There is a dearth of domain-specific studies examining students’ lack of interest in academic engagement. Anchoring in the concept of disengagement as a multidimensional construct, this study utilized a scale development approach to identify the plausible reasons why Filipino students disengage in learning technical and vocational courses. In Study 1, the initial version of the TVE Learning Disengagement Scale (TLDS) was developed and administered to n=459 high school students. A nine-factor model was identified using Exploratory Factor Analysis (EFA), consisting of parental influence, general aversion to TVE as a subject, value beliefs, effort beliefs, classmate-related interaction, ability beliefs, lack of instructional materials and facilities, aversion to the subject’s specific tasks and demands, and teaching pedagogy. In Study 2, confirmatory factor analysis was employed to examine the nine-factor model in a sample of 1624 students. Results provided support for its goodness of fit to the data. Overall, the findings provided evidence of reliability, construct- and criterion-related validity. The development of TLDS will help in crafting appropriate intervention programs that would address every specific factor for students who struggle with academic disengagement in TVE classes.
Mordeno et al. (Fri,) studied this question.