profound influence to empower ones’s client to become more

productive was aided by the provided teaching and focusing upon that care they have

provided.

Abdul Sattar et al., (2018) stated that active learning is a method of engaging

students in such a training course besides allowing them to make understanding of what

they will be learning and communicate concepts that they have been learning. The

student engagement can be seen as something more than students who participate

throughout organizing time; its significance has also continued to expand and to become

more exhaustive since anticipated the emotional, cognitive, as well as behavioral

engagement of engaged students in the learning area is valued. It is also considered

sincere interactions. It is useful for engaging students in course material and assists them

in learning. In improved outcomes nursing student engagement is critical in this regard,

as they must play a dual role. Not only do they work in the classroom, but they also work

in a clinical setting.

As stated by Shadia (2019), nursing education is an exciting and challenging

adventure that requires a lot from nurses. Students' time and effort: During their

education, nursing students are exposed to a variety of complex situations and conflicts

that impact their academic performance. So, dealing with these situations and conflicts

differs from one student to the next, owing primarily to their age. On the other hand, one
 27

of the most important components of cognition is motivation. It has a significant impact

on adolescent development. Processes of conceptual change, critical thinking, learning

strategies, and achievement. Highly motivated students try to be engaged in class. The

more students participate in academic activities, the more they will learn. Further, Shadia

(2019), stated, that this study should be conducted for all nurse educators responsible for

classroom instruction to increase their understanding of motivational strategies and their

efficacy advantages in improving the teaching-learning process Using motivational

strategies in the classroom is a clever idea. Effective method for increasing adolescent

nursing students' classroom engagement and retention levels of satisfaction.

Another study done by Mahmoud in 2019 found out that healthcare practice is

expanding, and higher education in nursing aims to prepare students to become

independent professionals with a lifelong learning mindset, allowing them to adapt their

knowledge in response to advances in nursing theory and practice. The Teaching methods

are not an individual's abilities, but a person's preference for receiving information. So,

knowing students' teaching methods is important because aligning educational materials

and teaching styles with learning styles can improve learning and promote academic

achievement. Nowadays, learning is a critical issue in training and a powerful lever in

dealing with social challenges because it is the result of learning and enhancing

knowledge and skills. In connection to this, professional nursing education is a two-part

process that includes both theoretical and practical components. Training that aims to

improve students' cognitive, affective, and psychomotor abilities Filiz and Dikmen's

(2017) stated. The theoretical component of nursing skills training is the first step.
 28

In brief, nursing educators explain the skill in the classroom as well as nursing

abilities are demonstrated in vocational skills laboratories by the nurse instructor, and

students are asked to repetition of the skills students who are prepared to learn basic skills

can do so theoretical knowledge and skills acquired through theoretical courses and

practical experience genuine settings. So, education in nursing requires students to learn a

variety of skills during their training, so clinical practice is essential the primary

component of nursing education (Cantrell & Farer, 2019).

Behavioral Engagement

Behavior management is essential in the classroom, not least because it creates a

conducive environment for learning. Discipline is not at all like behavior management.

Self-control, unlike a behavior management plan, is hopefully not something you will use

daily. It is a set of procedures designed to hold students accountable for their actions,

encourage positive behavior, and eliminate scolding or lecturing, which is rarely, if ever,

effective in changing behavior.

Furthermore, by a student nurse interaction, it is critical in this regard as they

must play a dual role. Therefore, as a result, teaching is seen as nothing more than

involving students during an organizational single time, but also its significance becomes

better than expected. It is already analyzed from different perspectives, and only one

perception would be considered sufficient to describe interactions. Almost any of the

student's feelings, that experiencing mental, and behavioral experience throughout with

their teaching process is considered realistic interaction, but instead is not effective in

engaging students throughout lesson substances and allows students to improve its

performance (Abdul Sattar et al., 2018).

 29

According to Gemuhay et al. (2019), they reported that effective supervision of a

facilitator promoted learning and assisted students in attaining learning outcomes and

competencies via a variety of learning opportunities. Compatibility between the number

of tutors and clinical instructors and the number of students could also facilitate effective

supportive supervision. In addition, it was found that self-confidence, absenteeism,

inadequate supervision, lack of resources, and anxiety are among the barriers to effective

clinical practice. This, coupled with tardiness in reporting for duty and absenteeism, leads

to mediocre performance in clinical practice; an excessive number of patients may result

in exhaustion and absence from clinical areas. Lack of fundamental apparatus and

supplies for nursing care procedures discourages students from engaging in clinical

practice. The students believed that clinical practice offered more opportunities and a

more conducive environment for applying theory to practice (Gemuhay et al., 2019).

In addition, health education programs are strongly recommended for the

university and nursing students to prevent risk- taking behaviors through encouraging

them to adopt healthy lifestyle behaviors (Elbialy, 2017). Unhealthy dietary behavior was

found to be the most experienced risk-taking behavior among the studied students,

followed by violence and unintentional injuries, then physical inactivity (Hwang &

Oh,2020). Encouraging nursing student performance can have an impact not just on their

safety, but on the health of one ‘s patients, for someone they can give support to. As

Nurses, we should engage through safety interactions; nevertheless, nurses take part in

unhealthy lifestyles. Care behavioral patterns help to reduce the risk of illnesses.

According to the study of Jiang et al., (2018), it will be critical to focus more attention on

showing a pleasant academic interaction, students describing quite loving personalities,

 30

acquiring a given domain for both experience and abilities, or having the proper systems

in nursing practices. Including the study, the significant role of learning through

enhancing patient practices in health professions such as nursing can sometimes be

affected. Abiogu et al., (2020) addressed the relevance of critical thinking and analysis

capacities through providing better techniques throughout, for example, the nurses were

being challenged, and therefore it is difficult to focus more attention on perceiving

balanced academic interactions, helping to make Students quite showing concern,

acquiring satisfactory capacities in both skills and experience, but also having the proper

equipment in nursing practices.

Nursing students are at increased risk for the consequences of stress on wellbeing.

Little is known about nursing students' health promoting behaviors and how these relate

to health, stress, and well-being (Martin et al., 2022). Caring behaviors are actions

concerned with a patient's well-being, such as sensitivity, comfort, attentive listening,

honesty, and nonjudgmental acceptance. The perceptions of nurses and patients may

influence caring behaviors.

Furthermore, we can see that some of the students are assigned to help patients by

partnering with nurses who have surely been responsible for patient care. By Starting to

prepare for said task and provide patient care with said experience's guidelines.

Healthcare institutions' clinical training behaviors, as part of the healing process learning

process, have quite an important ability to influence students' learning. Also, nurses have

such a liability providing clinical teaching to nursing students that will be most suitable at

building knowledge; moreover, there is indeed a limitation of studies against which to

support learning. Since Wolf et al. (2018) indicate, learning is strongly associated with
 31

patients, nursing staff, and faculty who simulate values and behaviors may be mistakenly

aware of something involving learning experience.

Nursing care behavior, as well as the nurse's perception of effective care behavior,

is an act, conduct, and mannerism performed by professional nurses to convey concern,

safety, and attention to the patient. Kamal et al. (2019) state that, Nurses need a more

positive work environment that gives them a sense of worth, usefulness, and a skilled job.

A few influences lead to a positive environment and have an impact on nurses'

effectiveness. In terms of health, Healthcare practitioners' work behavior can occur as a

subtle adjustment of existing health procedures, services, or as new practical alternatives.

To engage in creative behavior, nurses require leadership, organizational climate,

resources, a supportive work environment, and an understanding of the role of excellence

and patients. So, the Nursing innovation not only improves healthcare quality but also

increases medical productivity, making it a critical component of health care.

Also, nurses are an essential part of the health-care system, as well as assessing

one ‘s behavior in various instances is important. Theory has been used to determine the

causes of nurse’s behavior in patient care and the causes of nurses' activities in

performing their duties. According to Ghaseminik et al., (2021), predicting people's

behavior and planning based on these assumptions in specific situations plays a

significant role in organizational performance and situation control. Human behavior, on

the other hand, is influenced by possibilities, and its observation requires a confluence of

issues. However, according to Asurakkody and Shin's (2018) theory, nurses and other

health-care professionals who are open to current ideas can help to improve and upgrade

the capabilities of the existing health-care system or develop a new treatment strategy for
 32

patients. To remain viable and add new treatments for patients, healthcare is under

increasing pressure to innovate. Innovative work behavior of health-care professionals

may manifest itself as gradual adjustments of existing health-care processes, services, or

as entirely new practical solutions. As a result, nursing leaders should provide more

opportunities for nurses to engage in higher levels of behavior and with this, the behavior

of nurse leaders, registered nurses, and health-care practitioners is required to meet

today's health-care challenges.

Cognitive Engagement

Students' learning was positively correlated with peer interaction, the deepest

cognitive engagement identified by earlier research. This suggests that instructors may be

able to influence their students' learning by fostering collaboration in the classroom.

There was a connection between assessment and student cognitive engagement, which

suggests that instructors should think about how they assess students to foster modes of

cognitive engagement that are related with effective teaching of course material (Barlow

& Brown, 2020).

When it comes to determining the academic vitality of nursing students, optimism

and involvement are important. As a result, nursing students' academic vitality can be

improved by increasing their academic optimism, cognitive and metacognitive learning

techniques, and academic engagement (Senobar et al., 2018). Therefore, students'

answers to cognitive conflict were unaffected by timely facilitation and direct teaching.

Through cognitive conflict, these findings reveal the impact of learning presence on

students' learning involvement and provide instructors with practical advice for online

learning (Wang & Stein, 2021).

 33

In addition to this, in previous studies on social cognitive theory, implicit

concepts about student competence and spirituality and the intrinsic spiritual practices of

religious education teachers may influence teacher self-efficacy in instructing religious

education (Elliott et al., 2018). The current approach in evaluating cognitive engagement

was summarized based on a comprehensive literature search. Self-report scales,

inspections, interview, instructor evaluations, experience sampling, eye-tracking,

physiologic sensors, trace assessment, and content analysis were all used to organize and

aggregate the data on cognitive engagement metrics. The strengths and limitations of

each measuring method were critically examined by us. In addition, recommendations for

evaluating cognitive engagement were made to help future empirical research (Li, 2021).

Multiple cognitive learning strategies are frequently integrated into an online

cognitive assessment tool, with the purpose of really increasing rather than just

measuring learning, instead of simply assessing. To measure the usefulness of the new

online process in improving learning outcomes, students' levels of engagement and test

performance utilizing a recently constructed online application were comparing to their

final multiple-choice paper-and-pencil exam mark (Shaw et al., 2019).

Aside from that, different motivational management approaches predict cognitive

engagement after accounting for academic level. It was also discovered that a student's

academic level was a predictor of cognitive engagement but not of emotional or

behavioral engagement. Following the findings, it appears that to improve distinct aspects

of learning engagement, instructors should give students with different inspirational

scaffolding depending on their motivational profile (Park & Yun, 2018). Students' social

participative behavior was a significant indication of cognitive engagement level.

 34

Socially engaged students produced stronger cognitive contributions to knowledge

inquiry and knowledge development (Ouyang & Chang, 2019).

In nursing education, stress is becoming more of a concern since it has

detrimental consequences for learning, professional growth, and mental health. A study

designed to explain how nursing students experienced a preventative cognitive behavioral

therapy-based stress management intervention was conducted, even though little is

known about nursing students' experiences with stress management interventions (Terp et

al., 2019). To improve cognitive engagement, the research proposes that school-based

teacher counselors use cognitive behavioral therapy strategies all through counseling

sessions with students in school (Wara et al., 2018).

Emotional Engagement

Nursing students may endure stress because of their academic and clinical

experiences, which can negatively impact their physical and emotional health. The aim of

this study is to pilot test Dialectical Behavior Therapy-Skills Group, an evidence-based

intervention for promoting emotional well-being among nursing students (Beanlands et

al., 2019). This study is started to see if there was a link between engagement and

emotional intelligence in nurses, knowing that elevated levels of emotional intelligence

are required in the healthcare industry. The goal of this study was to see how well the

components of emotional intelligence explained engagement in a group of nurses

(Carmen et al., 2018).

Besides that, nursing is a tough career that comes with its own set of problems.

Emotional intelligence and resilience are two characteristics that can help nursing

students respond effectively to challenges in their professional placements and in their

 35

future practice. This study's purpose is to compile research on resilience and emotional

intelligence in nursing students at the undergraduate level (Cleary et al., 2018). There is

truly little information available regarding the educational environment that will

encourage Generation Z pupils to study and engage. The goal of this research was to

determine which teaching methods Generation Z nursing students preferred and thought

were the most engaging and effective for learning, as well as their level of engagement in

the classroom (Hampton et al., 2019).

Also, emotional intelligence was found to be helpful in preserving physical and

psychological well-being. It was concluded that improving emotional intelligence could

help improve academic and clinical performance while also lowering the risk of

emotional distress during clinical placements. The goal of this study was to learn more

about emotional intelligence and the affective events that occur during nursing students'

clinical placement experiences (Lewis et al., 2017). When exposed to dynamic clinical

situations, complex treatment, and tough professional interactions, healthcare students

and employees face increased stress. Emotionally intelligent behaviors are linked to

healthy relationship development and adequate recognition and regulation of emotions

elicited by stressful circumstances. The use of emotionally intelligent behaviors by

nursing and pharmacy students to deal with difficult interpersonal situations is not well

acknowledged. The purpose of this study is to identify difficult interpersonal encounters

that nursing, and pharmacy students face during clinical placement, as well as the tactics

employed to deal with them (McCloughen& Foster 2017). Academic performance and

clinical practice of nursing students are positively influenced by socio-emotional abilities.

However, research linking these competencies to success in a high-fidelity clinical

 36

simulation training environment is lacking. The purpose of this study is to look at the link

between socio-emotional abilities and performance in simulated clinical practices among

4th-year nursing students (Sánchez Expósito et al., 2018).

A study by Kuchinski-Donelly et al. (2020), explained that emotional

engagement of the student is important in predicting the positive learning result or

outcome and their academic success. The autonomy, competence and relatedness which

associates the engagement of the students were not yet done to nursing students, that is

why this studied the student nurses to reveal the autonomy, competence, and relatedness

in their engagement. After the tests and methods, the result shows that the students were

emotionally engaged and shows that the only predictor of emotional engagement was

competence only. To increase the emotional engagement of the student nurses,

competency-based learning materials for learning strategies should be used or

implemented to them.

Addition to that, the study of Jeong (2020) was to see if self-regulation may

moderate the association between learning engagement and emotional intelligence by

examining the mediating influence of emotional intelligence on the relationship between

nursing students' learning engagement and academic adaptability. The information was

gathered from 277 nursing students at three colleges in J province, and it was examined

using statistical methods and scaling. The study indicated that the fit of the causal model

between nursing students' learning engagement, emotional intelligence, academic

resilience, and self-regulation was good, and the causal relationship between variables

was anticipated accurately. Second, emotional intelligence has a moderating effect on the

path of nursing students' learning engagement, which impacts academic resilience. Third,
 37

self-regulation influences emotional intelligence through moderating learning

engagement. At last, the importance of this study is that it confirmed the impact of

various variables that influence academic resilience in nursing students, as well as an

approach that recognizes the subjects' learning engagement, emotional intelligence, and

self-regulation in addition to enhancing academic resilience (Bruce et al.,2017).

Religiosity and Classroom Engagement

The purpose against this topic seems to be that people have different personality

traits when committing to religious principles, practices, and beliefs.According to the

study of Sholihin et al. (2022), it often explains how spirituality and religiosity have

significant roles in a person's interpretations and since they refer as far as how people live

or even interpret things, in addition to how individuals influence their personal, mental,

cultural, and spiritual enlightenment. Similarly, it was stated that religion is a significant

factor in a person's wellness; accordingly, there could be a link involving students and

academic achievement. In accordance with the article, it shows that a student's experience

of life within its institution was significantly associated by a proficient level of religious

ways to cope for achievement, like those who engage in the opposite.

Further, according to the study of Ayçiçek & YanparYelken (2018), there is also

critical thinking is a concern, even innovative teaching strategies like the flipped

classroom were suggested to agree with this idea. This study's technique emphasizes

upon students and teachers communicating learning also encourages active participation

among students. In some research, understanding also how nursing students evaluate

academic disreputable activity or how they participate in it may help professors produce

more efficient regulations, mandates, including guidelines. They contend that perceptions
 38

of behaviors positively correlated with one another in both the clinical and academic

situations. Students are much more concerned about conduct which they do not consider

particularly dishonest. The chance of justifying seems more in those who participate in

wrongdoing (Busebaia& John, 2020).

 39

Chapter 3

Research Methodology

The main components of this chapter include the description of the research

design and methodology like sampling procedures, population, recruitment procedure,

participation and data gathering procedure, instrumentation and operationalization of

constructs, ethical considerations, and data analysis.

Research Design

To determine the relationship of religiosity and classroom engagement of the

nursing students, a descriptive-correlational research design was used. According to Fluet

(2021), descriptive research design is regarded as conclusive and used to test hypotheses

and describe characteristics or functions. Descriptive research should have a specific and

well-defined research question/problem. Moreover, according to the study of Seeram

(2019), descriptive correlational research is a sort of nonexperimental study that makes it

easier to anticipate and explain how different variables relate to one another. To

determine how closely the variables are related, researchers employ a descriptive

correlational research design to assess two or more variables. By identifying the factors

that are interacting and the nature of those interactions, this kind of research enables the

researcher to create predictions based on the identified relationships.

Population and Sampling Technique

This study was conducted to college students from a private institution in Pasay

City, taking up Bachelor of Science in Nursing from 2nd year to 4th year level with

which, total enumeration sampling will be utilized. This sampling technique was

explained in the study of Mweshi and Sakyi (2020) that, total enumeration sampling is a
 40

form of purposive sampling approach in which the researcher examines the entire

population with a specific set of criteria. Units are the things that make up the population

in sampling. When employing total enumeration sampling, these units are most likely to

be individuals.

The following figures are the percentages of demographic profile of the

respondents. Included are the gender, age, year level, and religion. In figure 2, it shows

that majority of the respondents are female, with a percentage of 69%, while male has a

fewer percentage which is 31%.

Figure 2

Distribution of the Respondents Based on Gender

Gender Female
Male

31%

69%

In figure 3, it shows that the age with the highest percentage of 33% are those

respondents that are 21 years old, while the lowest percentage of the respondents’ age

was 19 years old with 8%.

 41

Figure 3

Frequency and Percentage of Age of Respondents

Gender
19 years old
8%
13%
20 years old

19%
21 years old

22 years old
27%

23 years old

33%

In figure 4, it shows that most of the respondents are from 2nd year, which is 45%,

and the second highest population was in 3rd year with a percentage of 32%. While

respondents from 4th year was the lowest percentage with only 23%

Figure 4

Frequency and Percentage of Year Level of Respondents

Year Level 2nd Year
3rd Year
4th Year
23%

45%

32%
 42

In Figure 5, however, shows the percentage of the religion of the respondents.

Wherein most of the religion of the respondents was SDA or Seventh-day Adventist,

hence the institution was an Adventist Tertiary Education Institution with several 108 or

a percentage of 67%. Next to the highest percentage was the religion of Catholic with

several 38 or percentage of 24%. The lowest population of religion of the respondents

was Non-denominational Christian with zero population or 0%, and which shows that the

students studying in the said institution were included or a member of a religious

affiliations.

Figure 5

Frequency and Percentage of Religion of Respondents

Religion
Catholic

4%
2% Non-
denominational
Christian
24%
Baptist

Methodist

0% SDA
2%
1%
Islam

Others

67%
 43

Instrumentation

To obtain data for this study, the researchers utilized an adapted survey

questionnaire where there are four parts which are religiosity, behavioral engagement,

cognitive engagement, and emotional engagement. It was pilot studied to 37 respondents

with a Cronbach’s Alpha result of .978, as the main research instrument. Survey research

is the process of gathering information from people by asking them questions in person,

on paper, over the phone, or online. One type of primary research is conducting surveys,

which entails getting data directly from the source. In secondary research, the material

gathered may be accessed by other individuals in the future. The purpose of survey

research is to find out what people think, believe, and feel about a specific topic.

(Margaret Rouse, 2018).

The survey was used to determine the impact of spirituality on classroom

engagement. Further, the survey questionnaire will use Ordinal Likert Scale format with a

four-point and five-point extending from one end to the other indicating the respondents’

degree of agreement or disagreement with the statements or questions with a neutral point

in the midway. Furthermore, it will consist of four categories which are the following:

level of behavioral engagement, cognitive engagement, level of emotional engagement,

and the extent of religiosity.

The researchers used an adapted survey questionnaires from the Student

Engagement and Academic Performance of Students of Partido State University in Goa,

Camarines Sur and the Study of Attitudes to Spirituality in Mental Health Practitioner

and the Relevance of the Concept of Spirituality Competent Care. The demographic

profile of the questionnaire consists of age, gender, year level, and religion. To ensure the
 44

validity of this study, the researchers conducted the survey through an Ordinal Likert

Scale format questionnaire. This kind of questionnaire format has an advantage that will

determine the validation of instrument because Likert Scales have the advantage of not

demanding a simple yes/no response from the respondent, instead allowing for a variety

of viewpoints, including none. As a result, quantitative data was obtained, making data

analysis straightforward.

This type of survey questionnaire measured the relationship of spirituality in the

engagement of nursing students in the classroom. Also, it provided the respondents the

chance to express their exact answers about the questions in the questionnaire. Also, they

were given the chance to honestly answer the survey questionnaire about the categories

and questions given by the researchers.

The main instrument of the researchers was subsequently conducted on the

nursing students, which also the study’s main participants. The question sheets were

distributed to approximately 160 students in levels 2 to 4. The questionnaire also, as it

was distributed to the participants, the data acquired, and the relation of the research topic

was learned from their backgrounds.

Scoring and Interpretation

In this study, the researchers show how much nursing students know about

religiosity and its impact in the classroom. As shown in Table 1, results with a mean of

1.00 - 1.75 are interpreted as not at all religious. A mean of 1.76 - 2.50 would indicate

that the interpretation is slightly religious, and a mean of 2.51 - 3.25 indicates that the

interpretation would be moderately religious. Lastly, a meaning of 3.26 - 4.00 indicates

that the interpretation is highly religious.

 45

Table 1

Scoring and Interpretation for the Extent of Religiosity on Nursing Students.

Scale Response Mean Verbal Interpretation

Never 1.00 - 1.75 Not at all religious

Sometimes 1.76 - 2.50 Slightly religious

Mostly 2.51 - 3.25 Moderately religious

Always 3.26 - 4.00 Highly religious

In table 2, results will is shown with a mean of 1.00 - 1.80, which is interpreted to

highly disengaged; mean of 1.81 - 2.60 which is interpreted as disengaged; 2.61 - 3.40

with a neutral interpretation; then mean of 3.41 - 4.20 is interpreted as engaged; and

lastly, mean of 4.21 - 5.00 which is interpreted as highly engaged.

Table 2

Scoring and Interpretation for Classroom Engagement of Nursing Students

Scale Response Mean Interpretation

Strongly Disagree 1.00 - 1.80 Highly Disengaged

Disagree 1.81 - 2.60 Disengaged

Neutral/Neither 2.61 - 3.40 Neutral

Agree 3.41 - 4.20 Engaged

Strongly Agree 4.21 - 5.00 Highly Engaged

 46

Data Gathering Procedure

After proposal defense, a letter of intent to conduct the study was given to the

institution where the study was conducted. Upon approval, the researchers proceeded

with the data gathering. Data gathering is a process for methodically collecting and

examining data on pertinent factors to address specified research questions, test

hypotheses, and evaluate outcomes. In this way, research will be able to analyze the

gathered data to lay out factual results.

During the data gathering, a survey questionnaire was used by the researchers to

gather information for this study. It was given to the respondents during their face-to-face

classes. The research questions were used to create the survey questions, and the related

research questions was used to modify the survey. Upon the instrument’s validation by

the administration of Manila Adventist College, the researchers obtained a written permit

from the subject’s adviser and presented it to the school dean of the School of Nursing to

conduct the study.

After the survey's completion and collection of responses to all questions, the data

will be recorded and analyzed. Microsoft Excel was for analyzing and arranging the right

presentation of data. Then, it was forwarded to the Statistician so that they could conduct

a data analysis on it.

The data gathered in this study was checked and subjected to a certain validation

of information. For a better presentation of the findings that were obtained, the data were

combined and analyzed. This is to ensure the right interpretation and the accuracy of data.
 47

Statistical Treatment of Data

To identify the precise interpretation of the results, the data gathered by the

researchers were computed using the appropriate statistical treatment with the aid of a

computer. The researchers usedseveral statistical methods to determine how many people

responded in a certain way. The following statistical tools was used to evaluate and

comprehend the data in the following ways:

A mean was utilized as a statistical instrument in this study where, it involves

multiplying each data point in a set by a value which is determined by some characteristic

of whatever contributed to the data point. This was used to analyze the perceptions of the

respondents. This also refers to the overall average of responses/perceptions of the

respondents. Another statistical instrument used was the standard deviation which gives

researchers key details about the properties of a data set. It helps researchers comprehend

the distribution of data points and provides insights into the range of values that have

been seen. Lastly Pearson’s Correlation Coefficient was also used so that, researchers

were able to identify the several factors that affect the nursing students’ religiosity

brought about by their classroom engagement. This type of statistical instrument is

regarded as the finest way for figuring out the relationship between variables of interest

because it is based on the method of covariance. Thus, using this instrument in data

gathering was extremely useful to identify the relationship of the two variables.
 48

Ethical Considerations

The respondents were provided with consent forms with a clear description of the

objective and goal of the study, and all the information or data that will be conducted will

remain private and confidential.

Further, the gathering of data was conducted through face-to-face setting. To

protect the respondents’ privacy, only the thesis adviser and the group leader has an

access to the forms and the CAR (Center for Assessment and Research) Coordinator was

added as collaborator for monitoring purposes. Furthermore, the printed questionnaires

were placed in a secure container and were submitted to the CAR office. For digital data,

they were stored in a protected computer or gadget that only the researchers and the

adviser had access to. All the information gathered will be deleted after three years of the

study publication, and the data will only be disseminated to the research conference

presentation of the institution.

 49

Chapter 4

Results and Discussion

This chapter presents the answer to the research questions if it supports the study.

The presentations, analysis, and tables were shown along with interpretations and studies

that support the given data.

Extent of Religiosity of the Respondents

Table 3 shows the first subcategory of the study, the extent of religion of nursing

students. The table shows that the statement “God comforts me” got the highest result with a

mean of 3.64, and it is interpreted as highly religious. While the question that got the lowest result

is the statement “I gave money based on my religious beliefs” with a mean of 2.68 that is

interpreted as moderately religious. Overall, the whole subcategory has an overall mean of 3.26

which means that nursing students are highly religious.

Table 3

Extent of Religiosity of the Respondents (N = 160)

M SD I

God comforts me. 3.64 0.70 HR

I admit my transgressions to God. 3.61 0.72 HR

When I make a mistake, I seek forgiveness from

God. 3.57 0.74 HR

When trying to solve a problem, I ask God for help. 3.57 0.72 HR

When I face a problem, I pray for God’s help. 3.53 0.75 HR

During challenging times, I trust that God will

provide me with solutions. 3.51 0.77 HR

Table 3 Continues
 50

Table 3 Continued

M SD I

My faith provides me with hope in challenging 3.51 0.74 HR

situations.

When I am struggling, I ask God to help me

understand my situation. 3.51 0.74 HR

My religious views provide me joy. 3.51 0.73 HR

I give others spiritual or religious advice. 2.99 0.93 MR

I recite verses to myself when I am feeling sad or

frightened. 2.96 0.93 MR

When I am seeking assistance, I turn to others who

share my religious values. 2.94 0.94 MR

I spend time with children that have the same

religious convictions as me. 2.82 0.96 MR

I study/read scriptures 2.81 0.87 MR

I like religious television programs or films. 2.76 0.92 MR

I attend prayer groups. 2.72 1.07 MR

I give money based on my religious beliefs. 2.68 0.999 MR

Overall Mean 3.26 0.83 HR

Note: SD = Standard Deviation; I = Interpretation;

1.00 – 1.75 = (NAAR) Not at All Religious 1.76 – 2.50 = (SR) Slightly Religious

2.51 – 3.25 = (MR) Moderately Religious 3.26 - 4.00 = (HR) Highly Religious

The table above also reveals that most of the nursing students believed that God comforts

them and can forgive them when they commit mistakes, hence this result agrees with Barnes

et.al., (2020) who said that as they cling on the religious beliefs and faith in God, it gives the

students peace and comfort and help them reduce their anxiety. On the other hand, the statement
 51

about giving money based on religious beliefs got the lowest mean. Which implies that some give

tithes and offerings based on their religion. Others cannot give due to their limited budget, and

that students do not properly understand the essence of this; hence they do not give money based

on their religious beliefs or religion, or they are not compliant of giving or offering money

religiously (Moon, 2020).

Furthermore, the result from the table above also supports the study of Mizani et al.

(2022), that religious beliefs or their religiosity can weaken the negative effect of loneliness or

depression to the students, which means that as students reduces their loneliness, this will lead to

self-efficacy, motivation, and determination. As a result of being motivated and determined, the

achievement of the students can be high, or they can also be highly engaged in terms of their

performance in class.

Level of Classroom Engagement of Respondents

Table 4 shows the level of behavioral engagement of nursing students which

shows all the statements under this category has a mean score ranges from 3.68 as the

lowest mean – 4.63 as the highest mean. The lowest mean is “come to class without

completing readings or assignments" that interpreted as engaged and the highest mean is

the statement “coming to class every day" categorically and is interpreted as highly

engaged. As a result, the overall mean shows a level of 4.05 which is interpreted as

engaged in terms of their behavioral engagement. This indicates that most respondents

are actively participating and demonstrating positive behaviors in the classroom.

 52

Table 4

Level ofClassroom Engagement of Respondents in terms of Behavioral Engagement of

Respondents (N=160)

M SD I

Coming to class every day. 4.63 0.62 HE

Taking good notes in class. 4.18 0.85 E

Getting a good grade. 4.18 0.73 E

Participating in our small group 4.04 0.85 E

discussions.

Make sure to study regularly. 3.98 0.94 E

Participated in class discussions by asking

questions or contributing. 3.95 0.90 E

Raising my hand in class. 3.79 1.02 E

Come to class without completing

readings or assignments. 3.68 1.16 E

Overall Mean 4.05 0.88 E

Note: SD = Standard Deviation; I = Interpretation;

1.00 – 1.80 = (HD) Highly Disengaged 1.81 – 2.60 = (D) Disengaged

2.61 – 3.40 = (N) Neutral 3.41 - 4.20 = (E) Engaged

4.21 – 5.00 = (HG) Highly Engaged

Being present in the classroom provides students with opportunities for active

participation. They can engage in discussions, ask questions, and contribute to group
 53

activities. Regular attendance allows them to interact with their peers and the teacher,

fostering a collaborative learning environment. Attending class ensures that students have

direct access to the teacher's instruction. They can benefit from explanations,

demonstrations, and examples provided in real-time. This direct interaction helps clarify

doubts, receive immediate feedback, and deepen their understanding of the subject

matter. While regular attendance contributes to higher engagement, it is important to note

that other factors also influence student engagement, such as teaching methods,

curriculum relevance, student interests, and individual learning styles. The result shows

indicators of engagement, including attendance, completion of readings and assignments,

and active participation.

This supports the study of Abdul Sattar et al., (2018), it was stated that discipline

and work ethic such as consistently attending class instills discipline and a strong work

ethic in students. By prioritizing attendance, they demonstrate commitment to their

education, which can positively influence their overall engagement and performance.

However, the lowest mean shows us that there are a few students who were confidently

answers that they come to class without doing any requirements or assignments and

without completing the readings they were asked to due to stress, anxiety, lack of

resources and other existing barriers in a students’ daily life. This is supported by the

study of Gemuhay et al., (2019) that anxiety, absenteeism, inadequate monitoring, a lack

of resources, and insufficient supervision are barriers that may affect the behavior of the

students in the classroom. These factors may not be fully present in the students or their

environment; therefore, they display adequate behavioral engagement in the classroom.

 54

Table 5 shows that the level of cognitive engagement among nursing students

which shows that all the statements under this category have a mean score ranging from

4.10 as the lowest mean - 4.48 as the highest mean. The lowest mean is “discussed the

ideas from your readings or classes with others outside of class (students, family

members, co-workers, etc.” and the highest mean is the statement “participating in or

small group discussions” respectively and is interpreted as all high level. Consequently,

the overall mean still reveals a high level of engagement at 4.29 which stated that

respondents have a highly engaged cognitive engagement. It shows that the respondents

are being more participative during discussion in small groups.

Table 5

Level of Classroom Engagement of Respondents in terms Cognitive Engagement (N =

160)

M SD I

Participating in our small group discussions. 4.48 0.68 HE

Taking good notes in class. 4.40 0.76 HE

Coming to class every day. 4.38 0.73 HE

Asked questions in class or contributed to

class discussion. 4.34 0.77 HE

Raising my hand in class. 4.32 0.74 HE

Make sure to study regularly. 4.27 0.81 HE

Table 5 Continues
 55

Table 5 Continued

M SD I

Finding ways to make the course

materials relevant to my life. 4.24 0.82 HE

Seeking methods to engage with the course

and make it interesting. 4.22 0.81 HE

Reviewing class notes during breaks to ensure

comprehension of the topic. 4.19 0.86 E

Discussed ideas from your readings or

classes with others outside of class

(students, family members, co-workers, etc.). 4.10 0.91 E

Overall Mean 4.29 0.79 HE

Note: SD = Standard Deviation; I = Interpretation;

1.00 – 1.80 = (HE) Highly engaged 1.81 – 2.60 = (D) Disengaged

2.61 – 3.40 = (N) Neutral 3.41 - 4.20 = (E) Engaged

4.21 – 5.00 = (HG) Highly Engaged

According to Arja et al., (2020), small group addresses improve in developing

students' critical thinking that improves cognitive skills, knowledge, and mental ability,

which are necessary during classroom engagement. In addition to that, Abiogu et al.,

(2020) indicate that critical thinking has a relation to cognitive ability and disposition that

require and expected educational outcome for nursing students.

Active learning such as small group discussions require students to actively

engage with the material and their peers. They must analyze, interpret, and evaluate

information, contributing their thoughts and perspectives. This active learning approach
 56

promotes deeper understanding and critical thinking skills, and this supports the study of

Abeasi & Kwakwa (2020), that participation in class is essential for students to learn

well, especially for student nurses who are required to be creative, critical thinkers, and

problem solvers by virtue of their line of work. In addition to that, the study of Abiogu et

al., (2020) was also supported by the results wherein it was indicated that critical thinking

has a relation to cognitive ability and disposition that require and expected educational

outcome for nursing students because participating in small groups and discussions

allows students to collaborate with their peers. They can share ideas, debate different

viewpoints, and work together to solve problems. These collaborative experiences

enhance their communication skills and foster a sense of teamwork and mutual support. It

is important to note that while small group participation is associated with higher

engagement in the classroom, individual preferences and learning styles can vary. Some

students may still prefer other modes of engagement, such as independent work or whole-

class discussions. Therefore, a variety of instructional strategies should be employed to

cater to different student needs and preferences.

 57

Table 6

Level of Classroom Engagement of Respondents in Terms of Emotional Engagement (N

= 160)

M SD I

Having fun in class. 4.31 0.87 HE

Worked with other students on projects

during class. 4.28 0.75 HE

I really desire to learn the materials. 4.26 0.77 HE

Worked with classmates outside or

class to prepare class assignments. 4.21 0.85 HE

I am confident in my ability to learn and

excel in the class. 4.21 0.81 HE

I had serious conversations with students

who are quite different from you in

terms of their religious, political

opinions, or personal values. 4.14 0.94 E

Included diverse perspective in class

discussions or writing assignments. 4.13 0.791 E

Talked about career plans with a faculty

member or adviser 3.90 1.07 E

Overall Mean 4.17 0.86 E

Note: SD = Standard Deviation; I = Interpretation;

1.00 – 1.80 = (HE) Highly engaged 1.81 – 2.60 = (D) Disengaged

2.61 – 3.40 = (N) Neutral 3.41 - 4.20 = (E) Engaged4.21 – 5.00 = (HG) Highly Engaged
 58

Table 6 shows the level of emotional engagement among nursing students which

shows that all the statements under this category have a mean score ranges from 3.90 as

the lowest mean - 4.31 as the highest mean. The highest mean is “having fun in class”

and the lowest mean is the statement “talked about career plans with a faculty member or

adviser.” The results show us that when the students are having fun inside the classroom.

However, the lowest mean shows us that not all the students want to talk about their

career plans with their faculty or instructors. Consequently, the overall mean still reveals

a high level of engagement of 4.18 which stated that respondents have an emotional

engagement.

When students are engaged in enjoyable and fun activities, they become more

motivated to participate and learn. Fun activities often tap into their interests, curiosity,

and sense of enjoyment, which in turn stimulates their intrinsic motivation to actively

engage in the learning process. Fun activities create a positive emotional state in students.

When students are happy, excited, or entertained, they are more likely to be emotionally

engaged and invested in what they are doing. This positive emotional state can enhance

their overall experience in the classroom, making them more receptive to current

information and more willing to actively participate, and the findings of this research

align with the study conducted by Lewis and Ashkanasy (2017), who found that

emotional intelligence plays a crucial role in maintaining both physical and psychological

well-being. The study concluded that enhancing emotional intelligence could enhance

academic and clinical performance, while also reducing the likelihood of emotional

distress during clinical placements. Overall, when students are having fun in the

classroom, it creates a positive emotional environment that enhances their motivation,

 59

reduces stress, promotes social interaction, and improves memory and retention. These

factors contribute to increased emotional engagement and support more effective and

enjoyable learning experiences.The objective of this research was to gain a deeper

understanding of emotional intelligence and the emotional events that take place during

nursing students' clinical placement. Conversely, the lowest average score indicates that

students are reluctant to discuss their career aspirations with their clinical instructors or

faculty, and there could be distinct reasons behind this. Nevertheless, the outcome of the

lowest mean supports the study by Beanlands et al. (2019), which suggests that nursing

students may experience stress due to their academic and clinical experiences, leading to

negative effects on their physical and emotional well-being. Addressing these challenges

requires creating a supportive and inclusive environment where students feel comfortable

sharing their career plans. Faculty members can take proactive steps to foster trust,

provide non-judgmental support, demonstrate their expertise in career guidance, and

communicate their commitment to maintaining confidentiality. Additionally, universities

can offer dedicated career counseling services, workshops, or mentorship programs to

ensure students have access to specialized support beyond their regular faculty

interactions

Relationship of Religiosity and Classroom Engagement of Respondents

In Table 7, the results indicate the correlations between different variables. Here

is the interpretation of the findings: The variable "religiosity" shows a correlation

coefficient (r-value) of 1, indicating a perfect positive correlation. This means there is a

strong and direct relationship between religiosity and the other variables being examined.

The p-value of .000 suggests that this correlation is statistically significant at .01 level,
 60

meaning it is unlikely to have occurred by chance. The variable "behavioral engagement"

has an r-value of .33, indicating a moderate positive correlation with the other variables.

This suggests that as behavioral engagement increases, there tends to be a positive effect

on the other variables. The small p-value of .000 indicates that this correlation is

statistically significant. The variable "cognitive engagement" has an r-value of .35,

indicating a moderate positive correlation with the other variables. This implies that as

cognitive engagement increases, there tends to be a positive effect on the other variables.

The small p-value of .000 indicates that this correlation is statistically significant

at .01 level. The variable "emotional engagement" has an r-value of .40, indicating a

moderate positive correlation with the other variables. This suggests that as emotional

engagement increases, there tends to be a positive effect on the other variables. The small

p-value of .000 indicates that this correlation is statistically significant. The interpretation

of these findings is that religiosity, behavioral engagement, cognitive engagement, and

emotional engagement are all significant factors in the study. Religiosity has a strong

relationship with the other variables, while behavioral, cognitive, and emotional

engagement also show moderate relationships. These findings imply that higher levels of

engagement, whether related to religiosity or other aspects, are associated with positive

effects on the variables being examined.

Based on the result above, the hypothesis which states, “There is no significant

relationship between their religiosity and classroom engagement of the nursing students"

was rejected at .01 level of significance, this study proves that there is a significant

relationship between religiosity and classroom engagement, which implies that the more
 61

religious the nursing students the more they are engaged in the classroom in terms of

behavioral, cognitive, and emotional engagements.

Table 7

Relationship of Religiosity and Classroom Engagement of Respondents N =160

Variables Tested for M SD r- p- I

Correlation value value

1. Religiosity 3.26 22.81 1 .000 S

2. Classroom Engagement

A. Behavioral Engagement 4.05 4.606 .33 .000 S

B. Cognitive Engagement 4.29 5.938 .35 .000 S

C. Emotional Engagement 4.17 5.350 .40 .000 S

NS = Not Significant; S= Significant. Level of significance = .01 I=Interpretation

Ho = Rejected

This result supports the study of Hu and Cheng (2021), positive religious coping

and engagement are strongly correlated with students' perceptions of the quality of life at

their respective institutions, while negative religiosity has also been shown to be a

significant indicator of university life quality. Not just for general college students but

also for nursing students, for whom religion or seeking out religious support lessens the

negative impacts of academic life. Participating in public religious events as opposed to

private ones increases the effectiveness of this assistance (Gonçalves et al., 2018). Thus,

the study's result implies a significant relationship between the religiosity and classroom

engagement of nursing students.

 62

Limitation of the Study

This studywas limited only to the level of religiosity of second- and fourth-year nursing

students and its correlation to their classroom engagement in one of the faith-based higher

institutions of learning in Pasay City. Classroom engagement of the respondents was also limited

to their behavioral, cognitive, and emotional engagement.

 63

Chapter 5

Summary and Conclusions

This chapter presents the summary of findings based on results, conclusion, and

recommendation of the study about Religiosity and Classroom Engagement of Nursing

Students.

Summary of the Findings

The average scores of the extent of level of religiosity of the respondents ranged

from 2.68 to 3.64, wherein statement “God comforts me” got the highest mean, while the

statement that got the lowest mean was the “I give money based on my religious beliefs,”

with an overall mean of 3.26 and was interpreted as highly religious. The average scores

of the level of behavioral of the respondents ranged from 3.68 to 4.63 where statement

“Coming to class everyday” got the highest mean, then statement “Come to class without

completing readings or assignments” got the lowest mean, with an overall mean of 4.05

and interpreted as engaged. On the other hand, the average scores of the level of

cognitive of the respondents ranged from 4.10 to 4.48, where the statement with the

highest mean was “Participating in small group discussions”, then the statement with

lowest mean was “Discussed ideas from your readings or classes with others outside the

class (students, family members-workers, etc.)”, with an overall mean of 4.99 and was

interpreted as highly engaged. Lastly, the level of emotional of the respondents ranged

from 3.90 to 4.31, where statement “Having fun in class” got the highest mean and

statement “Talk about career plans with a faculty member or adviser” got the lowest

mean, with an overall mean of 4.18. The overall mean of classroom engagement was 4.18

and with an interpretation of highly engaged. The researchers found out that there is a
 64

significant relationship between religiosity and classroom engagements of nursing

students at .01 level of significance.

Conclusion

Nursing students in Adventist institutions are highly religious and conform to

their religious belief. They are engaged in behavioral, cognitive, and emotional

engagement, with high levels of compliance, meaningful discussions, and active learning

strategies. The findings of the study confirm that religiosity and classroom engagement

have a significant relationship and the null hypothesis was rejected. It shows that a

student that is religiously inclined tends to display a more manageable behavior, engage

academically, and express their emotions comfortably. Therefore, religiosity plays an

essential part in the personal lives of nursing students and has a substantial impact on the

students' values, coping techniques, ethical decision-making, and overall approach to

nursing practice.

Recommendations

These recommendations follow this study's results. Hence, this will help the reader to

understand the different suggestions for this study. It is derived for the following:

School Administrators

The result suggests continuing with programs that encourage religious activity

and engagement among students, such as morning devotional, chapel convocation, week

of prayer, youth camp, and other religious events. However, the study suggests improving

religious activity by means of creating innovative programs and activities that will assist

each student discover and comprehend the values and faith they believe. Further, it is a

recommendation to engage in collaborating with Faculty and staff, Church pastor, and

Students in creating a new set of ideas that will improve religious activity that will affect
 65

more the behavioral aspect among cognitive and emotional of the student during

classroom engagement. Support research projects that promote to continue and exploring

of the impact of religiosity during classroom engagement and academic success.

Continue to provide students with guidance and encouragement as they

confront difficulties and opportunities of expressing their religiosity within the nursing

profession. Maintain an all-encompassing perspective on education that highlights the

value of holistic education that acknowledges and fosters students' religious wellbeing in

addition to their academic and professional progress. By implementing these

recommendations, administrators will maintain a supportive and inclusive environment

while continuously improving religious activity that can enhance classroom engagement

among nursing students in an Adventist institution.

Instructors

Accommodate students’ diverse religious beliefs and practices, wherein the

environment where they belong feels respected, valued, supported that appreciates their

religious identities. Continue to have morning devotional to improve classroom

engagement while creating a welcoming and inclusive environment for students of all

religious backgrounds that can create privilege for students to share their religious

experiences, beliefs, and perspective with a safe and non-judgmental space. However, the

student’s behavioral character will reflect on how the instructors will possess and shows

to students, the study shows that, one of the factors that can change and lower the

behavioral character of the students. By implementing this recommendation, Instructors

can design inclusive classroom settings that respect the many religious practices and

beliefs of their students. It will encourage a feeling of belonging, promote interreligious

 66

discussion, and improve the behavioral experience for all students by being aware,

respectful, and accommodating.

Nursing Students

Students based on religiosity must engage themselves in religious activity in terms of

giving prioritization and compliant when giving tithes and offerings, do not give money based on

religious beliefs or religion. The study shows that student has low engaged in behavioral aspect

among cognitive and emotional, which leads that they behave based on come to class without

readings or assignments that had low mean result which discussed ideas from your readings or

classes with others outside of class leads to result in low mean in cognitive engagement. Students

must prepare themselves before going to class and participation in class is essential for students to

improve their learning. The study shows are reluctant to discuss their career aspirations that

talked about career plans with a faculty member or adviser are least to engaged emotionally,

which addressing these challenges requires creating a supportive and inclusive environment

within each other. Students must involve themselves in religious activity, that helps improve

behavioral, cognitive, and emotional engagement.

Pastors

Pastors must maintain to facilitate every discussion on faith and education.

Pastors must create a safe and open environment for nursing students to discuss their

religious perspectives and how they relate to classroom engagement. Since pastors have a

vital role in an Adventist institution, they must follow these recommendations. And by

following these recommendations, pastors can maintain their vital role in supporting

nursing students in integrating their faith with their classroom engagement, fostering their

religiosity, and promoting an integrated approach to education.

 67

Future Researchers

Expand the scope of research; investigate the impact of religiosity on various

dimensions of classroom engagement, such as active participation, critical thinking, and

academic performance. Explore the long-term effects of religiosity on nursing students'

personal and professional development beyond the classroom and clinical setting. By

pursuing these research recommendations, future researchers can contribute to the

existing knowledge base and deepen our understanding of the significant relationship

between religiosity and classroom engagement among nursing students in an Adventist

education institution.
 68

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Appendix A

Revised Adapted Questionnaire

Dear Ma’am/ Sir,

Warm greetings!

We are currently conducting a study entitled Religiosity and Classroom Engagement of

Nursing Students in an Adventist Education Institution. We are inviting you to take

part in this study. Your contribution will be a significant help in completing this study.

We assure you that the information you will share will be highly confidential.

Respectfully yours,

Rune Abraham N. Balagtas, BSN - IV Reigndell Jay L. Desabille, BSN - IV

Samantha Rianne M. Hayen, BSN - IV Milshireen M. Narvaez, BSN - IV

Kimberly Shayne E. Portugalete, BSN - IV

I. Demographic Profile

Name:

Sex: ___ Male ___ Female

Age: _____ years old

Year Level:

Religion (please check one):

___ Catholic ___ Seventh-day Adventist

 83

___ Non-denominational Christian ___ Islamic

___ Baptist ___ Others (Please specify): ____________

___ Methodist

How many times a week do you pray? (Please check one):

___ 0-3 ___ 4-6 ___ 6-9 ___ more than 10

How many times per month do you attend church, temple, mosque, or youth group? (Please

check one):

___ 0-3 ___ 4-6 ___ 6-9 ___ more than 10

II. Religiosity

Instructions. Various individuals hold diverse beliefs and engage in activities associated
with God. Read each item attentively and indicate the frequency of each action or the level
of truth by circling the corresponding number.
Rating System.
0 = I NEVER do or believe this
1 = I do or believe this SOMETIMES
2 = I do or believe this MOSTLY
3 = I ALWAYS do or believe this

Items I do or believe this…

Never Sometimes Mostly Always
Q1. My religious views provide me joy. 0 1 2 3
Q2. I engage in public prayer. 0 1 2 3
Q3. I engage in the study of scriptures. 0 1 2 3
Q4. My faith helps me to calm down when I am
frightened or nervous. 0 1 2 3

Q5. When seeking assistance, I turn to others

who share my religious convictions. 0 1 2 3

Q6. I participate in group prayer. 0 1 2 3

 84

Q7. Praying provides me with strength during

times of distress. 0 1 2 3

Q8. When faced with a difficulty, I seek

assistance from God. 0 1 2 3

Q9. I have a deep connection with God. 0 1 2 3

Q10. When I make a mistake, I seek God's
pardon. 0 1 2 3

Q11. I listen to religious hymns or poems about

God. 0 1 2 3

Q12. I discuss my religious ideas with people. 0 1 2 3

Q13. My faith provides me with hope under
challenging circumstances. 0 1 2 3

Q14. I watch religious television programs or

films. 0 1 2 3

Q15. When I face a problem, I pray for God’s

0 1 2 3
help.
Q16. I spend time with kids who share my
0 1 2 3
religious beliefs.
Q17. Feeling God's presence prevents me from
experiencing loneliness. 0 1 2 3

Q18. I am intrigued or find lectures about God

beneficial. 0 1 2 3

Q19. My faith in God provides purpose to my

life. 0 1 2 3

Q20. I trust that God will not burden me beyond

my capacity. 0 1 2 3

Q21. I read literatures on God (other than the

sacred scriptures). 0 1 2 3

Q22. I donate money according to my religious

convictions. 0 1 2 3

Q23. Adversity is perceived as a means for

personal growth by the belief in a higher power. 0 1 2 3

Q24. I volunteer to assist people simply because

of my religious convictions. 0 1 2 3
 85

Q25. I request that others pray on my behalf. 0 1 2 3

Q26. During challenging times, I trust that God
will provide me with the solutions. 0 1 2 3

Q27. My faith in God influences my decisions in

difficult circumstances. 0 1 2 3

Q28. In times of distress, I reassure myself of

God's love for me. 0 1 2 3

Q29. I admit my wrongdoings to God. 0 1 2 3

Q30. During times of distress, I make a
conscious effort to appreciate the things I 0 1 2 3
possess.
Q31. During times of difficulty, I seek divine
guidance to comprehend my circumstances. 0 1 2 3

Q32. I provide spiritual or religious guidance to

people. 0 1 2 3

Q33. I say scriptures to myself when I am upset

0 1 2 3
or scared.
Q34. When faced with adversity, I seek to
discern the lesson that God is imparting to me. 0 1 2 3

Q35. My faith brings me a sense of tranquility. 0 1 2 3

Q36. I derive strength and support from those
inside my religious group. 0 1 2 3

Q37. I find solace in God. 0 1 2 3

III. Classroom Engagement

Instructions. Please read each carefully and answer the following questions. Evaluate each
statement and the level to which you agree, disagree, or neither.
Rating System
5 = Strongly Agree 4 = Agree
3 = Neutral/ Neither 2 = Disagree
1 = Strongly Disagree
Disagree

Disagree
Strongly

Strongly
Neutral/
Neither
Agree

Agree
 86

Questions 5 4 3 2 1
Level of Behavioral Engagement
1. Asked questions in class or contributed to
class discussion.
2. Raising my hand in class.
3. Participating in our small group
discussions.
4. Coming to class every day.
5. Taking good notes in class.
6. Make sure to study regularly.
7. Come to class without completing
readings or assignments.
8. Getting a good grade.
Level of Cognitive Engagement
1. I made a class presentation.
2. Worked on a paper or project that
required integrating ideas or information
from previous sources.
3. Used an electronic medium (Facebook,
group chat, Internet, instant messaging,
etc.) to discuss or complete an assignment.
4. Putting forth effort.
5. Used chat or e-mail to communicate with
an instructor.
6. Work harder than you thought you could
do to meet an instructor’s standards or
expectations.
7. Discussed ideas from your readings or
classes with others outside of class
(students, family members, co-workers,
etc.).
8. Finding ways to make the course
interesting to me.
9. Looking over class notes between
classes to make sure I understand the
materials.
10. Finding ways to make the course
materials relevant to my life.
Level of Emotional Engagement
1. Included diverse perspective in class
discussions or writing assignments.
2. Worked with other students on projects
during class.
3. I had serious conversations with students
who are quite different from you in terms
 87

of their religious, political opinions, or

personal values.
4. I really desire to learn the materials.
5. Being confident that I can learn and do
well in the class.
6. Having fun in class.
7. Talked about career plans with a faculty
member or adviser
8. Worked with classmates outside or
class to prepare class assignments.
 88

Appendix B

Informed Consent

Manila Adventist College

San Juan St., Pasay City 1300, Metro Manila, Philippines
Center for Assessment and Research

CONFIDENTIALITY AGREEMENT FORM

(Informed Consent)

This study will be conducted by the group of Balagtas, Desabille, Hayen, Narvaez,

and Portugalete of the 3rd year level from the Bachelor of Nursing course at Manila

Adventist College. We invite you to take part in our research study. Participation in the

study is entirely optional; you have complete discretion over whether to take part. You are

also given the freedom to decline or withdraw at any time. We will look through the

research in further detail, so please let us know if you have any questions or concerns about

it.

We would want to find out more about the level of impact of spirituality during classroom

engagement of nursing students and its corresponding effect on their learning. You will be

asked to complete questionnaires that will take between 5-10 minutes of your time. We

make sure that we:

1. Maintain the confidentiality of all research data shared with me. I shall not

discuss or disclose the study findings with anyone other than our group and adviser,

or anyone we have designated.

2. Maintain the security of all research data while it is in our possession.

3. Destroy all research information pertaining to this research study that cannot be

returned to the researchers, after consultation with the group and/or the adviser.
 89

4. Follow the instructions for physically and/or electronically securing records

(including password authentication, file/folder encryption, and/or usage of secure

electronic transmission of data through sharing files, virtual private networks, and

so on).

5. Oversee and assist in maintaining confidentiality in compliance with Manila

Adventist College's and the Philippine Health Research Ethics Board's ethical

guidelines.

This data will help this study by providing us with a better understanding about the level

of impact of spirituality during classroom engagement of nursing students and its

corresponding effect on their learning. The risk of participation in this study is that some

terms may contradict some ideas and behaviors that you are familiar with; however, this

risk may be mitigated by providing a detailed account of it. If you do not want to continue,

you can decline or withdraw from the study at any moment, without penalty.

Participant:

"All of my concerns and questions about this study have been answered." I willingly choose

to engage in this research. "I certify that I am at least 18 years old."

_____________________________________

Full Name of participant / Date and signature

Researcher(s):

Rune Abraham N. Balagtas / January 29, 2022

Full Name/ Date and signature

 90

Reigndell Jay L. Desabille/ January 29, 2022

Full Name/ Date and signature

Samantha Rianne M. Hayen/ January 29, 2022

Full Name/ Date and signature

Milshireen M. Narvaez/ January 29, 2022

Full Name/ Date and signature

Kimberly Shayne E. Portugalete/ January 29, 2022

Full Name/ Date and signature

 91

Appendix C

Correspondence Letter

Manila Adventist College

San Juan St., Pasay City 1300, Metro Manila, Philippines
Center for Assessment and Research

AUTHORIZATION LETTER

Dear Ma’am/Sir,

Good day!
We, the junior student nurses of Manila Adventist College would like to ask for
permission to allow us to use your survey questionnaire instrument for our study under
the following conditions:
* We will only use the questionnaire for our research study only and we will not sell it
nor use it with any compensated or curriculum development activities.
* We will include the copyright statement on all copies of the instrument.
* We will send a copy of the completed research study for your attention upon
completion of the study.
If these are acceptable terms and conditions, kindly reply to our email.
Thank you, Ma’am/Sir! God Bless!

Sincerely,

The Researchers
 92

Curriculum Vitae

Personal Information

Name: Rune Abraham N. Balagtas

Date of Birth: April 10, 2001
Civil Status: Single
Gender: Male
Nationality: Filipino
Current Address: P. Dela Merced St., Norzagaray, Bulacan

Educational Background

Tertiary Education: Bachelor of Science in Nursing (2019 – present)

Manila Adventist College, Pasay City, Metro Manila
Secondary Education: Norzagaray National High School (2018)
Norzagaray, Bulacan
Primary Education: Norzagaray Academy (2012)
Norzagaray, Bulacan
Awards Received

• Top 2 Honor Student (Elementary)

• With Honor (Junior and Senior High School)
Seminars, Conferences
• The 6th Annual and 1st Virtual Multidisciplinary Research Conference
Manila Adventist College, Center for Assessment & Research
September 27-28, 2021
 93

Curriculum Vitae

Personal Information

Name: Reigndell Jay L. Desabille

Date of Birth: September 1, 1999
Civil Status: Single
Gender: Male
Nationality: Filipino
Current Address: Pagsangahan, San Francisco, Quezon

Educational Background

Tertiary Education: Bachelor of Science in Nursing (2019 – present)

Manila Adventist College, Pasay City, Metro Manila
Secondary Education: Senior High (2018-2019)
Adventist University of the Philippines, Silang,
Cavite
Junior High (2016-2017)
Lipa Adventist Academy, Bugtong, Lipa City,
Batangas
Primary Education: Pagsangahan Elementary School (2012-2013)
Pagsangahan, San Francisco, Quezon
Awards Received

• Top 9 Honor Student (Elementary - 2013)

• Medalist (Lipa Adventist Academy - 2016)
Participation in Trainings, Seminars, Conferences

• The 6th Annual and 1st Virtual Multidisciplinary Research Conference

Manila Adventist College, Center for Assessment & Research
September 27-28, 2021
 94

Curriculum Vitae

Personal Information

Name: Samantha Rianne Marcelino Hayen

Date of Birth: September 16, 2000
Civil Status: Single
Gender: Female
Nationality: Filipino
Current Address: 172 San Juan St. Brgy. 23, Pasay City

Educational Background

Tertiary Education: Bachelor of Science in Nursing (2019 – present)

Manila Adventist College, Pasay City, Metro,
Manila
Secondary Education: Senior High (2017-2019)
Manila Adventist College, Pasay City, Metro, Manila
Junior High (2013-2017)
Pasay City Academy, Pasay City, Metro Manila
Primary Education: Arellano University Apolinario Mabini Campus (2012-
2013)
Bethany Baptist Academy, Makati City, Metro Manila (2005-2012)
Awards Received

• Dean’s Lister (2nd Year 2nd Sem – 3rd Year 1st Sem)
• With Honors (Senior High School, grade 11-12)
• With High Honors (Junior Highschool, grade 7-10)
• 3rd Honor (grade 1-5)
• 5th Honor (grade 6)
Participation in Trainings, Seminars, Conferences

• The 6th Annual and 1st Virtual Multidisciplinary Research Conference

Manila Adventist College, Center for Assessment & Research
September 27-28, 2021
• 4th Institutional Research Conference
Manila Adventist College, Center for Assessment & Research
April 3-4, 2019
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Curriculum Vitae

Personal Information

Name: Milshireen M. Narvaez

Date of Birth: February 7, 2001
Civil Status: Single
Gender: Female
Nationality: Filipino
Current Address: 197 Tibag, Calapan City, Or. Mindoro

Educational Background

Tertiary Education: Bachelor of Science in Nursing (2019 – present)

Manila Adventist College, Pasay City, Metro,
Manila
Secondary Education: Divine Word College of Calapan(2017 - 2019)
Primary Education: Divine Word College of Calapan (2007 - 2013)
Awards Received
• With Honors (Gr11)
With Honors (Gr12)
With Honors (Gr 3-Gr 6)
Loyalty Awardee (SHS)
Dance Competition (2nd Placer-SHS)
Best in Work Immersion (SHS)
Participation in Trainings, Seminars, Conferences

• Research Conference (Attendees)

• Leadership Training Seminar (Member-SHS)
• Class Officer (SHS)
• 2nd Year BSN- Class Officer
 96

Curriculum Vitae

Personal Information

Name: Kimberly Shayne E. Portugalete

Date of Birth: October 8, 2000
Civil Status: Single
Gender: Female
Nationality: Filipino
Current Address: Brgy. Dacanlao, Calaca, Batangas

Educational Background

Tertiary Education: Bachelor of Science in Nursing (2019 – present)

Manila Adventist College, Pasay City, Metro Manila
Secondary Education: Senior High (2017-2019)
Manila Adventist College, Pasay City, Metro
Manila
Junior High (2013-2017)
Dacanlao Gregorio Agoncillo National High
School,
Dacanlao, Calaca, Batangas
Primary Education: Andres Bonifacio Elementary School (2007-2013)
Pasay City, Metro Manila
Awards Received

• Gold Medal (ISAA Season 10 Women’s Badminton)

• Bronze Medal (ISAA Season 9 Women’s Badminton)
• With Honor (Senior High)
• With Honor (Grade 10)
• Eagle Scout Award and Rank (Junior High)
• 3rd Honor (Grades 6,5,3, and 1)
• 4th Honor (Grade 4)
• 2nd Honor (Grade 2)
Participation in Trainings, Seminars, Conferences
• The 6th Annual and 1st Virtual Multidisciplinary Research Conference
Manila Adventist College, Center for Assessment & Research
September 27-28, 2021
• 4th Institutional Research Conference
Manila Adventist College, Center for Assessment & Research
April 3-4, 2019