The Mediating Role of Student Engagement on the Relationship Between Task Value and Academic Performance of Grade 10 Students in Science
DOI:
https://doi.org/10.5281/zenodo.22970521Keywords:
science education, task value, student engagement, academic performance, Grade 10 students, mediation analysis, science achievement, Davao de Oro, PhilippinesAbstract
This study examined the mediating role of student engagement in the relationship between task value and academic performance among Grade 10 students in science. Employing a descriptive-correlational design with mediation analysis, the study involved 288 Grade 10 students from three public schools in Monkayo, Davao de Oro, selected through stratified random sampling. Data were gathered using two adapted survey questionnaires and a researcher-made summative test and analyzed using mean, standard deviation, Pearson product-moment correlation, and the Sobel z-test. Findings showed that students had a high level of task value in science (M = 3.98, SD = 1.07) and a highly extensive level of student engagement (M = 3.95, SD = 1.06). However, their academic performance had a mean percentage score of 69.95 (SD = 5.88), interpreted as did not meet expectations. Significant positive relationships were found between task value and academic performance (r = 0.214, p < 0.05), student engagement and academic performance (r = 0.216, p < 0.05), and task value and student engagement (r = 0.821, p < 0.05). Despite these relationships, the Sobel test revealed that student engagement did not significantly mediate the relationship between task value and academic performance (z = 1.231, p > 0.05). The findings indicate that although task value and student engagement are associated with science performance, student engagement does not explain the relationship between task value and academic performance. The study underscores the importance of strengthening students’ task valuing and engagement while exploring other factors that may contribute to improved science achievement.
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