THE ENGAGEMENT OF NON-STEM STUDENTS AND THEIR ACADEMIC PERFORMANCE IN EARTH AND LIFE SCIENCE TOWARDS A PROPOSED ACTION PLAN

This study explores the relationship between student engagement and academic performance in Earth and Life Science among Grade 11 senior high school students. It aims to assess the levels of behavioral, emotional, and cognitive engagement and examine how demographic factors such as age, sex, and strand influence these dimensions. Using a quantitative descriptive-correlational design, data were collected through a structured engagement questionnaire and academic performance records. Results indicated a high overall level of engagement, with behavioral engagement ranking the highest and cognitive engagement the lowest. Significant differences in engagement levels were found based on demographic variables. Findings revealed a high level of student engagement (mean = 0.614), suggesting that engagement behaviors are frequently observed among non-STEM students. The correlation analysis showed no significant relationship between overall engagement and academic performance, leading to the acceptance of the null hypothesis. These results highlight the importance of identifying factors that influence student engagement. As suggested by Fredricks, Blumenfeld, and Paris (2004), enhancing behavioral, emotional, and cognitive engagement can significantly shape student learning experiences. Educators and school administrators may design targeted interventions to strengthen these engagement dimensions, fostering improved academic outcomes and enriching students' educational experiences. Keywords: Behavioral Engagement, Cognitive Engagement, Earth and Life Science, Student Performance