Student Activities Engagement and its Relationship with Attendance and Classroom Behavior among JHS Learners of Bigaan National High School: A Descriptive-Correlational Approach
DOI:
https://doi.org/10.5281/zenodo.22691104Keywords:
student activities engagement, school attendance, classroom behavior, school belonging, extracurricular participation, junior high schoolAbstract
This study examined student activities engagement and its relationships with attendance and classroom behavior among Junior High School learners of Bigaan National High School during School Year 2025–2026. A quantitative descriptive-correlational design was used. From a population of 133 learners in Grades 7–10, 103 complete and valid responses were retained after purposive inclusion of Junior High School learners followed by an attempt at total enumeration. Data were gathered through a 42-item adapted and contextualized learner questionnaire using a four-point Likert scale. The instrument measured student activities engagement, attendance-related behaviors, and classroom behavior; it underwent expert content validation and pilot testing at Loyola National High School, with the source manuscript reporting acceptable to high internal consistency. Weighted mean, standard deviation, rank, and Pearson product-moment correlation were used. Student activities engagement was high (M = 3.2017, SD = 0.5532), with leadership, responsibility, and school belonging highest (M = 3.2913). Attendance was high (M = 3.1634, SD = 0.6366), with attendance attitudes and self-management higher than regular attendance and timeliness. Classroom behavior was very high (M = 3.2516, SD = 0.5090), led by rule compliance, respect, and responsibility (M = 3.3883). Strong positive and statistically significant relationships were found between student activities engagement and attendance (r = .7447, p < .001), student activities engagement and classroom behavior (r = .7776, p < .001), and attendance and classroom behavior (r = .7940, p < .001). The findings indicate that engagement, attendance, and classroom conduct are closely interconnected in this school context and support integrated student-activity, attendance-promotion, and behavior-support initiatives.
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