PERCEIVED FACTORS INFLUENCING STUDENT ENGAGEMENT AMONG STUDENTS AT - RISK OF DROPPING OUT IN PUBLIC SECONDARY SCHOOLS IN THE AYUNGON DISTRICT

This study employed a descriptive-correlational research design to examine the factors influencing the level of engagement among Students At Risk of Dropping Out (SARDO) in public high schools in the Ayungon District. The respondents consisted of 116 identified SARDO learners. Data were gathered using a researcher-developed questionnaire, and the weighted mean was used to describe the students’ level of engagement and the influencing factors. Spearman’s Rank-Order Correlation was employed to determine the relationships among the variables. Results revealed that SARDO learners remained highly engaged in their studies despite facing financial difficulties, personal concerns, and academic challenges. The students demonstrated behavioral, emotional, and cognitive engagement: they actively participated in school tasks, felt positive about what they were doing, and thought deeply about what they were learning. The findings further showed that school-related and family-related factors played a more significant role in sustaining student engagement than personal or technological factors. Specifically, supportive teachers, interesting subject matter, and a caring school environment encouraged students to become more involved in their learning. Likewise, parental support emerged as an important factor in motivating students to focus and participate in class. Notably, challenges such as financial constraints, academic difficulties, and increased exposure to digital devices did not automatically lead to disengagement. Instead, the presence of a supportive school climate and an encouraging home environment appeared to buffer these risks. These findings imply that strengthening school support systems and promoting active parental involvement are crucial in sustaining student engagement and, ultimately, in reducing the likelihood of dropout among SARDO learners.