Learning environment of senior high schools and student engagement: basis for school improvement program Abong, Ruthielda Varona.

Abstract
Learning Environment of Schools and Students' Engagement: Basis
for Development Program
by
Ruthieda V. Abong
Runato A. Basanes, PhD
Adviser
The purpose of this study was to find out the relationship between the learning environment of senior high schools and level of engagement of Grade 11 students in the Division of Antique for the school year 2017.2018 as basis for development program.This study was conducted in December 2017 to January 2018 to 191 randomly selected Grade 11 teachers and the randomly selected 378 students from the 53 secondary schools in the Division of Antique. Data were gathered using researcher-made questionnaire-checklists on learning environment of senior high schools and students'
engagement. An accompanying information sheet was utilized to gather
personal data of the respondents.
Frequency, percentage, standard deviation, and mean were used
as descriptive statistics, and t-test for independent samples, One-way
ANOVA, LSD, and Pearson r as inferential statistics. Data analysis were
done using the Statistical Package for Social Sciences (SPSS) software,
version 22.0.
The findings of the study were the following:
As an entire group and when the psycho-social, physical and
socio-cultural aspects were considered, the learning environment of
senior high schools as perceived by Grade 11 teachers was very
conducive. When grouped according to appointment status, length of teaching experience, and sex, the learning environment of senior high schools as
perceived by Grade 11 teachers was also very conducive.
As an entire group and when the psycho-social, physical and
socio-cultural aspect was considered, the learning environment of senior
high schools as perceived by Grade 11 students was very conducive.
When grouped according to sex, the learning environment of senior
high schools as perceived by Grade 11 students was also very conducive.
However, when academic strand was considered, Grade 11 students
enrolled in the STEM strand regarded the learning environment of senior
high schools as conducive while those enrolled in ABM. GAS, HUMSS
and TVL strand regarded the learning environment of senior high schools
as very conducive.

Main-Dissertation