Aug 2026· International Journal of Sustainability and Advanced Integrated Research· Vol 2, pp. 1291-1301· 0 citations
Abstract
This study examined the predictive influence of functional literacy and community engagement on adult learning outcomes among teacher education students at Trece Martires City College. Anchored on John Dewey's Theory of Education and Democracy and Robert Putnam's Social Capital Theory, the study investigated how these variables contribute to the cognitive, psychomotor, and affective domains of adult learning. A quantitative descriptive-correlational research design was employed involving 433 teacher education students selected through convenience sampling. Data were collected using a researcher-developed questionnaire that underwent content validation and reliability testing. Weighted mean, standard deviation, Pearson Product-Moment Correlation, and Multiple Linear Regression Analysis were used to analyze the data. The findings revealed that the respondents demonstrated proficient functional literacy, a great extent of community engagement, and positive adult learning outcomes, with affective outcomes receiving the highest ratings. Functional literacy exhibited a strong positive and statistically significant relationship with adult learning outcomes, while community engagement showed a moderate positive and statistically significant relationship. Regression analysis further established that both variables significantly predicted adult learning outcomes, with functional literacy emerging as the strongest predictor. The study also identified opportunities to strengthen higher-level communication skills, applied numeracy, leadership, and active participation in community organizations. Based on these findings, the study proposed the Civic-Pedagogical Integration Program (CPIP) to enhance communicative competence, applied numeracy, leadership, and community engagement among teacher education students. The study concludes that strengthening functional literacy together with meaningful community engagement can improve the professional preparation and lifelong learning of future educators. The study supports Sustainable Development Goal (SDG) 4: Quality Education, SDG 11: Sustainable Cities and Communities, and SDG 17: Partnerships for the Goals by promoting quality education, community participation, and collaborative educational initiatives. Its findings contribute to educational, institutional, and community sustainability by supporting evidence-based curriculum enhancement and community-based learning.
The study examined the relationship between Socio-Emotional Learning (SEL) implementation and student engagement among public secondary schools in Braulio E. Dujali, Davao del Norte. Specifically, it determined the extent of SEL implementation in terms of self-awareness, relationship skills, and responsible decision-making; assessed the level of student engagement in terms of cognitive, emotional, and behavioral engagement; tested the relationship between the variables; and identified which SEL domains significantly influenced student engagement. The study employed a descriptive-correlational quantitative design using a researcher-adapted survey questionnaire administered to 86 teacher-respondents selected through stratified random sampling. The sample size was justified using G*Power analysis for multiple regression, with 30 teachers from a neighboring district used for pilot testing. Data were analyzed using mean, standard deviation, Pearson product-moment correlation, and multiple linear regression. The research instrument demonstrated acceptable internal consistency, with an overall Cronbach's alpha coefficient of 0.734, indicating that the questionnaire was sufficiently reliable for measuring the constructs included in the study. Findings showed that SEL implementation and student engagement were both moderately extensive. The relationship between SEL implementation and student engagement was significant and positive. Regression results indicated that relationship skills and responsible decision-making were significant predictors, with responsible decision-making showing the strongest influence. The study recommends stronger SEL practices across subjects.
Redelyn Gencianos· Psychology and Education: A...· 0 citations
This study investigates the extent to which socio-economic determinants shape learning engagement among Junior High School learners, situating the analysis within Bronfenbrenner’s Ecological Systems Theory. Employing a quantitative, comparative cross-sectional design, data were collected from Grade 10 students using validated survey instruments capturing five socio-economic variables (family income, parental education, access to resources, home environment, and community/peer influence) and five engagement domains (behavioral, emotional, cognitive, social, and agentic). Descriptive and inferential analyses, including multiple linear regression, were conducted at a 0.05 significance level. Findings indicate consistently high engagement levels, with home environment (M = 3.74, SD = 0.52) and family income (M = 3.45, SD = 0.55) perceived as supportive factors. However, regression results demonstrate that community and peer influence exerts the most substantial effect on engagement (β = 0.356, p < 0.001), followed by home environment (β = 0.212, p = 0.003) and parental education (β = 0.167, p = 0.010). The model explains 35.8% of the variance (R² = 0.358), indicating a moderate explanatory power. Notably, family income and access to resources were not significant predictors, suggesting that relational and environmental dynamics outweigh purely economic factors. These findings advance the discourse on educational engagement by emphasizing the primacy of social ecosystems over material conditions.
Alexies Malinao, Y. Patriarca· Psychology and Education: A...· 0 citations
This study explored how students’ sense of school belongingness and their expectations from education affect classroom engagement and achievement in Gamo and Konso zones, Southern Ethiopia. The study used a descriptive survey design. The sample included 384 high school students. Of these, 185 were male and 168 female, all of whom completed the questionnaires. The sample was drawn using multistage cluster sampling based on proportion. Data analyses included Pearson product-moment correlation, linear multiple regression, and independent sample t-tests. Analyses were done with SPSS version 25. The results show that students’ sense of school belongingness and educational expectation are more strongly correlated with classroom engagement than with academic achievement. Multiple regression indicates these factors jointly explain more variance in classroom engagement. In contrast, the t-test reveals that males achieve higher than females, though no significant gender difference appears in classroom engagement. In conclusion, the predictors studied more strongly affect classroom engagement than academic achievement. The study highlights the importance of students’ sense of school belongingness and expectations from education in shaping their classroom behavior and academic achievement. Schools should actively implement programs and strategies to promote feelings of belongingness and positive expectations about education among students.
Key words: sense of school belongingness, expectation from education, classroom engagement, academic achievement
This study investigates the influence of cognitive, affective, behavioural, and learning approach factors on student engagement in mathematics among higher education students. A total of 342 students enrolled in the Business Mathematics (MAT112) course at Universiti Teknologi MARA Cawangan Terengganu participated in the study. Data were collected using a 32-item questionnaire adapted from previous studies, measured on a five-point Likert scale. The instrument demonstrated good to very good internal consistency with Cronbach's alpha values ranging from 0.767 to 0.852. Data were analysed using Pearson correlation, independent samples t-test, one-way ANOVA, and multiple linear regression. The results revealed significant positive relationships between cognitive, affective, behavioural, learning approach, and student engagement. Female students demonstrated significantly higher engagement than male students, and engagement differed significantly across academic programmes. Multiple linear regression analysis identified affective and behavioural factors as the most influential predictors, followed by cognitive and learning approach factors. The regression model explained 64.1% of the variance in student engagement, indicating good explanatory power. These findings suggest that fostering positive attitudes, active participation, and effective learning approaches may enhance student engagement in mathematics across diverse student groups.
Nor Aini binti Hassanuddin, Z. Libasin, N. Abdullah et al.· International journal of res...· 0 citations
This study examined the relationship between professional learning communities and teacher efficacy among science educators in private schools of Panabo City. Specifically, it aimed to determine the extent of professional learning communities in terms of shared and supportive leadership, shared values and vision, collective learning and application, and shared personal practice, as well as the extent of teacher efficacy in terms of instructional strategies, classroom management, and student engagement. It also investigated whether a significant relationship exists between the variables and which domains of professional learning communities significantly influence teacher efficacy. A quantitative descriptive correlational research design was employed, involving 114 science educators selected using Slovin’s formula from a population of 160 qualified respondents. Data were collected through adapted survey questionnaires and analyzed using weighted mean, Pearson Product Moment Correlation, and multiple regression analysis at a 0.05 level of significance. Findings revealed that both professional learning communities and teacher efficacy were manifested at an extensive level. A significant relationship was found between the two variables, indicating that higher levels of professional learning communities correspond to higher teacher efficacy. Regression analysis further showed that shared personal practice was the strongest predictor of teacher efficacy, followed by shared and supportive leadership, while other domains had relatively minimal influence. It is recommended that educational leaders strengthen collaborative practices, particularly shared personal practice and participative leadership, to further enhance teacher efficacy. Continuous professional development and structured collaboration should be prioritized to sustain instructional improvement and teacher competence.
Maria Sheila P. Zamora· EPRA International Journal o...· 0 citations
This study examined the engagement of General Science undergraduate students with technology tools in learning Biology at Nueva Vizcaya State University Bambang Campus. It aimed to determine the students’ level of engagement and identify whether gender, preferred learning style, and monthly household income were associated with or could predict their engagement with technology tools. A quantitative descriptive-correlational research design was used, involving 63 General Science undergraduate students. Data were collected through a structured questionnaire and analyzed using appropriate statistical tools. The findings showed that the students had a high level of engagement with technology tools in learning Biology, with an overall mean score of 2.93 (SD = 0.54). The results also showed no significant difference in engagement according to gender or preferred learning style. Similarly, monthly household income was not significantly related to students’ engagement. Furthermore, multiple regression analysis showed that gender, preferred learning style, and monthly household income did not significantly predict overall engagement. Although these variables collectively explained 12.1% of the variation in students’ engagement, the overall regression model was not statistically significant. Overall, the findings indicate that students generally demonstrated high engagement with technology tools in Biology learning regardless of their gender, preferred learning style, or monthly household income. The findings also suggest that other factors not included in the present study may contribute to students’ engagement with technology tools in Biology learning.
Shyla Joy M. Morales· International journal of res...· 0 citations
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