Learning engagement in Philippine politics and governance: A study of teaching methods and student participation

This study determined the relationship between teaching methods, student learning engagement, and student participation in Philippine Politics and Governance among Grade 11 learners in Angadanan West District public senior high schools. Specifically, it assessed teaching methods in terms of clarity of instruction, use of interactive strategies, integration of multimedia resources, relevance of learning activities, and promotion of critical thinking; examined learners’ behavioral, emotional, and cognitive engagement; determined the extent of student participation; and tested the significant relationship between learning engagement and participation. A descriptive-correlational research design was employed involving 36 Grade 11 learners selected from public senior high schools in the district. A validated researcher-made questionnaire served as the primary instrument, and data were analyzed using frequency, percentage, weighted mean, and Pearson Product-Moment Correlation Coefficient. The findings revealed that respondents strongly agreed that teachers effectively implemented learner-centered teaching methods and that learners demonstrated very high levels of behavioral, emotional, and cognitive engagement, as well as student participation. However, the correlation analysis showed no significant relationship between behavioral, emotional, and cognitive engagement and student participation, leading to the acceptance of the null hypotheses. The study concludes that although learners are highly engaged and actively participate in Philippine Politics and Governance classes, participation is influenced by factors beyond learning engagement. An instructional enhancement program was proposed to further strengthen teaching effectiveness and learner participation.