Abstract
Learners’ engagement in learning serves as a goal in and of itself and to achieve positive academic outcomes. On that note, the key purpose of the study was to determine the learners’ educational engagement in a public elementary school in an enormous division in the Central Philippines during the school year 2024-2025. The study used a descriptive research design, using a 32-item survey questionnaire to gather data from seventy-two (72) learners. The results revealed that the level of learners’ educational engagement was high. Additionally, the cognitive and emotional dimensions of learners’ educational engagement significantly differed based on their family economic background. The high level of academic engagement is attributed to learners’ motivation to achieve their goals, family and teachers’ support, active participation and learning satisfaction, and harmonious relationships in the school community. Moreover, learners with a favorable economic background could influence higher cognitive and emotional engagement in their studies. On the other hand, learners from less economically privileged backgrounds may experience a decrease in their mental and emotional involvement in school-related activities. This calls for teachers, the school, and parents to collaborate in providing more opportunities for learners to maximize their educational engagement in school learning activities.
Keywords: Learner’s engagement, educational, cognitive dimension, emotional dimension, negros island region