PROPOSED ASSESSMENT TOOLS FOR MEASURING LEARNING ENGAGEMENT IN GRADE 8 SCIENCE: FRAMEWORK FOR LEARNING DEVELOPMENT

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Published ID: IJNRD2507099

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BELINDA MAGBATOC SOCORIN

This study aimed to develop Proposed Assessment Tools for Measuring Learning Engagement in Grade 8 Science as a framework for learning development at Enrico T. Prado National High School, District of Aguilar, Schools Division Office I Pangasinan, for School Year 2024–2025. As a developmental research undertaking, the study followed the systematic stages of instructional materials development, beginning with the identification of the performance and engagement levels of Grade 8 learners in Science. It focused specifically on the core dimensions of learning engagement: behavioral, cognitive, and emotional. The process involved an extensive review of existing literature and assessment tools, adaptation of appropriate evaluation criteria, development of the proposed assessment tools, an initial try-out, refinement based on feedback, and finalization of the tools for broader application. The study involved 158 Grade 8 learners from Enrico T. Prado National High School. They were evaluated based on their engagement in Science lessons, utilizing the identified core engagement dimensions. To analyze the data, statistical tools such as frequency count, percentage, mean, and mean average were employed. 1. Steps Followed in the Development of the Assessment Tools for Learning Engagement in Science: Findings revealed that the majority of Grade 8 learners demonstrated moderate to low engagement levels in Science, with only 38% achieving an engagement score of 75% or above. In contrast, 62% scored below the 75% threshold, with an overall mean engagement rate of 30.46%. These results highlighted the urgent need for a structured and validated assessment tool that could effectively measure and enhance students’ learning engagement in Science. 2. Effectiveness of the Proposed Assessment Tools Based on Try-Out Results: In the initial try-out, Grade 8 learners showed low engagement across all three dimensions, with an overall mean score of 1.83. After revisions were made based on try-out feedback, a second administration of the tools was conducted, resulting in a significant increase in engagement, with a mean score of 3.23—classified as "moderate engagement." The observed improvement of 1.4 points between the two try-outs signifies the effectiveness of the revised assessment tools in both measuring and improving engagement in Science learning. 3. Strengths and Weaknesses of Grade 8 Learners in Learning Engagement: During the first try-out, cognitive engagement emerged as the weakest area, while behavioral engagement was the strongest. In the second try-out, learners demonstrated marked improvement in cognitive engagement; however, emotional engagement continued to pose challenges. Analysis of the engagement factors showed that learners had difficulties with self-directed learning and critical thinking but were generally active in classroom participation. Based on the findings of the study, the following conclusions were drawn: 1. A substantial number of Grade 8 learners displayed low engagement levels in Science, underscoring the need for a structured, research-based assessment tool. 2. The proposed assessment tools were proven effective in evaluating and enhancing learning engagement, as reflected by the improvement in scores between try-outs. 3. Learners exhibited varying strengths and weaknesses across the engagement dimensions, with initial weaknesses in cognitive engagement that showed improvement post-intervention. Based on the conclusions the following recommendations were drawn : 1. School administrators are encouraged to adopt the Proposed Assessment Tools for Measuring Learning Engagement in Science to better monitor and improve student engagement. 2. Science teachers should incorporate activities that address the three engagement dimensions—cognitive, behavioral, and emotional—to target learner needs holistically. 3. Continued validation and refinement of the tools are recommended to enhance their reliability and adaptability in different educational settings. 4. Future research may consider exploring other contributing factors to learning engagement, such as instructional strategies, learning environments, and home support, to develop a more comprehensive learning development framework. INTRODUCTION The Philippines continues to face persistent challenges in Science education despite its high literacy rate. While literacy lays the foundation for learning, it does not necessarily equate to comprehension, critical thinking, or scientific literacy. The country's performance in Science remains below international standards, as consistently demonstrated by large-scale assessments such as the Trends in International Mathematics and Science Study (TIMSS), the National Achievement Test (NAT), and the Programme for International Student Assessment (PISA). These assessments reveal that Filipino students, particularly at the secondary level, often perform below proficiency in Science, highlighting a serious gap in scientific understanding that ultimately hampers national development, innovation, and global competitiveness. As Clay (1993) emphasized, effective school programs significantly influence national progress. Science education must go beyond the transmission of content; it should cultivate inquiry, analytical reasoning, and a sustained interest in scientific exploration. However, research consistently shows that Filipino learners struggle with conceptual understanding, critical thinking, and application of scientific principles. Reports from the Department of Education (DepEd) and other educational agencies have recognized the need to strengthen students’ engagement in Science to address this pressing concern. Adding to the complexity is the implementation of the Bilingual Education Policy under the 1987 Constitution, which mandates that Science and Mathematics be taught in English. While this policy aims to prepare students for global integration, it also presents a challenge for learners with limited English proficiency. Scientific terminologies and abstract concepts presented in a second language often hinder comprehension and discourage active participation, contributing to disengagement and poor performance. Valismo, as cited by Atencio (2002), stresses the importance of functional literacy in an era of rapid change. Scientific literacy is essential not just for academic success but also for lifelong learning, responsible citizenship, and informed decision-making. To foster this kind of literacy, DepEd has revised the Science curriculum to focus on deeper understanding, integration of concepts, and inquiry-based approaches. Nonetheless, learner engagement, particularly in junior high school, remains an area of concern. Studies have shown that learning engagement tends to decline in the intermediate and secondary levels. Traditional approaches, limited hands-on activities, and passive instructional methods contribute to learners' disinterest in Science, especially by Grade 8. Field observations and performance data at Enrico T. Prado National High School reflect these national trends. Grade 8 learners often struggle with the use of scientific language, designing and conducting experiments, interpreting data, and engaging in scientific reasoning. Many students demonstrate low participation in class discussions and show minimal enthusiasm for inquiry-based tasks. Teachers have also expressed concerns over the lack of structured tools to assess learning engagement holistically—tools that go beyond knowledge recall and focus on how learners think, behave, and feel during Science instruction. To address these challenges, this study proposes the development of assessment tools that measure learning engagement in Science across its key dimensions: behavioral, cognitive, and emotional. These tools aim to capture how learners participate in class, process scientific information, express interest, and persist in inquiry-based tasks. Through these tools, educators can better understand the engagement patterns of their students and make informed adjustments to teaching strategies and curriculum implementation. Given the evolving demands of Science, Technology, Engineering, and Mathematics (STEM) fields in the 21st century, it is crucial for Filipino learners to acquire scientific competencies and higher-order thinking skills. Science education must keep pace with global trends by promoting active engagement and learner-centered approaches. The development and implementation of context-based assessment tools will help bridge the gap between curriculum goals and actual classroom practice. This study, therefore, seeks to design and validate Proposed Assessment Tools for Measuring Learning Engagement in Grade 8 Science at Enrico T. Prado National High School. The ultimate goal is to contribute to a framework for learning development that empowers students to become scientifically literate, motivated, and capable of lifelong inquiry and innovation.

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BELINDA MAGBATOC SOCORIN (July-2025). PROPOSED ASSESSMENT TOOLS FOR MEASURING LEARNING ENGAGEMENT IN GRADE 8 SCIENCE: FRAMEWORK FOR LEARNING DEVELOPMENT. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 10(7), a907-a915. https://ijnrd.org/papers/IJNRD2507099.pdf

Volume 10 Issue 7, July-2025

Pages : a907-a915

Paper Reg. ID: IJNRD_307930

Published Paper Id: IJNRD2507099

Research Area: Others area

Author Type: Foreign Author

Country: Aguilar, Pangasinan, Philippines

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