Correlation of engagement and study skills of junior high school students in Science modular instruction amidst pandemic of the public secondary schools in Calbayog districts

Abstract

Due to the spread of the COVID-19 pandemic, schools were forced to close and shift to a new modality of instruction to meet students' educational needs. This study assessed the correlation of engagement and study skills of junior high school students in Science modular instruction amidst the pandemic of the school year 2021-2022 among the public secondary schools in Calbayog districts of the Schools Division of Calbayog City. A descriptive correlational method of research was used by the researcher. A set of questionnaires was distributed to the 367 respondents. The questionnaire assessed the profile of the respondents, their level of engagement, and study skills in science modular instruction during the COVID19 pandemic. The finding of the study revealed that students were highly engaged in Science modular instruction in terms of affective, behavioral, and cognitive aspects. It also found out that students showed very high study skills. Further, the study disclosed that the level of students’ level of study skills in Science Modular Instruction amidst pandemic when grouped to their demographic profile. Results showed that parents’ educational attainment and family monthly income of the students were noted as predicting factors to their study skills. With this, the researcher recommends that the study skills of the students must be given attention. Thus, training design is proposed to sustain students’ engagement and strengthen students’ study skills in science modular instruction among junior high school students through the “motivational design approach” of the Attention, Relevance, Confidence, and Satisfaction (ARCS) Model.