Evaluating Teacher-Student Interaction and Student Learning Engagement in the New Normal: A Convergent-Parallel Design

Dianne Mariz  Obenza-Tanudtanud,; Brandon  N. Obenza,

Evaluating Teacher-Student Interaction and Student Learning Engagement in the New Normal: A Convergent-Parallel Design

Dianne Mariz Obenza-Tanudtanud | Brandon N. Obenza

Discipline: Education

Abstract:

This convergent mixed-methods study examined primary students' teacher-student interaction (TSI) and student-learning engagement (SLE) from the Division of Cotabato, Department of Education, Philippines, amidst the challenges posed by the 'new normal.' Based on the findings of the study, the TSI and the SLE were low, with mean scores of 2.04 and 2.13, respectively. Notably, TSI was found to predict SLE by 21.20% and displayed a moderate positive correlation (R=.542, R- square=.294, Pvalue=.001<.05). Through thorough thematic analysis, six prominent themes emerged, encompassing learning environment, forming an interest in acquiring new knowledge and skills, classroom management, difficulty in essential learning and applying knowledge, teacher and student distractions, and communication. Further, enhancing teacher-student interaction and support emerged as an essential theme for the role of participants' experiences in shaping their beliefs in student engagement. The merging function converges students' TSI, SLE, and lived experiences using both quantitative and qualitative data.

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