CHAPTER I

INTRODUCTION

Background of the Study

Studying is an important factor for higher chances of attaining success in the

future. To students, studying can be quite stressful and may be oftentimes exhausting
both physically and mentally especially if there is a huge amount of schoolworks
needed to be done. Being motivated to study is a huge help for students to strive
further and be more determined to do good academically.

One reliable source that tackles the connection and importance of motivation to
student engagement is the research article " The Role of Motivation in Student
Engagement” by Fredricks, Blumenfeld, and Paris (2004). The study examines the
relationship between motivation and student engagement, which encompasses
behavioral, emotional, and cognitive components of learning. The authors argue that
motivation serves as a driving force that directs students' learning tasks. It effects their
level of involvement, active participation, and the extent to which they invest
themselves in their studies.

According to Halawah Ibtesam- Education 2011, "Motivation is an important key

for effective and successful learning. However, this task is not straight forward nor
easy as there are many factors affecting students learning which is only a part of their
academic and social lives".

Researchers have decided to study and investigate the factors that influence
students’ level of engagement on their studies. This study shall focus on how these
factors affect students’ level of engagement whether it is positive, negative, or both,
and which of these they think helps them most.

Research Questions

This research ought to answer the following questions:

1. Does school/classroom environment heighten students’ eagerness to do good as a

student?
1.1. How does school/environment affect students’ eagerness to academically
perform or do well?
2. Does parental involvement play a role in improving students’ eagerness to do good
on their studies?
2.1. How does support from parents and/or family affect students’ will to effectively
focus on their studies?
3. Does peer influence encourage students to strive and work hard regarding their
studies?
3.1. How does influence from peers affect students’ engagement to their studies?
4. Do students’ personal goals effectively motivate them to indulge and focus on their
studies?
4.1. How do students’ personal goals affect their determination to do good and have
progress as a student?

1
5. Which of these factors do students think contributes most to their engagement to
their studies?

Scope and Delimitation of the Study

This Research Project is limited only to the factors that influence students’
engagement to their studies and the contribution of these factors. The researchers
conducted the survey solely inside the campus and respondents are purely in one
grade level. This study started at May 10, 2023. This is for the purpose to know how
these factors affect students’ eagerness to actively engage on their studies.

Conceptual Framework

STUDENT

Statement of the Problem

This study aimed to determine how these factors affect or influence students’,
particularly the Grade 10 students of Almeria National High School to actively
engage on their academic matters.

Definition of Terms

The following terms are defined based on how they were used in this study.

Factors. The aspects that either affects or has a contribution to an individual’s

decisions or actions.

Engagement. The action of being engaged to something.

School/classroom environment. Refers to the physical, social, and psychological

atmosphere within a school or specific classroom that influences students’ learning
process.

Parental involvement. The active participation and engagement of parents or

guardians in their child’s school-related matters.

Peer influence. The impact that peers, or individuals of similar age or social group,
have on an individual’s behaviors and decisions.

Personal Goals. Goals set by an individual for herself/himself.

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 Studies. The activity or works of a student.

Significance of the Study

This study will benefit the following:

1. Parents/Guardians. The results from this study shall help parents/ guardians to be
able to recognize the aspects that influence their children’s engagement to their
studies that enable them to attain their achievements.

2. Teachers. Teachers will also be knowledgeable about the factors affecting their
students' eagerness to be attentive regarding their academic matters.

3. School. The school will also benefit from this study due to the reason that the
findings from this study can be a basis for further improvements that will enhance
their students' level of engagement even more.

4. The researchers. After conducting this study, the researchers will be able to gather
relevant information from the respondents. The aforementioned shall gain more
knowledge about the matter being tackled beforehand.

Hypothesis

The school/classroom environment, motivation and support from parents and/or

family, influence from peers, and having clear goals in life positively influence the
student’s engagement and involvement in the learning processes.

Review of Related Literature

Studying refers to active engagement with the material being learned and with
related tasks. Studying involves setting goals, selecting appropriate learning
strategies, and monitoring one’s progress toward achieving the desired goals.
(Ferguson, R. F., & Robertson, T. (2012). The concept and definition of studying.
Teachers College Record, 114(10), 1-33)
Motivation refers to the energetic and directional aspects of behavior. It involves
the processes that give behavior its energy and direction. Motivated behavior is
characterized by the activation and sustaining of goal-directed behaviors. (Ryan, R.
M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in
motivation, development, and wellness. Guilford Publications.)
Support from family and peers refers to the positive and nurturing relationships,
guidance, and encouragement provided by family members and peers to help students
succeed academically, socially, and emotionally. (U.S. Department of Education.
(n.d.). The Role of Family and Peers in Student Success).

3
 In the article "The Influence of Peer and Parental Support on Academic
Achievement" by Elizabeth Kandel Englander and Jennifer L. Kramer: "Support from
family and peers refers to the positive relationships, encouragement, and assistance
provided by family members and peers to facilitate student academic achievement and
well-being."
Personal goals are specific objectives that individuals set for themselves in order to
achieve desired outcomes or results. These goals are personal in nature and reflect the
individual's own aspirations and desires. (Locke, E. A., & Latham, G. P. (2006). Goal
Setting: A Motivational Technique That Works! Organizational Dynamics, 35(3),
294-305)

1. A study by Fredricks, Blumenfeld, and Paris (2004) titled "School

engagement: Potential of the concept, state of the evidence" examined the factors
that influence student engagement in school. The study found that factors such
as teacher-student relationship, classroom climate, and student self-efficacy were
significant predictors of student engagement.

2. In a study by Skinner, Furrer, Marchand, and Kindermann (2008) titled

"Engagement and disaffection in the classroom: Part of a larger motivational
dynamic?" the researchers explored the factors that influence student
engagement and disaffection in the classroom. They found that factors such as
teacher support, peer support, and autonomy support were positively associated
with student engagement.

3. A study by Wang and Holcombe (2010) titled "Adolescent behavioral,

emotional, and cognitive engagement trajectories in school and their differential
relations to educational success" investigated the various trajectories of student
engagement in school and their impact on educational success. The study
highlighted the importance of positive teacher-student relationships, student
involvement in school activities, and a supportive school environment in
promoting student engagement.

4. In a study by Upadyaya and Eccles (2015) titled "How do friends influence

students’ academic motivation and engagement? A social cognitive perspective"
the researchers examined the role of friends in influencing students' academic
motivation and engagement. The study found that peer support and friendship
quality were significant predictors of student engagement and motivation.

5. A study by Roorda et al. (2011) titled "The influence of affective teacher-

student relationships on students’ school engagement and achievement: A meta-
analytic approach" conducted a meta-analysis of existing research to explore the
impact of positive teacher-student relationships on student engagement and
academic achievement. The study demonstrated a strong positive association
between teacher-student relationships and student engagement.

4
These studies provide valuable insights into the various factors that influence
student engagement in their studies, ranging from teacher-student relationships
to peer support, classroom climate, and student self-efficacy.

CHAPTER II
METHODOLOGY

Research Design

This study investigates the factors that influence students regarding their
engagement on their studies. By understanding these factors, educators can implement
strategies to enhance student motivation and promote positive learning. It aims to

5
provide valuable insights into the specific aspects that influence the students of
Almeria National High School to actively participate more on their studies.

Research Locale

This study was conducted alongside the Grade 10 students of Almeria National
High School, the researchers chose a limited number of respondents. This was done at
the premises of Almeria National High School, Main Campus.

Research Respondents

The respondents of this study were chosen from the Grade 10 level only and
respondents were randomly selected to ensure the relevance of the results from the
questionnaires given. There were a total of 25 respondents, 12 males and 13 females.

Research Instrument

The researchers made use of questionnaires to get the necessary data. The
questionnaires contained questions related to their own perspectives about the factors
that influence their engagement regarding their studies.

Questionnaires were made up nine questions, each had multiple choices for the
respondents to choose from.

Data Gathering Procedure

The researchers wrote a letter of consent to ask for permission from their
subject teacher, the Principal and Head Teacher of Almeria National High School to
conduct the survey. After the letter of consent was signed by the aforementioned, the
researchers then started asking the chosen respondents for their permission to be part
of this study by gathering data from their own perspectives that shall enable the
researchers to have a basis for their research.

With the approval, the researchers then prepared the questionnaires for
distribution to each of the respondents and took time to guide them in answering the
given survey questionnaires. After they answered all questions, the researchers
collected every questionnaire and compiled them.

After gathering the data needed, the researchers tallied and tabulated the
responses and started creating the analysis and treatment of data.

Statistical Treatment of Data

The researchers analyzed the gathered data and tallied the responses then made
use of pie charts for the other questions and created a table to present the
computations for frequency, relative frequency, cumulative percentage, and
cumulative frequency less than(<) of the responses for question five.

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 CHAPTER III
RESULTS AND DISCUSSION

Findings and Analysis

For questions 1, 2, 3, and 4, the researchers provided choices such as; yes; no and;
uncertain. These questions sought to find out if each factor effectively increase
students’ engagement to their studies. On the other hand, questions 1.1, 2.1, 3.1, and
4.1, the researchers provided choices such as; positively; negatively; and neutral.

7
These questions pertain to how the given factors affect students’ will to effectively
focus on their studies. The data from these questions are presented using pie graphs
and percentage values.

Furthermore, question 5 asks for each respondent’s belief about which of these
factors they think contributes most to their motivation and progress as a student. The
results from this question, on the other hand, are presented in tabular form.

Figure 1. Results from Question 1.

School/Classroom Environment

8%
4%
Yes
No
Uncertain

88%

In question 1, the researchers asked if school/classroom environment heighten

students’ eagerness to do good as a student. The data from this question are
represented by a pie graph in Figure 1.

Twenty-two[22] of the respondents have chosen ‘yes’ which is 90% of the total
responses, two have[2] chosen ‘uncertain’ which is 6% of the population while one of
the respondents has chosen ‘no’ making it 4% of the overall results from this
question.

Figure 2. Results from Question 2.

Parental Involvement

8%
12% Yes
No
Uncertain

80%

8
 In question 2, the researchers then asked if parental involvement play a role in
improving students’ eagerness to do good on their studies, the results are as shown in
Figure 2.

Twenty[20] of the respondents have chosen ‘yes’ which is 80% of the total
responses, three have[3] chosen ‘uncertain’ which is 12% of the population while
three[3] of the respondents have chosen ‘no’ making it 8% of the overall results from
this question.

Figure 3. Results from Question 3.

Peer Influence

20%
Yes
No
Uncertain
16%
64%

In question 3, the researchers asked if peer influence encourage students to strive

and work hard regarding their studies. The outcomes are presented in Figure 3.

Sixteen[16] of the respondents have chosen ‘yes’ which is 64% of the total
responses, four have[4] chosen ‘uncertain’ which is 16% of the population while
five[5] of the respondents have chosen ‘no’ making it 20% of the overall results from
this question.

Figure 4. Results from Question 4.

Personal Goals

12%
4% Yes
No
Uncertain

84%

9
 In question 4, the researchers asked if students’ personal goals effectively motivate
them to indulge and focus on their studies. The responses are displayed in Figure 4.

Twenty-one[21] of the respondents have chosen ‘yes’ which is 84% of the total
responses, one[1] chose ‘uncertain’ which is 4% of the population while three[3] of
the respondents have chosen ‘no’ making it 12% of the overall results from this
question.

Figure 5. Results from Question 1.1

How School/Classroom Environment Af-

fect Students' Engagement

24% Positively
Negatively
4% Neutral

72%

In Figure 5, the results from question 1.1 are presented. The researchers asked
about how school/environment affect students’ eagerness to academically perform or
do well.

Eighteen[18] of the respondents have chosen ‘positively’ which is 72% of the total
responses, one[1] chose ‘negatively’ which is 4% of the population while six[6] of the
respondents have chosen ‘neutral’ making it 24% of the overall results from this
question.

Figure 6. Results from Question 2.1.

10
 How Support from Parents Affect
Students' Engagement
12%
8% Positively
Negatively
Neutral

80%

In Figure 6, the results from question 2.1 are presented. The researchers asked
about how support from parents and/or family affect students’ will to effectively focus
on their studies.

Twenty[20] of the respondents have chosen ‘positively’ which is 80% of the total
responses, two[2] have chosen ‘negatively’ which is 8% of the population while
eight[8] of the respondents have chosen ‘neutral’ making it 12% of the overall results
from this question.

Figure 7. Results from Question 3.1.

How Influence from Peers Affect Students'

Engagement

24% Positively
Negatively
Neutral

76%

In Figure 7, the results from question 3.1 are presented. The researchers asked
about how influence from peers affect students’ engagement to their studies

11
 Twenty[20] of the respondents have chosen ‘positively’ which is 80% of the total
responses, none chose ‘negatively’ which is 0% of the population while five[5] of the
respondents have chosen ‘neutral’ making it 24% of the overall results from this
question.

Figure 8. Results from Question 4.1.

How Personal Goals Affect Students'

Engagement
12%
4% Positively
Negatively
Neutral

84%

In Figure 8, the results from question 4.1 are presented. The researchers asked
about how students’ personal goals affect their determination to do good and have
progress as a student.

Twenty-one[21] of the respondents have chosen ‘positively’ which is 84% of the

total responses, one[1] chose ‘negatively’ which is 4% of the population while
three[3] of the respondents have chosen ‘neutral’ making it 12% of the overall results
from this question.

Table 1. Results from Question 5

Factors Frequency Relative Cumulative Cumf<
Frequency Percentage
School/ 10 40% 100% 25
classroom
environment
Parental 2 8% 60% 15
involvement
Peer influence 1 4% 52% 13
Personal goals 12 48% 48% 12

As shown in Table 1, the respondents’ answers for question 5 are tallied and
tabulated. In this question, the researchers asked about which of the factors do
students think contributes most to their engagement to their studies.

Ten[10] have chosen school/classroom environment which is 40%, two[2] chose

parental involvement which is 8%, one[1] chose peer influence which is 4%, and
twelve[12] have chosen personal goals making it 48% of the total responses.

12
 To treat the data in number 5, the researchers made use of the calculation of relative
frequency, cumulative percentage, and cumulative frequency< of the results gathered.

CHAPTER IV
SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary of Findings

Based on the results from the questionnaires, the following findings have been
attained by the researchers:

1. In questions 1, 2, 3, and 4, with choices such as yes, ‘no’, and ‘uncertain’, the data
gathered shows that most of the respondents’ answers are ‘yes’. In question 1, 88% of
the respondents chose ‘yes’ while 8% chose ‘no’ and the remaining 4% are uncertain’.
Meanwhile, in question 2, the results show that 80% of the respondents also chose
‘yes’, 12% chose no, and 8% are uncertain. In question 3 on the other hand, 64%
chose ‘yes’, 16% chose ‘no’, and 20% are uncertain. In question 4, 84 % of
respondents chose ‘yes’, 4% chose ‘no’ and 12% are uncertain.

2. In questions 1.1, 2.1, 3.1, and 4.1, with choices ‘positively’, ‘negatively’, and
‘neutral’, the results show that most of the respondents’ answers are ‘positively. In
question 1.1, 72% chose ‘positively’, 4% chose ‘negatively’, and 24% chose
‘neutral. Moving on to question 2.1, 80% chose ‘positively’, 8% chose
‘negatively’, and 12% chose ‘neutral. For question 3.1, the results show that 76%
chose ‘positively’, no one chose ‘negatively’, and 24% chose ‘neutral’. Finally, in
question 4.1, 84% chose ‘positively’, 4% chose ‘negatively’, and 12% chose
‘neutral’.

3. In question 5, results show that the factor that respondents believe contributes
most to their engagement regarding their academic matters is their personal goals.
The choices in this question are school/classroom environment, parental
involvement, peer influence, and personal goals. 40% chose school/classroom
environment, 8% chose parental involvement, 4% chose peer influence, and 48%
chose personal goals.

Conclusions

Based on the findings, the researchers have drawn the following conclusions.

1. Each factor effectively encourage students to engage more on their studies, the

REFERENCES

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%20Identifying%20the%20factor%20that%20encourages%20students%20most
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with their studies.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement:

Potential of the concept, state of the evidence. Review of educational research, 74(1),
59-109. - This literature review discusses the concept of school engagement and
provides an overview of the research evidence related to factors that influence student
engagement, including academic factors, social factors, and personal factors.

Reeve, J., & Tseng, C. (2011). Agency as a fourth aspect of students' engagement
during learning activities. Contemporary Educational Psychology, 36(4), 257-267. -
This study investigates the role of agency, or the sense of having control and
ownership over one's learning, in influencing students' engagement in their studies.

Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance.
Englewood Cliffs, NJ: Prentice-Hall. - This theory of goal setting suggests that setting
specific and challenging goals can enhance motivation and performance. It may be
relevant to understanding how goal setting influences students' engagement with their
studies.

Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human
needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268. -
This framework of self-determination theory posits that students' engagement is
influenced by their basic psychological needs for autonomy, competence, and
relatedness.

Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal

effects of teacher behavior and student engagement across the school year. Journal of

14
educational psychology, 85(4), 571-581. - This study examines the reciprocal
relationship between teacher behavior and student engagement, suggesting that
supportive and challenging teacher behaviors can enhance student engagement.

Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with
school: Critical conceptual and methodological issues of the construct. Psychology in
the Schools, 45(5), 369-386. - This article discusses the critical conceptual and
methodological issues surrounding the construct of student engagement, providing
insights into how it can be accurately measured and understood.

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multidimensional perspective. Learning and Instruction, 28, 12-23. - This longitudinal
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academic engagement over time.

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effects of teacher behavior and student engagement across the school year. Journal of
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APPENDICES

15
 APPENDIX A

Republic of the Philippines

Region VIII – Eastern Visayas
Schools Division of Biliran
District of Almeria
ALMERIA NATIONAL HIGH SCHOOL
Poblacion, Almeria, Biliran
6561

The purpose of this survey form is to find out how helpful the given factors are to encourage
the students in studying.

1. Does school/classroom environment heighten students’ eagerness to do good as a

student?
a. Yes b. No c. Uncertain
1.1. How does school/environment affect students’ eagerness to academically
perform or do well?
a. Positively b. Negatively c. Neutral
2. Does parental involvement play a role in improving students’ eagerness to do good
on their studies?
a. Yes b. No c. Uncertain
2.1. How does support from parents and/or family affect students’ will to
effectively focus on their studies?

3. Does peer influence encourage students to strive and work hard regarding their
studies?

3.1. How does influence from peers affect students’ engagement to their studies?

4. Do students’ personal goals effectively motivate them to indulge and focus on their
studies?

4.1. How do students’ personal goals affect their determination to do good and
have progress as a student?

5. Which of these factors do students think contributes most to their engagement to

their studies?

APPENDIX B

16
 Republic of the Philippines
Region VIII – Eastern Visayas
Schools Division of Biliran
District of Almeria
ALMERIA NATIONAL HIGH SCHOOL
Poblacion, Almeria, Biliran
6561

May 10, 2023

MARIO V. JAMIN
Principal II
This School

Sir:
We, selected Grade 10 students from sections SSC, Ruby, Sapphire, and Pearl are
currently working on our Research Paper for our project in English 10 focusing on the
factors that help or encourage students to indulge more in their studies. We would like
to ask for your permission to conduct a survey to our chosen student respondents
through questionnaires in order to gather data for our paper.
We are hoping for your kind consideration regarding our request.
Thank you very much.

Respectfully yours,

(SGD) LEALYN B. ANGELIO

(SGD) JANCENE MAE C. PICARDAL

(SGD) AISHEN GIE E. CORTO

(SGD) PAUL LEMUEL S. FERNANDO
Grade 10-SSC
Group Representatives

Noted by:

(SGD) LYDIA S. CAPARRO-ECALLA

Subject Teacher

Recommending Approval:

(SGD) THELMA O. MARI

Head Teacher I

Approved:

(SGD) MARIO V. JAMIN

17
Principal II

18
19