Level of Engagement of Junior High School Students in Science During Online Distance Learning

Alvin D. Crudo, Alex B. de Lara, Floremae G. Hababag, Angeli Arah A. Lacaba, Jason Mari P. Mariano

Abstract


This study focuses on the Junior High School students' science engagement in online distance learning at Statefields School Inc. Learner engagement in science was analyzed using a validated researcher-made questionnaire based on the three interactions: learner-content, learner-teacher, and learner-learner. This study used a descriptive research design. Out of 891 learners, 256 participated in the research. Most learners are female, post-paid users, have good internet connection and spent 3-5 hours daily using the Learning Management System (Quipper). Most learners are in Grade 8 and share the internet with 2-3 users. Findings show that learners have a high level of engagement in science during online distance learning through all interaction schemes. The study also reveals that there is a significant difference in science engagement based on learners' grade level. The difference was noted between grades 9&10 and 9&7 learners. Grade 9 students have the lowest science engagement. This study recommends allotting more synchronous sessions for teacher-learner interaction; employing diverse forms of assessment; optimal use of LMS; utilization of digital apps in science class; and further study to evaluate the success of the proposed plan in amplifying learners' science engagement.


Keywords


science engagement; learner-learner; learner-teacher; learner-content; online learning

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References


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International Journal of Humanities and Social Sciences

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