Quantifying the English Language Attitude and Classroom Engagement Levels Among Humanities and Social Sciences Students
Allah Kalayaan Candog, Thaddeus Gabriel Calanas, Karylle Yzabel Escuadro, Frank Steven Gabuat
Asian Journal of Education and Social Studies · pp. 599–608 · Published 5 Jul 2024
10.9734/ajess/2024/v50i71490Abstract
This study aimed to determine the correlation between the perceived attitude of Humanities and Social Sciences (Senior High School) students towards the use of the English language and its impact on their classroom engagement. This study was conducted in Mapua Malayan Colleges Mindanao (Senior High School Department), Davao City, Philippines, from October 2023 to December 2023, implementing a quantitative approach to gather statistical data between the independent variable (English language attitude) and the dependent variable (classroom engagement levels). Moreover, the study primarily utilized a correlational research design. Adapted questionnaires that assessed the students’ perceived English language attitude and classroom engagement levels were deployed to 150 respondents from the Humanities and Social Sciences track. Results show a direct correlation between the Humanities and Social Sciences students’ English language attitude (mean=3.95) and classroom engagement levels (mean=4.09). This affirms that Humanities and Social Sciences students’ positive attitude towards the English language are reflected towards their high participation levels within the classroom setting.
Cited by 2
Jiarui Gong, Xinli Chen, Yinuo Li · Behavioral Sciences · 2026
Showing 1 of 2 known citations — external sources report more than can currently be individually listed.
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