Learning Experiences, Social Media Use Academic Writing Strategies: A Structural Equation Model of Student Engagement
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2025, Vol 32, Issue 7
Abstract
This study aimed to determine the relationship between students’ engagement and variables such as learning experiences, social media use, and academic writing strategies. Using a descriptive, correlational, and casual comparative quantitative research design, survey questionnaires were administered to 400 senior high school students in public schools of Region 11. Respondents were selected through random sampling technique. Learning experiences that includes three indicators: positive, active, and teacher-supported experience showed a high level. Also, social media use, comprised four indicators: academic, social interaction, entertainment, and information. high level use. The third variable, academic writing strategies, involved three indicators: before writing, while writing, and revising high level of proficiency in writing strategies respectively. Findings revealed that positive, active, and teacher-supported learning experiences significantly influenced students’ engagement across behavioral, cognitive, and emotional dimensions. Social media use had mixed effects: academic purposes enhanced engagement, while excessive non-academic use reduced it. Writing strategies, including planning, drafting, and revising, positively correlated with engagement level which leads to rejecting the hypothesis. The structural equation model indicated that learning experiences, social media use, and writing strategies collectively and individually impacted student engagement. The study emphasizes the need for teachers and institutions to develop motivational strategies and contextualize engagement initiatives to improve academic outcomes. These findings provide actionable insights for enhancing education quality in the Philippines.
Authors and Affiliations
Rio Halayahay , Marilou Limpot
Keywords
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- EP ID EP766109
- DOI 10.5281/zenodo.14931134
- Views 21
- Downloads 0
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