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INTRODUCTION
Rationale
Disengaged students are more likely to struggle academically, drop out of school,
and engage in problem behavior (Fredricks, Blumenfeld, & Paris, 2004). the
effort and other relevant resources invested by both students and their
affective connections.
The relation between School activities and Students engagement that the
emotions and pay more attention in the classroom (Fredricks, Blumenfeld, &
Paris, 2004). Further, engagement has also been associated with positive
student outcomes; including higher grades and active participation in the class
(Connell, Spencer, & Aber, 1994). School activities are designed in which
students develop their cognitive, psycho motor and affective domain through
It is in the above context that the researches would like to find out if there
Kuh, 1998) could influence the student’s engagement since existing studies only
focus on the main variables of the study. Thus, the researcher has not come
across with a similar study in the local setting because of insufficient empirical
Research Objective
best influences the student engagement. Specifically the study has the following
objectives:
3. To find out the significant relationship between school activities and student
engagement.
Engagement.
Hypothesis
engagement.
Engagement.
SCHOOL ACTIVITIES AND STUDENTS ENGAGEMENT OF GRADE 12
EVENING CLASS IN ASSUMPTION COLLEGE OF DAVAO
A Research Paper presented to the Faculty of the Senior High School Unit
___________________________
Rodney Olimba
Michelle Dumaan
Roselyn Legaspi
Zenny Sarosos
Jecel Dama
August 2018
Review of Related Literature
School Activities
There are many parents who find it difficult to excite and interest their high
school age kids with productive activities. Engaging activities that keep in mind
their level of skill and that are appropriate for their age group will do wonders in
keeping them engaged. These fun and intelligent activities for students will
stimulate their intellect and motivate them to sharpen their skills. (Jump Start
Game, Inc., 2018). The term "school activities" applies to a wide range of
students which have approval of and are sponsored by the faculty and which do
according to the present concept of education, are considered as media for the
realization of the modern aim of Education i.e. the development of the total
aspects' of personality (Barber 2005). They are also a source of enrichment and
vitalization of the school curriculum. They provide outlet for the flow surplus
The first domain is course learning which helps the student learning
course. The outcomes should clearly relate to topics, assignments, and exams
that are covered in the present course. Outcomes should be clear, measurable,
use verbs (e.g., identify, recall,) and may contribute to the assessment of
program learning outcomes. Course outcomes are more detailed and specific
than programmatic outcomes because they identify the unique knowledge and
over time. For example, course outcomes may be written as “students will be
trends within a specialty area.” Not including specific concepts, perspectives, and
programmatic outcome is: “students will be able to describe the major concepts,
may be: “students will be able to describe the major concepts, theoretical
current issues that influence student motivations, interests and goals. University
students’ prior classroom and school experiences. For example, when I returned
to the faculty I discovered that many students now expect immediate feedback
on assignments and a constant status report their course grades throughout the
semester. In other words, “racking up” points and knowing where they stand on
their progress are rewarding pursuits for many young students. I made modest
maintain a digital grade book that students can access in our course
should make adjustments to their pedagogical approach to the extent that they
future success. Studies have shown that students who feel more integrated with
common to different colleges and universities all over the world. Moreover, acquaintance
party is a sure way of building bonds between students, school administration staffs and
instructors. (Ramon Magsaysay college, 2012) Here are the purposes of staging an
acquaintance party in a school. Such party is tailored for the new students of the school
to help them acclimatize with their new environment (classmates, instructors and other
people around the school and even to the school’s norms and standards and teaching
methodologies). It allows the students and the school personnel a splendid time to
unwind for a while. It seeks to enhance the socialization skills of the students. Some
acquaintance party can be graced with talent search (battle of the bands, singing
contest, dance contest and search for the most handsome and the most beautiful
important part of your growth during your college career. Not only do they provide
the resources needed to succeed in the world, they can give you some of the
best people you’ve ever met, building friendships that last a lifetime. Student
organizations can you give you access to opportunities you won’t find anywhere
else. Being involved can be important to your attitude toward college and either
lead and make a difference in the university community” and “provide students
with the knowledge, skills, and abilities to be a good leader”—qualities they can
take with them into life after college. Furthermore, in a survey conducted by the
University of Arizona, more than half the students surveyed agreed that joining
In most cases it's all we trust, and it's all anything is ever good for. The
fundamental contradiction lies in the fact that all universal truths are meant to be
objective, yet all possible experience can only be personal and subjective. In
other words, at the most fundamental level, even physics is 100% dependent on
what we see and experience. Yet, directly, there is no such thing as objective
experience. Objectivity is the result of a process and of our hard work. Objectivity
desired individual quality-of-life outcomes is one of the primary goals of our long-
term care system. The following statements and definitions demonstrate the
areas of life that people in long-term care programs have identified as being
important to their quality of life. They are stated in the first person to emphasize
the importance of the personal voice and experience of the individual. These
individual’s needs, values, preferences, and priorities in the assessment and care
planning process and in monitoring the quality of our long-term care programs
principal and under the direct supervision of the staff, activities should contribute
to the educational objectives of the school and should avoid interrupting the
instructional program
Students Engagement
indicated that the construct itself is useful and significant (e.g., Finn & Rock,
activities such as sports teams or student organizations. While all the above
degree. For example, merely sitting in a classroom is not the same as actively
schools differ in the number and type of opportunities provided for extracurricular
activities.
reactions and having a sense of belonging at school (Finn, 1993; Willms, 2003).
Affective reactions toward tasks, school, and people at school (e.g., teachers or
peers) may include liking, disliking, being interested, being bored, being happy,
being sad, or being anxious. These emotional reactions can be task or person-
specific but may also be more general—for example, a student may be simply
school (Johnson, Crosnoe, & Elder, 2001). As Fredricks and her colleagues
(2004) have noted, measures of emotional engagement often do not specify the
s/he likes peers or teachers at school. Even when the source or cause of
“exercise of thinking” (Lao & Kuhn, 2002) which is evidenced by the amount of
mental involvement and types of cognitive strategies that students use in learning
decisions (Zhu, 2006). Due to the difficulties inherent in operational zing and
learning (Zimmerman, 1990). Cognitive engagement has not been clearly defined
which do not use the term cognitive engagement per se. This ambiguity may due
too, is a rather vague definition because such investment involves both emotion
engagement effectively captures how students feel, think, and behave at school.
Students are fully engaged when they are engaged behaviorally, emotionally,
interdependent and therefore influence each other. Students are more likely to
show behavioral and cognitive engagement; for example, when they like the
tasks and people at school, feel close to people at school, and feel they belong at
school. Students also develop emotional engagement through meaningful
The relation between School activities and Students engagement that the
emotions and pay more attention in the classroom (Fredricks, Blumenfeld, &
Paris, 2004). Further, engagement has also been associated with positive
student outcomes; including higher grades and active participation in the class
(Connell, Spencer, & Aber, 1994). School activities are designed in which
students develop their cognitive, psycho motor and affective domain through
This must show the correlation and the analysis revealed that teacher
teacher provision of both autonomy support across the school areas (Skimen &
Belmont, 2004).
Theoretical Framework
Shneiderman
Conceptual Framework
variables of the study. The first variable is the School Activities according to Roth
(2000) with the following indicators: course learning, experiences with the faculty,
order for students should understand current issues that influence students;
Club Organization
Personal Experience
Significant of the Study
could predict the student’s behaviour. Also, school activities help them in their
skilling process in school activities both in private and public. Also this study is a
Definition of Terms