School Culture Elements and Intellectual Stimulaton as Predictors of Student Engagement in School

The main purpose of this study was to determine the significant influence of school culture elements and intellectual stimulation on student engagement among senior high school students. The study employed the quantitative design using correlational technique. The respondents were the 300 public senior high school students selected through stratified random sampling. Mean, Pearson-r, and Regression Analysis were used in determining the findings of the study. Moreover, adapted survey questionnaires were used for school culture, intellectual stimulation and student engagement. Results revealed that the level of school culture is very high; the level of intellectual stimulation is high, the level of student engagement is very high; there is a significant relationship between school culture and student engagement; there is a significant relationship between intellectual stimulation and student engagement. Further, regression analysis revealed that school culture significantly influences student engagement, intellectual stimulation significantly influence student engagement, and in the combined domains of school culture and intellectual stimulation, interactive teaching style, challenging students, and encouraging independent thought significantly influence student engagement. In singular capacity, both the independent variables, school vulture and intellectual stimulation significantly influence student engagement as shown in its beta coefficient.