Teaching Practices and Pupils' Academic Engagement

In the field of education, academic engagement is widely considered an essential indicator of pupils’ academic success and a primary outcome of the educational process. This study aimed to determine the relationship between teaching practices and pupils’ academic engagement in selected schools within the West 1 District of the Division of Cagayan de Oro City. Employing correlational and causal research designs, the study explored how various teaching practices impact pupils’ academic engagement. A total of 255 Grade 6 pupils were selected through random sampling using Raosoft’s sample size calculator. Data were collected using a two-part adapted questionnaire. Statistical tools such as Mean, Standard Deviation, and Pearson Product Moment Correlation Coefficient and Multiple Linear Regression were utilized for data analysis. Results revealed that instructional materials, self-assessment, and organized classroom settings contribute significantly to academic engagement. It has low to moderate positive correlation. Classroom management is the only predictor to pupils’ academic engagement. It is concluded that teaching practices play a vital role in enhancing pupils’ academic engagement and classroom management. It is recommended that teachers may continue to use teaching practices that are effective to pupils. School administrators may continue to conduct professional training and seminars that will strengthen the teachers’ skills in classroom management practices and approaches for pupils’ academic engagement.