Perceived Teacher Affective Support and Cognitive and Psychological Engagement among STEM Students in Distance Learning

Alden R. Sinuhin
Laguna Senior High School, Department of Education, Philippines

DOI: https://doi.org/10.54476/iimrj45

 
ABSTRACT

 

Teacher affective support and student engagement are both fundamental to making the educative process meaningful in distance learning environments. This study assessed the levels of perceived teacher affective support and cognitive and psychological engagements among Science, Technology, Engineering, and Mathematics (STEM) students enrolled in online, modular, and blended distance learning modalities. The study also examined the relationship between the respondents’ perceived teacher affective support and cognitive and psychological engagement. Descriptive research design and correlational method were used in the study. A total of 401 STEM students from a public senior high school in the Santa Cruz district, Province of Laguna participated in the study. Two self-report instruments were used and administered in the study. Results showed that respondents’ perceived teacher affective support was to a very great extent. Cognitive engagement among the respondents was similar to a very great extent, while data showed that participants’ psychological engagement was at a great extent. Pearson’s test of correlation revealed that the respondents’ perceived teacher affective support is significantly correlated to cognitive engagement. Likewise, the study also demonstrated a significant relationship between perceived teacher affective support and psychological engagement. The data indicate that teacher affective behaviors correlate with student engagement in distance learning experiences. The findings of the study may provide a framework for educators and administrators in flexible learning modalities and alternative delivery modes.

Keywords: teacher affective support, cognitive engagement, psychological engagement, distance learning, STEM education

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