Factors Influencing Students’ Academic and Non-Academic Engagement

This research study utilized a quantitative research design. This study aimed to determine the influence of active learning strategies, student-faculty interaction, quality of instruction and overall college experience, internet and campus technology to students’ academic and non-academic engagement in school. The data were statistically analyzed to provide answers to the research questions where mean was used to determine the levels of active learning strategies, student-faculty interaction, quality of instruction and overall college experience, internet and campus technology and student engagement in school. Moreover, the Pearson product-moment correlation was used to investigate the relationship between the variables. Furthermore, the Multiple Regression analysis was employed to measure the influence of active learning strategies, student-faculty interaction, quality of instruction and overall college experience, internet and campus technology on student engagement in school. Results show that active learning strategies (ALS), student-faculty interaction (SFI), quality of instruction and overall college experience (QICE), information and campus technology (ICT) are significantly correlated to students’ academic and non-academic engagement. Furthermore, results indicate that student-faculty interaction, quality of instruction and overall college experience, and information and campus technology are significant predictors of students’ academic and non-academic engagement. The results suggest that teachers should consider to use teaching-learning strategies that are more engaging. On the other hand, it is concluded that student and teacher interaction make learning more accepting and conducive as the key players of teaching and learning create an active interplay of respect for each other. Conversely, providing an accepting classroom environment, varied and quality teaching strategies is necessary as it increases engagement among students. Consequently, the ability to access digital information is considered foundational for continuous learning.