Situational Interest and Engagement of Public Junior High School Science Students in Modular Distance Learning

Abstract

Due to the ongoing global health crisis, the Philippine Basic Education opted to implement modular distance learning (MDL) as an alternative mode of learning for the current school year. This modality depends highly on the use of self-learning modules (SLMs) with the goal of bringing about learning and continuing students’ education amidst the pandemic. The present study employed mixed methods research to describe and examine the relationship between situational interest and engagement (behavioral, emotional, and cognitive) of public junior high school science students in modular distance learning. Participants in the online survey were 380 students from eight different public secondary schools while the interviews involved 19 junior high school students who were determined based on their initial responses on the survey. Results revealed the significant correlation between situational interest and the three dimensions of engagement (behavioral, emotional, and cognitive). Emotional engagement obtained the lowest mean among the engagement dimensions while novelty attained the lowest mean score among the situational interest dimensions. Results showed that although most students in the current study are interested and engaged in MDL, the format and content presentation of the SLMs do not always necessarily interest and engage students into learning.