LEVEL OF LEARNING EXPERIENCE AND ITS RELATIONSHIP TO THE

LEVEL OF ENGAGEMENT IN CLASSROOM SETTINGSAMONG SENIOR

HIGH SCHOOL STUDENTS

By:
FRANCO LUIGI A. PAGAYON
PETHERE ALEC I. REBUELTA
GRANT ISHRA B. FRANCO
JOSE MARCO A. SENADOR
KEN MEIRO C. VILLAREAL

ABSTRACT

The primary purpose of the study was to identify how the level of learning
experience of a senior high school student towards classroom activities affects their
level of engagement in classroom settings. A 48-item checklist questionnaire for
level of learning experience and engagement, was modified and distributed by the
researchers through an online form and was used to gather information on level of
learning experience and level of engagement among senior high school students of
Regional Science High School for Region VI. The SPSS program was used to collect
and analyze the data. The statistical tools used in data analysis are percentage, mean,
and Pearson's R, with 5% alpha test and significance as the inferential test. The
SPSS program was used to perform descriptive and inferential analyses. The results
showed on the level of learning experience were “highly evident”, meaning the
respondents had a highly evident experience factor in school settings. The results
showed on the level of engagement were also “highly evident”, meaning the
respondents actively participate in school activities and performance tasks as well as
interact with their teachers and peers. According to the findings, there is a
significant relationship between the level of learning experience and the level of
engagement among senior high school students, which stated that the higher the
level of experience, the higher the level of engagement. The relationship between
learning experience and engagement in school settings is largely determined by the
students' mentality, which believes that a positive learning environment and
experience results in better engagement.

INTRODUCTION

Learning experience refers to any interaction, course, program, or other

experience in which learning takes place (Sabbott, 2013). In educational settings,
learning experiences are ideally challenging, interesting, rich, meaningful, engaging
and appropriate to learners’ needs (Yi, 2016).
The independent variable of the study is the level of experience of senior
high school students in classroom settings, whereas the dependent variable is the
level of and engagement of senior high school students in classroom settings. All
these variables revolve on the students’ individual experiences in their studies.
The primary purpose of the study identify the relationship between level of
learning experience and the level of engagement in classroom setting among senior
high school students.
The learning experience is a key factor in a student’s learning process. It
determines how the students take the different methodologies used by different
teachers. The student-teacher interaction plays a big role in the student’s learning
experience.
This study is about the level of learning experience and its relationship to the
level of interest and engagement in classroom settings among senior high school
students. It may be beneficial to the students, teachers, parents, Department of
Education (DepEd), and future researchers.

METHODS

Research Design
A survey-correlational research method was the research design utilized for
this study. Surveys for correlational research involve generating different questions
that revolve around the variables under observation and, allowing respondents to
provide answers to these questions. Using an online form for your correlational
research survey would help the researcher to gather more data in minimum time.
 Respondents
The respondents of this study composed of 360 out of 408 students of Senior
High School students of Regional High School Students for Region VI with the use
of Slovin’s Formulawith a margin of error of 0.05 or 5%.

Data Gathering Instruments

The data for the study has been collected by combining adapted and modified
questionnaires. The questionnaires are composed of 2 parts. Part 1 determined the
level of learning experience of the respondents. Part 2 is about the level of
engagement of the respondents.
Learning Experience. This was a 45-item checklist survey which has been a
modified survey by Rebecca Allen (2017). This was be used to determine the level of
learning experience of the senior high school students.

Learning Engagement. This was a 33-item checklist survey which has been a
modified survey by Wang et al. (2014). This was used to determine and measure the
level of engagement by senior high school students.

Data Analysis
Frequency Count (f).This was used to determine the number of times an event
occurred in the level of learning experience and the level of engagement in classroom
settings among senior high school students.
Sum. This was used to determine the whole observation in the level of
engagement in classroom settings among senior high school students.
Percentage (%).This was used to determine the significant relationship
between the level of learning experience and the level of engagement in classroom
settings among senior high school students.
Mean. This was used to determine the significant relationship between the
level of learning experience and the level of engagement in classroom settings among
senior high school students.
 Pearson’s R. This was used to determine the significant relationship between
the level of learning experience and the level of engagement in classroom settings
among senior high school students.
The inferential test will be sent by 5% alpha level of significance.

RESULTS AND DISCUSSION

Table 1.Mean Results of the Level of Learning Experience in Classroom

Settings Among Senior High School Students.
Variable Mean Description
Level of Learning 3.81 Highly Evident
Experience

Mean Score Scaling

4.21-5.00 Very Highly Evident
3.41-4.20 Highly Evident
2.61-3.40 Moderately Evident
1.81-2.60 Less Evident
1.00-1.80 Least Evident

According to the results, the respondents present a “highly evident” case on

their senior high school experience. This shows that the majority of the respondents in
the study received a friendly and welcoming senior high school experience. The
respondents' high mean score on their high school experience is the result of a
healthy, friendly, nontoxic and overall positive learning environment.

Table 2. Mean Results of the Level of Engagement in Classroom Settings

Among Senior High School Students.
Variable Mean Description
Level of Engagement 3.82 Highly Evident

Mean Score Scaling

4.21-5.00 Very Highly Evident
3.41-4.20 Highly Evident
2.61-3.40 Moderately Evident
1.81-2.60 Less Evident
 1.00-1.80 Least Evident

According to the results, the respondents present a “highly evident” case on

their engagement. This shows that the majority of the respondents in the study has a
high rate in participating in class and performance tasks. The respondent’s high mean
score on their classroom engagement means they actively participate in school
activities and performance tasks as well as interact with their teachers and peers.

Table 3.Pearson’s R Results of the relationship between the level of learning

experience and the level of engagement among senior high school students.
Variables r p
Learning Experience
0.579* 0.001
Learning Engagement
*p<0.05, significant

According to the results, positive experiences lead to high engagement. The

relationship between learning experience and engagement in school settings stems
largely in the mentality of the students in which to them. A student’s experience in
school affects how they interact in class. How students feel about their studies and
interactions impacts how much effort they put into their work.

CONCLUSION

The level of learning experience was “highly evident”, it is due to the fact
that students had little negative experience such as bullying and toxicity. Instead
they experienced positive experiences like friendly peers, approachable teachers and
fun encounters.
The level of engagement was “highly evident”, it is due to the fact that
students actively participate in school activities and mingle with other students.
 RECOMMENDATION

For the school’s teaching and non-teaching staff, it is recommended that the
effectiveness of curriculum and instructional practices be continuously monitored,
not only in terms of learning, but also in terms of keeping students engaged
behaviorally, cognitively, and emotionally.
For the school head, it is recommended to improve managing staff, data,
practices and processes in order to allow teachers to teach at their best and students to
learn at their best.
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