Learning Environment and Teacher Communication Behavior as Determinants of Student Engagement

This study aimed to determine which domains of learning environment and teacher communication behavior as determinants of student engagement. The study involved a total of 300 junior high school students particularly those in Grade 9, from one of the public schools in Davao del Sur division were included in the study using a universal sampling technique. The data gathered were analyzed using descriptive-correlational techniques. The results revealed that there was a high relationship between cognitive engagement and community of peers, high cognitive engagement, and faculty relationships, high cognitive engagement and academic climate, high cognitive engagement and meaningful engagement, high cognitive engagement and mentoring, high cognitive engagement and non-verbal support, high cognitive engagement and understanding and friendly, and high cognizant engaging and encouraging and praise. According to the results, academic climate significantly best influenced student engagement and this domain also of learning environments that significantly best affected the students. The relationships between learning environment, teacher communication behavior, and student engagement were all statistically significant, with moderate to strong positive correlations. The following recommendations were laid down: the teachers are encouraged to play and active role in the students’ engagement to create activities that encourage meaningful engagement, they can be exposed to training about properly preparing classroom to steer engagement in students, and teachers and schools to provide opportunities for students to take part in improving school needs by respectfully suggesting what needs do they see that can help the institution become a place where they can feel at ease while learning.