Shifting Session and the Performance of Grade 8 TLE Students as Mediated by Student Engagement

Haide B. Clet and Edna O. Briones
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Haide B. Clet: DepEd-Division of Quezon/ Laguna State Polytechnic University-San Pablo
Edna O. Briones: DepEd-Division of Quezon/ Laguna State Polytechnic University-San Pablo

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 6, 2005-2019

Abstract: This study examined the relationship between students’ perceptions of double-shift schooling session factors (classroom atmosphere, student behavior, teacher factor), engagement levels, and performance in Technology and Livelihood Education (TLE). The objective was to determine whether students’ engagement mediates the relationship between their perceptions of double-shift factors and academic performance. A quantitative descriptive correlational method was employed using survey instruments and post-test performance assessments across four cognitive domains (Remembering, Understanding, Applying, and Analyzing). Findings revealed significant positive correlations between students’ perceptions and engagement and between perceptions and performance in specific domains, particularly in “Applying .†However, the data showed no consistent or significant correlation between engagement and all performance domains, with only “Applying†showing a statistically significant link (r=.236, p

Date: 2025
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