Year: 2025
Type: article
Study design: Observational Study
Abstract: Purpose: This descriptive study aimed to determine the level of business students' engagement during the COVID-19 pandemic at a maritime university in Iloilo City, Philippines. It focused on understanding how different factors such as sex, year level, and degree program influenced student engagement. Theoretical Framework: The study was grounded in the understanding that student engagement is crucial for academic achievement and degree completion. It integrates Jean Piaget's theory of cognitive development with insights into educational readiness, particularly for college-level courses. Method: The study involved 90 business students who completed a 15-item student engagement survey. The survey was pilot tested with a Cronbach alpha of .884, ensuring reliability. Means and standard deviations were used to describe engagement levels, while one-way ANOVA and t-tests were employed to identify significant differences among groups. Results and Discussion: The results showed that, overall, students were highly engaged in their studies during the pandemic. However, a significant difference was observed based on year level, with third-year students being more engaged than second-year students according to post hoc Scheffe tests. Research Implications: The findings suggest that maintaining and enhancing student engagement is vital for effective learning outcomes. Educational institutions should focus on strategies to support and increase engagement, particularly among lower-year students. Originality/Value: This study contributes to the understanding of student engagement during crises like the COVID-19 pandemic, providing insights into how different student demographics respond to challenging educational environments. It highlights the need for targeted interventions to ensure consistent engagement across all student groups.
Authors: Angeli Nemiada Sebastian, Jolly Flores Sebastian
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W4410340212