Perception of Teachers on Students' Behavior and Learning Engagement in Science Grade 6
DOI:
https://doi.org/10.65339/ijsis.V1.I1.11Keywords:
Aritao 2 District, Classroom Engagement, Grade 6 Science, Inquiry-Based Learning, Student Behavior, Teacher Perceptions, Teaching Strategies, Technology IntegrationAbstract
This study examined teachers’ perceptions of Grade 6 students’ behavior and learning engagement in science classes in the public elementary schools of Aritao 2 District, Schools Division of Nueva Vizcaya. It was guided by the Input-Process-Output Model and theoretical perspectives on multidimensional engagement, self-efficacy, and self-determination. A descriptive survey design was employed among 20 Grade 6 public elementary school teachers selected through simple random sampling. Data were gathered using a researcher-developed questionnaire, classroom observations, and unstructured interviews. Frequency counts, percentage distributions, and weighted means were used to analyze the data. Findings showed that teachers strongly perceived students as generally disciplined, respectful, attentive, curious, and positively behaved during science lessons, with an average weighted mean of 4.30. Students were also perceived as engaged and participative, particularly through enthusiasm, collaboration, attention, and task completion, although participation in assessments and genuine interest in learning science concepts required improvement. Teaching methods, technology and multimedia resources, classroom facilities, prior knowledge, peer relationships, family support, parental involvement, and student self-efficacy were identified as important influences on behavior and engagement. Teachers’ perceptions strongly affected their instructional decisions, including adjustments in teaching pace, methods, hands-on activities, differentiated instruction, classroom management, assessment, and feedback. The study concluded that positive and reflective teacher perceptions contribute to responsive and engaging science instruction. It recommended inquiry-based and hands-on activities, varied assessments, multimedia resources, differentiated instruction, parental and community involvement, professional development, and further research. The study supports Sustainable Development Goal 4 by promoting quality, inclusive, and engaging science education. Its sustainability impact lies in strengthening teaching practices, institutional planning, appropriate technology integration, and long-term student interest in science.
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