Language Contents of Modules and Grade 7-10 Students’ Engagement during the COVID 19
Asian Journal of Education and Social Studies · pp. 1–16 · Published 12 Nov 2021
10.9734/ajess/2021/v23i330554Abstract
Aims: To determine the relationship between modules’ language contents and students learning engagement during the COVID 19 Study Design: Descriptive-correlational Place and Duration of Study: This study was conducted in Bato National High School, Sta. Cruz, Davao del Sur from February to June 2021. Methodology: This research used the stratified random sampling. It involved 258 Grades 7-10 students. It utilized adopted questionnaires developed by Vergara (2017), Fredericks et al. (2005) and Moore and Lippman (2005). Results: The level of language contents of the modules in English gained an overall mean of 4.05 (SD=0.94) described as “high.” All components under language contents had rated high as follows: presentation (4.05), communication style (4.07), assessment (4.05) and content (3.92). On the other hand, the level of student engagement gained an overall mean score of 3.96 (SD = 1.06) with a verbal description of “highly engaged.” All components under students engagement had rated high as follows: behavioral engagement (4.19), emotional engagement (4.04), and cognitive engagement (3.65). The tested hypothesis gained an r value of 0.633, and a p-value of 0.00 which is less than 0.01, the alpha level of significance is denoting a strong positive correlation between the level of language contents of the modules and engagement of students. Hence, it determined that there was a significant relationship between language content of the modules and engagement of students. Conclusion: Although all variables in the contents of the modules and engagement are rated high and highly engaged respectively, specific statements which are within the border of often and seldom may be given attention. Moreover, the findings of this research shows significant relationship between language content of modules and students’ engagement may allow the module developers to consider that quality of modules is more relevant than quantity and that meaningful activities promote learners’ engagement.
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