Persons with Disability of the College of Education: Their Engagement and Academic Performance

Leah N. Barbado, MAEd, Mas
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Leah N. Barbado, MAEd, Mas: Associate Professor III, Camarines Norte State College, College of Education, Philippines

International Journal of Research and Innovation in Social Science, 2022, vol. 6, issue 11, 575-584

Abstract: This study described the engagement and academic performance of persons with disability (PWD). Descriptive-correlational method was employed to describe and determine the relationship between student engagement and their academic performance. The data were treated using SPSS Software. The respondents of the study are the thirty (30) visually and physically impaired graduates who were selected purposively. The following findings were arrived at: The female respondents outnumbered the male in both BSEd and BEEd courses. Persons with sensory and physical disabilities constituted the PWD College of Education (COEd) graduates. There are more respondents who graduated in 2018 and 2019 for BSEd, and 2019 for BEED. Respondents often perform the activities listed along extra-curricular and curricular activities. BEEd were more engaged in extracurricular activities. The highest GPA of both BSEd and BEEd respondents’ range between 2.01 – 1.50, i.e., 18 (85.71%) and 9 (100%), respectively for a total of 27 or 90 percent out of 30. Further, this disclosed that the academic performance of the respondents is above satisfactory. Twenty percent of the respondents got a Licensure Examination for Teachers (LET) rating ranging from 85.00 to 85.99. There is no significant difference in the participation or engagement of the respondents in both curricular and extracurricular activities. The respondents did not differ in their academic performance as well as in their licensure examination performance. T-test results revealed that the level of engagement of students with disabilities affect their academic performance.

Date: 2022
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