Classroom management practices and science learning engagement among Grade 10 learners: Evidence from a Philippine public secondary school

Abstract

Classroom management plays an important role in creating learning conditions that encourage Grade 10 learners to participate actively in Science. However, limited evidence has examined the relationship between classroom management practices and science learning engagement among Grade 10 learners in a local Philippine public secondary school setting. This study examined classroom management practices and science learning engagement among 20 Grade 10 learners at Cabagan Riverside National High School. A quantitative descriptive-correlational design was employed. Data were gathered through a structured questionnaire measuring classroom management practices and behavioral, emotional, and cognitive engagement in Science. Weighted means were used to determine the levels of the two variables, while Pearson product-moment correlation was used to test their relationship. Results showed that classroom management practices and science learning engagement were both high. A significant positive relationship was also found between the two variables. Teachers are encouraged to strengthen organized, supportive, and participatory classroom management practices to sustain learners’ engagement in Science.