TOUCHING LIVES THROUGH TEACHING: ENGLISH MAJOR STUDENT-TEACHERS’ LEARNING ENGAGEMENT AT LEYTE NORMAL UNIVERSITY
It is an initiative for both teacher and students to create a conducive learning environment from time-to-time depending on the students learning styles and required skills which are needed for a positive and productive output. The study is conducted to determine the English major student-teachers’ learning engagement at Leyte Normal University, S.Y. 2018-2019 using the seven components of learning engagement principles of Chickering & Gamson (1987) cited in Cornelius (2016). The study noted that there were variations of the mean scores nonetheless shown as ‘always’ in the engagement of learning among the student-teachers. It revealed that the number of the household members showed a significant difference in the student-teachers’ learning engagement. It also revealed that there is a significant correlation of student-teachers’ learning engagement in the components of student-faculty contact, cooperating among students, active learning, prompt feedback, emphasizing time-on-task, communicating high expectations, and diverse talents and ways of learning. Thus, the components of learning engagement proved that they are associated with each other. Furthermore, the institution (LNU) emphasizes the target of quality education as evident in their 100% board examination for teachers in the last seven years which shows manifestation on how the students were trained and taught to become competitive and be passionate in the teaching profession in their field of specialization. Finally, this study provides evidence that these components of learning engagement are strongly related with one another so they should be retained and be emphasized in pursuit of quality and excellent education.