The Relationship between Instructional Materials Availability and Student Engagement in Science

Student engagement is essential for effective science education, with the availability of teaching materials being a critical factor in promoting participation and understanding. This study was conducted at Little Baguio National High School, a rural public school in San Fernando, Bukidnon, Philippines, where limited resources significantly affect student engagement in science. While some research has explored how the availability of teaching materials impacts engagement, there is little evidence from rural areas in the Philippines, particularly regarding teaching methods and local factors. Based on engagement theory, this study examined the availability of science teaching materials—such as physical resources, technology, and instructional support—and assessed their relationship with the engagement of Grade 10 students in three dimensions: behavior, emotion, and cognition. Using a descriptive-correlational design, a validated survey was administered to 150 students. The results indicated that students felt they had sufficient access to teaching materials (average score = 4.28) and reported moderate to high levels of engagement (average score = 4.28). There was also a moderately strong positive relationship (r = 0.619) between resource availability and student engagement. These findings emphasize the need for equitable distribution of resources in rural schools and suggest that enhancing both resource availability and teacher training can improve student engagement. The study recommends further research that includes qualitative methods, examines teaching practices and school leadership, and compares rural and urban settings to better understand student engagement in science.