1Hanae Lei Canoy Pioquinto, 2Richard M. Oco
1Southern de Oro Philippines College, Cagayan de Oro City, Philippines
2DepEd Division of Misamis Oriental, Cagayan de Oro City, Philippines
DOI : https://doi.org/10.47191/ijmra/v8-i03-19Google Scholar Download Pdf
ABSTRACT:
This study aimed to determine the relationship between reading inspiration and pupils’ learning engagement for School Year 2024-2025. Specifically, it sought to answer the pupils’ level of the reading inspiration and their learning engagement. Moreover, it also wanted to check the significant relationship between the pupils’ level of reading inspiration and their learning engagement as well as on determining the independent variable/s that influenced the pupils’ level of learning engagement. The respondents of the study selected pupils (n=223) through simple random sampling with the aid of Slovin’s Formula, from three schools of North District II, Division of Cagayan de Oro City namely Bayabas Elementary School, Bonbon Elementary School, and Bongbongon Elementary School. Descriptive correlational and causal research design were utilized in this study with the use of an adapted and modified questionnaire that underwent validity and reliability tests. Mean and Standard Deviation, Pearson r and Multiple Linear regression analysis were the statistical tools used in this study. Findings revealed that pupils’ overall reading inspiration was at More likely inspired level. While their learning engagement was at More likely engaged level. Significant low positive correlation was registered between pupils’ reading inspiration and learning engagement and family support best influenced the pupils’ learning engagement. It was recommended that school heads, teachers, parents, and stakeholders must give more focus on creating programs that will further sustain or enhance further the reading inspiration and learning engagement of the pupils.
KEYWORDS:family support, learning engagement, reading inspiration
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