Paper Title
PROPOSED EVALUATION TOOLS ASSESSING LEARNING ENGAGEMENT OF GRADE 6 LEARNERS IN SCIENCE: BASIS FOR LEARNING FRAMEWORK
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Registration ID: IJNRD_304366
Published ID: IJNRD2503095
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Abstract
This study sought to propose Evaluation Tools Assessing Learning Engagement of Grade 6 Learners in Science as a basis for a learning framework at Isabelo Delos Reyes Elementary School, Schools Division Office of Manila, for School Year 2023-2024. As a developmental study, it followed scientific steps in instructional materials development, starting with the identification of the performance and engagement levels of Grade 6 learners in Science. The study particularly focused on the core dimensions of learning engagement: behavioral, cognitive, and emotional engagement. The process included reviewing existing literature and tools, adapting relevant assessment criteria, developing the proposed evaluation tools, conducting an initial try-out, refining the instruments based on feedback, and finalizing the tools for future implementation. The study involved 158 Grade 6 learners from Isabelo Delos Reyes Elementary School. They were assessed based on their engagement in Science lessons using pre-identified core engagement factors. To analyze the gathered data, statistical tools such as frequency count, percentage, mean, and mean average were utilized. 1.Steps Followed in the Development of the Evaluation Tools Assessing Learning Engagement in ScienceThe study revealed that a majority of Grade 6 learners demonstrated moderate to low engagement levels in Science, with only 38% of learners achieving an engagement score of 75% or above. In contrast, 62% of learners fell below the 75% threshold, with an overall mean engagement score of 30.46%. Given these results, it became imperative to develop a structured evaluation tool that accurately assesses and enhances students’ learning engagement in Science.2. Effectiveness of the Proposed Evaluation Tools Based on Try-Out Results During the first try-out, the Grade 6 learners exhibited low engagement levels across the three engagement dimensions, with an overall mean of 1.83. After refining the tools based on the first try-out results, a second try-out was conducted, which showed a significant improvement. The learners’ engagement levels increased to a mean of 3.23, with a descriptive rating of "moderate engagement".The difference of 1.4 points between the first and second try-outs signifies the effectiveness of the revised evaluation tools in assessing and improving learning engagement in Science.3. Strengths and Weaknesses of Grade 6 Learners in Learning Engagement. First Try-Out: The weakest aspect of engagement among learners was cognitive engagement, while their strength was behavioral engagement. Second Try-Out: The learners showed the most improvement in cognitive engagement, but emotional engagement remained a challenge. The average mean of engagement factors indicated that learners struggled with self-directed learning and critical thinking, while they excelled in participation in classroom activities. Based on the findings, the following conclusions were drawn: 1. A significant number of Grade 6 learners exhibited low engagement levels in Science, necessitating a structured and validated evaluation tool.2. The proposed evaluation tools proved effective in assessing and improving learning engagement, as demonstrated by the significant improvement in engagement scores between the first and second try-outs.3. The strengths and weaknesses of learners varied across engagement dimensions. Initially, cognitive engagement was the weakest aspect, but improvements were observed after revisions in the evaluation tools. Based on the conclusions, the following recommendations are offered: 1. School administrators should consider adopting the Proposed Evaluation Tools Assessing Learning Engagement in Science to systematically monitor and enhance student engagement levels. 2. Teachers should integrate engagement-based activities that cater to cognitive, behavioral, and emotional engagement to address learners' weaknesses in these areas. 3. Further validation and refinement of the proposed evaluation tools should be conducted to ensure their applicability in diverse learning contexts. 4. Future researchers may explore additional factors affecting learning engagement, such as classroom environment, teaching strategies, and parental involvement, to develop a more comprehensive learning framework.
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How To Cite (APA)
RAQUEL DE LEON MISLANG (March-2025). PROPOSED EVALUATION TOOLS ASSESSING LEARNING ENGAGEMENT OF GRADE 6 LEARNERS IN SCIENCE: BASIS FOR LEARNING FRAMEWORK. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 10(3), a727-a738. https://ijnrd.org/papers/IJNRD2503095.pdf
Issue
Volume 10 Issue 3, March-2025
Pages : a727-a738
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Paper Reg. ID: IJNRD_304366
Published Paper Id: IJNRD2503095
Research Area: Others area
Author Type: Foreign Author
Country: Urbiztondo, Pangasinan, Philippines
Published Paper PDF: https://ijnrd.org/papers/IJNRD2503095.pdf
Published Paper URL: https://ijnrd.org/viewpaperforall?paper=IJNRD2503095
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