Home⇛Global Journal of STEM Education & Management Research⇛vol. 2 no. 1 (2026)

Learners’ Participation And Support System In Division-Initiated Programs

Jaycee Pieri S. Magbanua

Discipline: Education

 

Abstract:

This study explores the participation of junior high school learners in division-initiated programs within the Division of Sagay City for the school year 2024–2025 and examines the support systems that facilitate their engagement. Using a Convergent Parallel Mixed Methods Design, the research integrates quantitative data from surveys of 304 students, parents, and teachers with qualitative insights from semi-structured interviews. Findings reveal that autonomy, authenticity, and efficacy significantly influence learner participation, contributing to both academic and personal growth. Despite these benefits, challenges such as limited resources, time constraints, and emotional pressures persist, though support from teachers, peers, and parents help mitigate these barriers. In addition, the study highlights the need for improved communication of program objectives to strengthen student awareness and motivation, as well as the role of supportive school environments in fostering autonomy and recognizing student achievements. Overall, the research provides insights that can guide the development of practical action plans aimed at enhancing learner engagement and strengthening support mechanisms in division-initiated programs, thereby promoting the holistic development of students.



References:

  1. Alvarez, C., Rodriguez, R., & Pereira, J. (2023). Exploring the relationship between motivation and extracurricular activity engagement in secondary school students. International Journal of Educational Psychology, 18(2), 232-247. https://doi.org/10.1007/s40692-023-00235-8
  2. Aubrey, S., King, J., & Almukhaild, H. (2022). Language Learner Engagement During Speaking Tasks: A Longitudinal Study. RELC Journal, 53(3), 519-533. https://doi.org/10.1177/0033688220945418
  3. Butler, N., Quigg, Z., Bates, R. et al. (2022). The Contributing Role of Family, School, and Peer Supportive Relationships in Protecting the Mental Wellbeing of Children and Adolescents. School Mental Health, 14, 776–788. https://doi.org/10.1007/s12310-022-09502-9
  4. Cerezo, F., Calderón, C., & Sánchez-Sosa, J. C. (2020). Relevance of extracurricular activities for academic achievement: A study on Spanish adolescents. Palgrave Communications, 6(1), 1-8. https://doi.org/10.1057/s41599-020-00573-0
  5. Chen, J. J. (2005). Relation of academic support from parents, teachers, and peers to Hong Kong adolescents’ academic achievement: the mediating role of academic engagement. Genetic, Social, and General Psychology Monographs, 131(2), 77–127. https://doi.org/10.3200/MONO.131.2.77-127
  6. Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research (3rd ed.). Sage.
  7. Cruzat, M., Cruzat, A. P., & Javillonar, M. G. (2022). The school and its stakeholders: Partners in building a strong school community. International Journal of Multidisciplinary Research and Growth Evaluation, 3(4), 314-418.
  8. Dumais, S. A. (2022). Extracurricular involvement in high school is not a level playing field. Brookings Institution. https://www.brookings.edu/articles/extracurricular-involvement-in-high-school-is-not-a-level-playing-field/
  9. Hernandez, R. L., & Figueroa, L. M. (2023). Students’ understanding of the purpose of extracurricular activities and its impact on engagement. Educational Research Quarterly, 45(2), 30-48. https://doi.org/10.3102/0034654323129876
  10. Huang, L., & Wang, D. (2023). Teacher Support, Academic Self-Efficacy, Student Engagement, and Academic Achievement in Emergency Online Learning. Behavioral Sciences, 13(9), 704. https://doi.org/10.3390/bs13090704
  11. Kiu, K. (2023). The role of extracurricular activities in student development. International Journal of Multidisciplinary Research and Growth Evaluation, 4(2), 805-809.
  12. Kumar, V., & Sharma, S. (2020). The role of division-led activities in enhancing student development. Journal of Educational Research and Practice, 10(3), 43-58. https://doi.org/10.1108/JERP-02-2020-0040
  13. Lee, H. J., Lee, Y. S., & Kim, S. (2021). Autonomy, collaboration, and student engagement in extracurricular educational activities. Educational Psychology International, 22(4), 85-101. https://doi.org/10.1080/20426061.2021.190833
  14. Martinez, L. R., & Garde, C. M. (2022). Joint decision-making in educational programs and its impact on student motivation and engagement. International Journal of Educational Research, 119, 101853. https://doi.org/10.1016/j.ijer.2022.101853
  15. Martinot, D., Sicard, A., Gul, B., Yakimova, S., Taillandier-Schmitt, A., & Maintenant, C. (2022). Peers and teachers as the best source of social support for school engagement for both advantaged and priority education area students. Frontiers in Psychology, 13, 958286. https://doi.org/10.3389/fpsyg.2022.958286
  16. Mas-Expósito, L., Krieger, V., Amador-Campos, J. A., Casañas, R., Albertí, M., & Lalucat-Jo, L. (2022). Implementation of whole school restorative approaches to promote positive youth development: Review of relevant literature and practice guidelines. Education Sciences, 12(3), 187.
  17. Pedler, M., Hudson, S., & Yeigh, T. (2020). The teachers’ role in student engagement: A review. Australian Journal of Teacher Education, 45(3), 48-62.
  18. Rethman, C., Perry, J., Donaldson, J., Choi, D., & Erukhimova, T. (2020). Creating a physicist: The impact of informal programs on university student development. arXiv preprint arXiv:2012.13981. https://arxiv.org/abs/2012.13981
  19. Ryan, R., Deci, L., Tom, V. A., Liebtag, E., & McClennen, N. (2023). The power of place: Authentic learning through place-based education.
  20. Schnitzler, K., Holzberger, D., & Seidel, T. (2021). All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement. European Journal of Psychology of Education, 36, 627–652. https://doi.org/10.1007/s10212-020-00500-6
  21. Tan, H. L., & Lee, J. P. (2022). The influence of self-confidence on students’ participation in extracurricular activities. Educational Studies, 48(1), 120-137. https://doi.org/10.1080/03055698.2022.2041997
  22. Tang, C. F., & Liu, Y. H. (2020). The role of encouragement and external expectations in student participation in extracurricular activities. Asia Pacific Education Review, 21(3), 453-465. https://doi.org/10.1007/s12564-020-09734-9
  23. Vongsachang, H., Friedman, D. S., Inns, A., Kretz, A. M., Mukherjee, M. R., Callan, J., … Collins, M. E. (2020). Parent and Teacher Perspectives on Factors Decreasing Participation in School-Based Vision Programs. Ophthalmic Epidemiology, 27(3), 226–236. https://doi.org/10.1080/09286586.2020.1730910
  24. Wang, Y., Wang, X., & Liu, H. (2021). Intrinsic motivation and student engagement in extracurricular activities. Journal of Educational Psychology, 113(4), 739-752. https://doi.org/10.1037/edu0000498
  25. Zhou, L., & Chen, X. (2023). Autonomy in educational settings and its effect on student engagement. Journal of Educational Psychology and Development, 14(1), 99-113. https://doi.org/10.1177/03057336221122813

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic