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Shifting Session and the Performance of Grade 8 TLE Students as Mediated by Student Engagement

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  • Haide B. Clet

    (DepEd-Division of Quezon/ Laguna State Polytechnic University-San Pablo)

  • Edna O. Briones

    (DepEd-Division of Quezon/ Laguna State Polytechnic University-San Pablo)

Abstract

This study examined the relationship between students’ perceptions of double-shift schooling session factors (classroom atmosphere, student behavior, teacher factor), engagement levels, and performance in Technology and Livelihood Education (TLE). The objective was to determine whether students’ engagement mediates the relationship between their perceptions of double-shift factors and academic performance. A quantitative descriptive correlational method was employed using survey instruments and post-test performance assessments across four cognitive domains (Remembering, Understanding, Applying, and Analyzing). Findings revealed significant positive correlations between students’ perceptions and engagement and between perceptions and performance in specific domains, particularly in “Applying .†However, the data showed no consistent or significant correlation between engagement and all performance domains, with only “Applying†showing a statistically significant link (r=.236, p

Suggested Citation

  • Haide B. Clet & Edna O. Briones, 2025. "Shifting Session and the Performance of Grade 8 TLE Students as Mediated by Student Engagement," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(6), pages 2005-2019, June.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-6:p:2005-2019
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    References listed on IDEAS

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    1. David Montero-Montero & Paula López-Martínez & Belén Martínez-Ferrer & David Moreno-Ruiz, 2021. "The Mediating Role of Classroom Climate on School Violence," IJERPH, MDPI, vol. 18(6), pages 1-8, March.
    2. Alain Mingat & Barbara Bruns & Ramahatra Rakotomalala, 2003. "Achieving Universal Primary Education by 2015 : A Chance for Every Child," World Bank Publications - Books, The World Bank Group, number 15121.
    3. Alain Mingat & Barbara Bruns & Ramahatra Rakotomalala, 2003. "Achieving universal primary education by 2015 - a chance for every child," Post-Print halshs-00006556, HAL.
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