2022 IJRSE – Volume 11 Issue 3
Available Online: 26 March 2022
Author/s:
Palomo, Shiela*
University of Mindanao Tagum City, Philippines (shiela.palomo001@deped.gov.ph)
Chagas, Mona Lisa
University of Mindanao Tagum City, Philippines (monachagas04@gmail.com)
Abstract:
This study dealt with a sense of school belongingness as a predictor of students’ academic motivation. Determining a sense of school belongingness as a forecaster on the academic motivation of a student is the essential objective of the study, utilizing a quantitative-non experimental design employing a causal effect technique with regression analysis with a total of 250 respondents among Grades 4-6 elementary learners of Central District Schools of Tagum City Division. The measurable instruments utilized in this study were the Mean, Pearson-r, and Regression Analysis. Results showed that the level of sense of belongingness in this study is high. This means that the sense of belongingness in public elementary schools is manifested. The main indicator for the sense of belongingness that was highly manifested by the respondents is Perceived Institutional Support, being the indicator with the highest mean, the findings in study indicate that the students feel or can perceive the support of their school and institution which can promote learning experiences which are important for developing academic motivation. This further means that pupils possess a sense of belongingness characteristics that allow them to be more academically motivated.
Keywords: educational management, sense of school belongingness, academic motivation
DOI: https://doi.org/10.5861/ijrse.2022.191
Cite this article:
Palomo, S., & Chagas, M. L. (2022). Sense of school belongingness as a predictor to student academic motivation. International Journal of Research Studies in Education, 11(3), 405-426. https://doi.org/10.5861/ijrse.2022.191
*Corresponding Author