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

Focused Learning Strategies On Student Engagement And Academic Achievement

Cheche P. Rodriguez | Debster M. Bacomo

Discipline: Education

 

Abstract:

This study examined the extent of implementation of focused learning strategies and their relationship to student engagement and academic achievement among Grade 2 learners. Ninety-six (96) respondents participated, consisting of sixty-nine (69) Grade 2 teachers and twenty-seven (27) school administrators. A descriptive–correlational research design was employed, utilizing a survey questionnaire. Descriptive statistics (mean, percentage, and standard deviation) were used, while Pearson’s correlation coefficient was applied for inferential analysis at the 0.05 level of significance. Findings revealed that the extent of implementation of focused learning strategies, as assessed by teachers (M = 3.944, SD = 0.490) and administrators (M = 4.244, SD = 0.305), was consistently high to very high. Student engagement across behavioral, emotional, and cognitive domains was likewise rated at a high level (teachers: M = 3.881, SD = 0.452; administrators: M = 3.888, SD = 0.363), indicating positive learner participation. A significant positive correlation was found between the extent of strategy implementation and both student engagement (teachers: r = .615, p < .001) and academic achievement (average grade = 84.37 in English 2). Administrators, however, reported weaker associations in selected strategies (r = .036, p = .860). These results demonstrate that focused learning strategies contribute meaningfully to student engagement and achievement, particularly when implemented consistently across instructional domains. Strengthening their use through continuous professional development, targeted mentoring, and regular School Learning Action Cell (SLAC) sessions is recommended to ensure effective classroom practice. Such initiatives will not only sustain high levels of engagement but also foster deeper cognitive involvement and improved academic performance among early grade learners.



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