The Relationship of Teaching Strategies and Self-Concept on Students’ Engagement in Learning: A Quantitative Investigation

RjD. Oracion, Milesa N. Balondo, Nikka Q. Cagadas, Argie S. Cortez, Julianne D. Densing Daraug, Johnryl Macariday, James Carlo S., Sheenah Grace M. Santonia, Frexson M. Flora, Krystal Joy M. Clamares and Anna Marie O. Pelandas
Additional contact information
RjD. Oracion: Department of Education, Senior High School Students, Philippines
Milesa N. Balondo: Department of Education, Senior High School Students, Philippines
Nikka Q. Cagadas: Department of Education, Senior High School Students, Philippines
Argie S. Cortez: Department of Education, Senior High School Students, Philippines
Julianne D. Densing Daraug: Department of Education, Senior High School Students, Philippines
Johnryl Macariday: Department of Education, Senior High School Students, Philippines
James Carlo S.: Department of Education, Senior High School Students, Philippines
Sheenah Grace M. Santonia: Department of Education, Senior High School Students, Philippines
Frexson M. Flora: Department of Education, Senior High School Students, Philippines
Krystal Joy M. Clamares: Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines
Anna Marie O. Pelandas: Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 4, 2017-2026

Abstract: This study dealt with the influence of Teaching Strategies and Teacher’s Self-Concept to Students’ Engagement in learning among High School Teachers in Mawab, Davao de Oro. The primary goal of this study was to determine the level of teaching strategies and teachers’ self-concept to students’ engagement in learning in terms of their respected indicators, the significant difference between teaching strategies and teachers’ self-concept to students’ engagement in learning, and what domains of teaching strategies and teachers’ self-concept substantially influence students’ engagement in learning. Also this study utilized a quantitative-correlational design with 113 respondents among teachers in three chosen High schools’ in Mawab, Davao de Oro. The average weighted mean, Pearson-R, and multiple regression analysis were the statistical tool used in this study. Along with this, the result of the study revealed that the first independent variable which is the teaching strategies got an overall level of moderate, within its indicator; critical thinking, creativity, social skills and ICT skills, got a very high level. On the other hand, the second independent variable which is teachers’ self-concept got an overall level of very high, within its indicators; values, beliefs, student-centered approach and teacher-centered approach all got a high level. On the other hand, the dependent variable, affective engagement, behavioral engagement and cognitive engagement also got a very high level. Additionally, teaching strategies had moderate correlation towards students’ engagement in learning, while teacher’s self-concept got a high correlation towards students’ engagement in learning. Hence, this led to the rejection of null hypothesis in terms of teaching strategies and teachers’ self-concept. Also, in terms of Regression of teaching strategies, critical thinking, social skills, and ICT skills were domains that significantly influencing students’ engagement in learning, whilst, the regression of teacher’s self-concept revealed that, values, beliefs, and student-centered approach were domains that significantly influencing students’ engagement in learning. Thus, the teacher may continue to use the teaching strategies by providing students engagement in their learning and students may also engage by the teachers’ self-concept to make better progress and improve their learning for students and teaching for teachers.

Date: 2024
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