Instructional Materials Alignment and Pupil Engagement Among Grade 6 Learners

Sanny Rose Daganta; Angelica C. Catenza; Anita Jane A. Amano; Florabel C. Tejana

doi:10.55927/eajmr.v5i6.129

Authors

Sanny Rose Daganta Eastern Samar State University
Angelica C. Catenza Eastern Samar State University
Anita Jane A. Amano Eastern Samar State University
Florabel C. Tejana Eastern Samar State University

DOI:

https://doi.org/10.55927/eajmr.v5i6.129

Keywords:

Instructional materials, alignment, pupil engagement, Grade 6 learners, behavioral engagement

Abstract

This quantitative study examined the alignment of instructional materials and its relationship with pupil engagement among Grade 6 learners at Barbo Elementary School. It aimed to determine the level of instructional material alignment, the level of pupil engagement, and the significance of the relationship between these variables. A descriptive-correlational research design was employed, involving 31 Grade 6 students selected through total enumeration sampling. Data were collected using a researcher-made validated questionnaire and analyzed using mean and Pearson’s r correlation. The findings revealed a high level of instructional material alignment across all indicators, indicating strong support for the teaching and learning process. Pupil engagement was also found to be high in the behavioral, emotional, and cognitive domains. Furthermore, the results showed a low but statistically significant positive correlation between instructional material alignment and pupil engagement. These findings suggest that well-aligned instructional materials contribute to enhanced pupil engagement in the classroom.

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