Learning Environment and Academic Engagement in Science of Junior High School Students

Abstract

Junior high school is pivotal for developing skills and fostering a lasting interest in science subjects. Understanding the components that either lead to or hinder academic engagement is essential. This research investigates an indicator of the learning environment that significantly influences academic engagement in science of junior high school students. A quantitative descriptive correlational design was employed with 142 junior high school students selected through universal sampling, utilizing adapted instruments to assess the learning environment and academic engagement in science, and the gathered data was statistically analyzed using mean, standard deviation, Pearson r, and linear regression. This study revealed that the level of learning environment and academic engagement in science of junior high school students were both high. In addition, the study found a significant relationship between the learning environment and academic engagement in science among junior high school students. Moreover, the science learning environment indicators that significantly influence the academic engagement of junior high school students were the enjoyment of science lessons and investigation, highlighting the importance of cultivating a positive and enjoyable science learning experience, and the promotion of hands-on investigation in the educational process. Recommendations include fostering an improved overall student learning environment, schools continuing their commitment to quality education, teachers refining instructional delivery, and aligning science activities with student needs. This research is a valuable resource for future studies to contribute to enhancing knowledge in science education.