Testing Student Engagement and School Environment as Predictors of Academic Performance

Abstract

This study investigated the predictive role of student engagement and school environment on academic performance among Grade 10 students in the North 2 District of Iligan City, Philippines. Recognizing Grade 10 as a critical transition stage toward senior high school, the research employed a quantitative design using stratified random sampling of 270 students across secondary schools. Validated survey instruments measured engagement and perceptions of the school environment, with reliability confirmed through internal consistency testing. Findings revealed high levels of affective engagement, as students expressed pride and motivation in their school community, while cognitive engagement was moderate and extracurricular participation less pronounced. Perceptions of the school environment were generally positive, with strong teacher support and effective discipline noted, though concerns about hygiene, sanitation, and comfort persisted. Anchored in Expectancy-Value Theory, quantile regression analysis showed that neither student engagement nor school environment significantly predicted academic performance, suggesting that while these factors shape attitudes and persistence, other variables may more directly influence achievement. The study underscores the importance of supportive environments and engagement practices while highlighting the need to explore additional determinants of academic success.