COLLEGE Student Course Engagement in Physical Education in Region XII: A Structural Equation MODEL

Abstract

Numerous dimensions affect course engagement in Physical Education among college students in state universities and colleges in Region XII. Hence, this study was conducted to find the best fit model for college student course engagement. Descriptive correlational research design using a purposive sampling stratified technique was used in determining the schools and cluster sampling in choosing the study respondents. Adapted survey questionnaires were used, which underwent reliability testing in the local context. Mean, standard deviation, and multiple linear regression were used in statistical analysis. Likewise, to generate the best fit model for college student course engagement, structural equation modeling (SEM) was used. The results revealed that the level of need for support of teachers, student’s motivation and self-regulated learning strategies were high. Furthermore, the need for teachers, motivation of college students and self-regulated learning strategies were directly significant in predicting college student course engagement in physical education classes. The best fit model yielded good results as indicated by the indices of goodness fit. As, need for a teacher has a direct influence on college students' course engagement in PE. Also, Self-regulated Learning Strategies has a direct influence on college students' course engagement in PE. On the other hand, motivation did not have a direct effect on college student engagement in PE.