Student Course Engagement and Academic Performance Among BTLED Students

Student course engagement is essential for understanding student behavior, cognition, and emotions during the teaching-learning process, offering insights into how instructional and academic practices are executed in universities. This knowledge helps teachers and academic supervisors develop effective pedagogical strategies to enhance student learning experiences. This study aimed to determine which domain of student course engagement can significantly influence academic performance among BTLED students. Specifically, it investigated the correlation between various dimensions of student course engagement and academic performance. The study employed a quantitative research design, using a research-adapted questionnaire to collect data. The respondents’ academic performance was assessed using their general weighted average (GWA) for the second semester. The study included 93 BTLED students from the Institute of Teacher Education at Davao del Norte State College in Panabo City. Data were analyzed using mean, frequency, percentage, Pearson product-moment correlation, and simple linear regression. Results revealed that the levels of student course engagement, behavioral, cognitive, and emotional, were high, with an average mean score of 2.17. The fourth-year students’ academic performance was good, with a GWA of 1.88, reflecting their performance during the second semester of their third year (academic year 2022–2023). The correlational analysis indicated an overall r-value of 0.265 with a significance level of less than 0.05, implying a positive correlation between student course engagement and academic performance, thus rejecting the null hypothesis. However, regression analysis revealed no significant influence, with an R2 of 0.0732, F-value of 2.18, and p-value greater than 0.05.