This study investigated the interplay among student grit, interest, and engagement in science education within rural junior high schools aiming to understand how grit and interest jointly influence science learning engagement. Employing quantitative correlational design, data were collected via validated Likert-scale questionnaires measuring grit, student interest, and engagement, administered to a balanced sample of male and female students. Reliability was confirmed through pilot testing, and ethical protocols were strictly followed. Descriptive statistics revealed high levels of grit, interest, and engagement among respondents. Correlational analyses showed significant positive relationships between grit and engagement, grit and interest, and interest and engagement. Mediation analysis using regression and Sobel z-test confirmed that student interest partially mediated the effect of grit on engagement. These results suggest that grit enhances science engagement both directly and indirectly by fostering intrinsic interest, highlighting the importance of addressing both perseverance and motivational factors in educational practice. The findings underscore the pivotal role of supportive teachers, positive classroom experiences, and social encouragement in nurturing sustained interest and active engagement in science learning. Consequently, this study contributes to science education by validating motivational theories like Self-Determination Theory and the Interest Development Model within a rural Philippine context, emphasizing culturally responsive pedagogical approaches that integrate grit development with interest cultivation. The implications advocate for inquiry-based, autonomy-supportive teaching strategies that build resilience and curiosity to promote deeper engagement and scientific literacy, particularly in resource-limited settings.
Piamonte et al. (Wed,) studied this question.
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