CLASSROOM SOCIOCULTURAL CONTEXT AND STUDENTS' AGENTIC ENGAGEMENT

Abstract: This study is aimed to find out the relationship between classroom sociocultural context and students' agentic engagement. This study utilized the non-experimental quantitative research design using descriptive technique involving teachers in Davao Occidental Division, Philippines. The study was conducted on the second semester of School Year 2025-2026. Research instruments on classroom sociocultural context and students' agentic engagement were used as source of data. Using mean and pearson-r as statistical tools to treat the data, the study showed the following results: the study found to exhibit a high level of classroom sociocultural context. This means that the provisions relating to classroom sociocultural context is oftentimes observed. The study revealed a high level of students' agentic engagement. This indicates that the provisions relating to students' agentic engagement are embodied in the item is oftentimes observed. The results of the study also confirm that there is a significant relationship between classroom sociocultural context and students' agentic engagement. This implies that the higher the classroom sociocultural context, the higher is the students' agentic engagement. Thus, the null hypothesis of no significant relationship between classroom sociocultural context and students' agentic engagement was rejected. Keywords: classroom sociocultural context, students' agentic engagement, school administration and supervision, quantitative research. Title: CLASSROOM SOCIOCULTURAL CONTEXT AND STUDENTS' AGENTIC ENGAGEMENT Author: ELEONECIE S. LANDUSAN International Journal of Novel Research in Education and Learning ISSN 2394-9686 Vol. 13, Issue 2, March 2026 - April 2026 Page No: 147-152 Novelty Journals Website: www.noveltyjournals.com Published Date: 06-April-2026 DOI: https://doi.org/10.5281/zenodo.19438817 Paper Download Link (Source) https://www.noveltyjournals.com/upload/paper/CLASSROOM%20SOCIOCULTURAL%20CONTEXT-06042026-11.pdf